level 3 personal training - nos

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3

Portfolio Index

Page Section Page Section

4 - 5 Assessment / IV Progress 66 – 69 Element D460.2

6 Group Award - Unit Overview 70 - 74 Element D460.3

8 Qualification Structure 75 – 79 Element D460.4

9 Parties Involved 80 – 82 Element D460.5

10 Candidate CV 83 Unit D461 – Summary

Unit Standards 84 – 87 Element D461.1

11 Unit A355 - Summary 88 – 91 Element D461.2

12 - 14 Element A355.1 92 – 96 Element D461.3

15 – 17 Element A355.2 97 – 100 Element D461.4

18 - 19 A355 Whole Unit 101 Unit D462 – Summary

20 Unit C22 - Summary 102 – 107 Element D462.1

23 - 26 Element C22.1 108 – 114 Element D462.2

27 – 30 Element C22.2 115 - 117 Evidence Reference

31 – 34 Element C22.3

35 – 36 Element C22.4

37 - 38 C22 Whole Unit

39 Unit C317 – Summary

40 – 44 Element C317.1

45 - 48 Element C317.2

49 - 51 Element C317.3

52 C317 Whole Unit

53 Unit D459 - Summary

54 – 56 Element D459.1

57 – 59 Element D459.2

60 Unit D460 – Summary

61 – 65 Element D460.1



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Assessment ProgressLevel 3 Personal Trainer

Candidate:

Number:

Mandatory Unit/Element

A s s ’ r I n i t i a l

D a t e

I V

I n i t i a l

D a t e

Unit A355 - Reflect on and develop own practice in providing exercise and physical activity

Element A355.1 - Reflect on your own professional practice

Element A355.2 - Improve your own professional practice and career opportunities

Unit C22 - Promote health, safety and welfare in active leisure and recreation

Element C22.1 - Help to control risks in the sport and activity environment

Element C22.2 - Help to safeguard and protect children and vulnerable adults

Element C22.3 - Deal with injuries and signs of illness

Element C22.4 - Follow emergency procedures

Unit C317 - Motivate clients to maintain long term adherence to exercise and physical activity

Element C317.1 - Establish and maintain an effective relationship with your clients

Element C317.2 - Work with clients to develop and maintain adherence strategies

Element C317.3 - Provide ongoing customer service to clients

Unit D459 Evaluate exercise and physical activity programmes

Element D459.1 - Work with clients to evaluate exercise and physical activity programmes

Element D459.2 - Identify lessons for future practice



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Unit D460 Design, manage and adapt a personal training programme with clients

Element D460.1 - Collect and record information about clients

Element D460.2 - Analyse information and agree goals with clients

Element D460.3 - Plan, prepare and manage a personal training programme with clients

Element D460.4 - Review progress with clients

Element D460.5 - Adapt a personal training programme with clients

Unit D461 Deliver exercise and physical activity as part of a personal training programme

Element D461.1 - Plan and prepare individualised exercise sessions

Element D461.2 - Prepare clients for individualised exercise sessions

Element D461.3 - Teach and adapt planned exercises

D461.4 - Bring exercise sessions to an end

D462 Apply the principles of nutrition to support client goals as part of an exercise and physical activity

programme

Element D462.1 - Collect and analyse information and agree goals with your clients

Element D462.2 - Apply, monitor and adapt the principles of nutrition and weight management to an exercise

and physical activity programme



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Level 3 Personal Trainer Award – Unit Overview

A355 Reflect on and develop own practice in providing exercise and physical activity

This unit involves evaluating the exercise and physical activity they have planned and delivered, identifying

their strengths and weaknesses and learning lessons for the future. They must also keep up-to-date with

developments in health-related exercise and physical activity

C22 Promote health, safety and welfare in active leisure and recreation

This unit covers identifying hazards, assessing and controlling risks as they occur and dealing with incidents

and emergencies. The unit also has an important element on safeguarding children and other vulnerable

people.

C317 Motivate clients to maintain long term adherence to exercise and physical activity

This unit is about working with clients to develop and maintain their strategies for adhering to exercise and

physical activity.

D459 Evaluate exercise and physical activity programmes

This unit is very important for instructors and looks at how we evaluate physical activity programmes, assess

how effective they have been for clients and to learn lessons for future practice.

D460 Design, manage and adapt a personal training programme with clients

This unit covers the competence that personal trainers require to develop and manage a physical activity

programme with apparently healthy adults of all ages. This may include young people in the 14-16 age range,

provided they are part of a larger adult group. The standard also covers working with individual older adults,

ante and postnatal clients and disabled clients, provided the relevant contraindications and guidelines are

observed.

D461 Deliver exercise and physical activity as part of a personal training programme

This unit covers the competence that personal trainers require to deliver exercise and

physical activity as part of a programme for apparently healthy adults of all ages. This may

include young people in the 14-16 age range, provided they are part of a larger adult group.

The standard also covers working with individual older adults, ante and postnatal clients and

disabled clients, provided the relevant contraindications and guidelines are observed. This

standard, however, does not cover running specialist whole classes for young people, older

adults, ante and postnatal and disabled clients.

D462 Apply the principles of nutrition to support client goals as part of an exercise and physical activity

programme

This unit looks at nutrition and the affects of general health as well as physical performance. There are strong

links between diet and physical activity with both having a major role to play in optimum health and

wellbeing. A sound knowledge of nutrition and its relationship to physical activity and exercise has great

value to the personal trainer in providing safe and appropriate nutritional advice to clients. It is important to

note that there should be no conflict between eating for health and eating for exercise. Personal Trainers

and other Level 3 instructors must also take account of national guidelines on nutrition, their own prior

experience and professional role boundaries when applying the principles of nutrition in the context of safe

professional practice.



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8

SkillsActive - Active Leisure and LearningInstructing Exercise and Fitness, Personal Trainer NVQ/SVQ Level 3Qualification Structure

This NVQ/SVQ consists of seven (7) mandatory units and one optional

Mandatory Units

A355 - Reflect on and develop own practice in providing exercise and physical activity

C22 - Promote health, safety and welfare in active leisure and recreation

C317 - Motivate clients to maintain long term adherence to exercise and physical activity

D459 - Evaluate exercise and physical activity programmes

D460 - Design, manage and adapt a personal training programme with clients

D461 - Deliver exercise and physical activity as part of a personal training programme

D462 - Apply the principles of nutrition to support client goals as part of an exercise and physical activity

programme



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Parties Involved

Candidate:

Candidate Number:

Centre: Angus College

Assessor(s): Chris Simpson/ Sarah Ramminger

Steve Oakley/David McGinlay

Adviser/Internal Verifier: Steve Oakley/Stephen McGregor



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Please note your own CV can be added in place of this document

Name:Phone:

Address:

Position Held

Employment

Related

Qualifications

Current

Responsibilities

Venue/Facility

Relevant

Employment

Experience /

Qualifications



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Unit Summary - A355 Reflect on and develop own practice in providing exercise andphysical activity

Instructors should always try to improve what they do. This involves evaluating the exercise and physical activity they

have planned and delivered, identifying their strengths and weaknesses and learning lessons for the future.

They must also keep up-to-date with developments in health-related exercise and physical activity and take part in

continuing professional development to improve their practice even further.

The section is divided into two elements. The first part describes the two things you have to do.

These are:

A355.1 Reflect on your own professional practice

A355.2 Improve your own professional practice and career opportunities

After completing this unit describe below what you did to satisfy the Standards

Candidate Signature: Date:

Assessor Signature: Date:



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Unit - A355

A355.1 Reflect on your own professional practice

What you must doTo meet the national standard, you must:

Performance Criteria Planned EvidencePortfolio

Reference

1. Review the outcomes of workingwith clients, their feedback andfeedback from other staff

Case study 1

Case study 2

Case study group

Peer evaluations

Induction evaluation

Self reflection

2. Identify:

how effective physical activitieswere

how effective and motivationalyour relationship with the clientwas

how well you implementedprofessional codes of ethicswhen working with clients

how well your instructing stylematched clients’ needs

how well you managed the

clients’ exercise, including their health, safety and welfare

how well you interact and workwith other members of staff

Case study 1Case study 2

Case study group

Peer evaluations

Induction evaluation

Self reflection

3. Identify ways in which you canimprove future practice

Self reflection 8f

SWOT analysis

Personal action plan

4. Discuss your ideas with another Case study – reflective diary




13

Range Planned EvidencePortfolio

Reference a) clients

1. individuals Case study 1 + 2

2. groups Case study groups

What you must know and understandTo be competent in this standard, you must know and understand the following

Knowledge Planned EvidencePortfolio

Reference K8 The aspects of your professional

practice that you should reflect onFormative task 3.5b

Case study 1

Case study 2

Case study group

K9 Information that you should use Formative task 3.5b

Case study 1

Case study 2

Case study group

K10 Different methods of collectinginformation and how to interpret it

Formative task 3.5bCase study 1

Case study 2

Case study group

K11 How to reflect on your ownpractice

Formative task 3.5b

Case study 1

Case study 2Case study group

Formative task 8f

K12 How to identify key lessons andhow to make use of these in thefuture

Case study 1

Case study 2

Case study group


Formative task 8f



14

K13 The importance of discussing yourideas with another professional

Formative task 8f

CandidateSignature

Date

Assessor Signature Date

Internal VerifierSignature

Date



15

Unit - A355

A355.2 Improve your own professional practice and careeropportunities



Reference

1 Review your own professionalpractice on a regular basisexercise and physical activity

Initial swot analysis

Second swot analysis

Formative task 3.5a

2 Keep up-to-date with developmentsin the industry

Formative task 3.5a

Formative task 8f

3 Consider your own career goals Personal action plan

4 Identify areas where you need todevelop your professional practicefurther




Case study 1

Case study 2

Case study group

5 Develop a personal action plan thatwill help you to improve yourprofessional practice and furtheryour career

Personal action planFormative task 3.5a



6 Take part in relevant developmentactivities as part of your personalaction plan


Review of action planSecond swot analysis



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7 Review your progress in developingyour professional practice andcareer plan and update yourpersonal action plan accordingly

Updated action plan


Reference a

aspects of professional practice

1 planning exercise All case studies

2 instructing exercise All case studies

3 observing and supporting clients All case studies

4 use of resources

All case studies

5 communicating with clients All case studies

6 motivating clients All case studies


Knowledge Planned Evidence Portfolio

Reference K14 How often you should review your

professional practiceFormative task 3.5a


K15 How to access information ondevelopments in exercise andphysical activity

Formative task 3.5a

K16 How to identify areas in which youneed to develop your professionalpractice further

Formative task 8f



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K17 The importance of having apersonal action plan for yourdevelopment

Formative task 3.5c

K18 The types of developmentactivities that are available to youand how to access these

Formative task 8fPersonal action plan

K19 The importance of regularly

reviewing and updating yourpersonal action plan

Formative task 3.5c

CandidateSignature Date



Date



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Unit - A355

Whole Unit



Reference K1 The values or codes of practice

relevant to the work you arecarrying out and their importance

Formative task 3.2a

K2 The role of the fitness professionalin the industry

Assessor questioning

K3 The importance of reflection andcontinuing professionaldevelopment in helping you to

develop client fitness andmotivation

Formative task 3.5b

K4 The structure of the industry Assessor questioning

K5 Industry organisations and theirrelevance to the fitnessprofessional




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K6 Appropriate registration systemsand continuing professionaldevelopment requirements


K7 Employment opportunities indifferent sectors of the industry


CandidateSignature

Date



Date



20

Unit Summary – C22 Promote health, safety and welfare in active leisure and recreation

This unit covers identifying hazards, assessing and controlling risks as they occur and dealing with incidents and

emergencies. The unit also has an important element on safeguarding children and other vulnerable people.

The section is divided into four elements. These are

C22.1 Help to control risks in the sport and activity environment

C22.2 Help to safeguard and protect children and vulnerable adults

C22.3 Deal with injuries and signs of illness

C22.4 Follow emergency procedures






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What We Mean By Some of the Words Used in this unit

Casualty

Controlling risk

Emergency

Emergency services

Facility

Hazard.

Hazardous substances

Risk

Health and safetyRequirements

Other people involved

People with particular needs

the person who has suffered the injury or illness

taking action to reduce the risk of a hazard actuallycausing harm – forexample, following correct procedures putting upwarning signs when cleaning,

removing an unsafe piece of equipment from use orcarefully supervising asplash pool

depending on the type of workplace, any situation thatcreates a serious threat to the health and safety of participants, public ormembers of staff and requires immediate action – forexample, drowning, fires, threatening behaviour,missing persons, chemical leaks, etc.

the ambulance, police, fire service, or coastguards

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

something that could cause harm to yourself,colleagues, customers ormembers of the public, for example, lifting andmoving heavy equipment,activity equipment being left unattended, wet floors,trailing cables etc

for example, cleaning agents, pool chemicals, fuel, oiletc.

risk is the likelihood of a hazard actually causingharm; for example a trailingcable is a hazard; if it is lying across a corridor, therisk of an accidentoccurring is great; if it lies along the wall out of theway of people using thecorridor, the risk of an accident is much less.

legal requirements such as the Health and Safety atWork Act, Control ofSubstances Hazardous to Health or Manual Handlingregulations, Reporting ofInjuries, Diseases, and Dangerous Occurrences

Regulations (RIDDOR), the Activity Centres (Young Persons’ Safety) Act,manufacturers’ guidelines and instructions for the use of equipment or substancesetc.

these may be other members of staff or othercustomers/participants andmembers of the public apart from the casualty

for example, people with disabilities or medicalconditions which may meanthey need special attention following accidents and

emergencies



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Qualified assistance

Security breaches

Situations likely to cause emotional distress

Unsafe behaviour

someone who has a recognised first aid qualificationor the emergency services

for example, doors which should be locked being leftopen, suspicious strangersetc.

for example, bullying or intimidation

for example, diving into the shallow end of a pool,

breaking the ground rulesfor an activity, vandalism



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Unit – C22

C22.1 Help to control risks in the sport and activity environment

What you must do

To meet the national standard, you must:


Reference

1 Have relevant and up-to-date, healthand safety information available

C22 workbook

2 Follow the relevant health and safetyrequirements at all times

C22 workbook

3 Carry out health and safety checksas required

C22 workbook

4 Identify hazards C22 workbook

5 Assess and control risks using yourorganisation’s procedures

C22 workbook



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6 Get advice from relevant colleagueswhen you are not sure abouthazards and risks

C22 workbook

7 Pass on suggestions for improving

health and safety to the relevantcolleague

C22 workbook


Reference a

Hazards

1 unsafe facilities or environment

2 unsafe equipment

3 unsafe working practices

4 unsafe behaviour

5 use of hazardous substances

6 security breaches

7 situations likely to cause emotionaldistress

bMethods of control

1 dealing with the hazard personally

2 reporting the hazard to therelevant colleague

3 protecting others from harm



25



Reference K7 The types of hazards that are

likely to occur in your area of workand the accidents and

injuries they could cause

C22 workbook

K8 How to identify hazards C22 workbook

K9 Health, safety and security checks

you should follow

C22 workbook

K10 How to carry out basic riskassessments of the types ofhazards that may occur

C22 workbook

K11 Why it is important to get advicefrom a relevant colleague if youare unsure about hazards andrisks in your workplace and whoyou should ask

C22 workbook

K12 How to deal correctly with the

types of hazards that may occur inyour workplace, taking account oftheir risks

C22 workbook

K13 Documents relating to health andsafety that you may have tocomplete and how tocomplete them correctly

C22 workbook



26

K14 Why you should encourage yourcolleagues and customers tobehave in a safe manner and howto do so

C22 workbook

K15 Why it is important to makesuggestions about health andsafety issues and how to do so

C22 workbook

K16 Why it is important to identify and

report any differences betweenhealth and safety requirementsand your workplace’s policies andprocedures and how to do so

C22 workbook

CandidateSignature

Date



Date



27

Unit – C22

C22.2 Help to safeguard and protect children and vulnerable adults

What you must do



Reference

1 Have up-to-date information onguidelines for safeguarding andprotecting children and vulnerableadults

C22 workbook

2 Identify what the policies andprocedures mean for your job andarea of work

C22 workbook

3 Follow the relevant procedures for:

safeguarding and protecting

children and vulnerableadults at all times

protecting yourself frompotential accusations

C22 workbook

C22 workbook

4 Be alert to possible signs of abuse C22 workbook

5 Identify, record and report anyconcerns you may have about thewelfare of children and vulnerable

C22 workbook



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Reference a abuse

1 physical

2 emotional

3 neglect

4 sexual

5 bullying



Reference K17 What is meant by safeguarding

and protecting the welfare ofchildren and vulnerable adults

C22 workbook

K18 Your own role and responsibilitiesfor safeguarding and protectingchildren and vulnerableadults

C22 workbook

K19 The range of types of abuse:physical, emotional, neglect andsexual

C22 workbook

K20 The basic indicators and impact of

abuse: physical, emotional,neglect and sexual

C22 workbook

K21 The risks that individual abusersor potential abusers pose tochildren and vulnerable adults

C22 workbook



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K22 Your organisation’s policies andprocedures in relation tosafeguarding and protecting,including the reporting procedures

C22 workbook

K23 What to do if you have concernsabout possible abuse

C22 workbook

K24 How to respond to a child or

someone else disclosing abuse orconcerns about abuse

C22 workbook

K25 What you should do if there arebarriers to reporting your concerns

C22 workbook

K26 Statutory agencies withresponsibilities for safeguardingand protecting, when and how youshould contact them

C22 workbook

K27 Why it is important to shareconcerns about possible abusewith others

C22 workbook



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K28 The limits of your owncompetence in regard tosafeguarding and protecting andwhy it is important to involveothers

C22 workbook

K29 Why it is important to treatinformation about possible abuseconfidentially

C22 workbook

CandidateSignature

Date



Date



31

Unit – C22

C22.3 Deal with injuries and signs of illness



Reference

1 Remain calm and follow yourorganisation’s Procedures

C22 workbook

2 Protect the casualty and other

people from further risk

C22 workbook

3 Call for qualified assistanceappropriate to the casualty’scondition

C22 workbook

4 Provide reassurance and comfort tothe people involved

C22 workbook

5 Give the qualified assistance clearand accurate information about whathappened

C22 workbook

6 Follow the relevant accidentreporting procedures

C22 workbook



32


Reference a

casualty

1 adult

2 child

3 person with particular needs

bqualified assistance

1 qualified first aider

2 emergency services

ccondition

1 minor injury that can be dealt withon-site

2 minor illness that can be dealt withon-site

3 major injury requiring medicalattention

4 major illness requiring medicalattention

5 emotional distress



Reference K30 The types of accidents, injuries

and illnesses that may occur inyour area of work

C22 workbook

K31 How to respond correctly toemotional distress

C22 workbook



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K32 How to deal with these beforequalified assistance arrives

C22 workbook

K33 How to decide whether to contact

the on-site first aider orimmediately call theemergency services

C22 workbook

K34 Who is the on-site first aider andhow to contact them

C22 workbook

K35 The procedures you should followto contact the emergency services

C22 workbook

K36 Why it is important to protect thecasualty and others involved fromfurther harm

C22 workbook

K37 The procedures you should follow

to protect the casualty and others

C22 workbook

K38 Why it is important to providecomfort and reassurance and howto do so

C22 workbook



34

K39 Your responsibilities for reportingaccidents and the procedures youshould follow

C22 workbook

CandidateSignature

Date



Date



35

Unit – C22

C22.4 Follow emergency procedures



Reference

1 Give the people involved clear andcorrect instructions procedurescalmly and correctly

C22 workbook

2 Carry out your role in the emergency C22 workbook

3 Maintain the safety of the peopleinvolved

C22 workbook

4 Follow the correct procedures forreporting the emergency

C22 workbook

5 Report any problems with theemergency procedures to therelevant colleague

C22 workbook



36


Reference a

people involved

1 adults

2 children

3 people with disabilities



Reference K40 The emergency procedures in

your place of workC22 workbook

K41 What instructions you must give tothe people involved

C22 workbook

K42 Your organisation’s reportingprocedures for emergencies

C22 workbook

K43 The types of problems that mayoccur when you are carrying outemergency procedures, why you

should report them and who youshould report them to

C22 workbook

CandidateSignature

Date



Date



37

Unit – C22

Whole Unit



Reference K1 The values or codes of practice

relevant to the work you arecarrying out

C22 workbook

K2 The requirements for health,safety and welfare that arerelevant to your work, forexample: your organisation’shealth and safety policies andprocedures, principles and bestpractice for safeguarding andprotecting children, the Health andSafety at Work Act,requirements for activities in thescope of National Governing

Bodies, requirements foractivities in the scope of the Activity Centre (Young Person’s Safety) Act, Manual Handlingregulations, Control of SubstancesHazardous to Health regulations

C22 workbook

K3 Manufacturers’ guidelines andinstructions for the use of facilitiesand equipment

C22 workbook

K4 Why health, safety and welfare areimportant in a sport and activityenvironment

C22 workbook



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K5 The persons responsible for healthand safety in your workplace

C22 workbook

K6 Your organisation’s security

procedures

C22 workbook

CandidateSignature

Date



Date



39

Unit Summary – C317 Motivate clients to maintain long term adherence to exercise andphysical activity.

This unit is about working with clients to develop and maintain their strategies for adhering to exercise and physical

activity.

This unit is divided into four sections. These are

C317.1 Establish and maintain an effective relationship with your clients

C317.2 Work with clients to develop and maintain adherence strategies

C317.3 Provide ongoing customer service to clients






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Unit C317 Motivate clients to maintain long term adherence to exercise and physicalactivity

C317.1 Establish and maintain an effective relationship with your clients


Performance Criteria Planned Evidence Portfolio

Reference

1 Present a positive image of yourselfand your organisation to clients

Assessor observations

2 Develop an effective workingrelationship with your clients


Formative task 3.2

3 Clearly define your own role andresponsibilities with your clients andthe roles and responsibilities of otherprofessionals who may be involved


Formative task 3.2

4 Communicate clearly with clients in away that makes them feel valued


Formative task 3.2

5 Use instructing styles that matchclients’ needs

Assessor observationsFormative task 3.2

Case study 1

Case study 2

Case study group

6 Adapt your relationship with yourclients to meet their changing needs


Formative task 3.2

Case study 1

Case study 2



41

Case study group

7 Ensure your relationship with clientsfollows good practice and ethicalrequirements


Formative task 3.2

Case study 1

Case study 2

Case study group

8 Show that you value diversity and

equal opportunities for all clients


Formative task 3.2Case study 1

Case study 2

Case study group

9 Maintain confidentiality requirements Assessor observations - questioning

Formative task 4.1

Case study 1

Case study 2

Case study group

10 Handle any disagreements andcomplaints promptly, positively andaccording to organisationalprocedures

Assessor observations - questioning

Range Planned Evidence Portfolio

Reference a clients

1 individuals Case study 1 + 2

2 groups Case study group

3 with specific fitness needs Case study ?

4 with general health needs Case study ?



Reference K3 How to present a positive image of

yourself and your organisationFormative task 3.2

Assessor Observation



42

K4 Why the relationship between theinstructor and client is important

Formative task 3.2

K5 The type of instructor/clientrelationship which will assist clientprogress and adherence tophysical activity

Formative task 3.2

K6 The types of personal qualities

that instructors need to develop inorder to help and support clients

Formative task 3.2


K7 Why your clients need tounderstand your role andresponsibilities and the roles andresponsibilities of otherprofessionals

Formative task 3.2

K8 The extent and limitations of yourown role and responsibility whenworking with your clients

Formative task 3.2

K9 How to select and use a range of

communication strategies tocommunicate with different clients

Formative task 3.2


K10 How to show that you value theclient

Formative task 3.2




43

K11 How to adapt your relationshipwith the client to take account ofchanging needs andcircumstances

Formative task 3.2

K12 What is meant by a ‘professionalrelationship’ between instructor and client

Formative task 3.2


K13 What is meant by ‘valuingdiversity’ in a practical contextwhen working with clients

Formative task 3.2

K14 The types of prejudice anddiscrimination that individual

clients might experience and howto overcome these

Formative task 3.2

K15 What is meant by ‘confidentiality’and why it is important whenworking with clients, otherstaff and professionals

Formative task 3.2

K16 The types of information that maybe covered by confidentialityagreements

Assessor Observations questioning

K17 How to maintain confidentiality Formative task 4.1




44

K18 How to manage conflict anddisagreements with colleagues


K19 Procedures to follow in the eventof client complaints


CandidateSignature

Date



Date



45


C317.2 Work with clients to develop and maintain adherence strategies



Reference

1 Work with your clients to encouragemutual trust, openness and awillingness to take responsibility fortheir own fitness and behaviour

change

Case study 1

Case study 2

Case study group

2 Identify the clients’ goals for takingpart in regular physical activity andreadiness to change behaviour

Case study 1

Case study 2

Case study group

3 Analyse the clients’ lifestyle andidentify opportunities for exerciseand physical activity and potentialbarriers

Case study 1

Case study 2

Case study group

4 Identify the clients’ preferences for exercise

Case study 1

Case study 2

Case study group

5 identify appropriate incentives andrewards for the clients taking part inphysical activity


Case study group

6 Work with the clients to develop along term strategy to adhere toexercise and physical activity,building on opportunities,preferences and incentives andminimising barriers

Case study 1

Case study 2

Case study group



46

7 Monitor the clients’ adherence toexercise and physical activity

Case study 1

Case study 2

Case study group

8 Provide support to the clients’adherence strategy to achieve long-term behaviour change in line withtheir goals

Case study 1

Case study 2

Case study group

9 Work with the clients to adapt andrefine their adherence strategy

Case study 1

Case study 2

Case study group


Reference a

clients



3 with specific fitness needs Case study?

4 with general health needs Case study?



Reference K20 Why it is important to develop arelationship with the client basedon mutual trust and Openness

Case study 1

Case study 2

Case study group

K21 Why it is important for the client totake responsibility for their own

fitness and behaviour change

Case study 1

Case study 2

Case study group



47

K22 Behavioural psychology anddifferent approaches to behaviourchange

Behaviour change assessment

K23 Different strategies to enableclients to change their behaviourand achieve their goals

Behaviour change assessment

Case study 1

Case study 2

Case study group

K24 The typical goals and expectationsthat clients have

Case study 1


K25 The types of barriers individualclients may face when undertakingphysical activity and achievingtheir goals

Case study 1

Case study 2

Case study group

K26 How you can help clientsovercome these barriers

Case study 1

Case study 2

Case study group

K27 The types of incentives andrewards that may be appropriate

to a range of different clients

Case study 1


Behavioural change assessment

K28 The types of exercise preferencesthat different clients may have

Case study 1

Case study 2

Case study group



48

K29 How to assist clients to developtheir own adherence strategies

Case study 1

Case study 2

Case study group

K30 How to monitor and adapt aclient’s adherence strategy

Case study 1

Case study 2

Case study group

K31 The communication skills neededto assist clients with motivation:

how to ask open endedquestions

active listening skills

personal information

techniques

responses including body

language and other formsof behaviour especiallywhen undertaking physicalactivity

means of summarisinggathered information

Assessor observationsCase study 1

Case study 2

Case study group

Candidate

Signature

Date



Date



49


C317.3 Provide ongoing customer service to clients



Reference

1 Engage with clients during exercise Case study 1

Case study 2

Case study group


2 Respond positively to clients Case study 1

Case study 2

Case study group


3 Gather as much information aspossible about clients’ needs and

expectations

Case study 1

Case study 2

Case study group


4 Listen to and ask the clients’questions to check yourunderstanding


5 Discuss with the clients differentways of meeting their needs andexpectations


Case study group


6 Always try to meet clients’ needsand expectations to the best of your

ability and in line with accepted goodpractice

Case study 1

Case study 2

Case study group




50

7 If clients’ needs and expectationsare beyond your level ofcompetence, consult anotherprofessional

Case study 1

Case study 2

Case study group

8 Provide the clients with clear

information and advice when theyneed it

Case study 1



9 Find out how well your solutionswork and provide alternativeguidance if necessary

Case study 1

Case study 2

Case study group

10 Handle client complaints positivelyand following agreed procedures

Assessor observations questioning

Case study reflection


Reference a clients



3 with specific fitness needs Case study?

4 with general health needs Case study?



Reference K32 The importance of client care both

to the client and the organisationCustomer care session



51

K33 Why it is important to dealeffectively with client/individualneeds

Customer care session

K34 The types of information whichclients usually need


Case study group

K35 How to respond to requestsaccording to the organisationsprocedures

Case study 1

Case study 2

Case study group

K36 Where to source relevantinformation to meet client needs

K37 What types of issues may need tobe referred to anotherprofessional, when to refer themand who this professional may bein different situations


Case study group


K38 The importance of explaining anydelay in dealing with clients andhow to do so effectively

Case study 1

Case study 2

Case study group


CandidateSignature

Date



Date



52


C317 Whole Unit



Reference K1 The Exercise and Fitness Code of

Ethical Practice ensuring equalopportunities are reflectedduring the exercise session anddiversity is respected

Case study 1

Case study 2

Case study group


K2 The difference between advisingon exercise participation andlifestyle physical activity

Case study 1

Case study 2

Case study group


CandidateSignature

Date



Date



53

Unit Summary - D459 Evaluate exercise and physical activity programmes

This unit looks at how we evaluate physical activity programmes, assess how effective they have been for

clients and to learn lessons for future practice.

The section is divided into two elements.

:

D459.1 Work with clients to evaluate exercise and physical activity programmes

D459.2 Identify lessons for future practice






54


Unit D459.1 Work with clients to evaluate exercise and physical activity programmes



Reference

1 Collate all available informationregarding the planned programmeand client objectives

Case study 1

Case study 2

Case study group

2 Collate information regarding clientprogress, adaptations to theprogramme and the reasons foradaptation

Case study 1

Case study 2

Case study group

3 Collate information regarding clientadherence

Case study 1

Case study 2

Case study group

4 Collect structured feedback from theclient

Case study 1

Case study 2

Case study group

5 Analyse available information andfeedback


Case study group

6 Draw preliminary conclusions aboutthe effectiveness of the programme

Case study 1

Case study 2

Case study group



55

7 Discuss preliminary conclusions withthe client and take account of theirviews

Case study 1

Case study 2

Case study group


Reference a

objectives

1 short-term All case studies

2 medium-term All case studies

3 long-term All case studies



Reference K1 Why it is important to evaluate

progressive physical activityprogrammes


K2 The principles of evaluation in thecontext of physical activity

Case study 1

Case study 2

Case study group

K3 What information is needed toevaluate physical activity

programmes

Case study 1

Case study 2

Case study group

K4 Methods you can use to collect therequired information

Formative task 8f

Case study 1

Case study 2

Case study group



56

K5 Why it is important to evaluate allstages and components of theprogramme


K6 Methods you can use to organiseinformation so that you can

analyse it

Case study 1

Case study 2

Case study group

K7 Methods you can use to getstructured feedback from clients

Case study 1

Case study 2

Case study group

K8 Why structured feedback isimportant


K9 How to analyse information andclient feedback

Case study 1

Case study 2

Case study group

K10 Why it is important to discusspreliminary conclusions with theclient

Case study 1

Case study 2

Case study group

K11 Why the client’s views areimportant

Case study 1

Case study 2

Case study group

CandidateSignature

Date



Date



57


Unit D459.2 Identify lessons for future practice



Reference

1 Identify the relative success of eachprogramme component

Case study 1

Case study 2

Case study group

2 Prioritise those programmecomponents that are vital toimproving practice

Case study 1

Case study 2

Case study group

3 Identify how programmecomponents could be improved

Case study 1

Case study 2

Case study group

4 Share your conclusions with relevantpeople and take account of theirfeedback

Case study 1

Case study 2

Case study group

5 If necessary, undertake furtherresearch and development toimprove programme components


Case study group

6 Note lessons for future practice Case study 1

Case study 2

Case study group



58


Reference a

programme component

1 information gathering

2 planning

3 selection and structure of activities

4 programme management

5 programme monitoring

6 programme adaptation andprogression

7 client relationship

8 client motivation and adherence

9 client satisfaction

brelevant people

1 colleagues

2 line manager

3 clients



Reference K12 Why continuous improvement is

important for physical activityinstructors

Formative task 3.5

K13 Why it is important to prioritise theimprovement of some programmecomponents

Case study 1

Case study 2

Case study group



59

K14 How to prioritise which programmecomponents to work on

Case study 1

Case study 2

Case study group


K15 Sources of information, advice and

best practice on how to improveprogramme components

Case study 1



K16 Why it is important to share yourconclusions about improving yourown practice with other people

Case study 1

Case study 2

Case study group

K17 Who you can share your ideas forimprovement with

Case study 1

Case study 2

Case study group

K18 How to make use of improvementsin the future

Case study 1

Case study 2

Case study group

CandidateSignature

Date



Date



60

Unit Summary - D460 Design, manage and adapt a personal training programme with clients

This unit covers the competence that personal trainers require to develop and manage a physical

activity programme with apparently healthy adults of all ages. This may include young people in the

14-16 age range, provided they are part of a larger adult group

The section is divided into five elements. These are:

D460.1 Collect and record information about clients

D460.2 Analyse information and agree goals with clients

D460.3 Plan, prepare and manage a personal training programme with clients

D460.4 Review progress with clients

D460.5 Adapt a personal training programme with clients






61


D460.1 Collect and record information about clients

What you must do



Reference

1 Establish a rapport with your clients Assessor observations

2 Explain your role and responsibilitiesto the clients


3 Decide what information you need tocollect about your clients

Formative task 4.1b

Case study 1

Case study 2

Case study group

4 Collect information about yourclients using appropriate methods

Case study 1

Case study 2

Case study group

Formative task 4.1b

5 Show sensitivity and empathy toyour clients and the information theyprovide


6 Record the information in a way thatwill help you analyse it

Case study 1

Case study 2

Case study group

Formative task 4.1bAssessor observations



62

7 Identify when your clients needreferral to another professional

Case study – if applicable

Formative task 4.1b


8 Treat confidential information

correctly

Formative task 4.1b


Reference a

information

1 personal goals

2 lifestyle

3 medical history

4 physical activity history

5 physical activity likes and dislikes

6 attitude, motivation to participateand barriers to participation

7 current fitness level

8 stage of readiness

9 posture and alignment

10 functional ability

b clients

1 individuals

2 groups

3 with specific fitness needs

4 with general health needs



63

cmethods

1 interview

2 questionnaire

3 observation

4 physical/fitness assessments



Reference K1 Why it is important to collect

accurate information about yourclients

Formative task 4.1b

K2 How to decide what information tocollect

Formative task 4.1b

Case study 1

Case study 2

Case study group

K3 Safe and appropriate methods youcan use to collect the informationyou need to plan personal trainingprogrammes

Formative task 4.1b

Case study 1

Case study 2

Case study group

K4 The legal and ethical implicationsof collecting information aboutclients

Formative task 4.1b

K5 How to establish rapport with yourclients and the communicationskills you need

Formative task 4.1d


K6 The importance of showingempathy and being sensitive to

clients’ goals and current stageof readiness


Formative task 4.1d

Case study 1

Case study 2

Case study group



64

K7 How to administer and interpretthe Physical Activity ReadinessQuestionnaire (PAR-Q)


K8 Formats for recording information Formative task 4.1b

Formative task 4.1c

K9 The types of medical conditionsthat will prevent you from workingwith a client unlessyou have specialist training andqualifications, for example:coronary heart disease;

respiratory conditions; type 2diabetes; bone and joint problems;depression; and how toidentify these

Formative 4.1b

Case study (if applicable)

K10 The life-course of themusculoskeletal system (includingbone) and its implications forworking with young people, anteand postnatal women, disabledpeople and older people(i.e. tendon, ligament and BMDchanges and their effect on

posture and postural stability forall the above)

Formative 4.1b


K11 Contraindications and key safetyguidelines for working with olderclients

Formative 4.1b


K12 Contraindications and key safety

guidelines for working with anteand postnatal clients

Formative 4.1b




65

K13 How to give guidance toencourage special populationclients* to follow the key safetyguidelines and to discourage themfrom anything deemed to bepotentiallyhazardous/contraindicated toenable them to take part insessions

*Special population clientsincluding:

-16 year old young people

ante and postnatal women



K14 When you should refer clients toanother professional and theprocedures you should follow

Formative 4.1b


K15 The importance of safeguardingthe confidentiality of collectedinformation and how to do

Formative 4.1b

K16 The strengths and weaknesses ofthe various methods of collectinginformation for different types ofclients

Formative 4.1b

K17 How to make sure you have theinformed consent of clients beforeyou begin collecting information


K18 Legal and organisationalrequirements for data protectionand confidentiality

Formative 4.1b

Candidate

Signature

Date



Date



66


D460.2 Analyse information and agree goals with clients

What you must do



Reference

1 Analyse the information youcollected

Case study 1

Case study 2

Case study group

2 Identify any barriers to participationand encourage your clients to find asolution


Case study group

Formative task 4.1b

3 Agree with your clients their needsand readiness to participate

Case study 1

Case study 2

Case study group

Formative task 4.1b


4 Work with your clients to agreeshort, medium and long-term goalsappropriate to their needs

Case study 1

Case study 2

Case study group

Formative task 4.1b


5 Make sure the goals are specific,measurable, achievable, realisticand time bound and reflect acceptedgood practice


Case study group

Formative task 4.1b



6 Record the agreed goals in a formatthat is clear to your clients, yourselfand others who may be involved inthe

programme

Case study 1

Case study 2

Case study group

Formative task 4.1bAssessor observations



67

7 Identify and agree strategies toprevent drop out or relapse

Case study 1

Case study 2

Case study group

Case study diary



Reference a

clients

1 individuals

2 groups



bgoals

1 general health and fitness

2 physiological

3 psychological

4 lifestyle

5 social




Reference K19 Why it is important to work

together with clients to agreegoals and activities

Formative task 4.1b

K20 The importance of long-termbehaviour change and how toensure your clientsunderstand and committhemselves to long-term change




68

K21 How to organise information in away which will help you to interpretand analyse it

Formative task 4.1b

Formative task 4.1c

Formative task 4.1d

K22 How to analyse and interpret

collected information so that youcan identify client needsand goals

Formative task 4.1d

K23 The importance of your clientsunderstanding the advantages oftaking part in a personaltraining programme and identifyingany obstacles they may face

Formative task 4.1d

K24 Why it is important to base goalsetting on your analysis of clients’needs

Formative task 4.1b

K25 Barriers which may prevent clientsachieving their goals

Formative task 4.1d


K26 Why it is important to identify andagree short, medium and longterm goals with your clients andensure that these take account ofbarriers and discrepancies,including client fears andreservations about physicalactivity

Formative task 4.1d

K27 When you should involve others,apart from your clients, in goalsetting

Formative task 4.1b



69

K28 How to develop, agree and recordgoals which are appropriate toyour clients

Formative task 4.1b

Formative task 4.1c

K29 How to make goals are specific,

measurable, achievable, realisticand time bound and why this isimportant

Formative task 4.1b


K30 Strategies which can prevent dropout or relapse


Case study diary

CandidateSignature

Date



Date



70


D460.3 Plan, prepare and manage a personal training programme with clients



Reference

1 Plan specific outcome measures,stages of achievement andexercises/physical activities that areappropriate to your clients’ goals andlevel of fitness

Case study 1

Case study 2

Case study group

2 Make sure exercises/physicalactivities are consistent withaccepted good practice

Case study 1

Case study 2

Case study group

3 Explain and agree the demands ofthe programme with your clients

Case study 1

Case study 2

Case study groupAssessor observations

4 Plan and agree a progressivetimetable of sessions with your client

Case study 1

Case study 2

Case study group

Case study diary

5 Agree appropriate evaluationmethods and review dates


Case study group

6 Identify the resources you and yourclients need, making best use of theenvironments in which your clients

will exercise

Case study 1

Case study 2

Case study groupCase study reflection



71

7 Apply the principles of training tohelp your clients to achieve short,medium and long term goals

Case study 1

Case study 2

Case study group

8 Ensure effective integration of all

programme exercises/physicalactivities and sessions

Case study 1


9 Provide alternatives to theprogrammed exercises/physicalactivities if your clients cannot takepart as planned


10 Record your plans in a format thatwill help you, your clients and othersto implement the programme

Case study 1

Case study 2

Case study group

11 Agree how to maintain contact with

your client between sessions

Case study 1


Case study diary


Reference

a exercises/physical activities

1 cardiovascular fitness

2 muscular fitness

3 flexibility

4 motor skills

5 core stability

6 circuit formats



72

b clients

1 individuals

2 groups



c goals


2 physiological

3 psychological

4 lifestyle

5 social




Reference

K31 Why thorough planning andpreparation are necessary Case study 1Case study 2

Case study group


K32 How to research and identifyexercises and activities which willhelp clients to achieve their goals

Case study 1

Case study 2

Case study group


K33 How to identify accepted goodpractice in designing personaltraining programmes

Case study 1

Case study 2

Case study group

K34 How to apply the principles oftraining to programme design Case study 1Case study 2

Case study group



73

K35 How to design a progressiveprogramme to allow your clients toachieve short, mediumand long term goals

Case study 1

Case study 2

Case study group

K36 How to include physical activitiesas part of the client’s lifestyle to

complement exercise

Case study 1

Case study 2

Case study group

K37 How to choose resources andenvironments that will help yourclients to participate inthe programme according to theirneeds

Case study 1

Case study 2

Case study group

K38 How to design programmes thatcan be run in environments notdesigned for physicalexercise, for example a client’shome or outdoor area


K39 How to decide on the order ofexercises and activities in theprogramme

Case study 1

Case study 2

Case study group

K40 Current guidelines on programmedesign and safe exercise

Case study 1

Case study 2

Case study group


K41 How to make sure thecomponents of fitness are builtinto the programme

Case study 1

Case study 2

Case study group

K42 How to structure the sessionswhich make up the programmeshare the programme with other

professionals

Case study 1

Case study 2

Case study group



74

K43 How to record the programme Case study 1

Case study 2

Case study group

K44 Why it is important to agree the

programme with your clients


K45 When it is appropriate to share theprogramme with otherprofessionals


CandidateSignature

Date



Date



75


D460.4 Review progress with clients



Reference

1 Monitor clients’ progress using appropriate methods

Case study 1

Case study 2

Case study group

2 Review progress with your clients atagreed points in the programme

Case study 1

Case study 2

Case study group

3 Make sure your clients understandthe purpose of review and how it fitsinto their programme


Case study group

Case study diary

4 Encourage your clients to give theirown views on progress

Case study 1

Case study 2

Case study group


5 Use agreed evaluation guidelines Case study 1Case study 2

Case study group

Evaluation & Client review formativetasks



76

6 Give positive and timely feedback toyour clients during their review

Evaluation & client review formativetasks

7 Agree review outcomes with yourclients and keep an accurate record Case study 1

Case study 2

Case study group

Case study diary

Evaluation & client review formativetasks


Reference a

clients

1 individuals

2 groups



b methods

1 interviews

2 questionnaires

3 observation

4 physical/fitness assessments

cgoals


2 physiological

3 psychological

4 lifestyle

5 social




77



Reference K46 The importance of monitoring and

reviewing programmes with yourclients


K47 Methods of collecting, analysingand recording information that willhelp you to review progressagainst goals and initial baselinedata

Case study 1

Case study 2

Case study group


K48 How to communicate informationto your clients and provideeffective feedback


K49 Why it is important to encourage

your clients to give their views


K50 How to analyse and record clients’progress

Case study 1

Case study 2

Case study group

Case study diary

K51 Why it is important to agreechanges with your clients


K52 Why it is important tocommunicate progress andchanges to all those involved in

the programme




78

K53 Why it is important to keepaccurate records of changes andthe reasons for change


CandidateSignature

Date


Internal Verifier

Signature

Date



79


D460.5 Adapt a personal training programme with clients



Reference

1 Identify goals and exercises/physicalactivities that need to be redefinedor adapted

Case study 1

Case study 2

Case study group


2 Agree adaptations, progressions orregressions to meet your clients’needs as and when necessary tooptimise their achievement

Case study 1

Case study 2

Case study group

Case study diary

3 Identify and agree any changes toresources and environments Case study 1Case study 2

Case study group

Case study diary

4 Introduce adaptations in a way thatis appropriate to your clients andtheir needs

Case study 1

Case study 2

Case study group

Case study diary

5 Record changes to your plans forthe programme to take account ofadaptations


Case study group

Case study diary




80

6 Monitor the effectiveness of youradaptations and update these asnecessary

Case study 1

Case study 2

Case study group

Case study diary


Reference a

Clients

1 individuals

2 groups



bGoals


2 physiological

3 psychological

4 lifestyle

5 social


cexercises/physical activities


2 muscular fitness

3 flexibility

4 motor skills

5 core stability

6 circuit formats



81



Reference K54 How to review short, medium and

long term goals with your clientstaking into account any changes in

circumstances

Case study 1

Case study 2

Case study group

Case study diary

K55 How the principles of training canbe used to adapt the programmewhere goals are not beingachieved or new goals have beenidentified

Case study 1

Case study 2

Case study group

Case study diary

K56 How to communicate adaptationsto your clients and otherprofessionals

Case study 1

Case study 2

Case study group

Case study diary


K57 The different training systems andtheir use in providing variety andensuring programmes remain

effective


CandidateSignature

Date



Date



82

Unit Summary – D461 Deliver exercise and physical activity as part of a personal trainingprogramme

This unit covers the competence that personal trainers require to deliver exercise and

physical activity as part of a programme for apparently healthy adults of all ages. This may

include young people in the 14-16 age range, provided they are part of a larger adult group.

The standard also covers working with individual older adults, ante and postnatal clients anddisabled clients, provided the relevant contraindications and guidelines are observed

The section is divided into four elements.

These are:

D461.1 Plan and prepare individualised exercise sessions

D461.2 Prepare clients for individualised exercise sessions

D461.3 Teach and adapt planned exercises

D461.4 Bring exercise sessions to an end






83


D461.1 Plan and prepare individualised exercise sessions



Reference

1 Provide a range of exercises to helpyour clients achieve their objectivesand goals

Case study 1

Case study 2

Case study group

2 Select teaching styles that areappropriate to the exercises andyour clients

Case study 1

Case study 2

Case study group

3 Plan and agree the focus ofexercises and utilise the resources

available, improvising safely wherenecessary

Case study 1


Case study diary

4 Plan realistic timings, intensities andsequences of exercises

Case study 1

Case study 2

Case study group

Case study diary

5 Make sure there is an effectivebalance of instruction, activity anddiscussion within the session


Case study group

Case study diary



84

6 Identify, obtain and prepare theresources you need for the plannedexercises

Case study 1

Case study 2

Case study group

Case study diary

Practical observations


Reference a

clients

1 individuals

2 groups



bresources

1 environment for the session

2 portable equipment

3 fixed equipment

cexercises


2 muscular fitness

3 flexibility

4 motor skills

5 core stability

6 circuit formats



85



Reference K1 The importance of careful and

thorough planning and preparationbefore physical exercise


Programming and monitoring session

K2 How to identify specific objectivesfrom the overall programme goals



K3 How timings, intensities andsequences can affect outcomes



K4 The importance of matchingteaching and learning styles tomaximise clients’ progress and

motivation



K5 Why a balance of instruction,exercise and discussion isnecessary



K6 How to utilise verbal and non-

verbal communication techniques



K7 How to select and prepare theequipment and environment youneed





86

K8 How to work in environments thatare not specifically designed forphysical exercise



CandidateSignature

Date



Date



87


D461.2 Prepare clients for individualised exercise sessions



Reference

1 Meet your clients punctually andmake them feel at ease


2 Collect any new information fromyour clients about their response toprevious activity


3 Discuss the objectives and exercisesthat you have planned for thesession and how these link to yourclients’ goals


4 Discuss the physical and technicaldemands of the planned exercisesand how your clients can progress orregress these to meet their goals


5 Assess, agree and review yourclients’ state of readiness andmotivation to take part in theplanned exercises




88

6 Negotiate, agree and record withyour clients any changes to theplanned exercises that will meettheir goals and preferences andenable them to maintain progress



Reference a

clients

1 individuals

2 groups



bresources

1 environment for the session

2 portable equipment

3 fixed equipment

c exercises


2 muscular fitness

3 flexibility

4 motor skills

5 core stability

6 circuit formats



89



Reference K9 Why it is important to make sure

your clients are properly preparedphysically and psychologically

before activity begins



K10 Why you should find out from yourclients how they responded toprevious physical activity and ifanything has changed since then



K11 Why you should explain theobjectives and activities you haveplanned to your clients



K12 Why your clients need to know thephysical and technical demands ofthe activity and how this might

affect their motivation



K13 Why it may be important tonegotiate and agree changes toyour plans with your clients



K14 Why and how any changes should

be recorded



K15 The health, safety and emergencyprocedures and requirements andwhy your clients need to knowthese





90

CandidateSignature

Date



Date



91


D461.3 Teach and adapt planned exercises



Reference

1 Use teaching and motivational stylesthat are appropriate to your clientsand accepted good practice

Case study 1

Case study 2

Case study group


2 Provide your clients with anappropriate warm-up

Case study 1

Case study 2

Case study group


3 Make best use of the environment inwhich your clients are exercising

Case study 1

Case study 2

Case study groupAssessor observations

4 Provide instructions, explanationsand demonstrations that aretechnically correct, safe andeffective

Case study 1

Case study 2

Case study group


5 Check your clients’ understanding ofinstructions, explanations anddemonstrations


Case study group


6 Adapt verbal and non-verbalcommunication methods to makesure your clients understand what isrequired

Case study 1





92

7 Ensure your clients can carry out theexercises safely on their own

Case study 1

Case study 2

Case study group


8 Observe and analyse clients’

performance, providing positivereinforcement throughout

Case study 1



9 Correct techniques at appropriatepoints

Case study 1

Case study 2

Case study group


10 Progress or regress exercises Case study 1

Case study 2

Case study group



Reference a

clients

1 individuals

2 groups



bexercises


2 muscular fitness

3 flexibility

4 motor skills

5 core stability

6 circuit formats



93

cenvironments

1 gym

2 studio/sports hall

3 client’s home or other enclosed

space

4 outdoors



Reference K16 The range of approved teaching

and motivational styles you canuse and how to vary these

according to clients’ response



K17 The importance of warm-up andthe range of warm-up activitiesyou can use for the activities youare teaching



K18 How to choose warm-upsappropriate to different clients andconditions

Assessor observationsProgramming and monitoring session

K19 Why your clients shouldunderstand the purpose and valueof warm-up



K20 How to provide instructions,demonstrations and explanationsclearly and effectively



Practical fitness session

K21 The correct positions for theexercises you are teaching Assessor observations





94

K22 How to adapt exercise positionsas appropriate to individual clientsand conditions




K23 Why it is important to make sureyour clients understand yourinstructions, demonstrations andexplanations and how to do so

Assessor observationsProgramming and monitoring session


K24 The importance of non-verbalcommunication and the effect ofbody language



Formative task 3.2

K25 How to adapt communication tothe meet clients’ needs



Formative task 3.2

K26 Why it is important to monitorindividual progress especially ifmore than one clients’ areinvolved

Case study - group

K27 Methods of monitoring clients’progress

Case study 1

Case study 2

Case study – group

Formative task 8

K28 When it may be necessary to

adapt planned exercises to meetclients’ needs and how to do so

Case study 1

Case study 2Case study – group

Case study - diary



95

K29 Methods of maintaining clients’motivation especially when theyare finding exercises difficult

Case study 1

Case study 2




K30 The importance of correcting

techniques and how to adoptappropriate teaching styles tomake sure your clients applytechniques correctly


K31 How to modify the intensity ofexercise to match clients’response to physical activity

Case study 1

Case study 2


Case study – diary


Candidate

Signature

Date



Date



96


D461.4 Bring exercise sessions to an end

What you must do



Reference

1 Allow sufficient time for the closingphase of the session

Assessor observation

2 End the exercises using a cool downthat is safe and effective for yourclients

Case study 1

Case study 2



3 Provide your clients with positivereinforcement about theirperformance


Case study 1

Case study 2


4 Give your clients your feedback onthe session


5 Explain to your clients how theirprogress links to their short, mediumand long term goals




97

6 Discuss other possible activities withyour clients


7 Leave the environment in a condition

suitable for future use



Reference a

clients

1 individuals

2 groups



bexercises


2 muscular fitness

3 flexibility

4 motor skills

5 core stability

6 circuit formats



Reference K32 Why it is important to allow

sufficient time for your clients tofinish exercising and how you canadapt this to different levels ofclient needs and experience

Case study 1

Case study 2




98

K33 The purpose and value of cool-down activities and how to selectthese according to the type andintensity of physical exercise andclient needs and condition

Case study 1

Case study 2


K34 Why your clients need to

understand the value and purposeof cool-down

Case study 1



K35 Why your clients should be giventhe opportunity to ask questions,provide feedback and discuss theirperformance and how to makesure this happens


K36 Why you should give your clientsfeedback on their performanceand how to do this in a way that isaccurate but maintains clientmotivation and commitment

Case study 1

Case study 2



K37 Why your clients need to see theirprogress against objectives in

terms of their overallgoals and programme

Formative task 8

Case study 1


K38 Why your clients need informationabout future activities, eithersupervised or unsupervised

Case study 1

Case study 2


K39 The correct procedures for dealingwith equipment and the widerfacility once the session is over




99

CandidateSignature

Date



Date



100

Unit Summary – D462 Apply the principles of nutrition to support client goals as part of anexercise and physical activity programme

This unit will cover Nutrition and the effects on health.

Nutrition affects general health status as well as physical performance. There are strong links between diet and

physical activity with both having a major role to play in optimum health and wellbeing. A sound knowledge of

nutrition and its relationship to physical activity and exercise has great value to the personal trainer in providing safe

and appropriate nutritional advice to clients. It is important to note that there should be no conflict between eating for

health and eating for exercise.

Personal Trainers and other Level 3 instructors must also take account of national guidelines

on nutrition, their own prior experience and professional role boundaries when applying the

principles of nutrition in the context of safe professional practice.

The section is divided into two elements.

These are:

D462.1 Collect and analyse information and agree goals with your clients

D462.2 Apply, monitor and adapt the principles of nutrition and weight

management to an exercise and physical activity programme






101

Unit D462 Apply the principles of nutrition to support client goals as part of an exerciseand physical activity programme

D462.1 Collect and analyse information and agree goals with your clients



Reference

1 Collect, record and analyse theinformation you need about yourclients and their nutritional goals

Case study 1

Case study 2


2 Identify when your clients needreferral to another professional

Formative task 7.1a

Case study - if applicable

3 Agree with your clients their needs

and readiness to take part

Case study 1

Case study 2


4 Agree with your clients short,medium and long term nutritionalgoals appropriate to their needs

Case study 1

Case study 2



5 Identify barriers to your clientsachieving these goals




6 Identify barriers to your clients

achieving these goals

Case study 1

Case study 2





102

7 Make sure these goals are specific,measurable, achievable, realisticand timebound and reflect acceptedgood practice

Case study 1

Case study 2


8 Record the agreed goals in a formatthat is clear to your clients, yourselfand others who may be involved

Case study 1

Case study 2

9 Identify and agree strategies toprevent non-compliance or relapse

Case study 1

Case study 2


10 Identify and agree review points Case study 1

Case study 2


Reference a

information

1 personal goals

2 lifestyle

3 medical history

4 physical activity history

5 diet history

6 food preferences

7 supplement use

8 nutritional knowledge, attitudesand motivation

9 stage of readiness



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bclients



c

goals

1 healthy eating

2 weight management

3 improved fitness

4 improved self-image



Reference K1 The range of professionals and

professional bodies involved in thearea of nutrition

Formative task 7.1a


K2 How to obtain clients informedconsent before you begincollecting nutritional information



K3 Why it is important to collectaccurate nutritional informationabout your clients


K4 An understanding of theinformation that needs to becollected to be able to safely andeffectively offer nutritional adviceto clients

Case study 1

Case study 2


Formative task 7.1a

Formative task 4.1b Lifestyle pack

K5 The legal and ethical implications

of collecting nutritional information

Formative task 4.1b



104

K6 Formats for recording nutritionalinformation in a way that will helpyou to interpret and analyse it

Formative task 4.1b lifestyle pack

Case study 1

Case study 2

K7 The importance of safeguardingthe confidentiality of collectednutritional information andhow to do so

Formative task 4.1b

K8 Issues that may be sensitive (e.g.yo-yo dieting; eating disorders)

Formative task 7.1a


K9 An understanding of basic dietaryassessment methods



Case study 1

Case study 2

K10 Different methods that can beused to measure bodycomposition and health risk inrelation to weight

- Body Mass Index (BMI)- Waist circumference (WC)- Waist to hip ratio- Skin folds and skin fold

indices- Bioelectrical impedance



Case study 1

Case study 2

K11 How to interpret informationgained from methods used toassess body composition andhealth risk in relation to weight(use of ‘norms’) in which youshould



Case study 1

Case study 2

K12 How to sensitively divulgecollected information and ‘results’to clients


Case study 1

Case study 2



105

K13 How to recognise the signs andsymptoms of disordered eatingand awareness of healthyeating patterns

Formative task 7.1a


K14 The circumstances in which aclient should be recommended tovisit their GP about thepossibility of referral to aRegistered Dietician and theprocess you should follow

Formative task 7.1a


K15 The circumstances refer a clienton to a Accredited Sports Dieticianand the process you should follow

Formative task 7.1a


K16 How to analyse and interpretcollected information so that youcan identify clients’ needs and nutritional goals incomparison to Nationalguidelines/the National food model

Case study 1

Case study 2

Formative task 7.2b

K17 How to apply the principles of goalsetting when offering nutritionaladvice

Case study 1

Case study 2

K18 When you should involve peopleother than the client in nutritionalgoal setting and who

these people might be

Formative task 7.1a



K19 Barriers which may prevent clientsachieving their nutritional goals

Case study 1

Case study 2


K20 How to apply basic motivationalstrategies to encourage healthyeating and prevent noncomplianceor relapse





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CandidateSignature

Date



Date



107

Unit D462 Apply the principles of nutrition to support client goals as part of an exerciseand physical activity programme

D462.2 Apply, monitor and adapt the principles of nutrition and weight management to an

exercise and physical activity programme



Reference

1 Analyse your clients’ nutritionalneeds and preferences in relation totheir current status and nutritionalgoals

Case study 1

Case study 2

2 Access and make use of crediblesources of information and advice inestablishing these goals

Case study 1

Case study 2

Formative task 7.2b

Formative task 7.1a

3 Design and agree nutritional goalsthat are compatible with youranalysis, accepted goodpractice and national guidelines


4 Identify and obtain credibleeducational resources for use withclients

Formative task 7.1a

Formative task 7.2b

5 Make sure that the nutritional goalssupport and integrate with otherprogramme components


6 Make sure that your clientsunderstand and follow yournutritional advice in their exerciseand physical activity programme

Case study 1 diariesCase study 2 diaries



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7 Evaluate and review your clients’progress towards their nutritionalgoals

Case study 1

Case study 2

8 Monitor and refine your clients’nutritional goals during the rest ofthe program

Case study 1

Case study 2


Reference a

clients



bgoals

1 healthy eating

2 weight management

3 improved fitness

4 improved self-image



Reference K21 The structure and function of the

digestive systemFormative task 7.3a

Assessment

K22 The meaning of key nutritionalterms including diet, healthyeating, nutrition, balanced diet

Formative task 7.2b




109

K23 Professional role boundaries withregard to offering nutritional adviceto clients

Case study 1

Case study 2

Formative task 7.2b

Formative task 7.1a

K24 The basic nutritional principles,key messages and nationalguidelines that underpin a healthydiet

Formative task 7.2b

Case study 1

Case study 2

Nutrition assessment

K25 An understanding of the Nationalfood guide

Formative task 7.2b

Case study 1

Case study 2

K26 The relationship between nutrition,physical activity, body compositionand health and how to explain it toclients including:

links to disease / diseaserisk factors

cholesterol (includingdesirable levels of HDL,LDL, Total Cholesterol:HDL ratio)

types of fat terminologyused in nutrition including:

- UK dietary referencevalues (DRV)

- Recommended dailyallowance (RDA)

- Recommended daily intake

(RDI)- Glycaemic Index

Case study 1

Case study 2

Formative task 7.2b



K27 The nutritional requirements andhydration needs of the physicalactivity programme andhow to explain it to clients

Case study 1

Case study 2

Formative task 7.2b

K28 Practical issues and other factors

that influence your clients’ eatinghabits and the constraints thatmay prevent them from achievingtheir nutritional needs and goals

Case study 1

Case study 2



110

K29 Groups of clients at risk ofnutritional deficiencies, including:

- those on severely energyrestricted diets

- those who exclude animalproducts from their diets

- those who exclude other

food groups from their diet- those who are pregnant or

lactating- older people- children- those with certain

diagnosed medicalconditions/diseases

Formative task 7.2aCase study (if applicable)

K30 How to access reliable sources ofnutritional information and

interpret available informationincluding the distinction betweenevidence based knowledge versusunsubstantiated anecdote and themarketing claims of suppliers

Case study 1

Case study 2

Formative task 7.2b

K31 The role of carbohydrate, fat andprotein as fuels for aerobic andanaerobic exercise

Formative task 7.2b

Case study 1

Case study 2

K32 The components of energyexpenditure and the energybalance equation

Case study 1

Case study 2

K33 How to determine Basal MetabolicRate (BMR)

Case study 1

Case study 2

K34 How to determine energyrequirements based on physicalactivity levels and other relevantfactors

Case study 1

Case study 2




111

K35 Energy needs/expenditure fordifferent physical activities

Case study 1

Case study 2


K36 A basic understanding of thefunction and metabolism of themacro nutrients


K37 A basic understanding of thefunction and metabolism of micronutrients


K38 The main food groups, nutrientsthey contribute to the diet andportion sizes in the context of theNational food model

Formative task 7.2b

Case study 1

Case study 2

K39 The calorific/Kilo joule value ofnutrients


Formative task 7.2b

K40 An awareness of commonterminology used in nutritionincluding:

- UK dietary referencevalues (DRV)

- Recommended dailyallowance (RDA)

- Recommended daily intake(RDI)

- Glycaemic Index


Formative task 7.2b


K41 How to identify and agreenutritional goals and translatethem into basic healthy eatingadvice that reflects current

National guidelines

Case study 1

Case study 2

Formative task 7.2a



112

K42 Familiarity with food labellinginformation and its interpretation



K43 The significance of healthy foodpreparation Case study (if applicable)Formative task 7.2b

K44 The potential heath andperformance implications ofsevere energy restriction, weightloss and weight gain

Case study 1

Case study 2

K45 A basic awareness of cultural andreligious dietary practices

Formative task 7.2a


K46 The importance of communicatingthe health risks associated withcurrent weight-loss fads andpopular diets to clients

Case study 1 / 2 ?

K47 Why detailed or complex dietaryanalysis that incorporates majordietary change should always bereferred to a Registered Dietician

Formative task 7.1a


K48 The needs for reappraisal ofclient’s body composition andother relevant health parametersat agreed stages of the program

Case study 1

Case study 2

K49 Safety, effectiveness andcontraindications relating toprotein and vitaminsupplementation

Case study 1 / 2 ?Formative task 7.2b



113

K50 Familiarity with the industryguidance note on ‘Managing userswith suspected eating disorders’

Formative task 7.1a

CandidateSignature

Date



Date



114

Appendix of Evidence

Reference Evidence



115