1st4sport level 3 certificate in personal training...1st4sport level 3 certificate in personal...

1st4sport Level 3 Certificate in Personal Training

Qualification Specification Version 2: January 2017

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

The Learner Portfolio The Delivery, Assessment and Internal Quality Assurance Approach (DAQAA)

Product ref: QS L3CPT V2

© Coachwise Ltd, 2017

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

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

1st4sport Qualifications Coachwise Ltd Chelsea Close

Off Amberley Road Armley Leeds

LS12 4HP Fax: 0113-231 9606

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

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

coaching system. Any proceeds go directly back to UK Coaching to help them develop and advance sport nationwide.

National/Qualification Accreditation Number: 601/6792/0

Qualification regulation date: 27-Jul-2015

Specification publication date: V1 01-Dec-2015 V2-01-Jan-2017


Contents

List of contents Page

Qualification Purpose Statement

Regulation Overview Progression Market and Support

1

Qualification Approval Conditions: Section One - Qualification Resources

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

5

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

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

13


List of contents Page

Qualification Approval Conditions: Section Three - Training and Assessment

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

17

Qualification Approval Conditions: Section Four - Internal Quality Assurance

QCON 4.1 Internal quality assurancestrategy QCON 4.2 Internal quality assurancesampling QCON 4.3 Internal quality assuranceinterventions

22

Communications and Contacts

24

Appendix A: Knowledge Syllabus for the 1st4sport Level 3 NVQ Diploma in Personal Training

25

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

27

Appendix C The Register of Exercise Professionals (REPs) Code of Ethical Conduct: 55

Appendix D: Explanation and Examples of Terms 60

Appendix E: Request for Examinations 62


Page 1 of 63

Qualification Purpose Statement: 1st4sport Level 3 Certificate in Personal Training

Regulation

Qualification details

Qualification title Qualification No. Level GLHs1 Credit

1st4sport Level 3 Certificate in Personal Training 601/6792/0 3 245 36

Operational start date 01 December 2015

Review date 31 July 2017

Registration Period 2 Years

Overview

Introduction

This qualification is awarded by 1st4sport Qualifications as the recognised awarding organisation regulated by Ofqual in England and Northern Ireland and Qualifications Wales in Wales. The qualification structure and content was developed by SkillsActive – the Sector Skills Council for Active Leisure, Learning and Well-being, in consultation from industry experts in the area of exercise and fitness. The qualification delivery and assessment model has been designed by 1st4sport. The qualification is listed on the Register of Regulated Qualifications; unit details are contained in the appendix to this specification. This qualification is equivalent to Level 4 on the European Qualifications Framework (EQF). Further information about the EQF can be found at: http://ec.europa.eu/eqf/home_en.htm

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

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


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Objective

The objective is to provide a benefit to learners by supporting them in their role in the workplace as a personal trainer, and also preparing learners for employment in this area. The aim of this qualification is to help learners develop the skills and knowledge required to be able to work unsupervised as a personal trainer. Learners will be assessed on a variety of areas, including:

aspects of anatomy and physiology

designing, delivering and evaluating personal training programmes

promoting and ensuring the health, safety and welfare of others in active leisure and recreation

Structure

To qualify for the 1st4sport Level 3 Certificate in Personal Training, learners must successfully complete seven mandatory units, obtaining a minimum of 36 credits. Achievement of the qualification is normally through attendance on a course of training and successful completion of assessment tasks.

Units

Component title Accreditation no. Level GLHs

Anatomy and physiology for exercise and health A/600/9051 3 43

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

Programming personal training with clients F/600/9052 3 47

Delivering personal training sessions J/600/9053 3 58

Applying the principles of nutrition to a physical activity programme L/600/9054 3 40

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

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

Training and assessment

The qualification is normally achieved through attendance on a programme of training and the following assessment:

a series of written responses in the Learner Pack. These responses will focus on the fundamental skills for a personal trainer, as well as health, safety and nutrition considerations.

A task in which learners must plan, deliver and evaluate a series of personal training sessions with a client or clients Two multiple choice examinations (Anatomy and Physiology for Exercise and Health, Principles of Exercise, Fitness and

Health)

http://register.ofqual.gov.uk/Unit/Details/A_600_9051




http://register.ofqual.gov.uk/Unit/Details/F_600_9052


http://register.ofqual.gov.uk/Unit/Details/J_600_9053


http://register.ofqual.gov.uk/Unit/Details/L_600_9054


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

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

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

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


Page 3 of 63

Progression

Entry routes for learners

Prior to registration for the qualification learners are required to:

be accurately identified be at least 16 years of age be able to communicate effectively in English2 (this includes listening, speaking, reading and writing). There are no additional prerequisites to certification other than the successful completion of the required assessments. It is strongly recommended that learners hold a Level 2 Certificate in Fitness Instructing (or equivalent) prior to registering onto this qualification.

Exit routes for learners: education

Learners could progress to other related 1st4sport qualifications, for example:

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

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

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

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

1st4sport Level 3 NVQ Diploma in Personal Training Achievement of this qualification would also allow learners to progress onto higher level qualifications within the fitness industry that focus on specific participant conditions including:

managing lower back pain managing obese and diabetic clients working with individuals with mental health conditions

Exit routes for learners: employment

This qualification may lead to permanent employment as a Personal Trainer. Learners who complete this qualification are eligible to join the Register of Exercise Professionals (REPs) as a Level 3 member.

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


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Market and Support

Target Audience: Learners

This qualification is for learners who wish to become personal trainers. This qualification can lead to employment or self-employment as a personal trainer or promotion to the role of a personal trainer for a fitness instructor already in employment.

Target audience: centres

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

Target Audience: employers

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

Alternatives:

Learners with no, or limited, fitness instructing experience may benefit from completing the 1st4sport Level 2 Certificate in Fitness Instructing, or the 1st4sport Level 2 NVQ Diploma in Instructing Exercise and Fitness, in preparation for development into a personal training role following a period of fitness instruction. If a learner is already employed in a personal training role, it may be more appropriate for that learner to complete the 1st4sport Level 3 NVQ diploma in Personal Training – a work-based qualification which confirms competence in the job role. This qualification is available as part of the Advanced Apprenticeship in Exercise and Fitness. The Advanced Apprenticeship in Exercise and Fitness may be appropriate if you are fully committed to a career in personal training and you have secured paid employment at a suitable fitness facility/provider (minimum 30 hours per week, minimum £95 per week wage) in a personal training role. The apprenticeship programme is a much longer programme than the 1st4sport Level 3 Certificate in Personal Training and involves the completion of additional qualifications alongside this one; an Advanced Apprenticeship must last a minimum of 12 months.

Support

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

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

http://www.exerciseregister.org/


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

Section One: Qualification Resources

QCON 1.1 Qualification workforce capacity and ratios

Conditions Evidence: minimum workforce

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

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

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

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

The information is required to be current at all times.

Evidence: ratios

Must be evidenced through:

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

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


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QCON 1.2 Qualification administrator

Conditions Evidence: competence

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


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

QCON 1.3 Qualification coordinator

Conditions Evidence: competence

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


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

qualification administration, initial assessment and induction records

training, assessment and internal quality assurance records


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QCON 1.4 Tutors

Conditions Evidence: initial capability and competence

The recognised centre is required to recruit and deploy a minimum of one qualified and competent Tutor who is required to deliver the teaching and learning programme. In fulfilling their role Tutors are required to be able to:

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

demonstrate knowledge of, and show commitment to the active leisure, learning and well-being values statement for all staff as well as any specific values that relate to the working contexts in which this level 3 qualification is being achieved.

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

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

hold, or be working towards, a recognised teaching award at Level 3 or above. For example Level 3 Award in Education and Training, Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS)

possess a discipline specific qualification equivalent to the Level 3 Award/Certificate/Diploma in Personal Training NVQ, or equivalent (equivalences will be checked via REPS)

have knowledge of and a commitment to the Exercise and Fitness Code of Ethical Practice

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

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

Evidence: ongoing capability and competence

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


Page 8 of 63

QCON 1.5 Assessors


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


demonstrate knowledge of, and show commitment to the active leisure, learning and well-being values statement for all staff as well as any specific values that relate to the working contexts in which this level 3 qualification is being achieved.

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

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

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

possess a discipline specific qualification equivalent to the Level 3 Award/Certificate/Diploma in Personal Training NVQ , or equivalent (equivalences will be checked via REPS)

have knowledge of and a commitment to the Exercise and Fitness Code of Ethical Practice

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

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




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QCON 1.6 Internal Quality Assurers


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


demonstrate knowledge of, and show commitment to the active leisure, learning and well-being values statement for all staff as well as any specific values that relate to the working contexts in which this level 3 qualification is being achieved

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

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

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

hold a discipline specific qualification equivalent to the Level 3 Award/Certificate/Diploma in Personal Training, or equivalent (equivalences will be checked via REPS)

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

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




Page 10 of 63

QCON 1.7 Qualification delivery sites, facilities and environment

Conditions Evidence: sites and facilities

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

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

a fitness suite for gym-based exercise

an appropriate outdoor space to allow participants to participate safely outdoors where required

A classroom or suitable theory space. This must contain multimedia facilities such as data projector and laptop, flip chart and pens.

An examination space which allows for the correct and appropriate deliver of examinations. Invigilators must use the appropriate invigilation instructions which can be found here.

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


inventories and dynamic risk assessments

internal quality assurance reports and action responses

external quality assurance reports and action responses (Athena)

http://www.1st4sportqualifications.com/wp-content/uploads/2015/10/Invigilation-Guidance.pdf


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QCON 1.8 Qualification equipment

Conditions Evidence: equipment

The recognised centre is required to have equipment in place to facilitate the full programme of training and assessment; ensuring that learners and participants wear appropriate attire at all times. Theory equipment must include and pens. Centres are required to have access to the following cardiovascular equipment:

Upright cycle

Recumbent cycle

Treadmill

Stepper

Rowing machine

Elliptical trainer

Cross trainer

And

A range of resistance machines

A range of free weight equipment, including barbells and dumbbells, and cables (where available)

The centre will also need access to a range of fitness testing equipment to facilitate the following measurements:

Blood pressure (manual and digital where available)

Anthropometrics (e.g. height and weight, BMI, waist circumference or waist to hips ratio)

Body composition (e.g. callipers, bio-electrical impedance etc)

Cardiovascular fitness (using validated/recognised protocols such as Astrand bike test, Rockport walking test etc)

Range of motion (e.g. using validated/recognised protocols such as sit and reach test, visual assessment during stretch positions etc)

Muscular fitness (e.g. using validated/recognised protocols such as abdominal curl/sit-up test, press-up test etc)


inventories internal quality assurance reports and

action responses external quality assurance reports and

action responses (Athena)


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QCON 1.9 Qualification materials

Conditions Evidence: materials

The recognised centre is eligible to utilise the 1st4sport Learner Portfolio provided by 1st4sport in order to facilitate the evidence collection process. Assessors and internal quality assurers are also eligible to utilise the standardised assessor and internal quality assurer tools to support them in roles. The recognised centre is required to ensure that the 1st4sport record of achievement is completed for each registered learner.


a published programme of training and assessment

evidence mapping tools

assessor feedback mechanisms

completed 1st4sport record of achievement

internal quality assurance reports and action responses

external quality assurance reports and action responses (Athena)

QCON 1.10 Qualification fees5

Conditions Evidence: fees

The recognised centre is required to pay a £42 (+VAT) learner registration and certification fee per registered learner when the programme is authorised with 1st4sport within the appropriate timescales. The recognised centre is required to ensure that learners are provided with information on the total cost of achieving the qualification; this should include a comprehensive package of training, assessment and any optional costs made very clear at the point the learner enters into a contract with the centre.


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

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

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


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Section Two: Administration, initial assessment and inductions

QCON 2.1 Course/programme administration

Conditions Evidence: administration records

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

Must be evidenced though:

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

communications learner registration records, related updates and

communications learner certification records, related updates and

communications.

QCON 2.2 Learner eligibility and pre-requisites

Conditions Evidence: pre-requisites

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

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

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

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


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

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

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

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

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

mailto:[email protected]


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QCON 2.3 Learner eligibility and barriers to access

Conditions Evidence: access arrangements

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

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

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

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

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

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


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

reasonable adjustment requests, supporting evidence8 and clearly implemented arrangements.

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


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QCON 2.4 Learner eligibility and recognised prior learning

Conditions Evidence: RPL

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

RPL evidence and mapping to learning outcomes

RPL assessment records

QCON 2.5 Learner enrolment, agreement and registration period

Conditions Evidence: enrolment process

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

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

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

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

statements and related processes.


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

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


Page 16 of 63

QCON 2.6 Learner Inductions

Conditions Evidence: in

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

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

cover:

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

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

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

progression opportunities any scheduled internal or external quality assurance activities.


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


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Section Three: Training and Assessment

QCON 3.1 Training and Assessment Hours

Conditions Evidence: learning hours

The recognised centre is required to deliver the qualification in accordance with the recommended 245 guided learning hours. In doing so the recognised centre must ensure that each learner is given the opportunity to complete the seven mandatory units, giving the learner 36 credits. The recommended hours may need to be extended for learners with additional needs.


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

QCON 3.2 The Training and Assessment Programme

Conditions Evidence: course programme

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

all learning outcomes all assessment opportunities and the assessment

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

Training and assessment programmes must be evidenced through:

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


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QCON 3.3 Assessment Specification

Conditions Evidence: assessment

The recognised centre is required to ensure this assessment specification is fully complied with without deviation. All assessment components for this qualification are required to be completed and submitted by learners within appropriate timescales established by the recognised centre within the assessment strategy; ensuring the assessment plan incorporates provision for reassessment(s) within the learner’s registration period.


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

the 1st4sport Assessor Guidance internal quality assurance reports external quality assurance reports and action responses (Athena).

QCON 3.4 Assessment Tools

Conditions Evidence: assessment tools

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


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

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

Evidence: alternative arrangements


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


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QCON 3.5 Assessment Eligibility

Conditions Evidence: eligibility for assessment

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


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

assessment records 1st4sport Learner Portfolio

QCON 3.6 Assessment Process

Conditions Evidence: assessment process

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

assessment schedules are communicated assessment briefings are completed with reference to

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

the assessment is conducted in line with the assessor guidance

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

assessment decisions are communicated via established channels

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


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


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QCON 3.7 Eligibility of Learners for Special Consideration

Conditions Evidence: access arrangements

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


special consideration requests (Athena) implementation of the arrangements.

QCON 3.8 Eligibility of Learners for Certification

Conditions Evidence: certification

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


assessment tracking and records

assessor communications to the qualification administrator

administrator communications to learners

internal quality assurancereports

certification requests to 1st4sport.


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QCON 3.9 Reassessments

Conditions Evidence: reassessment activities

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


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


Page 22 of 63

Section Four: Internal Quality Assurance

QCON 4.1 Internal Quality Assurance Strategy

Conditions Evidence: strategy

The recognised centre is required to have in place an internal quality assurance strategy comprising of strategic objectives which include, but are not limited to:

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

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

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

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


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


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QCON 4.2 Internal Quality Assurance Sampling

Conditions Evidence: sampling activities

The recognised centre is required to have sampling plan in support of the strategy; communicated to the External Quality Assurer.


sampling plans internal quality assurance reports.

QCON 4.3 Internal Quality Assurance Interventions

Conditions Evidence: internal quality assurancesampling

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

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


internal quality assurance reports reviews and action plans


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

Additional important contacts

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

Website: skillsactive.com Enquiries e-mail: [email protected] Telephone: 0207 840 1900

UK Coaching, the UK's technical agency for coaching

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

The Register of Regulated Qualifications

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

The Office of the Qualifications and Examination regulator (Ofqual)

Website: gov.uk/government/organisations/ofqual

Qualifications Wales

Website: qualificationswales.org

Department for Education

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

The Department for Business Innovation and Skills (BIS)

Website: gov.uk/government/organisations/department-for-business-innovation-skills

Learning Records Service

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

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

http://www.skillsactive.com/


http://www.sportscoachuk.org/

http://www.sportscoachuk.org/contact

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

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

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

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

https://www.gov.uk/government/organisations/department-for-business-innovation-skills

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


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Appendix A: Knowledge Syllabus for the 1st4sport Level 3 Certificate in Personal Training

Knowledge Syllabus Components

Bones - Axial Skeleton

Cranium

Cervical Vertebrae Thoracic Vertebrae Lumbar Vertebrae

Sacral Vertebrae

Sternum Ribs Coccyx

Bones – Appendicular Skeleton

Scapula Clavicle Humerus

Ulna Radius

Carpals Metacarpals

Phalanges Ilium

Ischium

Pubis Femur

Patella Tibia

Fibula Tarsals

Calcaneus Metatarsals

Joints Immovable Slightly Moveable

Freely movable/Synovial

Gliding Pivot Ball and Socket Hinge Condyloid/Ellipsoid Saddle

Rotator Cuff

Teres minor Supraspinatus Subscapularis Infraspinatus

Diaphragm Intercostals

Spinal Extensors

Erector Spinae: Iliocostalis, Longissimus, Spinalis Multifidus Quadratus Lumborum

Gluteals Adductors

Magnus, Brevis, Longus, Pectinius, Gracilis,


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Knowledge Syllabus Components

Shoulder Girdle

Levator Scapulae Pectoralis Minor Serratus Anterior Trapezius Rhomboids major/minor Teres Major

Pectoralis Major Latissimus Dorsi

Deltoids Biceps

Triceps Abdominals

Internal and external Obliques, Transverse abdominis

Rectus Abdominis

Sartorius

Abductors

Gluteus Medius, Gluteus Minimus, Piriformis, Tensor Fascia Latae

Quadriceps Rectus Femoris Vastus Lateralis Vastus Medialis

Vastus Intermedius

Major Muscles Hamstrings

Semitendinosus Semimembranosus Biceps Femoris

Hip Flexors (Iliopsoas)

Iliacus Psoas Major

Gastrocnemius

Soleus Anterior Tibialis


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Appendix B: Units Specifications for the 1st4sport Level 3 Certificate in Personal Training

Unit title: Anatomy and physiology for exercise and health

Unit level: 3 Guided Learning Hours (GLH): 43 Credit: 6

Learning outcomes The learner will:

Assessment criteria The learner can:

1

Understand the heart and circulatory system and its relation to exercise and health

1.1

Explain the function of the heart valves

1.2

Describe coronary circulation

1.3

Explain the effect of disease processes on the structure and function of blood vessels

1.4

Explain the short and long term effects of exercise on blood pressure, including the valsalva effect

1.5

Explain the cardiovascular benefits and risks of endurance/aerobic training

1.6

Define blood pressure classifications and associated health risks

2

Understand the musculoskeletal system and its relation to exercise

2.1

Explain the cellular structure of muscle fibres

2.2

Describe the sliding filament theory

2.3

Explain the effects of different types of exercises on muscle fibre type

2.4

Identify and locate the muscle attachment sites for the major muscles of the body

2.5

Name, locate and explain the function of skeletal muscle involved in physical activity



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2.6

Identify the anatomical axis and planes with regard to joint actions and different exercises

2.7

Explain the joint actions brought about by specific muscle group contractions

2.8

Describe joints/joint structure with regard to range of motion/movement and injury risk

2.9

Describe joint movement potential and joint actions

2.10

Describe the structure of the pelvic girdle and associated muscles and ligaments

3

Understand postural and core stability

3.1

Describe the structure and function of the stabilising ligaments and muscles of the spine

3.2

Describe local muscle changes that can take place due to insufficient stabilisation

3.3 Explain the potential effects of abdominal adiposity and poor posture on movement efficiency

3.4

Explain the potential problems that can occur as a result of postural deviations

3.5 Explain the impact of core stabilisation exercise and the potential for injury/aggravation of problems

3.6

Explain the benefits, risks and applications of the following types of stretching: • static (passive and active) • dynamic • proprioceptive Neuromuscular Facilitation


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4

Understand the nervous system and its relation to exercise

4.1

Describe the specific roles of: • the central nervous system (CNS) • the Peripheral Nervous System (PNS) including somatic and autonomic systems

4.2

Describe nervous control and transmission of a nervous impulse

4.3

Describe the structure and function of a neuron

4.4

Explain the role of a motor unit

4.5

Explain the process of motor unit recruitment and the significance of a motor unit’s size and number of muscle fibres

4.6

Explain the function of muscle proprioceptors and the stretch reflex

4.7

Explain reciprocal inhibition and its relevance to exercise

4.8

Explain the neuromuscular adaptations associated with exercise/training

4.9

Explain the benefits of improved neuromuscular coordination/efficiency to exercise performance

5

Understand the endocrine system and its relation to exercise and health

5.1

Describe the functions of the endocrine system

5.2

Identify the major glands in the endocrine system

5.3

Explain the function of hormones including: • growth hormone • thyroid hormones • corticosteroids • catecholamines


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• insulin • glucagon

6

Understand energy systems and their relation to exercise

6.1

Identify the contribution of energy according to: • duration of exercise/activity being performed • type of exercise/activity being performed • intensity of exercise/activity being performed

6.2

Identify the by-products of the three energy systems and their significance in muscle fatigue

6.3 Describe the effect of endurance training/advanced training methods on the use of fuel for exercise


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Unit title: Principles of exercise, fitness and health




1

Understand the effects of exercise on the body

1.1

Describe cardiovascular and respiratory adaptations to endurance/aerobic training

1.2

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

1.3

Describe the “blood pooling” effect following exercise

1.4

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

1.5

Describe delayed onset of muscle soreness (DOMS)

1.6

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

1.7

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

1.8

Describe different exercises that can improve posture

2

Understand the components of fitness

2.1

Define the components of health related fitness

2.2

Define the components of skill related fitness

2.3

Identify the factors that affect health and skill related fitness



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3

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

3.1

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

3.2

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

3.3

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

3.4

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

3.5

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

3.6

Describe the effect of speed on posture, alignment and intensity

3.7

Describe the effect of levers, gravity and resistance on exercise

3.8

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


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4

Understand the Exercise contraindications and key safety guidelines for special populations

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

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

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

4.4

Describe the key safety considerations for working with disabled people

5

Understand how to safely monitor exercise intensity

5.1

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

6

Understand the health benefits of physical activity

6.1

Describe the health benefits of physical activity

6.2

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


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7

Understand the importance of healthy eating

7.1

Describe the national food model/guide

7.2

Describe key healthy eating advice that underpins a healthy diet

7.3

Explain the importance of adequate hydration

7.4

Explain professional role boundaries in relation to offering nutritional advice

7.5

Explain the dietary role of the key nutrients

7.6

Identify the common dietary sources of the key nutrients

7.7

Describe the energy balance equation

7.8

Explain the health risks of poor nutrition


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Unit title: Programming personal training with clients




1

Understand how to prepare personal training programmes

1.1

Describe the range of resources required to deliver a personal training programme, including: • environment for the session • portable equipment • fixed equipment

1.2

Explain how to work in environments that are not specifically designed for exercise/physical activity

2

Understand the importance of long term behaviour change for personal training

2.1

Explain why it is important for clients to understand the advantages of personal training

2.2 Explain why it is important for a personal trainer to work together with clients to agree goals, objectives, programmes and adaptations

2.3

Explain the importance of long-term behaviour change in developing client fitness

2.4

Explain how to ensure clients commit themselves to long-term change

3

Understand the principles of collecting information to plan a personal training programme

3.1

Explain the principles of informed consent

3.2 Explain why informed consent should be obtained before collecting information for a personal training programme



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3

Understand the principles of collecting information to plan a personal training programme (continued)

3.3

Summarise the client information that should be collected when designing a personal training programme to include: • personal goals • lifestyle • medical history • physical activity history • physical activity likes and dislikes • motivation and barriers to participation • current fitness level • stage of readiness • posture and alignment • functional ability

3.4 Explain how to select the most appropriate methods of collecting client information according to client need

3.5 Explain the legal and ethical implications of collecting client information, including confidentiality

4

Understand how to screen clients prior to a personal training programme

4.1 Explain how to interpret information collected from the client in order to identify client needs and goals

4.2 Explain how to analyse client responses to the Physical Activity Readiness Questionnaire (PAR-Q)

4.3 Describe the types of medical conditions that will prevent personal trainers from working with a client unless they have specialist training and qualifications

4.4

Explain how and when personal trainers should refer clients to another professional


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5

Understand how to identify personal training goals with clients

5.1

Explain how to identify clients’ short, medium and long term goals to include: • general health and fitness • physiological • psychological • lifestyle • social • functional ability

5.2

Identify when personal trainers should involve others, apart from their clients, in goal setting

5.3

Explain how to use specific, measurable, achievable, realistic and time bound (SMART) objectives in a personal training programme

6

Understand how to plan a personal training programme with clients

6.1

Identify credible sources of guidelines on programme design and safe exercise

6.2

Summarise the key principles of designing programmes to achieve short, medium and long term goals, including the order and structure of sessions

6.3

Describe a range of safe and effective exercises/physical activities to develop: • cardiovascular fitness • muscular fitness • flexibility • motor skills • core stability

6.4

Explain how to include physical activities as part of the client’s lifestyle to complement exercise sessions

6.5

Explain how to design programmes that can be run in environments not designed specifically for exercise


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6.6

Identify when it might be appropriate to share the programme with other professionals

7

Understand how to adapt a personal training programme with clients

7.1

Explain how the principles of training can be used to adapt the programme where: • goals are not being achieved • new goals have been identified

7.2

Describe the different training systems and their use in providing variety and in ensuring programmes remain effective

7.3

Explain why it is important to keep accurate records of changes and the reasons for change

8

Be able to collect information about clients

8.1

Establish a rapport with the client

8.2

Explain own role and responsibilities to clients

8.3 Collect the information needed to plan a programme using appropriate methods, to include physical/fitness assessments

8.4

Show sensitivity and empathy to clients and the information they provide

8.5

Record the information using appropriate formats in a way that will aid analysis

8.6

Treat confidential information correctly

9

Be able to agree goals with clients

9.1 Work with clients to agree short, medium and long-term goals appropriate to their needs

9.2

Ensure the goals are: • specific, measurable, achievable, realistic and time bound • consistent with industry good practice

9.3 Agree with clients their needs and readiness to participate


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10

Be able to plan a personal training programme with clients

10.1

Plan specific outcome measures, stages of achievement and exercises/physical activities that are: • appropriate to clients’ goals and level of fitness • consistent with accepted good practice

10.2

Ensure the components of fitness are built into the programme

10.3

Apply the principles of training to help clients to achieve short, medium and long term goals

10.4

Agree the demands of the programme with clients

10.5

Agree a timetable of sessions with clients

10.6

Agree appropriate evaluation methods and review dates

10.7

Identify the resources needed for the programme, including the use of environments not designed for exercise

10.8

Record plans in a format that will help clients and others involved to implement the programme

10.9

Agree how to maintain contact with the client between sessions

11

Be able to manage a personal training programme

11.1

Monitor effective integration of all programme exercises/physical activities and sessions

11.2 Provide alternatives to the programmed exercises/physical activities if clients cannot take part as planned

11.3

Monitor clients’ progress using appropriate methods


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12 Be able to review progress with clients 12.1

Explain the purpose of review to clients

12.2 Review short, medium and long term goals with clients at agreed points in the programme, taking into account any changes in circumstances

12.3

Encourage clients to give their own views on progress

12.4 Use suitable methods of evaluation that will help to review client progress against goals and initial baseline data

12.5 Give feedback to clients during their review that is likely to strengthen their motivation and adherence

12.6

Agree review outcomes with clients

12.7

Keep an accurate record of reviews and their outcome

13 Be able to adapt a personal training programme with clients

13.1

Identify goals and exercises/physical activities that need to be redefined or adapted

13.2 Agree adaptations, progressions or regressions to meet clients’ needs to optimise achievement

13.3

Identify and agree any changes to resources and environments with the client

13.4

Introduce adaptations in a way that is appropriate to clients and their needs

13.5

Record changes to programme plans to take account of adaptations

13.6

Monitor the effectiveness of adaptations and update the programme as necessary


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Unit title: Delivering personal training sessions


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1

Understand how to instruct exercise during personal training sessions

1.1

Explain the importance of non-verbal communication when instructing clients

1.2

Describe how to adapt communication to meet clients’ needs

1.3

Evaluate different methods of maintaining clients’ motivation, especially when clients are finding exercises difficult

1.4

Explain the importance of correcting client technique

2

Understand how to adapt exercise to meet client needs during personal training sessions

2.1

Explain why it is important to monitor individual progress especially if more than one client is involved in the session

2.2

Describe different methods of monitoring clients’ progress during exercise

2.3

Explain when it may be necessary to adapt planned exercises to meet clients’ needs

2.4

Explain how to adapt exercise/exercise positions as appropriate to individual clients and conditions

2.5

Explain how to modify the intensity of exercise according to the needs and response of the client



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3

Understand how to review personal training sessions with clients

3.1

Explain why personal trainers should give clients feedback on their performance during a session

3.2

Explain why clients should be given the opportunity to ask questions, provide feedback and discuss their performance

3.3

Explain how to give clients feedback on their performance in a way that is accurate but maintains client motivation and commitment

3.4

Explain why clients need to see their progress against objectives in terms of their overall goals and programme

3.5

Explain why clients need information about future exercise and physical activity, both supervised and unsupervised

4

Be able to plan and prepare personal training sessions

4.1

Plan a range of exercises/physical activities to help clients achieve their objectives and goals, covering: • cardiovascular fitness • muscular fitness • flexibility • motor skills • core stability

4.2

Identify, obtain and prepare the resources needed for planned exercises/physical activities, improvising safely where necessary

5

Be able to prepare clients for personal training sessions

5.1

Help clients feel at ease in the exercise environment

5.2

Explain the planned objectives and exercises/physical activities to clients

5.3

Explain to clients how objectives and exercises/physical activities support their goals


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5.4

Explain the physical and technical demands of the planned exercises/physical activities to clients

5.5

Explain to clients how planned exercise/physical activity can be progressed or regressed to meet their goals

5.6

Assess clients’ state of readiness and motivation to take part in the planned exercises/physical activities

5.7

Negotiate and agree with clients any changes to the planned exercises/physical activities that: • meet their goals and preferences • enable them to maintain progress

5.8

Record changes to clients plans

6

Be able to instruct and adapt planned exercises

6.1

Use motivational styles that: • are appropriate to the clients • are consistent with accepted good practice

6.2

Explain the purpose and value of a warm-up to clients

6.3

Provide warm-ups appropriate to the clients, planned exercise and the environment

6.4

Make best use of the environment in which clients are exercising

6.5

Provide instructions, explanations and demonstrations that are technically correct, safe and effective

6.6

Adapt verbal and non-verbal communication methods to make sure clients understand what is required


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6.7

Ensure clients can carry out the exercises safely on their own

6.8

Analyse clients’ performance, providing positive reinforcement throughout

6.9

Correct techniques at appropriate points

6.10

Progress or regress exercises according to clients’ performance

7

Be able to bring exercise sessions to an end

7.1

Allow sufficient time for the closing phase of the session

7.2

Explain the purpose and value of cool-down activities to clients

7.3

Select cool-down activities according to the type and intensity of physical exercise and client needs and condition

7.4

Provide clients with feedback and positive reinforcement

7.5

Explain to clients how their progress links to their goals

7.6

Leave the environment in a condition suitable for future use

8

Be able to reflect on providing personal training sessions

8.1

Review the outcomes of working with clients including their feedback

8.2

Identify: • how well the sessions met clients’ goals • how effective and motivational the relationship with the client was • how well the instructing styles matched the clients’ needs

8.3 Identify how to improve personal practice

8.4 Explain the value of reflective practice


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Unit title: Applying the principles of nutrition to a physical activity programme


Learning outcomes

The learner will:

Assessment criteria

The learner can:

1

Understand the principles of nutrition

1.1

Describe the structure and function of the digestive system

1.2

Explain the meaning of key nutritional terms including: • diet • healthy eating • nutrition • balanced diet

1.3

Describe the function and metabolism of: • macro nutrients • micro nutrients

1.4

Explain the main food groups and the nutrients they contribute to the diet

1.5

Identify the calorific value of nutrients



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1.6

Explain the common terminology used in nutrition including: • UK dietary reference values (DRV) • recommended daily allowance (RDA) • recommended daily intake (RDI) • glycemic Index

1.7

Interpret food labelling information

1.8

Explain the significance of healthy food preparation

1.9

Explain the relationship between nutrition, physical activity, body composition and health including: • links to disease / disease risk factors • cholesterol • types of fat in the diet

2

Understand key guidelines in relation to nutrition

2.1

Identify the range of professionals and professional bodies involved in the area of nutrition

2.2

Explain key healthy eating advice that underpins a healthy diet

2.3

Describe the nutritional principles and key features of the National food model/guide

2.4

Define portion sizes in the context of the National food model/guide

2.5

Explain how to access reliable sources of nutritional information

2.6

Distinguish between evidence-based knowledge versus the unsubstantiated marketing claims of suppliers


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3

Understand nationally recommended practice in relation to providing nutritional advice

3.1

Explain professional role boundaries with regard to offering nutritional advice to clients

3.2 Explain the importance of communicating health risks associated with weight loss fads and popular diets to clients

3.3 Evaluate the potential heath and performance implications of severe energy restriction, weight loss and weight gain

3.4

Identify clients at risk of nutritional deficiencies

3.5

Explain how cultural and religious dietary practices can influence nutritional advice

3.6 Describe safety, effectiveness and contraindications relating to protein and vitamin supplementation

3.7 Explain why detailed or complex dietary analysis that incorporates major dietary change should always be referred to a Registered Dietician

4

Understand the relationship between nutrition and physical activity

4.1 Define the role of carbohydrate, fat and protein as fuels for aerobic and anaerobic energy production

4.2 Explain the components of energy expenditure and the energy balance equation

4.3 Explain how to calculate an estimate of Basal Metabolic Rate (BMR)

4.4 Explain how to estimate energy requirements based on physical activity levels and other relevant factors

4.5 Identify energy expenditure for different physical activities

4.6 Evaluate the nutritional requirements and hydration needs of clients engaged in physical activity


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5

Understand how to collect information relating to nutrition

5.1 Explain why it is important to obtain clients’ informed consent before collecting nutritional information

5.2 Describe the information that needs to be collected to offer nutritional advice to clients

5.3 Explain the legal and ethical implications of collecting nutritional information

5.4 Describe different formats for recording nutritional information

5.5 Explain why confidentiality is important when collecting nutritional information

5.6 Describe issues that may be sensitive when collecting nutritional information

5.7 Explain different methods that can be used to measure body composition and health risk in relation to weight

6

Understand how to use nutritional information

6.1

Describe basic dietary assessment methods

6.2

Explain how to analyse and interpret collected information so that clients’ needs and nutritional goals can be identified with reference to the National food model/guide recommendations

6.3

Describe how to interpret information gained from methods used to assess body composition and health risk in relation to weight

6.4

Explain how to sensitively divulge collected information and ‘results’ to clients

6.5

Explain how to recognise the signs and symptoms of disordered eating and healthy eating patterns

6.6

Describe the key features of the industry guidance note on ‘Managing users with suspected eating disorders’


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6.7

Explain the circumstances in which a client should be recommended to visit their GP about the possibility of referral to a Registered Dietician

7

Understand the principles of nutritional goal setting with clients

7.1

Explain how to apply the principles of goal setting when offering nutritional advice

7.2 Explain how to translate nutritional goals into basic healthy eating advice that reflects current National guidelines

7.3

Explain when people other than the client should be involved in nutritional goal setting

7.4

Define which other people could be involved in nutritional goal setting

7.5

Identify the barriers which may prevent clients achieving their nutritional goals

7.6 Explain how to apply basic motivational strategies to encourage healthy eating and prevent non-compliance or relapse

7.7 Explain the need for reappraisal of clients’ body composition and other relevant health parameters at agreed stages of the programme

8

Be able to collect and analyse nutritional information

8.1

Collect information needed to provide clients with appropriate healthy eating advice

8.2

Record information about clients and their nutritional goals in an approved format

8.3 Analyse collected information including nutritional needs and preferences in relation to the clients current status and nutritional goals

9

Be able to apply the principles of nutrition to a physical activity programme

9.1 Access and make use of credible sources of educational information and advice in establishing nutritional goals with clients

9.2 Design and agree nutritional goals that are compatible with the analysis, accepted good practice and national guidelines


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9.3 Ensure that the nutritional goals support and integrate with other programme components

9.4

Agree review points with the clients

9.5 Review the clients understanding of how to follow the nutritional advice as part of their physical activity programme

9.6

Monitor, evaluate and review the clients’ progress towards their nutritional goals


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




1

Understand how to form effective working relationships with clients

1.1

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

1.2

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

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

1.4

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

2

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

2.1

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

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

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

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

3

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

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

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

3.3 Identify different behaviour change approaches/strategies to encourage adherence to


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exercise/physical activity

3.4

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

3.5

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

4

Understand how to provide ongoing customer service to clients

4.1

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

4.2

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

4.3

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

4.4

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

4.5

Give examples of how to exceed customer expectations, when appropriate

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


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




1

Understand emergency procedures in a fitness environment

1.1

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

1.2

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

1.3

Explain the importance of following emergency procedures calmly and correctly

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

2

Understand health and safety requirements in a fitness environment

2.1

Outline why health and safety is important in a fitness environment

2.2

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

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

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

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

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

3

Understand how to control risks in a fitness environment

3.1

Identify possible hazards in a fitness environment, relating to:


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• facilities • equipment • working practices, including lifting and handling of equipment • client behaviour • security • hygiene

3.2

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

3.3

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

3.4

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

4

Understand how to safeguard children and vulnerable adults

4.1

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

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

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

4.4

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

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

4.6

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

4.7 Identify the statutory agencies responsible for safeguarding children and vulnerable adults

4.8

Explain when it may be necessary to contact statutory agencies

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


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

The Register of Exercise Professionals (REPs)

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

As such, those registered with REPs are expected to adhere to the Code of Ethical Conduct. Physical activity and exercise can contribute positively to the development of individuals. It is a vehicle for physical, mental, personal, social and emotional development. Such development is enhanced if the individual is guided by an informed, thinking, aspiring and enlightened exercise professional operating within an accepted ethical framework as a professional. The role of an exercise professional is to:

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

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


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Principle 1: Rights

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

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

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


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Principle 2: Relationships

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

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

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

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

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

Principle 3: Personal Responsibilities

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

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

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

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

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


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Principle 4: Professional Standards

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

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

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

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

competence is recognised by the Register.

Principle 5: Safe Working Practice

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

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

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

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


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Disciplinary Measures

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

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

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


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Appendix D: Explanation and Examples of Terms

Term Explanation/Example

Casualty

the person who has suffered the injury or illness

Controlling risk

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

Emergency

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

Emergency services

the ambulance, police, fire service, or coastguards

Facility

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

Hazard

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

Hazardous substances

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

Risk

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

Health and safety requirements

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


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Term Explanation/Example

Other people involved

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

People with particular needs

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

Qualified assistance

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

Security breaches

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

Situations likely to cause emotional distress

for example, bullying or intimidation

Unsafe behaviour

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


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

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

Assessment Papers

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

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

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

Recognised centre name:

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

Centre administrator:

Centre administrator email:

Delivery Address

Postcode Date of assessment:

Qualification and Paper required No. Papers

Level 2 Certificate in Fitness Instructing

Anatomy and Physiology for Exercise

Principles of Exercise, Fitness and Health

Level 2 NVQ Diploma in Instructing Exercise and Fitness



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


Level 3 NVQ Diploma in Personal Training

Anatomy and Physiology for Exercise and Health


For office use only:

Date received Date processed CSR initial

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


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

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

Fitness King Ltd

123 Event Authorisation No. (EAN): 12345

John Smith

[email protected]

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

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

Qualification and Paper required No. Papers

Level 2 Certificate in Fitness Instructing



Level 2 NVQ Diploma in Instructing Exercise and Fitness

Anatomy and Physiology for Exercise 13

Principles of Exercise, Fitness and Health 13

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


Level 3 NVQ Diploma in Personal Training

Anatomy and Physiology for Exercise and Health


For office use only:

Date received Date processed CSR initial

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