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Certificate III in Fitness - Module 1 Your Client

© Australian College of Sport & Fitness Page 1 of 60 Certificate III - Module 1 - Course Notes 1410A

CONTENTS ADDITIONAL READING ......................................................................................................................................3

WEBSITES ..........................................................................................................................................................3

WEB PAGES .......................................................................................................................................................3

OVERVIEW OF THIS MODULE .................................................................................................................... 4

PART A - PROVIDE QUALITY SERVICE IN THE FITNESS INDUSTRY ................................................................ 4

COMMUNICATING WITH CLIENTS ....................................................................................................................4

ADDITIONAL VERBAL COMMUNICATION METHODS ........................................................................................5

ONGOING CLIENT COMMUNICATION ...............................................................................................................7

COMMUNICATION AND ORGANISTATIONAL PROCEDURES AND POLICIES .....................................................8

EQUALITY AND DIVERSITY .................................................................................................................................9

PERSONAL PRESENTATION STANDARDS ...........................................................................................................9

FIRST CLIENT MEETING .....................................................................................................................................9

IDENTIFYING NEEDS, EXPECTATIONS AND GOALS ......................................................................................... 10

RAPPORT ........................................................................................................................................................ 11

TIPS TO BUILD GOOD RAPPORT ..................................................................................................................... 11

ESTABLISH AN EFFECTIVE WORKING RELATIONSHIP WITH CLIENTS ............................................................. 12

HANDLING CLIENT COMPLAINTS ................................................................................................................... 13

GATHERING INFORMATION REGARDING THE COMPLAINT........................................................................... 14

DETERMINING THE COURSE OF ACTION ........................................................................................................ 14

COMPLAINT RESOLUTION .............................................................................................................................. 14

DOCUMENTING THE COMPLAINT - THE COMPLAINTS REGISTER ................................................................. 14

INFORMING THE CLIENT OF THE OUTCOME ................................................................................................. 15

REFERRING COMPLAINTS WHEN NECESSARY ................................................................................................ 15

COUNSELLING TECHNIQUES TO CONSIDER ................................................................................................... 19

GUIDELINES OF A FITNESS INSTRUCTOR ........................................................................................................ 20

BOUNDARIES OF THE FITNESS INSTRUCTOR AND CLIENT RELATIONSHIP .................................................... 21

CLIENT CONFIDENTIALITY .............................................................................................................................. 22

PART B – HOW TO PERFORM A FITNESS ORIENTATION AND HEALTH SCREENING ..................................... 23

METHODS TO COLLECT CLIENTS INFORMATION ........................................................................................... 23

UNDERSTANDING YOUR CLIENT’S FITNESS REQUIREMENTS ........................................................................ 25

PRE-EXERCISE SCREENING QUESTIONNAIRE ................................................................................................. 25

HOW DO YOU TAKE A CLIENT HEALTH SCREENING QUESTIONNAIRE? ......................................................... 26


CLIENT PERSONAL INFORMATION ................................................................................................................. 27

QUESTIONS ON CLIENT'S OCCUPATION......................................................................................................... 27

QUESTIONS ON CLIENTS MEDICAL HISTORY.................................................................................................. 27

QUESTIONS ON CLIENT'S LIFESTYLE ............................................................................................................... 27

QUESTIONS ON CLIENT'S EXERCISE AND FITNESS NEEDS .............................................................................. 28

FITNESS READINESS SURVEYS ........................................................................................................................ 28

WHICH METHOD TO USE ............................................................................................................................... 29

WHAT TO DO WITH THE PRE-EXERCISE SCREENING INFORMATION ............................................................. 32

DEVELOP A BALANCED CLIENT EXERCISE PROFILE TO MEET IDENTIFIED CLIENT NEEDS AND LIMITATIONS 33

PART C - UNDERTAKE CLIENT HEALTH ASSESSMENT ................................................................................ 35

WHY UNDERTAKE A FITNESS TEST? ............................................................................................................... 35

ENSURING RELIABILITY OF A FITNESS TEST ................................................................................................... 36

BEFORE YOUR UNDERTAKE A FITNESS TEST .................................................................................................. 37

BODY CIRCUMFERENCE MEASUREMENTS ..................................................................................................... 37

BLOOD PRESSURE TESTS ................................................................................................................................ 38

HEART RATE TESTS ......................................................................................................................................... 38

HOW TO TEST RECOVERY HEART RATE .......................................................................................................... 40

CARDIOVASCULAR TESTS ............................................................................................................................... 41

FLEXIBILITY TESTS ........................................................................................................................................... 41

FUNCTIONAL MOVEMENT TESTS ................................................................................................................... 42

STRENGTH TESTS ............................................................................................................................................ 44

SMART GOALS ................................................................................................................................................ 45

TYPICAL BARRIERS TO EXERCISE .................................................................................................................... 49

TECHNIQUES TO ENCOURAGE ADHERENCE TO EXERCISE ............................................................................. 50

BEHAVIOUR CHANGE THEORIES .................................................................................................................... 52

MODULE 1 –ASSIGNMENT TASK ............................................................................................................. 57


ADDITIONAL RESOURCES

ADDITIONAL READING

Further readings:

o Common presentation pitfalls of a trainer

o Exercise Adherence Methods

o Barriers to exercise

o Qualities of a good trainer

o Beyond Cuing

o Fitness Screening samples (4 versions)

o Par Q and You

o Body mass Index

o High Blood Pressure

o Consent Form Samples

o Sample evaluation forms

WEBSITES

Exercise Prescription on the Net www.exrx.net

Fitness Australia www.fitness.org.au

Physical Activity Australia www.physicalactivityaustralia.org.au

WEB PAGES

Web search ‘Fitness Screening’

Web search ‘Sample Fitness tests’

Web search ‘Conducting a fitness test’

Web search ‘Sample client evaluation form’

Web search ‘Handling client complaints’

ACTIVITIES

Throughout this module and the following modules we have created activities for you to complete which will help your learning and understanding of the topics within each module. These activities are not compulsory or marked, however we recommend they are completed to help understand topics within this module.

ACTIVITY

Complete the following……

PLEASE NOTE: Handouts can be found at the back of the module following page 56.


OVERVIEW OF THIS MODULE

This module initially focuses on the relationship between the trainer and the client, before progressing to identify the components required in the screening process as well as developing a fitness testing strategy for new clients.

The trainer client’s relationship considers communication, developing good rapport with a client and handling complaints.

The health screening section runs through step-by-step information that should be included within this process before moving onto the fitness testing stage.

PART A - PROVIDE QUALITY SERVICE IN THE FITNESS INDUSTRY

It is very important for a fitness center business to know and service their clients correctly.

To be able to service your clients and meet their needs you need to understand who they are, why they have joined your gym and what they want from their experience.

It is important to understand that not all clients are the same!

Clients are all different. They have different needs and backgrounds which is essential for a fitness professional to identify and understand. Your clients could be:

o people from a range of social, cultural or ethnic backgrounds

o regular members or new clients

o clients with normal or ‘routine’ fitness goals or clients with special or specific goals

o people with varying physical and mental abilities

To help establish this understanding it is essential for a fitness professional to possess great communication skills. Communication is a key skill that can make the difference between a good PT and a GREAT PT.

With good communication skills you will be able to communicate well with your clients, easily identify any special requirements, clarify preferences quickly and meet their needs.

COMMUNICATING WITH CLIENTS

Communication is the act of transferring information between individuals and can be performed via verbal communication or non-verbal communication. Communication can be performed using several mediums, which include:

o face-to-face o email


o letter

o social media

o fax

o standard form

It is important to use communication that is relevant to the client as well as according with any organizational procedures and policies. For example, it is no good trying to communicate with an older adult over social networks, as they will often not have an account or view it often. These individuals will usually prefer a direct phone call or letter.

Verbal Communication – this refers to communication via spoken means, which can be completed face-to-face or via a telephone and is the most direct method of communicating.

A fitness instructor will be in constant contact with clients where they will communicate in many different means. As a result it is crucial for fitness professionals to develop communication techniques and methods. The may involve:

o speaking clearly and concisely

o using appropriate language and tone of voice

o giving customers full attention

o maintaining eye-contact for face-to-face interactions

o non-verbal communication, e.g. body language, personal presentation

o clear, legible writing

ADDITIONAL VERBAL COMMUNICATION METHODS

Active Listening

Active listening is a dynamic method of listening by understanding and responding to what is being said. It involves the listen

o showing an interest in what is being said

o encouraging the speaker to continue talking

o indications that the listen is being attentive, interested and understanding what is being said

As a fitness professional, using active listening will be encouraging to the client as it shows a real interest, empathy, and understanding of their requirements and needs. It can be used initially to establish the expectation, needs and goals of the client as well as build rapport.

An individual can show active listening by; clarify comments or discussion points, using verbal encouragers (“yes”, “I understand”), staying focused without letting concentration drift and summarizing their points.

Open-ended and Close-ended Questions

When communicating with people there are two different types of questions that can be used, these are open-ended or close-ended questions.


Close-ended questions refer to questions that can be answered with simple responses, such as “yes” or “no”. For example, “Would you like to improve your muscle strength?”

Open-ended questions are questions that require a more detailed answer, usually consisting of a sentence or two to provide an adequate answer. For example, “What is your current weekly fitness plan?”

Both types of questioning methods can be useful in different situations, when preforming the pre-exercise screening and gaining detailed information from the client, it is best to use open-ended. Whereas, close-ended questions can be used during a session to gain quick information about how they are finding the exercises.

Non-verbal communication – encompasses all the additional forms of communication that does not involve speaking. This can include:

o your facial expressions

o your eye contact

o your pitch, tone, and volume of voice

o your gestures and mannerisms

o your body language

Consider the message your clients receive from you if they walk into a gym and are greeted by a well-dressed, smiling instructor rather than a poorly dressed instructor who is looking down at the floor and not smiling!

Pitch, tone, and volume of voice are elements that are considered non-verbal communication but can also influence verbal communication. It is important to provide correct pitch, tone and volume according with the setting, training and client. Being upbeat with an excited tone and high volume works well when performing circuit training, but might not be as welcomes during a client induction or screening.

ACTIVITY

Identify 3 examples of non-verbal communication that a fitness professional could use to encourage a client.

1

2

3


ONGOING CLIENT COMMUNICATION

Once a customer has joined your fitness centre or begun training with a fitness professional it is important to develop this relationship on an ongoing basis.

One of the key reasons for this is to ensure ongoing and repeated business.

For example, imagine you are running a regular weekly spin class in your gym. How will you ensure your clients keep coming back each week for repeat visits to your class? You should not just leave it up to them and the fact that they had a good experience.

The key to developing the relationship is ongoing communication. Some of the communication tools you can use include:

o newsletters

o email notifications of sales or promotional packages

o sale of gift vouchers

o client loyalty programs

o discount vouchers

Consider the example of you running a weekly spin class. How effective might it be to collect the email of first time visitors and sending them email reminders of the weekly spin class schedule?

Communication is two –way. You should also encourage your clients to voice queries and concerns so you can address these appropriately.

There is a saying that the worst client is a ‘quiet client’, because they may leave you through a misunderstanding and you never had a chance to address their concerns.

Promote client feedback with:

o casual questioning – these are questions which can be asked throughout the meeting or training with the individual which encourages them to provide honest feedback.

o feedback forms – this is a more informal way to receive feedback about a service and requires the client/member to complete a pre-set questionnaire that has specific questions to determine feedback. An example of this can be found in the additional reading section.

o informal evaluation – an informal evaluation, might include the client/member writing their evaluation on a blank piece of paper with their view of the services.

The final aspect to remember is to always exercise discretion and confidentiality with client communication.


ACTIVITY

Use the table below to create a list of 5 causal questions that you can ask a client or member to gain feedback from them about a service.

Question 1

Question 2

Question 3

Question 4

Question 5

COMMUNICATION AND ORGANISTATIONAL PROCEDURES AND POLICIES

Fitness professionals need to consider the communication standards and protocols set by the organisation you work for. Your organisation might have very specific procedures and rules how you:

greet and meet a client

address the client, for example first name or last name

use a Time Frame for addressing and serving clients or dealing with client

dress or wear uniform items within the organisation's policy requirements

comply with organisation's policy for personal presentation

attend to your hair and grooming

pay attention to hands and nails

use standard template letters

In addition to this, the organisation may also have policies on how to capture and store the information of any communication with a client or member; especially regarding complaint, which is explained in more detail later in the module.


EQUALITY AND DIVERSITY

Within the role of a fitness professional, clients and members may come from a range of cultural or social backgrounds and present themselves in a different way to others. It is important to value and treat all individuals equally and understand that they may vary according to:

o Religion

o Nationality

o Disability

o Political beliefs

o Appearance

o Age

o Gender

o Class

o Race

o Social standing

As a fitness instructor you do not know who the next clients to walk through the door will be or what will be their backgrounds, so you need to show sensitivity to all types of clients and maintain a friendly and accepting attitude to everyone. As a result, it is important not to discriminate against any individual, and NOT stereotype, make assumptions, be patronising, humiliating or disrespect any individual that you encounter in the fitness industry.

PERSONAL PRESENTATION STANDARDS

As a fitness professional it is important to present yourself in an appropriate and respectable manner to a prospective client, existing clients or member of the gym facility that they work within. Personal presentation considers factors such as:

o Personal hygiene

o Jewellery

o Hands and nails

o Attire or uniform

o Hair and grooming

o Attitude

READ

Additional Reading – Common presentation pitfalls for a trainer & Qualities of a good trainer

FIRST CLIENT MEETING

Very often your first client meeting will be with a client who has not yet committed to joining your fitness center or gym.

This means the client is still in “buying” mode. And that means you should be in “sales” mode.


ARE YOU A FITNESS PROFESSIONAL OR SALES PROFESSIONAL?

Although you probably dislike quotas and deadlines and having to “sell”, being a fitness professional means that you simply have to get used to seeing part of your role as selling the benefits and services of the gym.

Many fitness professionals may not be confident in selling, and many novices will focus on selling memberships and meeting quotas. However, the real key to sales in this industry is understanding and providing a good fit for the prospective members.

Therefore, you should focus less on selling memberships and more on understanding the unique needs, requirements and goals of prospective members.

First, get to know your clients and their goals.

To understand potential clients' goals, take time to be naturally curious about people.

Keep this in mind when meeting with prospective members and listen closely. You'll tap into what motivates them to consider buying a membership and can offer exactly what they need.

IDENTIFYING NEEDS, EXPECTATIONS AND GOALS

The needs, expectation and goals of each client will be unique to that individual, and must be understood for the trainer to offer a relevant and specific service. All of these components can be established using several different methods, which can include:

• general interview with client

• pre-exercise screening questionnaire

• assessments (general and fitness related)

Once established, it is best to reinforce with the client, that the needs, goals and expectation are fully understood, and a good method to encourage this is to have the client write these down. This can also help the client understand what they would like to achieve.

More specific information relating to goals will be established further in this module.

How to exceed client expectations

It is in the best interest of a fitness professional to meet the expectations of a client, however, if these expectations can be exceeded the client is likely to be extremely happy with the service, continue to work with the fitness professional and perhaps refer or recommend other clients to the fitness professional.

To exceed the expectations, it will usually require the instructor to go above and beyond the services that are set in the original meeting. It is important, however, to ensure the boundaries are still present between the client and fitness professional.

Examples of going above and beyond include:


o Setting the client exercise an program whilst the trainer is on holiday for no additional cost to the client

o Providing the client with additional information about training or journals or nutrition

o Fitting in a session at late notice or between two clients

RAPPORT

Rapport is a relationship between two individuals where mutual understanding, trust and respect has been built up over time working together.

Building rapport with will help to bond with a member or client and encourage them to communicate more freely, provide more honest feedback, ask questions and discuss freely about personal preferences, likes, dislikes and fears.

Establishing client rapport

Fitness customers make or break a fitness business, so establishing a good rapport has been shown to be the most effective way to retain customers.

In addition, it is proven that satisfied customers tell others who in turn become new customers. The word-of-mouth strategy for new customers has also been shown to be the most cost-effective method for obtaining new business.

Customers need to feel the rapport is sincere. Good customer rapport cannot be faked. Customers want to be heard, they want their needs addressed and they want value. Being heard, having needs addressed and receiving value are perceived by the customer to be right or wrong or ineffective.

Good rapport comes naturally from positive staff. However, a good fitness business will also have formal systems to help build an effective rapport with customers:

Formal Rapport Builders

o provide written information on the organisation's facilities, products, and services

o place the client in a comfortable position for an induction or introductory assessment

o place yourself in a position with clear access to the client and any materials required

Informal Rapport Builders

o provide a friendly and courteous greeting

o introduce yourself and your position to the client

TIPS TO BUILD GOOD RAPPORT

The following tips build good rapport:

SMILE


USE SMALL TALK – casual conversation is a good way to begin the conference and make the client feel at ease.

MAINTAIN EYE CONTACT – Although maintaining eye contact is important in building rapport, it should be sensitive to the client's comfort level.

LISTEN – Being a good listener is crucial when acquiring information during the opening meeting and can help promote rapport.

CHOOSE THE BEST COMMUNICATION MODE – Experts suggest that each person relies predominantly on one of three sensory modes: visual (seeing), auditory (hearing), or kinesthetic (movement). The dominant processing mode affects how an individual reacts to various types of communication.

LOOK FOR OPPORTUNITIES – The fitness professional should watch for opportunities to develop rapport with the client throughout the meeting. Pick up on something the client says to make a positive statement.

PERSONALIZE POST-MEETING COMMUNICATIONS – A "thank you" note or phone call to the client shortly after the meeting can help build a strong relationship.

FOLLOW THROUGH – Failure to follow through on commitments made in the meeting will harm rapport-building efforts.

ESTABLISH AN EFFECTIVE WORKING RELATIONSHIP WITH CLIENTS

In addition to rapport, it is important to establish a relationship with the client; however, this relationship should be built on a professional trainer-client relationship.

Trainers may work with some clients for long periods of time, that may be months or even years, and throughout this time, they may experience the client’s ups and downs within their life. Often these ups and downs can be shared with the trainer, creating a mental and emotional side to the trainer-client relationship.

The National Council on Strength and Fitness (2013) has created a code of conduct for the relationship between the trainer and the client. These are:

1. The Client-Trainer relationship is the central focus of all ethical concerns, and the welfare of the client should form the basis of all judgments.

2. The Trainer should serve the client by exercising all reasonable means to ensure that the most appropriate training, health and fitness recommendations are provided to the client.

3. The Client-Trainer relationship has an ethical basis and is built on confidentiality, trust, and honesty. The trainer must adhere to all applicable legal or contractual constraints while in the client-trainer relationship.

4. Sexual misconduct on the part of the trainer is an abuse of professional power and a violation of client trust. Sexual contact or a romantic relationship between a trainer and a current client


is always unethical.

5. The trainer has an obligation to obtain the informed consent of each client. In obtaining informed consent for any course of physical measurement or activity, the trainer should present to the client, or to the person legally responsible for the client, in understandable terms, pertinent facts and recommendations consistent with good professional practice. Such information should include alternate modes of testing or physical activity and the objectives, risks, benefits, possible complications, and anticipated results of such activities or testing protocols.

6. It is unethical to recommend, refer, prescribe, provide, or seek compensation for therapies or products that are of no benefit to the client.

7. The trainer should respect the rights of clients, colleagues, and others and safeguard client information and confidences within the limits of the law. If during the process of providing information for consent it is known that results of a particular test or other information must be given to governmental authorities or other third parties, it should be identified and explained to the client.

8. The trainer should not discriminate against clients based on race, color, national origin, religion, or on any other basis that would constitute illegal discrimination. This being said, trainers should know their professional limitations and not engage in exercise prescription for clients with special needs that the trainer is not educated or trained to manage safely or effectively.

(Information has been taken from NCSF website - https://www.ncsf.org/)

HANDLING CLIENT COMPLAINTS

For the most part, working in the fitness industry means that you are dealing directly with people. This means that unfortunately you may encounter a situation where you must deal with a client who is dissatisfied and complains about some aspect of your business.

All complaints must be treated seriously and fairly, and dealt with professionally and promptly. Dealing with a customer complaint effectively can often lead to a more loyal customer than one who may not voice their complaints at all.

If there is a problem and the client complains about it, you should quickly answer the complaint and try to solve the problem promptly. You also need to follow up and improve your business processes to make sure this does not happen to another customer in the future.

Having a complaints policy and complaints handling procedure in place will help in dealing with any issues that arise in a prompt manner. See examples 1 on page 11 and example 2 on page 12.

Initially, listening carefully to the problem and sorting it out in a helpful and personal manner may be all that is necessary. Some issues may be more complex and need more time to be investigated further. In these cases a formal acknowledgment giving a time scale of proposed actions and responses may need to be given.


GATHERING INFORMATION REGARDING THE COMPLAINT

The first step of complaints resolution is to listen carefully to your client. Listen to their version of what has happened. Pay close attention, and take notes - the customer may already be upset and would not like to repeat the details of their complaint several times.

Do not interrupt the client; let them express their feelings about the situation. If you are talking to them on the phone, avoid placing them on hold as this can sometimes create further annoyance.

Always show empathy to your client. It is always a good idea to try to place yourself in their position to get an understanding of how they may be feeling about the situation.

DETERMINING THE COURSE OF ACTION

When a difficult situation arises try to step back and look at the situation from your client’s point of view. Look at the whole scenario, and find an appropriate solution to suit the client.

Remember that consumer rights are protected by the Trade Practices Act 1974 and the Fair Trading Act (in NSW). You can find details of the Trade Practices Act at www.accc.gov.au and the Fair Trading Act at www.fairtrading.nsw.gov.au

Also, the Fitness Industry Code of Practice is a guide for the business conduct of fitness centres and a guarantee to consumers of fair, safe and ethical service. Details can be found at fairtrading.nsw.gov.au.

COMPLAINT RESOLUTION

Try to solve the problem or situation as well as you can. Initially, attempt to resolve any complaint informally. If the complaint is more serious, there may be a need to pass the complaint on to the manager.

If you talk rationally with your client and give them the opportunity to completely express themselves, you will often discover quite easily the best way to solve their problem.

Offering a temporary solution can sometimes help keep the client happy until the problem has been fully resolved.

Once you have decided on a solution, act upon it promptly. Make sure that your client is completely satisfied with your solution.

DOCUMENTING THE COMPLAINT - THE COMPLAINTS REGISTER

It is of great importance to document the complaint in case of further action. You may feel that a complaint has been resolved, but the client may feel that they would like to take further action. Having the details of the incident documented will go a long way to protecting you in this situation.


Also, documenting complaints creates a reference point for the efficient handling of similar complaints in the future, if not helping you to avoid these complaints in the first hand. See example on page 13.

INFORMING THE CLIENT OF THE OUTCOME

It is essential that your client is informed of the outcome of the complaint as soon as this is decided. You could incorporate a complaints handling time frame into your procedure.

Analyse the details of the complaint and determine a reasonable amount of time that it will take for you to resolve the issue. If the complaint is minor or can be resolved immediately perhaps you can promise to have a solution within 24 hours.

For more detailed complaints give a longer time frame. Remember to make sure you do get back to your client within the time frame you have promised them. Understandably, clients tend to get even more discontented when you don't live up to your promises.

REFERRING COMPLAINTS WHEN NECESSARY

Your company may have in place that all complaints are referred to a manager, or perhaps the person taking the complaint has the power to deal with the issue.

If you are not able to resolve the complaint yourself make sure you refer the complaint to the appropriate person immediately. Time is often of a great importance when handling complaints.

Whatever your businesses policy, make this clear to all staff. Always to be sure to provide the appropriate training to staff who are given the authority to handle complaints so that you are sure their complaints are always getting dealt with professionally and effectively.

Above all, when dealing with complaints, honesty, clear communication and keeping promises will be of paramount importance. Don't over promise and under deliver. It is unwise to tell your clients that your business can do something when there is little chance that it will actually happen. Pay close attention to what you are "promising" your clients. Can you actually deliver on those promises? If not, stop and rethink what you can deliver. It is far better to exceed expectations than to fall short of them.

Client complaints are never wanted. No one likes to feel that they may not have provided the best services at all times. Acknowledgment of the client’s distress and a genuine concern for their well-being goes a long way toward helping resolve the situation. Clear, honest and open communication is essential.


COUNSELLING SKILLS

Counselling can be simply defined as giving advice to someone.

However, there are skills and techniques required to provide advice to someone in a meaningful and memorable way.

Some of the situations you may need to draw on basic counselling skills for include:

o to support your client

o to facilitate negotiation with client

o to facilitate education of client

o to facilitate information giving

o to assess the need for referral to an appropriate medical or allied health professional.

COUNSELLING TECHNIQUES TO CONSIDER

Active listening – active listening is when you listen for meaning. The listener says very little but conveys much interest. The listener only speaks to find out if a statement has been correctly heard and understood.

Body language - takes into account your facial expressions, angle of your body, proximity of yourself to another. Maintaining an open and friendly body language will mean your clients will be more willing to convey their messages to you.

Tone of your voice - in the same way that you monitor your body language, keeping a level and even tone of voice will make your client feel more relaxed and find you more approachable.

Open questions – the intention is you ask a question with the intent of getting a long answer. “Can you tell me more about that?” or “What are all the details of your issue?”

Closed questions - are used to gather specific information and can normally be answered with either a single word or a short phrase. “Did you exercise yesterday?”

Paraphrasing – this is when you restate what the speaker said. Often different words are used and the listener may be using this to draw attention to a particular concern or aspect. Sometimes paraphrasing is used to clarify.

Summarizing – this is focusing on the main points of a presentation or conversation in order to highlight them and check to see if you understand the client's points.

Exploring options – this is providing a variety of viewpoints or solutions to a client's issue rather than just giving a single one. This leaves it open to explore alternatives and discuss them, rather than being open or closed to a single idea.


GUIDELINES OF A FITNESS INSTRUCTOR

Fitness Australia has created a set of code of conducts for fitness professionals to follow, these include:

Confidentiality - Beyond the necessary sharing of information with professional colleagues, exercise professionals are to safeguard confidential information relating to clients in accordance with privacy laws.

Personal relationships - Exercise professionals shall not enter into personal relationships which damage the establishment and maintenance of professional trust.

Respecting Client’s rights - Fitness professionals have a responsibility always to promote and protect the dignity, privacy, autonomy, and safety of all people with whom they come in contact in their professional practice. They should adhere to local procedures.

Exercise professionals have a responsibility to inform all clients of financial cost of any good and services. Costs need to be fair and reasonable, reflecting the services provided.

Advertising - Exercise professionals may advertise in connection with their professional practice if the advertising is not false, not misleading or deceptive or likely to mislead or deceive, is not vulgar or sensational, and does not claim or imply superiority of the exercise professional over any or all other exercise professionals. The advertisement for the exercise professional may contain a statement of the areas of expertise in practice.

Discrimination – Exercise professionals shall not discriminate in their professional practice, on the basis of ethnicity, culture, impairment, language, age, gender, sexual preference, religion, political beliefs or status in society.

Personal Abuse of Alcohol or Other Drugs – Exercise professionals should not be under the influence of alcohol or drugs, which adversely affect the performance of their professional duties.

Loyalty – Exercise professionals shall be loyal to their professional organisation and their fellow members of profession and shall respect and uphold their dignity.

Public comment – Exercise professionals are to ensure, when publishing articles or comments, that it is clear whether they are representing the profession or whether they are making a personal comment.

Working relationship – Exercise professionals shall respect the needs, traditions, practices, special competencies, and responsibilities of their own and other professions, as well as those of the institutions and agencies that constitute their working environment.

Professional Development – All members of the fitness profession have an individual responsibility to maintain their own level of professional competence .and each of them must strive


to improve and update knowledge and skills. Exercise professionals as members of the profession shall promote and maintain practice based on current knowledge and research, and develop this body of knowledge as appropriate.

The exercise professional has a responsibility to contribute to the continuing development of the profession by critical evaluation of professional practice, research, apprenticeships, continuing education and membership of the professional association.

Research – Exercise professionals undertaking research will seek ethical approval from relevant bodies prior to the commencement. Any research undertaken has ethical requirements with which the exercise professional must comply.

Competence – The exercise professional must acknowledge the boundaries of their competence. They shall provide services and use interventions for which they are qualified by training and experience.

Referral of Clients – The exercise professional shall respond to referrals in a timely manner.

Keeping records of Clients – The exercise professional shall keep records and reports clearly and concisely for the information of clients, professional colleagues, legal purposes and to record fitness services.

(Information has been taken from Fitness Australia website – www.fitness.org.au)

BOUNDARIES OF THE FITNESS INSTRUCTOR AND CLIENT RELATIONSHIP

As indicated by Fitness Australia, fitness professionals should only provide services which they have been fully training in. As a result, this PREVENTS fitness instructors from providing the following:

• One-on-one personal training sessions

• Nutritional advice, including diets, meal plans etc

• Rehabilitation exercises

• Injury or chronic condition advice

It is important the client is aware and understands the limitations of a fitness instructor when it comes to the services that they are allowed to offer. Depending on the unit of competencies, the main roles of a fitness instructor involves:

• Fitness instructor

• Gym instructor

• Group fitness instructor

It is best to establish this earlier on in the meeting process, and wise to explain this to the client during the fitness orientation or health screening processes.


CLIENT CONFIDENTIALITY

As indicated in the previous guidelines, confidentiality is an element that a fitness professional should be aware of when receiving client or members personal information.

An exercise professional must take responsibility for the secure safe keeping of all personal information, which includes; contact details, health status, training programs, and assessments or measurements. The safekeeping involves placing the details in a secure location where the fitness professional is the only individual to have access.

Personal information, as mentioned earlier, must not be shared with other individuals without permission from the client regardless of intentions. Client details should be kept for 7 years after the cease participation with the trainer of gym facility.

ACTIVITY

In your own words, briefly explain the following guidelines for a fitness instructor:

Confidentiality

Discrimination

Professional relationship

Stay within limitation

Safe keeping of client records

Honest Advertising


PART B – HOW TO PERFORM A FITNESS ORIENTATION AND HEALTH SCREENING A fitness orientation and health screening is a process where a fitness professional runs through tasks to enquire and understand their clients. It usually involves a few processes to gain general lifestyle and contact information, health related information and fitness related information.

METHODS TO COLLECT CLIENTS INFORMATION

The fitness orientation and health screening can be complete in a manner of ways, as long as the client’s personals, health and medical information is obtained. This can be completed using:

o interview

o questionnaires

o observations, physical measurements

o fitness tests

The most common methods usually involve an interview where by a pre-exercise screening questionnaire is undertaken, and then fitness tests performed.

It is important that when performing a health orientation and health screening, the client understands that it is an open discussion where they can ask questions and talking openly to the fitness professional. To help create an open environment the fitness professional should collect the information in an appropriate way, which involves:

o choosing a private but comfortable location

o providing positive body language

o ensuring there is no barriers between the client and trainer

OBTAINING INFORMED CONSENT

Informed consent is an aspect of the fitness orientation and health screening process which allows clients to make an informed decision as to whether they would like to proceed with the fitness program. To ensure the client is making an informed decision, information about the effects of exercise on the body and the potential risks that may be involved must be given to the client. This can be in the form of a document which they sign to confirm they understand the demands of taking part in exercise and with the trainer.

An example of the consent form can be seen on the following page:


UNDERSTANDING YOUR CLIENT’S FITNESS REQUIREMENTS

In the first fitness orientation meeting with your client your role is to establish the fitness service the client wants.

Or in other words, what are their requirements and expectations from the gym facilities and the fitness professional.

Some clients may expect far more than just a weekly gym visit, so to understand this will enable the requirements to be met.

Some requirements and expectations from may include:

o certain fitness goals or requirements

o undertaking specific exercise preferences e.g. group classes not weights room

o expected outcomes

o cost of membership or extra services

o time availability e.g. when is the fitness center open to use

o scheduling e.g. when are classes available

o range of facilities and equipment

So it is a good idea to ensure any client orientation or screening form has these questions on it – to prompt you to ask and find out precisely what your client wants from you and their fitness membership.

PRE-EXERCISE SCREENING QUESTIONNAIRE

Why undertake a client pre-exercise screening questionnaire?

The pre-exercise screening questionnaire is a form that a fitness professional will go through with the client or member (it is important that the fitness professional completes it rather than have the client fill it out. This is to ensure that no sections are missed).

The purpose of the form is to gather an in depth profile of a client, for the fitness professional to fully understand the clients; health and medical background, lifestyle, occupation as well as their individual needs and expectations. Also, one of the most important elements, is the identification of possible contraindications, which enables the trainer to take action if any present themselves.

As a result, if the questionnaire is designed correctly it should provide the fitness professional with a three-dimensional representation of the client giving insight into the client’s past, present, and perhaps, his or her future.

By having an understanding of a client’s goals, needs, and abilities you can properly give advice on the type of fitness activities a client can undertake.


Additional information that will provide the depth of assessment required should include habits, hobbies, movement abilities, and likes and dislikes.

With this information you can:

a) advise the client on specific fitness activities to meet identified needs

b) benchmark your success in meeting these needs as they progress

Remember each client is different and has a different need for fitness services.

This screening questionnaire is the first opportunity to start working out the needs of a particular client.

HOW DO YOU TAKE A CLIENT HEALTH SCREENING QUESTIONNAIRE?

Most fitness centers will have a dedicated process and procedure for client screening.

As a fitness instructor you will therefore typically follow and administer the health screening questionnaire that your organization already has in place i.e. use the standard screening template and procedure.

However it is important for you to understand what a good screening questionnaire tries to find out. Someday you may need to create your own.

This client screening questionnaire should capture the following screening information as a minimum:

personal contact details

medical conditions

prescribed medications

existing injuries

current fitness level

functional limitations

informed consent from

lifestyle factors

exercise history

fitness goals

time availability

exercise history

likes and dislikes in terms of exercise

clearance letter from an allied health or medical practitioner if required

If after completing the client screening and feel there is a concern, or the client requires advice above your level of competence, always ensure you refer the client to appropriate personnel for further appraisal as required. This could include your supervisor, duty manager or more experienced fitness instructors.

It is also important to remember the information provided to you is confidential and private. Clients are consumers and their personal information is protected under legislation such as the Privacy Act.


READ

Additional Reading – See examples of Consent Form 1 and 2

CLIENT PERSONAL INFORMATION

The initial information that should be obtained from the client is their personal information, including; name, address, date or birth, gender, occupation, phone, email, and emergency contact details. This section may also include additional information such as weight and height.

It is vital to gain the individuals contact details, to ensure that communication can be made between the trainer and client. Also it gives a point to contact in an emergency.

QUESTIONS ON CLIENT'S OCCUPATION

Knowing a client’s occupation can provide the Health and Fitness Professional with insight into a client’s activities during a typical work week.

By obtaining this information, a Health and Fitness Professional can begin to recognize if the potential client works in a physically demanding profession (construction worker) or is relatively sedentary (accountant).

With this information you can start determining what sort of fitness activity your client could start undertaking.

QUESTIONS ON CLIENTS MEDICAL HISTORY

Finding out a client’s medical history is crucial. Most importantly, it provides you with information about any life-threatening chronic diseases e.g. coronary heart disease, high blood pressure and diabetes.

It also provides information about the structure and function of the client (e.g. low back pain and arthritis).

Why is this important? If a client has a specific physical condition, such as high blood pressure, is taking any medications, and/or is under the care of a medical professional, as a Fitness Professional you must obtain a medical release form signed by the client’s medical advisor allowing him or her to exercise.

QUESTIONS ON CLIENT'S LIFESTYLE

Questions about a client’s lifestyle will reflect what a client does in his or her free time.

By finding out what recreational activities a client performs, you can better understand how active your client is and what their likes and dislikes are with physical activity.


For example, a client who regularly plays golf demonstrates they are physically active.

In addition, many clients who participate in a variety of other sporting activities will need proper conditioning and training to optimize their playing potential and reduce injury.

QUESTIONS ON CLIENT'S EXERCISE AND FITNESS NEEDS

Understanding why your client has joined the fitness center is just as important as understanding the previous factors. This will enable the trainer to cater for these reasons.

Common fitness goals may include:

FITNESS READINESS SURVEYS

It is not always possible to conduct an in-depth fitness assessment prior to a client starting a fitness session or program.

Some simple and brief general fitness questions can be used instead to help you quickly determine “fitness readiness” of a new client.

You may have a situation where you cannot undertake a full evaluation of a client. A quick and simple “Fitness Readiness” tool can be used to classify what type of fitness your client can commence with safely.

Par – Q is a common “fitness readiness” questionnaire uses in North America.

READ

Additional Reading – Par Q and you

Study the Par-Q handout (in the additional reading section of this module), and consider the following questions:

o If a client answers Yes to any question – what advice is recommended?

To reduce BODY FAT

To improve AEROBIC CAPACITY (heart/lung

fi )

To gain some MUSCLE DEFINITION

To gain OVERALL FITNESS

To generally ‘TONE UP’ (reduce fat mass and lean

muscle mass)

To gain STRENGTH


o If a client answers No to any question – what does this mean?

o How regularly would you recommend a client does this survey and why?

o What are the 3 types of fitness activities recommended for clients to undertake and provide 3 examples of each?

o What are 7 risks listed for inactivity?

o Do you think PAR - Q should be used in fitness inductions in Australia? Why or Why not?

WHICH METHOD TO USE

In an ideal situation, the fitness professional will also complete a pre-exercise screening questionnaire with their clients; however, in group fitness setting, this is not possible to run through with each client. Therefore as a result, in group fitness class a fitness readiness survey can be quickly used to identify any clients who are at risk.

ACTIVITY

Complete the following PRE-EXERCISE SCREENING QUESTIONNAIRE with a friend or family member to get used to going through the screening process.


READ

Additional reading – See additional Pre-exercise screening forms

WHAT TO DO WITH THE PRE-EXERCISE SCREENING INFORMATION

When working for an organisation, there may be specific policies and procedures which must be adhered to, however if you are working as an independent gym, there are action which should be taken. These can be as follow:

Client personal information – this is a snapshot of the clients contact details, to ensure that communication can be made between the fitness professional and the client. It also contains emergency contact details which are required if the client has an emergency and a spouse needed to be contacted.

Lifestyle and exercise information – lifestyle and exercise information provides the fitness professional with details about the client’s lifestyle and exercise experience, which can allow the trainer to develop a program which caters for this information.

Medical clearance – the medical clearance section is used when an individual has a health condition or a contraindication, which requires clearance from an allied health professional to allow them to participate in the exercise program. This must be accompanied by the clearance letter provided by the medical professional.

Health and medical information – the health and medical information is one of the most important aspects of this process that captures all the health and medical information of the clients. This gives the fitness professional an indication of their client’s health status and whether they possess a contraindication, which requires clearance from an allied health professional. If clearance is requested, then the client must gain a letter from an allied health professional stating that they are safe to perform exercise. This may also be accompanied with recommended exercises or information on exercises to avoid and may be dependent on the allied health professional. As a fitness professional, it would be helpful for the client to have a list of possible allied health professions to refer too.

Declaration – the last element of the questionnaire is for the client to sign, to state that all the information they have provided is correct and up-to-date.

Goals of the client – the goal section allows the fitness professional to establish the aims of the client, and can also establish the type of training the client enjoys and likes, helping design the perfect program for the individual.


TEMPORARY DEFERRAL FROM EXERCISE

With the information within the pre-exercise screening questionnaire gathered from the client, there may be some instances where the fitness professional must temporary defer participation in an exercise program. This will be the case for injuries and contraindicative health conditions that require attention or clearance from an allied health professional or the desired exercise program requiring elements outside the boundaries of a fitness instructor’s understanding, training and knowledge.

DEVELOP A BALANCED CLIENT EXERCISE PROFILE TO MEET IDENTIFIED CLIENT NEEDS AND LIMITATIONS

In addition to the actions mentioned in the above section, the train should create a detailed profile for each client; this may contain the following information:

o Occupation requirements

o Exercise needs and preferences

o Injuries or conditions

o Lifestyle

o Any limitations

This gives the trainer the opportunity to fully understand all aspects of their clients, and will put their in a position to cater for all their needs.

ACTIVITY

With the information gained in the pre-exercise screening questionnaire above create a profile of the individual. The following sections will help develop this profile.

Name, age and gender

Occupation and physical demands

Injuries, conditions and medication

Injuries, conditions and medication and how it

will affect physical activity


Contraindications to exercises

Exercises/activities to avoid

Referral required, and to which allied health

professional required


PART C - UNDERTAKE CLIENT HEALTH ASSESSMENT

FITNESS TESTING

WHY UNDERTAKE A FITNESS TEST?

After screening clients with a health questionnaire it is time to undertake some basic fitness appraisals, better known as ‘fitness tests’.

Fitness testing of clients should be done for a number of reasons:

As a screening tool it: o Identifies individuals at risk

o Documents known and unknown disabilities and impairments

o Identifies need for therapy or medical referral to be provided for treatable conditions

As an assessment tool it: o Identifies need for specific exercise prescription

o Detects strengths and weaknesses

As a prediction tool it: o Identifies expected outcomes

o Sets goals

As a monitoring tool it: o Checks efficacy of program

o Establishes a baseline for future testing, and

o Changes to program can be made based in part from the results of future testing

Additionally, tests break up, and add variety to, the training program. The results can also motivate the client to continue.

Fitness test can measure any number of fitness qualities. They can measure your client's:

o cardio-respiratory endurance

o blood pressure

o range of movement

o strength

o body composition

o waist- hip ratio

o girth measurements


ENSURING RELIABILITY OF A FITNESS TEST

In constructing tests it is important to make sure that they really measure the factors required to be tested.

In doing so, all tests should be specific to the client’s needs and they should be reliable i.e. capable of consistent retesting to measure ongoing improvements.

As a general rule of testing the following points should be considered:

o Each test should measure ONE factor only

o The test should not require any technical competence on the part of the client

o Explain to the client what is being measured and why

o The test procedure should be strictly standardised

The last point will allow you to compare future test results accurately.

o If there are different factors each time you test, the test reliability fails.

The following factors may have an impact on the results of a test (test reliability):

o The ambient temperature, noise level and humidity

o The amount of sleep the client had prior to testing

o The client's emotional state

o Medication the client may be taking

o The time of day

o The client's caffeine intake

o The time since the client's last meal

o The test environment - surface (e.g. track, grass, road, gym)

o The client's prior test knowledge/experience

o Accuracy of measurements (e.g. times, distances)

o Is the client actually applying maximum effort in maximal tests

o Inappropriate warm up

o People present

o The personality, knowledge and skill of the tester

o For example, consider a basic running test. You ask a client to see how fast they can run around a 2km running track.

Do you think the results will be different if it is sunny one test day and raining the next time? Would the results be different if the test was done before the workout one day and after the workout the next time?


BEFORE YOUR UNDERTAKE A FITNESS TEST

Given fitness testing requires physical exercise, ensure you ascertain additional health information about the client prior to fitness appraisal and identify any factors requiring medical clearance before undertaking the fitness test.

This may mean you check your client's:

o medical conditions

o injuries

o prescribed medication

o medical and exercise history

o functional limitations

BASIC FITNESS TESTS

BODY CIRCUMFERENCE MEASUREMENTS

A form of Anthropometric measurement, body circumferences can be used to measure improvement over time or can be used in formulas to estimate percent body fat.

In general if your client is losing centimetres around their waist or hips they are most likely losing body fat.

Or if your client is gaining centimetres around their chest or arms, then their weight program is adding muscle.

It is important to measure multiple parts of your body. If you take circumference measurements make sure to measure the exact same location each time.

The most important circumferences to take are the waist and hip. The waist to hip ratio is an important indicator of general health. A waist to hip ratio for men under 0.9 and women under 0.7 is considered healthy.

Other common body parts to take circumference measurements are the calves, thighs, arms, neck, forearms and chest.

Taking Measurements

When taking circumference measurements it is important to always take the measurement in the same location.

Right upper arm ~ midway between the shoulder and the elbow, with the arm hanging naturally and not flexed.


Shoulders ~ with arms hanging by placing the tape two inches below the top of the shoulders around the arms, chest, and back after breathe expiration.

Chest ~ by placing the tape under the arms and around the chest and back at the nipple line after breath expiration.

Abdomen ~ circumference at the navel level (relaxed).

Thigh ~ Circumference of the right thigh, midway between the hip and knee, and not flexed.

BLOOD PRESSURE TESTS

Blood pressure is the pressure of the circulating blood against the walls of the blood vessels which results from the systole of the left ventricle of the heart.

If this pressure rises and stays high over time, it can damage the body in many ways.

If your blood pressure is normal, the aim is to keep it that way by maintaining good health.

If your blood pressure is too high, you need treatment to prevent damage to your body's organs.

READ

Additional Reading - ‘What Is Blood Pressure?’ and ‘Recording Blood Pressure’

HEART RATE TESTS

Why monitor heart rates?

One of the goals of an aerobic workout is to improve cardiovascular fitness.

Heart rates taken during exercise indicate how hard the heart is working. Fitness professionals should learn to monitor the heart rate of their clients as it can provide a method of understanding how hard the client is work.

The benefits of monitoring heart rates are:

SAFETY - The heart rate is a gauge by which to assess the intensity of your exercise to make sure you're not overexerting or overextending yourself. For example, if your heart rate is above your working heart rate range, it's telling you to slow down a little.

EFFECTIVENESS - If your heart rate indicates you're not working hard enough, then you can work harder to maximize the effectiveness of your exercise. To maximize the effectiveness of aerobic exercise, you need to stay in your working heart rate range for at least 20 to 30 minutes continuously.

INCENTIVE - By monitoring your heart rate from week to week, you should find you can gradually exercise at a higher level of intensity, but at the same or lower heart rate.


It is important to know about three different heart rates:

Maximum Heart Rate

Maximum Heart Rate (also called MHR or HRmax) is the maximum heart rate that a person can achieve during maximal physical exertion. Research indicates it is most closely linked to a person's age; a person's HRmax will decline as they age. Some research indicates the speed at which it declines over time is related to fitness - the more fit a person is, the slower it declines as they age.

Generally to find a person’s maximum heart rate, subtract their age from 220. For example, if they are 45 it would be 220-45 so their maximum heart rate would be 175.

Resting Heart Rate

The resting heart rate is considered to be the rate your heart is pumping when you have been sitting quietly for a while or when you are sleeping. This rate indicates the level of an individual cardiovascular fitness. The normal resting heart rate can be 15 to 20 beats per minute slower than your "usual" heart rate. The fitter you are the lower your resting heart rate will be. Take your resting heart rate for 60 seconds before you get up in the morning.

TABLE - Resting heart rate for Men

TABLE - Resting heart rate for Women

WOMEN

AGE 18 -25 26 -35 36 -45 46 - 55 56 -65 65+

EXCEL'T 61-65 60-64 60-64 61-65 60-64 60-64

GOOD 66-69 65-68 65-69 66-69 65-68 65-68

ABOVE AV 70-73 69-72 70-73 70-73 69-73 69-72

AVERAGE 74-78 73-76 74-78 74-77 74-77 73-76

MEN

AGE 18 -25 26 -35 36 -45 46 - 55 56 -65 65+

EXCEL'T 56-61 55-61 57-62 58-63 57-61 56-61

GOOD 62-65 62-65 63-66 64-67 62-67 62-65

ABOVE AV 66-69 66-70 67-70 68-71 68-71 66-69

AVERAGE 70-73 71-74 71-75 72-76 72-75 70-73

BELOW AV 74-81 75-81 76-82 77-83 76-81 74-79

POOR 82+ 82+ 83+ 84+ 82+ 80+


BELOW AV 79-84 77-82 79-84 78-83 78-83 77-84

POOR 85+ 83+ 85+ 84+ 84+ 84+

Working Heart Rate

Working heart rate is the rate at which you heart is beating during an activity or exercise and varies according to the intensity that an individual is training at. By training at specific intensities or within zonal working heart rates can achieve different "training effects" (which is adaptations where the body will adjust to the training to try and make it easier for itself).

You can find your working heart rate range on the chart. You should adjust your aerobic exercise routine so that you stay in the middle of your range. The more conditioned your heart becomes; the more challenging it is to elevate your heart rate.

Recovery Heart Rate

The recovery heart rate is your heart rate at a set period after you have finished exercise. Any fixed period can be taken as long as you use the same measure each time, although one minute after stopping is a good indicator. Recovery heart rate is a measure of fitness and a slow recovery from exercise means that you are out of shape. Many believe this is the best rate to measure fitness.

HOW TO TEST RECOVERY HEART RATE

Typically you need to work about 8-12 minutes, that's how long it usually takes to get your pulse going very quickly and to get to the point of maximal exhaustion.

You’d expect heart rates to rise from about 60 or 70 at rest to about 170 / 190 at peak exercise.

After you stop the exercise start measuring your client’s heart rate. If your heart does not slow down at least thirty beats per minute in the first minute, you are in poor shape. If it slows down more than fifty beats in the first minute, you are in excellent shape.

(Sourced from: http://www.martin-plowman.com/2012/04/09/5k-run-plan/)


The recovery heart rate really has two decreasing phases: the first minute after exercise, during which the heart rate drops sharply, and the resting plateau, during which the heart rate gradually decreases.

The resting plateau may last as much as one hour after exercise.

Five minutes following exercise, the heart rate should not exceed 120 beats per minute. After 10 minutes, the heart rate should be below 100 beats per minute. The heart rate should return to its pre-exercise rate approximately 30 minutes after the exercise session. However, the initial sharp drop in the heart rate that occurs one minute after the exercise is the most meaningful indicator of fitness.

CARDIOVASCULAR TESTS

Cardiovascular endurance testing measures how efficiently the heart and lungs work together to supply oxygen and energy to the body during physical activity.

Here are some of the most common methods of determining cardiovascular health and endurance:

o 12 Minute Run Test

o Step Test

o VO2 Max Testing

o The Bruce Treadmill Test Protocol

o Rockport Fitness Walking Test Calculator

o Heart Rate Tests

FLEXIBILITY TESTS

Flexibility tests are designed to give an indication of a client's flexibility levels. Below is an example of a common flexibility test used:

The Sit and Reach Test

This is the most common of all the flexibility tests. It tests the flexibility of the hamstrings and lower back. (See diagram)

Clients sit on floor or mat with knees straight. They are then asked to reach toward or beyond toes or bring torso toward legs and hold position.

With this test you can be assessing the range of motion of the spine and hips. You can also measure the flexibility of back muscles and hamstring muscles.

This can be done with informal measurement i.e. Excellent too good to fair to poor. Or a more precise measurement can be used.


Method: To undertake this test you will require:

o A 'sit & reach table' or a bench with a ruler

o An assistant

1. The starting position is sitting on the floor with shoes removed, feet flat against the table, and legs straight.

2. Reach forward and push the fingers along the table as far as possible.

3. The distance from the finger tips to the edge of the table represents the score for that person.

4. As the 'sit and reach' table has an overhang of 15 cm, a person who reaches 10 cm past their toes scores 25 cm.

5. It is important to have several warm-up attempts first, and to record the best score.

Analysis of the result is by comparing it with the results of previous tests.

TABLE – Flexibility Test Results

men women

cm inches cm inches

super > +27 > +10.5 > +30 > +11.5

excellent +17 to +27 +6.5 to +10.5 +21 to +30 +8.0 to +11.5

good +6 to +16 +2.5 to +6.0 +11 to +20 +4.5 to +7.5

average 0 to +5 0 to +2.0 +1 to +10 +0.5 to +4.0

fair -8 to -1 -3.0 to -0.5 -7 to 0 -2.5 to 0

poor -20 to -9 -7.5 to -3.5 -15 to -8 -6.0 to -3.0

very poor < -20 < -7.5 < -15 < -6.0

FUNCTIONAL MOVEMENT TESTS

Functional movement measures the ability of a client to perform a basic functional movement.

Or, in other words, their ability to perform an exercise and the “form” they have when doing so.

With this test you can be assessing the client's:

Mobility to complete the movement

Stability when doing the movement


Balance when doing the movement

Pain or discomfort when doing the test

Here are some examples:

Squat Test

Have your client conduct a regular squat without weights. Test administrator should note any issues with functional mobility, general form, balance, speed of decent and ascent, and pain or discomfort.

The depth of squat should be noted when hips begin to posteriorly rotate and calf presses forcibly against hamstring. The depth can be signified by hip's height relative to knee.

Some aspects to look at during to ensure the squat is performed correctly:

▪ Upper torso is parallel with the shin and there is no excessive arch in the lumbar region.

▪ Knees are aligned over feet and are not falling inwards

▪ Knees are not going passed the toes

▪ Arches in the feet are not collapsing

▪ Feet are not rotating outwards.

This test can allow you to identify regions of weakness, tightness and muscle imbalances, which may determine your ability to have good posture and an efficient gait pattern.

Hurdle Step Test

Have your client step slowly over a hurdle. Touch heel to floor while keeping weight on extended supporting leg. Slowly return to starting position.

Observe and measure:

o Stability when doing the test

o Lumbar spine movement is minimal

o Bar remains parallel to hurdle

o Foot does not contact hurdle

o Balance is maintained throughout movement


Lunge Test

Have your client stand with hands on hips.

Lunge forward with first leg. Land on heel then forefoot.

Lower body by flexing knee and hip of front leg until knee of rear leg is almost in contact with floor.

Return to original standing position by forcibly extending the hip and knee of the forward leg. Repeat by alternating lunge with opposite leg.

Observe and measure:

o Stability, mobility and balance is maintained throughout movement

o Lumbar spine movement is minimal

o Knee is very close to floor

o Knees are aligned with feet

STRENGTH TESTS

Strength tests measure muscular strength and endurance.

Muscle strength testing measures the maximal amount of force a muscle group can exert at one time, and muscular endurance testing measures the length of time a muscle group can contract before it fatigues.

These tests can help compare similar groups of people (gender, age, health status) and provide some norms for determining recommended levels of fitness.

The best use of these tests, however, is in their ability to compare a person's fitness progress over time and to determine any areas of specific muscle weakness or imbalance.

The standard exercises used are pushups and sit ups. These basic tests can be adapted. For example, seated rows may be more applicable for a client who is a rower.

The score is simply determined by the number of repetitions completed in one minute.

Use strength tests before your client begins a weight training program and then periodically during their training program to measure improvements.


ACTIVITY

List and Explain the 4 reasons for performing fitness tests:

Reason Explanation

1

2

3

4

GOALS AND TRAINING OBJECTIVES

With the information that has been obtained through the Pre-exercise screening questionnaire and the Fitness Tests it is important to understand how to use this information to create targets or ‘goals’ for the client to aim towards.

Goals can be established by evaluating the fitness tests and identifying a weakness, as well as using the information provided in the pre-exercise screening questionnaires.

Once established, these goals should be discussed between the client and the fitness professional to ensure that the client has the opportunity to reinforce their desired outcomes and the time frame they would like these to be achieved within.

It is often useful for the client to write their goals down, to confirm to themselves their objectives.

SMART GOALS

When setting goals, the SMART principle can be applied to help the client achieve them. The SMART principle consists of:

S pecific

M easureable

A ttainable/Achievable

R ealistic

T ime frame


Specific

Setting goals should be specific to the aims and needs of the clients. This provides a basis for the training to be focused around and provide a fitness professional with a clear understanding of their client’s requirements.

An example of making a goal specific is to understand that a client wants to lose weight and set a short-term goal of losing 4lb per week.

Measureable Measureable means that the goals can be tested to provide results or data and allows goals to be tracked and determined whether they have been met or on the route to being met. to establish any change in results.

An example is for a fitness professional to measure the fat % to identify any less.

Attainable/Achievable

This enables the goals to be within the capabilities of the individual so the goal can be achieved. By making the goals to hard or unattainable will demotivate the client and likely to reduce adherence to a fitness programme.

Realistic

This reinforces the ability of the individual to complete the goal, it is important to set goals which can realistically be completed by the specific individual. This emphasises the need for the client to determine their own goals, perhaps with the direct and guidance of the fitness professional.

Time-frame

The time frame is the last element of SMART goal setting, and involves the goals having a time in which the goals should be achieved. This element can establish whether the goals are short, medium or long-term goals.

Term Duration Example

Short A day to a month Train 4 times next week

Medium A month to 6 months Lose 5kgs in 3 months

Long 6 months plus Running the marathon in 12 months


ACTIVITY

Create 3 examples of a short, medium and long term goals:

Goal Time-frame

Short

Medium

Long

Reviewing smart goals

It is likely that goals will change or modify as an individual progresses through an exercise program. Therefore, it is important to review and evaluate the goals that have been set. This can help identify whether the SMART goals setting rules are still relevant and if changes to the goals are required. It may also provide a stimulus to modify an exercise program or another component of the program, which could include other elements such as nutrition.

For example, if an individual has a goal to lose 5kgs in 3 months, but the reassessment or review after 2 months indicates the individual has only lost 1kg in 1 month, it is unlikely they will reach their original goal. Therefore this may have been a goal, which was not attainable or realistic, so recalculation of the goal will develop a more realistic goal. Alternatively, other elements of the program could be addressed to see why the goal is not being met, such as nutrition.

MOTIVATING YOUR CLIENT

A key role of the fitness instructor is to motivate your clients. Motivation, in this context, can be seen as a way in which the client is encouraged or behaviour reinforced by the trainer. There are several ways that a client can be motivated, however motivation can vary from person to person, so must be specific to the individual.

Many people starting an exercise program will stop at some point or another. It is the role of the fitness instructor to implement various techniques that motivates the client, encouraging them to continue participation and improve adherence to their exercise program.


Therefore, this can be the difference between a successful fitness professional, who keeps his clients long-term, and an unsuccessful fitness professional who struggles to retain clients and is constantly seeking new clients. A successful trainer is likely to understand the unique motivation techniques that work with each of their client rather than using one motivational technique for all.

Fitness testing is one of the most common ways a fitness professional motivates an individual. They are often performed at the beginning of a program to establish the fitness levels of a client, and set a benchmark. This benchmark can then be re-evaluated following a program. Ideally progression will have occurring, which should motivate the client.

Examples of how motivation differs between age groups:

Adolescents

o Enjoyment – they like sport

o Health and appearance - keeps them fit and healthy

o are good at the sport or activity

o Social reasons – friends are with them

Older adults

o having fun

o companionship

o enhanced control over their life

Motivation can be categorised into two different types – intrinsic and extrinsic.

Intrinsic and extrinsic motivation

Motivation can come in many forms and usually differs between individuals; it can be split into two categories – intrinsic and extrinsic.

Intrinsic motivation is that which comes from internal individual factors. This includes

o enjoyment

o health benefits

o social rewards

Extrinsic motivation is that which involve external rewards or external factors that encourage participation. These include:

o monetary rewards

o vouchers ( These could be for free massage treatment, fitness equipment, pampering, PT sessions etc.)

o prizes

o competition


ACTIVITY

List 3 additional motivational elements for intrinsic and extrinsic motivation, that might motivate a client:

Intrinsic

Extrinsic

TYPICAL BARRIERS TO EXERCISE

As a fitness professional it is good to understand the typical barriers to performing exercise, so strategies can be used to combat them. Barriers are elements that prevent or stop an individual from participating. They can be categorized into individual

Physical

o Stereotypical image of ageing – too old for exercise

o Too tired or lack or energy

o Injury

o Disability

o Health

Emotional

o Self-conscious

o Shy

o Embarrassment of performing some exercises

Motivational

o Poor goal setting

o No drive to perform exercise

o Boredom with exercise program

o Don’t enjoy exercise


Time

o Family commitments – need child care

o Work commitments

Availability

o Poor opportunities

o Poor accessibility

Others barriers

o Lack of disposable income

o Weather – too hot/too cold

READ

Additional reading – Barriers to Exercise

Consider you meet a client in the street who has not been coming to the fitness centre for the past few weeks. What questions could you ask to find out what the barriers he or she has for stopping training?

TECHNIQUES TO ENCOURAGE ADHERENCE TO EXERCISE

Taking up an exercise program is a ‘behavioural’ change for a client. Help the client to stick to their exercise program by making the right behavioural changes or reduce the impact of them.

Select the right venue – some clients will prefer to exercise indoors and others outdoors, some close to home or at the office.

Make it convenient – the more convenient the access to training the better chance the client will stick with it. Making sessions too long or too regular may discourage some clients if they find a heavy timetable or schedule interferes with their other day to day activities.

Establish a routine – clients have a greater chance of success if exercise becomes part of their daily routine.

Set realistic short and long term goals – setting realistic goals can allow the client to see how they are progressing towards their desired goals. It also produces a real aim and purpose of the training.

Provide positive feedback – clients are likely to respond well to feedback from the trainer especially if it is positive. Positive feedback will make the client feel better about themselves and encourage them to continue to participate.

Train with a friend – Training with friends or family can add additional motivation, and even introduce a bit of competition.


Preference (likes and dislikes) – by training clients in the style or exercises that they enjoy and like, it encourage them to participate in a program. Therefore to help them continue with a program it is important to understand the clients individual training preferences. Each client can have vastly different preferences so it is likely that a fitness professional will need to modify programs for each of their clients and not have a ‘standard’ program. Likewise it is important to avoid client’s dislikes.

READ

Additional Reading – Exercise adherence Methods

Although a fitness professional is responsible for motivating a client during a session, there must also be underlying motivation from the client to attend and exert effort within the session. Trainer cannot ensure a fixed amount of effort or attendance, so this must come from the individual. Therefore, it is crucial for the client to understand that they must take some accountability for motivating themselves. The personal trainer

A fitness professional can work closely with the client to establish and understand their motives, regarding a fitness program and then develop techniques or strategies that can be self-administered to encourage adherence and maximal effort.

Strategies may include:

o Train with a friend to ensure there is some competitiveness in the session

o Train at a time where the client has most energy, not at the end of the day

o Make it easy for the client to gain access to the training

o Perform exercise as part of a daily routine

ACTIVITY

List techniques for combating the following barriers to exercise:

Work commitments

Lack of energy

Too old for exercise

No drive to perform exercises


BEHAVIOUR CHANGE THEORIES

There are several models or theories which exist that can be used to identify the reason for performing certain behaviours or changing a behaviour. It can be advantageous for a fitness professional to understand some of these or at least be aware that they exist. Some of these theories are:

Theory of Planned Behaviour

This theory connects behaviour and beliefs. The important component of this theory is that behaviour intentions are reliant on the attitude towards the behaviour and the expected outcomes. It considers 6 elements that can control the behaviour being implemented:

1. Attitude – this reflects the feeling towards the behaviour and where it is positive or negative.

2. Behaviour intention – refers to the motivational factors that influence the behaviour

3. Subject norms – this considers the normal behaviour and the general feelings towards a behaviour i.e. positive or negative.

4. Social norms – whether this behaviour is accepted in social situation, or unfavourable.

5. Perceived power – this refers to the perceived control the individual possess and whether it is believe any factors may interfere with this behaviour.

6. Perceived behaviour control – the believed difficult of the behaviour.

The Theory of Planned Behaviour has been used in many situations to predict and explain specific behaviour, such as smoking, drinking etc. It could be used in the fitness setting to predict whether an individual with commence or begin an exercise program.

Transtheoretical/Stages of Change model

The Transtheoretical model assesses the readiness for an individual to change a specific behaviour. It suggests there are 5 stages which an individual must go through before the new behaviour is performed. These stages consist of:

1. Pre-contemplation – a new behaviour is not considered. The individual is not aware of the behaviour or the benefits of performing a new behaviour.

Fitness example: an individual is not aware of the benefit exercise can have on their health or life, so does not consider performing an exercise program.

2. Contemplation – the individual learns a new behaviour or begins to understand the benefits of performing a new benefit.

Fitness example: an individual is now aware how participating in an exercise program can benefit their health or life.

3. Preparation – the individual has decided a new behaviour would be better and that preparing to change a behaviour.


Fitness example: an individual prepares to perform an exercise program, this may involve doing some research as to where they can join a gym or find a personal trainer.

4. Action – this stage involves the individual actively performing the new behaviour.

Fitness example: following the research in the previous stage the individual joins or a gym or begins training with a personal trainer.

5. Maintenance – following the new behaviour, it is important for the individual to remain performing this behaviour, so this stage focuses on keeping the individual motivated and adhering to the behaviour.

Fitness example: the individual is attending the gym or personal training sessions, and this stage involves the individual continuing with this program.

Additional behaviour change model consist of:

o Theory of Reasoned Action

o Social Cognitive Theory

ACTIVITY

Research and document the additional behaviour change models:

Theory of Reasoned

Action

Social Cognitive

ADDITIONAL READING

ARTICLES The following articles and additional reading will support your learning for this module.

o Client Evaluation

o Common Presentation Pitfalls for a trainer

o Beyond Cuing

o Qualities of a good trainer

o Consent Form 1

o Consent Form 2

o Par‐Q and you

o Fitness screening sample 1 – 4

o High blood pressure

o Body mass index

o BMI index table

o Barriers to exercise

o Exercise Adherence Methods

CLIENT EVALUATION

CLIENT NAME: DATE:

NAME OF TRAINER:

Number of sessions per week:

How long have you been training?

Please rank your trainer in the following areas on a scale of 1‐5.

#1= Strongly Agree

#2= Mostly Agree

#3= Agree

#4= Disagree

#5= Strongly Disagree

Topics 1 2 3 4 5

Trainer schedules apts. and returns phone calls quickly

Trainer is always prompt

Trainer behaves professionally

Trainer answers my questions in a clear and concise way

Trainer clearly explains exercises

Trainer provides positive feedback in all exercises

Trainer encourages me to reach my goals

Trainer gives me the ability to use the facility on my own

Trainer gives me options to exercise outside of our sessions

I am satisfied with the sessions I have with my trainer

I would recommend my trainer to other members & friends

Please provide any additional comments:

Common Presentation Pitfalls for Fitness Professionals By: Rich Fahmy We all join the ranks of fitness professionals largely out of our “save the world one client at a time” mentality. Many of you might remember the first thoughts you had about becoming a trainer. Chances are sales were not a big part of it and all you ever wanted was a full schedule of clients to magically appear on your calendar. Then you can service the heck out of your client base, re-sign most of them, and roll on from there. Statements such as “I’m not a salesperson; I’m a trainer” and “I don’t sell; I get people results” can be heard ringing out throughout gyms across America.

Then reality quickly sets in--you realize that you’re not going to have much of a client base unless you have some sales skills. Then what? Work the floor? Sit down with prospects at complimentary assessments? Then questions come up, such as "How do you behave at those contact points?" and "What are your objectives when you sit down with someone?" These can be frustrating situations and are one of the big reasons trainers leave the industry; they can’t generate a large enough client load to earn a living.

Here is a wonderful truth of training: you need to have sales skills to succeed, but you don’t have to be the greasy, stereotypical “salesperson” that many of us associate with the word sales.

By sales skills, we don’t mean tactics that trick people, but just the know-how behind gathering needs and being able to demonstrate that you can meet them. Yes, you can still get to be the trainer that saves the world without being sales driven. From this point forward, sales must have a new meaning for you. It should now be seen as your desire to help the prospect in front of you realize the life-changing impact you can make.

Why the sales process is dysfunctional

There are two basic flaws with the common sales process that make it a challenge for many of us. First, you as the sales person do not want to lose the sale. Second, the prospect does not want to feel “sold.” That is, he or she doesn’t want to feel tricked into a purchase they are going to later regret. This sets up an atmosphere of self-preservation before any conversation even takes place. The prospect is reluctant to answer questions and elaborate on their responses, and we attempt to control the conversation to place things in our favor, often at the expense of developing a relationship. This disrupts the very important process of information gathering. Information gathering is the key to effective interaction with the folks you hope become clients.

You must learn important information about your prospects, not just weight and body composition, but their true reason for going to the gym. We often refer to this as “digging deeper.” The reason this is important is that if we can identify the true needs of the individual, we can then show him or her how we meet those needs as fitness professionals. This individualization of needs is what brings meaning to the conversation. When we can establish our services as being meaningful to the individual, then we build value. If we can build value, then prospects understand what you’re worth, what you’re asking, and will be more likely to become a client.

1 Common Mistakes on meeting clients


In short, gather important information --> establish meaningful, individualized needs --> show the prospect how you meet those exact needs as a fitness professional --> build value in your services.

OK, on to the mistakes that we make. I’ve given each of these their own name and we’ll examine each one over the next few paragraphs:

1. Loading the gun 2. Listening for our response 3. Fix, fix, fix 4. Complex language

1. Loading the gun.

This one is very common, especially when we are new to selling. We use this method to bolster our case and gather some evidence to try and convince the prospect that they need us. The problem is that this technique actually backfires most of time because it gets in the way of gathering important information.

Here’s how it works: We ask questions that we generally know the answers to and we make a mental list of these answers to bring up later and build value in how we can “fix” them. For example, we often ask “How many meals do you eat in a day?” We all know the answer to this one; they’ll say one of two things: “I eat 1-2 meals and sometimes a snack; I usually skip breakfast and have a larger lunch or dinner.” Or the ever popular “I often have coffee for breakfast, skip lunch, and have big dinner.”

We ask the question that we already know the answer to so we can later in the presentation say “We’ll get you eating 5-6 meals a day to help you lose weight.” We feel like it builds value in our services so we load the gun with the question and fire our answer back. We get to appear knowledgeable and hope this aids in our case. Here’s the major flaw with this common error: we have no idea if this is even important to the clients. We directed the conversation with our loaded question, looking for our answer. See the problem here? It had nothing to do with their issues. Remember, we build value with meaning, and meaning is built by customizing your services to their needs. If meal frequency has nothing to do with their needs, you didn’t create meaning; you just told them something else that they are doing wrong and may have reduced your chances at a sale.

2. Listening for our response.

This one is a pretty basic error that we all make at all levels of expertise. When we are talking with our prospect, we aren’t truly listening. We are hearing what they are saying but our mind is forming our response at the same time. It looks like this: the prospect tells you “I would really like to lose 10 pounds by the time I go on my cruise in two weeks…” Your brain automatically says “I need to be sure and mention that realistic and healthful weight loss is really one to two pounds a week.” And meanwhile your prospect is still talking. When your internal dialogue does this, you stop listening.

This one has two problems with it. The first is that we could actually miss something important that the client has to say. So the prospect may follow up her unrealistic speed for weight loss with “I really want to look good for the cruise because I’ve never felt good in a bathing suit and have been self-conscious about my body since having my baby.” This is important, meaningful information; but since you were internally dialoging, you may have totally missed it. The other problem is that it can lead you straight to the next error: fix, fix, fix.


3. Fix, fix, fix.

This error is a verbal extension of pitfall number two. So not only would you think that “I need to be sure and mention that realistic and healthful weight loss is really one to two pounds a week,” but you would immediately blurt it out as soon as you had the opportunity. You are coming up with a solution to what you perceive to be a problem for the client. You may be solving something that is not a problem for the client at all. This again wastes valuable time and you build value in something that carries no personalized meaning to the client. It also may cut clients off as they relay the importance of their fitness goals to you, again interfering with effective listening. As fitness professionals, we are dying to help people, and we often are so excited to do so that we throw out solutions with the subtlety of a machine gun.

4. Complex language.

No matter how much we all know we do this, we still do it. It goes back to our passion for the knowledge that will help us change the world one client at a time. We are all sponges for good fitness information (that is why you are reading this article in the first place, right?) and sometimes our passion and excitement fools us into believing that everyone else must be just as excited about this stuff. This, unfortunately, isn’t always the case. We can trap ourselves using technical jargon that is way over the heads of our current and prospective clients. We must assume they know absolutely nothing about fitness unless they inform us of the contrary. Remember, some of the folks you talk to will get into a clearly marked seated row machine and attempt to perform chest presses on it (I’ve seen it more than I care to admit). We also must stick to their needs and how we meet those needs, not how the oxidative capacities of Type I versus Type II muscle fibers are going to impact their training (again, heard this more than I care to admit).

We often use technical language to sound like the expert and justify the fact that it says trainer on our uniform. While it may impress some people, most of the time it actually backfires on you. It may make them feel ignorant because the ease with which you speak about exercise leads them to feel like this must be common knowledge that they should know by now. When you assume they know what you’re talking about, and they don’t, they may feel intimidated and not ask questions in fear of looking foolish in front of you, the expert. This again gets in the way of, you guessed it, effective information gathering because they ask fewer questions, talk less, and want to get out of your session sooner.

Working on these errors

The first skill to improve upon is listening. I know it sounds unusual calling it a skill, but it really does take some developing to get right. For us to truly listen, we must turn off our internal dialogue completely. Our goal is to gather as much information as possible. So as much as we want to start presenting solutions, we just need to write down what we hear and keep gathering. When we feel we have assembled a complete and meaningful list of needs, it is then that we can properly respond to them.

We also need to gauge the quality of the information we gather. If we are asking questions to load the gun, then we are not getting quality stuff. When we present our services, this information doesn’t provide meaning and value. We need to get to the answers that are tied to their emotional reasoning behind being there: the real “why” behind losing 25 pounds, along with information that will help us motivate them and clue us in to designing the right program.

Next, we need to stay away from solutions while gathering information; don’t start telling them how you are going to design their program and what they are going to need to change until you have the right list of needs down. Remember that while all of your solutions are probably necessary to their program, they will not all be meaningful to your client. In a presentation setting, stick to meaningful items. To give you an idea of what I mean by meaningful solutions, I included some examples that build value through meaning versus ones that tend to establish you as the expert or load the gun. Now depending on the client’s needs, solutions


may flip flop from meaningful to trivial and vice versa, but I tried to tie the meaningful solutions to more emotionally-centered needs.

Topic Necessary But Rarely Meaningful Solutions Necessary And Meaningful Solutions

Cardio We will establish a target heart rate zone for you to work out in to maximize your time on the treadmill

Cardio can help build endurance so you can make it up a flight of stairs without gasping for air and keep up with your grandchildren while playing tag

Posture Proper posture improves the recruitment of muscle groups during exercise

Proper posture may help you feel better about yourself immediately because you instantly look thinner and more confident

Flexibility The right program will achieve optimal length-tension relationships across muscle groups and lead to more coordinated motor function

The right program can help you achieve mobility to lead the active life you’ve always dreamed

With respect to technical language, assume they are starting from scratch when it comes to exercise and speak to them at the appropriate level. If you do need to use a technical term, always define it when you use it. And finally, just RELAX; they know you are the expert, that’s why they are in front of you.

I hope some of the tips included here are helpful. Good luck!

Recommended Reading

Khalsa, M. Let’s Get Real or Let’s Not Play, First Edition. Franklin Covey Publishing; 1999.

Published: 2008-06-23

Beyond Cuing

Understand and integrate the primary learning styles to increase your class counts and improve

retention.

Why is it that while some participants love your class, others walk out in the first 15 minutes and

never return? Is it your music? Your clothes? Your hygiene? Of course not. Odds are you simply

didn’t cue these people in the mode in which they learn most quickly and easily. While you can’t

please everyone, you can please most of the people most of the time when you recognize the three

primary learning styles and know how to integrate them into your cuing.

The Learning Styles

During the learning process, the mind takes in information through sensorial experiences. It then

processes that information for storage or immediate action. In group exercise classes, people

process for action. Your job when cuing is to incorporate all three primary learning styles so

everyone has a chance to get the moves down.

Let’s look at the learning styles in statistical order of preference.

Visual Learners (VLs) represent 60 percent of the American population. A VL learns best by seeing. If

you scratch your nose or hold up your hand for a 4‐3‐2‐1 countdown, she will too. A VL must be able

to see you or she feels frustrated and may not return. Keep in mind that this is usually beyond your

control. However, if there is a platform or stage, use it as much as possible. If the VL can see you, she

can usually follow you or figure it out. Since group exercise classes are primarily learning by seeing,

they draw more learners of this type. The VL prefers the front row, enjoying the spotlight with you,

and is the most likely type to become an instructor.

Kinaesthetic Learners (KLs) make up 30 percent of the population and learn most easily by doing. A

KL enjoys repetition, especially taking it from the top. If you move along too quickly or the class is

too crowded to allow full range of motion, the KL may feel frustrated and not return. He loves it

when you break down moves and give options until you feel at least 80 percent of the class

understands. A KL is found near the centre of class (surrounded by the action) or at the back where

he can try your moves more than once without being a major distraction. Even though a KL may

avoid the front row, he is the one who hoots and hollers. He is also the most likely type to answer

the questions you ask during class.

If you have been doing the math, you know that we are down to the last 10 percent: the Auditory

Learners (ALs). However, the fact that ALs represents the smallest portion of learners nationwide

does not mean they represent 10 percent of your class. You never know how many of each type may

show up in your class on any given day. An AL learns best by listening. She hangs on your every

word. If you say it, she does it; if you don’t, she probably won’t. An AL doesn’t memorize your

combos—she counts on your cuing. She feels frustrated and may not return if she can’t hear or

understand you because the music is too loud or the microphone is bad. The AL likes cuing that is

clear, concise and at least two to four beats before the next move. Late cuing is her biggest pet

peeve. Never presume she’s “got it”; always cue if you want to make her happy. An AL can be found

where she can best see your face (mouth) and wherever the speakers put out the clearest sound—or

the lowest, if your music is too loud.

Moving Among the Styles

So, how do you please most of the people most of the time? First, determine which primary learning

style you prefer. It is important to identify your dominant learning style. We use all three when

learning, but one style tends to come most naturally to us. You can talk on the phone, watch

television and fold clothes at the same time. However, one of these tasks is always getting more of

your attention than the other two. Odds are, when you lead a group fitness class, you teach in the

style you prefer. The logic behind this is that if it makes sense to you, it must make sense to others.

Your goal while cuing is to move your attention from learning style to learning style so everyone has

an equal chance of succeeding with the routine.

As an instructor, if you are a VL you probably do a lot of “watch me” or “check out the change”

gestures. You tend to believe that if participants can see a move, they should be able to do it. You’re

not much on breaking it down or taking it from the top. You prefer to keep it moving along fresh and

new. As a VL instructor, you should

do combos a little longer (at least 3 to 4 weeks) and each time you introduce a new combo

section, take it from the top

cue a combo even if you feel as though it’s the 100th time you’ve done it

avoid loud music that creates more of a “party” atmosphere (Loud music can not only

damage hearing but also alienate the other learning styles.)

If you are a KL instructor, you try too hard to make everyone happy. You probably keep the same

combo or music for more than 4 weeks. You feel committed to teaching a combo until everyone

understands it, and you take it from the top. If you ever get off the beat or phrase, you have to stop

completely and start over (usually from the top). You stay on the stage the entire time (because you

need to “feel” your own workout) or else you don’t stay there enough; instead, you run through

class doing the combos side by side with participants.

As a KL instructor, you should

not ask too many questions during class

change your music and combos at least every 4 weeks and let a combo go when fewer than

10 percent of the class can’t “get it”

explain breakdowns and strike a better balance between being on and off the stage

If you happen to be an AL instructor, you like to explain what’s going on and tend to keep the music

volume lower. You prefer to do everything a little bit more slowly than others. You have excellent

mike skills and are the most likely type to carry extra batteries and wind screens on you. An AL

instructor can break down any combo and explain it as he goes along.

As an AL instructor, you should

play the music loud enough to be motivating while allowing yourself to get caught up in the

moment

not talk too much or be too technical (People like to be informed, but they are there to work

out and have fun, not get certified. Explaining the whole 32‐count combo before you do it

will only confuse and alienate the other learning styles.)

Let’s relate the learning styles to your favourite schoolteacher, whose characteristics you can borrow

and use with your group fitness participants. It is likely that your favorite teacher used the learning

style in which you process best. For example, if you are a VL, your favourite teacher wrote a lot on

the board with different coloured chalk took you on field trips and explained things in strong visual

images. This great teacher also looked you in the eye when you spoke and when she spoke to you

directly. If you are a KL, your favourite teacher probably broke the lessons down into smaller, more

manageable parts, organized group projects and presentations and let students lead the class

occasionally. If you are an AL, your favourite teacher read stories aloud in class and had very few

group projects. You loved him because he always had time to listen to you talk about your

challenges.

Positive Phrasing

Regardless of learning styles, your participants will be loyal when you remember to ask for what you

want instead of what you don’t want. Asking for what you don’t want is confusing and slows down

learning. If I say, “Don’t think about a pepperoni pizza,” what’s the first thing that pops into your

head? As a cue, “Remember to breathe” or “Keep your knees a little bent or flexed” is so much more

effective and specific than “Don’t hold your breath” or “Don’t lock your knees.” Get in the habit of

asking for, and getting participants thinking about, what you want.

As you can tell, each style has its strengths and weaknesses. The goal is to keep up your strengths

and spend less time on your weaknesses. This will allow you more time to incorporate what the

other learning styles prefer. Becoming adept at engaging all three styles is like learning a new combo

or class: It takes a little time and effort, but the reward is great.

SIDEBAR: Picking Your Battles

Things that aren’t in your control:

no stage or platform

overcrowded class

poles or other visual distractions

poor sound system or microphone

not enough equipment

people who are never happy

Things that are under your control:

engaging all three primary learning styles

choosing to use the stage

keeping the volume at a safe decibel level

learning how to use the sound system and microphone properly

your level of enthusiasm

what you say and do

SIDEBAR: Learning‐Style Cues & Questions

Use the following cues and questions when addressing the different learning styles in your class:

Visual Learner (VL) Cues

“Watch and learn.”

“Imagine yourself doing it properly.”

“Seeing is believing, so let’s do it!”

Kinaesthetic Learner (KL) Cues

“Let’s take it from the top.”

“One more time.”

“This is going to be a piece of cake.”

Auditory Learner (AL) Cues

“Listen up.”

“Here comes the change.”

“I’ll say it and you do it, okay?”

When you are cuing a combo that is predominantly right or left lead, all styles benefit when you say

in the beginning, “Think right” or “Think left.”

Use simple and effective questions to engage your class:

VL: “Does it look good? Who wants to see it again?”

KL: “Have you got it? Is this working for you?”

AL: “Can you understand me?

Does that sound good to you?”

IDEA Fitness Edge, Volume 2004, Number 5

November 2003

© 2003 by IDEA Health & Fitness Inc. All rights reserved. Reproduction without permission is strictly prohibited.

QUALITIES OF A GOOD TRAINER

Empathy You have the ability to bond with your clients, to understand and resonate with their feelings and emotions. To communicate on their level. To be compassionate with them when they are down and to celebrate with them when they are up.

Positive Mental Attitude You are able to think more on the positive and a little less on the negative. To keep a smile on your face when things get tough. To see the bright side of things. To seek to find the positives in every negative situation. To be philosophical.

Open to Change You are able to acknowledge that the only real constant in life is change. You know there is a place for tradition but there is also a place for new ways, new ideas, new systems, and new approaches. You don't put obstacles in your way by being blinkered and are always open and willing to listen to others' ideas.

Role Model You are the window through which many young people will see their future. Be a fine role model.

Creative You are able to motivate your clients by using creative and inspirational methods of teaching. You are different in your approach and that makes you stand out from the crowd. Hence the reason why students enjoy your classes and seek you out for new ideas.

Sense of Humour You know that a great sense of humour reduces barriers and lightens the atmosphere especially during heavy periods. An ability to make your students laugh will carry you far and gain you more respect. It also increases your popularity.

Presentation Skills You know that your clients are visual, auditory or kinaesthetic learners. You are adept at creating presentation styles for all three. Your body language is your main communicator and you keep it positive at all times. Like a great orator you are passionate when you speak. But at the same time you know that discussion and not lecturing stimulates greater feedback.

Calmness You know that the aggression, negative attitudes and behaviours that you see in some of your students have a root cause. You know that they are really scared young people who have come through some bad experiences in life. This keeps you calm and in control of you, of them and the situation. You are good at helping your clients de-stress.

Respectful You know that no one is more important in the world than anyone else. You know that everyone has a place in the world. You respect your peers and your clients. Having that respect for others gets you the respect back from others.

Inspirational You know that you can change a young person's life by helping them to realise their potential, helping them to grow, helping them to find their talents, skills and abilities.

Passion You are passionate about what you do. Teaching people is your true vocation in life. Your purpose in life is to make a difference.

Willing to Learn You are willing to learn from other teachers AND your clients. Although knowledgeable in your subject you know that you never stop learning.

Informed Consent Form for Physical Fitness Programwww.Zegee.com/trainer/paul1970mc

Client Contact Information:

Name:_____________________________________________Phone (mobile):_____________________________

Full Address:________________________________________Phone (home):_____________________________

In case of emergency, contact:____________________________________Phone:__________________________

General Statement of Program Objectives and Procedures:

I understand that this physical fitness program includes exercises to build the cardiorespiratory system (heart andlungs), the musculoskeletal system (muscle endurance and strength, and flexibility), and to improve bodycomposition (decrease of body fat in individuals needing to lose fat, with an increase in weight of muscle and bone).Exercise may include aerobic activities (treadmill, walking, running, bicycle riding, rowing machine exercises, groupaerobic activity, swimming and other aerobic activities), callisthenic exercises, and weight lifting to improvemuscular strength and endurance and flexibility exercises to improve joint range of motion.

Description of Potential Risks:

I understand that the reaction of the heart, lung, and blood vessel system to exercise cannot always be predictedwith accuracy. I know there is a risk of certain abnormal changes occurring during or following exercise which mayinclude abnormalities of blood pressure or heart attacks. Use of the weight lifting equipment, and engaging inheavy body calisthenics may lead to musculoskeletal strains, pain and injury if adequate warm-up, gradualprogression, and safety procedures are not followed. I understand that personal trainer ( seller ) shall not be liablefor any damages arising from personal injuries sustained by client ( buyer ) while and during the personal trainingprogram. Client ( buyer ) using the exercising equipment during the personal training program does so at his/herown risk. Client ( buyer ) assumes full responsibility for any injuries or damages which may occur during thetraining. I hereby fully and forever release and discharge personal trainer ( seller ), its assigns and agents from all claims,demands, damages, rights of action, present and future therein. I understand and warrant, release and agree that I am in good physical condition and that I have no disability,impairment or ailment preventing me from engaging in active or passive exercise that will be detrimental to heart,safety, or comfort, or physical condition if I engage or participate ( other than those items fully discussed on healthhistory form). I state that I have had a recent physical checkup and have my personal physician's permission to engage in aerobicand/or anaerobic conditioning.

Description of Potential Benefits:

I understand that a program of regular exercise for the heart, lungs, muscles and joints, has many beneftsassociated with it. These may include a decrease in body fat, improvement in blood fats and blood pressure,improvement in physiological function, and decrease in heart disease.

I have read the foregoing information and understand it. Any questions which may have occurred to me have beenanswered to my satisfaction.

Signature of Buyer ( Client )________________________________________Date___________________

Signature of Witness______________________________________________Date___________________

Created by Zegee.com

INFORMED CONSENT FOR EXERCISE PROGRAM

The following program will include exercises that are utilized to improve the five fitness components (cardiovascular fitness, body composition, muscular strength, muscular endurance, and flexibility). The exercise program may include the following activities:

(1) Weight Training (2) Aerobic Training (Walking, biking, treadmill) (3) Calisthenics (4) Stretching (5) Warm-up and cool-down

If the program is followed on a regular basis, the client can look forward to the following benefits:

(1) Decrease in % bodyfat (2) Increase in muscular strength and endurance (3) Increase effectiveness of the cardiovascular system (4) Improve joint flexibility

I understand that with any fitness program the body cannot always be predicted with accuracy. I am aware that there is a risk of certain abnormalities in the body such as heart problems, musculoskeletal injuries that can occur even if adequate warm-up, gradual progression and safe procedures are followed. In signing this consent form, I affirm that I have read this form in its entirety and I understand the description of the program and it components. I also affirm that my questions regarding the fitness program have been answered to my satisfaction. (client’s signature) (date) (trainer’s signature) (date)

No changes permitted. You are encouraged to photocopy the PAR-Q but only if you use the entire form.

1. Has your doctor ever said that you have a heart condition and that you should only do physical activity recommended by a doctor?

2. Do you feel pain in your chest when you do physical activity?

3. In the past month, have you had chest pain when you were not doing physical activity?

4. Do you lose your balance because of dizziness or do you ever lose consciousness?

5. Do you have a bone or joint problem (for example, back, knee or hip) that could be made worse by a change in your physical activity?

6. Is your doctor currently prescribing drugs (for example, water pills) for your blood pressure or heart con-dition?

7. Do you know of any other reason why you should not do physical activity?

PLEASE NOTE: If your health changes so that you then answer YES to any of the above questions, tell your fitness or health professional.

Ask whether you should change your physical activity plan.

Regular physical activity is fun and healthy, and increasingly more people are starting to become more active every day. Being more active is very safe for most people. However, some people should check with their doctor before they start becoming much more physically active.

If you are planning to become much more physically active than you are now, start by answering the seven questions in the box below. If you are between the ages of 15 and 69, the PAR-Q will tell you if you should check with your doctor before you start. If you are over 69 years of age, and you are not used to being very active, check with your doctor.

Common sense is your best guide when you answer these questions. Please read the questions carefully and answer each one honestly: check YES or NO.

Talk with your doctor by phone or in person BEFORE you start becoming much more physically active or BEFORE you have a fitness appraisal. Tell your doctor about the PAR-Q and which questions you answered YES.

• You may be able to do any activity you want — as long as you start slowly and build up gradually. Or, you may need to restrict your activities to those which are safe for you. Talk with your doctor about the kinds of activities you wish to participate in and follow his/her advice.

• Find out which community programs are safe and helpful for you.

PAR-Q & YOU

➔

Physical Activity ReadinessQuestionnaire - PAR-Q (revised 2002)

DELAY BECOMING MUCH MORE ACTIVE:• if you are not feeling well because of a temporary illness such as

a cold or a fever – wait until you feel better; or• if you are or may be pregnant – talk to your doctor before you

start becoming more active.

If

you

answered

If you answered NO honestly to all PAR-Q questions, you can be reasonably sure that you can:• start becoming much more physically active – begin slowly and build up gradually. This is the

safest and easiest way to go.

• take part in a fitness appraisal – this is an excellent way to determine your basic fitness so that you can plan the best way for you to live actively. It is also highly recommended that you have your blood pressure evaluated. If your reading is over 144/94, talk with your doctor before you start becoming much more physically active.

NOTE: If the PAR-Q is being given to a person before he or she participates in a physical activity program or a fitness appraisal, this section may be used for legal or administrative purposes.

"I have read, understood and completed this questionnaire. Any questions I had were answered to my full satisfaction."

NAME ________________________________________________________________________

SIGNATURE _______________________________________________________________________________ DATE______________________________________________________

SIGNATURE OF PARENT _______________________________________________________________________ WITNESS ___________________________________________________or GUARDIAN (for participants under the age of majority)

Informed Use of the PAR-Q: The Canadian Society for Exercise Physiology, Health Canada, and their agents assume no liability for persons who undertake physical activity, and if in doubt after completing this questionnaire, consult your doctor prior to physical activity.

continued on other side...

(A Questionnaire for People Aged 15 to 69)

YES NO

YES to one or more questions

NO to all questions

Note: This physical activity clearance is valid for a maximum of 12 months from the date it is completed and becomes invalid if your condition changes so that you would answer YES to any of the seven questions.

© Canadian Society for Exercise Physiology Supported by:HealthCanada

SantéCanada

Get Active Your Way, Every Day–For Life!Scientists say accumulate 60 minutes of physical activity every day to stay healthy or improve your health. As you progress to moderate activities you can cut down to 30 minutes, 4 days a week. Add-up your activities in periods of at least 10 minutes each. Start slowly… and build up.

You Can Do It – Getting started is easier than you think

Physical activity doesn t have to be very hard. Build physicalactivities into your daily routine.

Health Canada

Santé Canada

ReduceSitting for

long periods

IncreaseStrengthActivities

IncreaseFlexibilityActivities

IncreaseEnduranceActivities

Physical activity improves health.

Every little bit counts, but more is even

better – everyone can do it!

Get active your way –

build physical activity

into your daily life...

• at home

• at school

• at work

• at play

• on the way

...that’s

active living!

Canadian Society for Exercise Physiology

t o H e a l t h y A c t i v e L i v i n g

CANADA’S

�

Physical Act ivity GuideEndurance

4-7 days a weekContinuous activities for your heart, lungs and circulatory system.

Flexibility

4-7 days a weekGentle reaching, bendingand stretching activities to keep your muscles relaxedand joints mobile.

Strength

2-4 days a weekActivities against resistanceto strengthen muscles andbones and improve posture.

Choose a variety of activities from thesethree groups:

Starting slowly is verysafe for most people.Not sure? Consult yourhealth professional.

For a copy of theGuide Handbook and more information:1-888-334-9769, orwww.paguide.com

Eating well is also important. Follow Canada’s Food Guide to Healthy Eating to make wise food choices.

t o H e a l t h y A c t i v e L i v i n g

CANADA’S

�

Physical Act ivity Guide

• better health • improved fitness • better posture and balance • better self-esteem • weight control • stronger muscles and bones • feeling more energetic• relaxation and reduced stress• continued independent living in

later life

• premature death • heart disease • obesity• high blood pressure • adult-onset diabetes• osteoporosis • stroke• depression• colon cancer

• Walk whenever you can – getoff the bus early, use the stairs instead of the elevator.

• Reduce inactivity for longperiods, like watching TV.

• Get up from the couch and stretch and bend for a few minutes every hour.

• Play actively with your kids. • Choose to walk, wheel or

cycle for short trips.

• Start with a 10 minute walk –gradually increase the time.

• Find out about walking andcycling paths nearby and use them.

• Observe a physical activity class to see if you want to try it.

• Try one class to start – you don thave to make a long-term commitment.

• Do the activities you are doingnow, more often.

Range needed to stay healthy

Benefits of regular activity: Health risks of inactivity:

Light Effort60 minutes• Light walking• Volleyball• Easy gardening• Stretching

Moderate Effort30-60 minutes• Brisk walking• Biking• Raking leaves• Swimming• Dancing• Water aerobics

Vigorous Effort20-30 minutes• Aerobics• Jogging• Hockey• Basketball• Fast swimming • Fast dancing

MaximumEffort• Sprinting• Racing

Very Light Effort• Strolling• Dusting

Time needed depends on effort

No changes permitted. Permission to photocopy this document in its entirety not required.

Cat. No. H39-429/1998-1E ISBN 0-662-86627-7

PAR-Q & YOU Physical Activity ReadinessQuestionnaire - PAR-Q

(revised 2002)...continued from other side

For more information, please contact the:

Canadian Society for Exercise Physiology

202-185 Somerset Street West

Ottawa, ON K2P 0J2

Tel. 1-877-651-3755 • FAX (613) 234-3565

Online: www.csep.ca

The original PAR-Q was developed by the British Columbia Ministry of Health. It has been revised by an Expert Advisory Committee of the Canadian Society for Exercise Physiology chaired by Dr. N. Gledhill (2002).

Disponible en français sous le titre «Questionnaire sur l'aptitude à l'activité physique - Q-AAP (revisé 2002)».

FITNESS AND HEALTH PROFESSIONALS MAY BE INTERESTED IN THE INFORMATION BELOW:

The following companion forms are available for doctors' use by contacting the Canadian Society for Exercise Physiology (address below):

The Physical Activity Readiness Medical Examination (PARmed-X) – to be used by doctors with people who answer YES to one or more questions on the PAR-Q.

The Physical Activity Readiness Medical Examination for Pregnancy (PARmed-X for Pregnancy) – to be used by doctors with pregnant patients who wish to become more active.

References:Arraix, G.A., Wigle, D.T., Mao, Y. (1992). Risk Assessment of Physical Activity and Physical Fitness in the Canada Health Survey

Follow-Up Study. J. Clin. Epidemiol. 45:4 419-428.Mottola, M., Wolfe, L.A. (1994). Active Living and Pregnancy, In: A. Quinney, L. Gauvin, T. Wall (eds.), Toward Active Living: Proceedings of the International

Conference on Physical Activity, Fitness and Health. Champaign, IL: Human Kinetics. PAR-Q Validation Report, British Columbia Ministry of Health, 1978.Thomas, S., Reading, J., Shephard, R.J. (1992). Revision of the Physical Activity Readiness Questionnaire (PAR-Q). Can. J. Spt. Sci. 17:4 338-345.

© Canadian Society for Exercise Physiology Supported by:HealthCanada

SantéCanada

Source: Canada's Physical Activity Guide to Healthy Active Living, Health Canada, 1998 http://www.hc-sc.gc.ca/hppb/paguide/pdf/guideEng.pdf

© Reproduced with permission from the Minister of Public Works and Government Services Canada, 2002.

The University of TexasFitness Institute of Texas

Health and Fitness Screening Questionnaire

ID_______________________________

Please answer the following questions to the best of your knowledge by checking yes, no or unknown.

Section 1: Yes No Unknown 1. Has a doctor ever said that you have a heart condition and recommended only medically supervised physical activity? ____ ____ ____ 2. Do you have chest pain brought on by physical activity? ____ ____ ____ 3. Have you developed chest pain in the last month when not doing physical activity? ____ ____ ____ 4. Do you lose your balance because of dizziness or do you ever lose consciousness? ____ ____ ____ 5. Has a doctor ever recommended medication for your blood pressure or a heart condition? ____ ____ ____ 6. Are you aware through your own experience, a doctor’s advice, or any other physical reason that would prohibit you from engaging in physical activity? ____ ____ ____Section 2: 7. Do you smoke or have you quit within the last six months? ____ ____ ____ 8. Is your blood cholesterol level >240 mg/dl? ____ ____ ____ 9. Do you have a close relative who has had a heart attack or sudden death before age 55 (father or brother) or age 65 (mother or sister)? ____ ____ ____10. Are you physically inactive (less than 30 minutes of physical activity 3 days per week)?

____ ____ ____Section 3:11. Have you ever experienced pain or discomfort in the chest, neck, jaw,

arm, or other areas of your body that indicate lack of blood flow to the heart? ____ ____ ____12. Do you ever experience shortness of breath at rest or with mild physical activity? ____ ____ ____13. Do you ever experience shortness of breath while lying flat or wake up in the middle of the night with shortness of breath? ____ ____ ____14. Do you currently have swelling of your ankles? ____ ____ ____15. Do you ever experience palpitations of your heart or a very rapid heart rate with mild exertion? ____ ____ ____ 16. Do you ever experience unusual fatigue or shortness of breath with usual daily activities? ____ ____ ____17. Do you ever experience pain in your legs while exercising that is relieved by rest?

____ ____ ____Section 4:18. Do you have a bone or joint problem that could be aggravated by engaging in physical fitness testing? ____ ____ ____19. Are you currently experiencing or have you recently experienced any muscle or joint pain? ____ ____ ____

Yes No Unknown20. Do you now have or have you ever had asthma? ____ ____ ____21. Do you now have or have you ever had: a. Coronary heart disease, heart attack, coronary artery surgery ____ ____ ____ b. Angina ____ ____ ____ c. High blood pressure ____ ____ ____ d. Peripheral vascular disease ____ ____ ____ e. Stroke ____ ____ ____ f. Diabetes ____ ____ ____ g. Thyroid problems ____ ____ ____ h. Hepatitis ____ ____ ____ i. Arthritis ____ ____ ____ j. Gout ____ ____ ____ k. Headaches that are chronic and severe ____ ____ ____ l. Head injury or epilepsy ____ ____ ____ m. Abdominal pain, hernia, or G.I. bleeding ____ ____ ____ n. Kidney problems or discomfort when urinating ____ ____ ____ o. Tendency to bleed or bruise easily ____ ____ ____ p. Anemia ____ ____ ____ q. Lung problems ____ ____ ____ r. Liver problems ____ ____ ____22. Have you been diagnosed by your doctor as having a heart murmur? ____ ____ ____23. Have you donated blood or lost an equivalent amount of blood from injury within the past 2 weeks? ____ ____ ____24. Are you now or have you been pregnant in the last month? ____ ____ ____25. Have you recently been ill or injured? ____ ____ ____ If yes, please describe: ___________________________________________________________ ______________________________________________________________________________26. How satisfied are you with your current weight? (Circle one)

Very satisfied Satisfied Dissatisfied Very Dissatisfied Please briefly explain: _________________________________________________________

______________________________________________________________________________27. Are you currently taking any physician prescribed medications for the following conditions? If yes, list the medication. Medication Name of Medication -Heart medicine _______________________ ____ ____ ____ -Blood pressure medicine _____________________ ____ ____ ____ -Hormones _______________________ ____ ____ ____ -Medicine for breathing/lungs _______________________ ____ ____ ____ -Insulin _______________________ ____ ____ ____ -Other medicine for diabetes _______________________ ____ ____ ____ -Arthritis medicine _______________________ ____ ____ ____ -Medicine for depression _______________________ ____ ____ ____ -Medicine for anxiety _______________________ ____ ____ ____ -Thyroid medicine _______________________ ____ ____ ____ -Medicine for ulcers _______________________ ____ ____ ____ -Painkiller medicine _______________________ ____ ____ ____ -Allergy medicine _______________________ ____ ____ ____ -Other _______________________ ____ ____ ____28. Are you currently taking any over the counter medications? ____ ____ ____Please list these medications: _____________________________________________________________

29. For females taking the DEXA test: Are you pregnant? ____ ____ ____

30. Have you previously been tested at the Fitness Institute of Texas? ____ ____

Section 5:Physical activity: Fill in this chart based on the activities you have participated in during the last 6 months frommost frequent to least frequent. Also estimate the average number of times, duration, and intensity of each activity.

Type of Activity(i.e. running,

cycling,swimming)

How long have youparticipated in the

activity

Years/Months

Avg. # of timesper week

Avg. # ofminutes each

time

Intensity: Howhard you work

(refer to questionbelow)

How hard would you describe the intensity of your exercise? a. extremely light c. somewhat hard e. very hard

b. very light d. hard f. extremely hard

My primary fitness goals are: 1 ____________________________________________________

2. ____________________________________________________________________________

3. ___________________________________________________________________________

Energy Fitness Professionals LC001-June 04 CLIENT CONFIDENTIAL

1 of 2

PRE-TRAINING HEALTH SCREENING QUESTIONNAIRE Name: ………………………………….…. Gender: ……………. Date of Birth: ……………………………….... Internal Address: ………………....…………………………………….……..………………………………………………………………………………….

Email address:……………..…………………………………………….…………………………………………………………………………………………..

Work Phone: ………………………………………. Mobile (Optional): ………………………………………………….. If you are between the ages of 15 and 69 and are intending to take part in physical activity or regular sport/exercise and you are new to exercise, the questions below will give an indication as to whether you should consult a doctor before you start. If you are over the age of 69 and you are not used to physical activity, you should consult your doctor first in any case. All information you record on this form will be treated with the utmost confidentiality, it will be stored in a secure place and made available to you at any time.

Please tick the appropriate box: YES NO

Q1 Has your doctor ever said you have a heart condition and/or should only participate in medically supervised physical activity?

Q2 Do you ever feel pain in your chest during physical activity?

Q3 Have you experienced chest pains when not doing physical activity?

Q4 Do you suffer with palpitations?

Q5 Do you experience dizziness or fainting?

Q6 Have you ever been told you have high blood pressure or are you taking medication for blood pressure or any other heart condition?

Q7 Do you have any existing bone or joint problem that could be made worse by physical activity?

Q8 Do you experience shortness of breath during only mild exertion?

Q9 Do you suffer from either Asthma or Diabetes Mellitus?

Q10 Are you currently taking any prescribed medication we need to be made aware? If so, what? ……………………………………………………………………………………

Q11 Are you pregnant or have you given birth in the last 6 weeks?

Q12 Have you recently undergone surgery or are you carrying any injury?

Q13 Are you aware of any other reasons why you should not participate in physical exercise without medical supervision? If so, what? ………………………….. ……………………………………………………………………………………………………………………………

Energy Fitness Professionals LC001-June 04 CLIENT CONFIDENTIAL

2 of 2

Q1 - 13 If you have answered YES to any of questions listed Q1 to Q13 overleaf, we will require you to obtain written consent from your doctor before agreeing to undertake any form of fitness testing, physical activity, training or exercise with you. We suggest you talk to your doctor by phone or in person before you begin becoming more physically active and certainly before you undertake any form of formal fitness assessment. Tell your doctor about this questionnaire and which question(s) you answered yes to.

• You may be able to do any activity you want – as long as you begin slowly and build up gradually, or you may need to restrict your activities to those which are safe for you. Talk with your doctor about the kinds of activity you wish to participate in and follow his/her advice.

Please tick the appropriate box: YES NO Q14 Is your blood pressure known to be higher than average (over 120/80) ? Q15 Is your level of cholesterol known to be high? Q16 Do you smoke regularly? If so, how many? ………………………………………………………… Q17 Is there any history of coronary heart disease or coronary artery disease in either your parents or siblings before the age of 55? On Induction Re check - Re check - Blood Pressure reading Resting Heart Rate Q14 – 17: If you have answered YES to 2 or more of the questions listed Q14 to Q17 above, we will, for reasons of safety, restrict any programme of exercise to a moderate intensity unless you obtain written consent from your doctor to exercise at a higher intensity. Moderate intensity being a level at which you are able to comfortably sustain exercise for up to at least 60 minutes (usually not exceeding 65% of your maximal heart rate) IMPORTANT NOTE: If you proceed with a programme of physical activity and, during that period, your health changes so that you would subsequently answer YES to any of the above questions, inform us immediately as you may need to change or even suspend your physical activity or exercise plan. If you feel unwell because of a temporary illness such as cold or flu, it is advisable to stop training and recover properly - wait until you are better. CLIENT DECLARATION

I HAVE READ, FULLY UNDERSTOOD AND COMPLETED THIS QUESTIONNAIRE. THE ANSWERS I HAVE GIVEN ARE ACCURATE TO THE BEST OF MY KNOWLEDGE.

Signed: ……………………………………………………………………….. Date: ……………………………….

LIFESTYLE QUESTIONNAIRE

Name: Sex: Age: DOB:

Blood Pressure: RHR: Weight: Height

Circumference Measurements (to be done on the 1st session)

(A.) Goals & Objectives (Physical, Emotional, Medical, Nutritional, Mental & Social)

What health & fitness goals would you like to achieve in the next 3 months?

1.2.3.

What long-term health & fitness goals would you like to achieve over the next 12 months?

1.2.3.

Name 3 things you will commit to in order to improve your health:

1.2.3.

(B.) Existing Exercise:

1.) Please give details of any exercise you have been doing recently:

2.)Would you prefer to workout in the gym/home or outside?

(C.) Exercise History:

- Have you ever done any structured exercise in the past?

- How many times a week?

- What was it?

- How long did you stick with it?

- Did you get the results you wanted?

- If you did, why did you stop?

- What activity do you enjoy doing the most/least?

(D.) Motivation & Commitment:

Left RightArms:Chest:Waist:Hips:Glutes:Thighs:

1.) How motivated are you to exercise at present?

2.) What would make you feel more motivated to achieve your health & fitness goals?

3.) How many times a week will you realistically be able to workout? And how many of thesewould you like to be with a personal trainer?

(E.) What would you identify as the main barriers from preventing you from exercising in thefuture?eg. No time, Cost, Injury or Lack of Motivation/facilities/ability/fitness

(F.) About Your Lifestyle:

1.) What is your occupation? And are you generally more active or sedentary at work?

2.) Please rate the amount of stress you experience in your work/personal life on a scale of 1-10(1=no stress and 10=a lot of stress)

3.) How many hours sleep do you get each night?

4.) How many units of alcohol do you drink in an average week?

5.) Do you smoke? If yes, how many per day?

(G.) Nutritional Needs:

1.) On a scale of 1-10 (1 being very low quality, 10 being high quality) how would you assessthe quality of your diet?

2.) Do you follow a particular diet? (eg.Vegan/Vegetarian/Allergy Elimination/High Protein)

3.) Do you drink coffee? If so how much?

4.) How much water do you drink each day?

5.) How many meals do you eat each day?

6.) Would you like any advice or support to help you make any changes to the quality of yourdiet?

I can confirm to the best of my knowledge that the information given is correct

Signature:Date:

PRE-EXERCISE/LIFESTYLE SCREENING QUESTIONNAIRE

Please take a few minutes to answer the following questions.

Name: ______________________________ DOB: ___/___/___ Age: _____ Sex: M / F

Emergency Contact Name: ________________________________ Ph: ___________________

Occupation: __________________________ Have you used a gym before? Y / N

Part A: Medical Considerations It is our professional duty of care to ask all participants, no matter what age, to complete the following questions. Simply place a � to indicate Yes.

Has a family member, under 60, suffered from heart disease, stroke, raised cholesterol or sudden death? �

Are you a male over 35 or female over 45 and NOT used to regular vigorous exercise?…………………… �

Are you on any prescribed medication?…………………………………………………………………………… �

Have you been hospitalised recently?…………………………………………………………………………….. �

Are you pregnant?…………………………………………………………………………………………………… �

Have you given birth in the last 6 weeks?………………………………………………………………………… �

Do you have any infections or infectious diseases?…………………………………………………………….. �

Do you have or have you had:

Gout � Glandular Fever � Any Heart condition �

Stroke � Rheumatic Fever � Heart Murmur �

Diabetes � Dizziness or Fainting � High Blood Pressure (over 140/90) �

Epilepsy � Stomach/Duodenal Ulcer � Palpitations or Pains in the Chest �

Hernia � Liver or Kidney Condition � Raised Cholesterol/Trigylcerides �

Asthma � Arthritis � Muscular Pain �

Cramps �

Do you have any Pain or Major Injuries in the following areas:

Neck �

Knees �

Back �

Ankles �

Please give details of any conditions: _________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

If you have ticked any of the above, you need a signed medical clearance from your doctor before starting exercise.

Doctors clearance: _________________ Date: ___/___/___

Or

I warrant that I am physically and mentally well enough to proceed with usage of the facility.

Clients self clearance of the above conditions: _________________ Date: ___/___/___

Part B: Lifestyle and current exercise habits

Are you currently exercising regularly? Yes � No �

• If yes, please give details below:

• Type of exercise:

• Frequency of exercise (times per week):

1 � 2 – 3 � 3 – 4 � 5+ �

• Perceived intensity when exercising:

Hard � Medium � Light � V Light �

Do you smoke? Yes � No �

• If yes, how many per day?

1 – 5 � 6 – 10 � 11 – 15 � 16 – 20 � 21 - 25 � 25+ �

Are you allergic to anything? _______

Part C. Please �� what you hope to achieve

• To reduce body fat �

• To improve aerobic capacity (heart/lung fitness) �

• To gain some muscle definition �

• To gain overall fitness �

• To generally tone up �

• To gain strength �

• Other _________________________________ �

Additional information: _________________________________________________________________________

___________________________________________________________________________________________

Please read the following exercise advice carefully. Ask any staff member to guide you into the most suitable class or program. Work at a low level on your first visit and concentrate on learning to do the exercises properly. On each visit you will be able to work a little harder. Be sure to limit yourself to a pace where you can still talk comfortably. Should you suffer an injury, illness or conditions in the future please tell us by completing this form again.

It is recommended that all males over 35 and females over 45 should have a medical assessment including an exercise ECG and cholesterol/lipid count.

Statement I recognise that the instructor is not able to provide me with medical advice with regard to my fitness, and that this information is used as a guideline to the limitations of my ability to exercise. I have answered questions to the best of my ability and understand the advice above.

Signed: ________________________________________________ Date: ___/___/___

WHERE PARTICIPANT IS UNDER 18 YEARS OF AGE

I __________________________________ being the parent or guardian of the person named in this acknowledgment and release HEREBY ACKNOWLEDGE AND AGREE:

• I have read the whole document and understand it.

• I consent to the person named in this acknowledge and release participating in the activity and

• I am aware of the risks, dangers and obligations set out in this acknowledgment and release.

IN CONSIDERATION of the person named in this Acknowledgment and Release being accepted to participate in the activity I AGREE TO RELEASE AND INDEMNIFY the Fitness Centre Operator in the same manner and to the same effect as if I were the person first named in this Acknowledgment and Release and the person participating in the activity.

SIGNATURE OF PARENT/GUARDIAN: _________________________________ DATE: ___/___/___

OFFICE USE ONLY Comments:_____________________________________________________________________________________________________________________________________________________________________________ Instructor name:______________ Date: ___/___/___ Time:________

What Is Blood Pressure?

All of us have blood pressure - the push of blood as it flows through the body. The top number (systolic) tells when the heart is beating and pushing the blood into the body. The bottom number (diastolic) tells when the heart is relaxed and letting the blood flow through the body.

If the push is too great, you have high blood pressure (HBP), and you must do something about it. Generally a pressure of 140/90 or more is considered high. Optimal blood pressure would be 120/80. For people who have diabetes (sugar), normal blood pressure is considered at less than 130/85.Having HBP causes your heart to work harder by constantly having to push harder against the pressure in your blood vessels to get the same circulation. This can cause the heart to enlarge and cause heart failure, leading to heart attack.

Blood pressure depends upon a person’s age, sex, and body build. Some factors that can affect blood pressure normally are: physical activity, time of day, emotions, eating, smoking, or various types of stress.

What Causes High Blood Pressure? Some groups of people are at a higher

risk of having HBP. These include: overweight people, smokers, African-Americans, older people (especially people over 65), women after menopause, or people with a family history of high blood pressure.

How Do You Know When You Have High Blood Pressure?

Usually when you are sick, you feel tired, weak, or you may hurt. With high blood pressure you may feel fine, nothing feels different, but you aare sick, it is truly a silent killer.When you have your blood pressure checked, a blood pressure cuff is placed around your arm and measures the push of your blood against the cuff. There are different sizes of cuffs for different arm sizes for more accurate readings. You may need to have this done more than just one time, so the doctor or nurse can see if your blood pressure stays high.

Important Things To Know

1. It is possible to feel normal with high blood pressure (HBP). It is also called hypertension (HTN). It is called the silent killer since HBP can be present for years without your knowing about it. It’s important to have regular checkups at your doctor’s office.

2. If you have high blood pressure, you need to take your blood pressure pills every day, no matter how you feel.

3. One of six adults in the United States has high blood pressure.

4. Having high blood pressure increases your risk of getting heart or kidney disease, or of having a stroke.

Follow the Doctor’s Advice If you are found to have high blood

pressure, the doctor or nurse will tell you what to do to control it. Be sure to do what they say. Do ask questions. Discuss any problems about your treatment or your medications with your doctor. Keep a record of your blood pressure readings.

You may have to take medicine (usually pills) every day of your life to control your high

blood pressure. The pills won’t cure your high blood pressure, but they will control it so you can keep on living a healthy life. Some men worry that their medicine may cause sexual dysfunction (impotence). If this is a concern, ddo not stop taking your medicine unless your doctor says that you should. It is important to take your medicine to keep your blood pressure in control. Talk to your doctor about your concerns. He or she may be able to prescribe a different medication.

How Can You Treat High Blood Pressure?

Although mild to high blood pressure may be treated with changes in diet, physical activity level, and lifestyle, you may need to take medicine to control high blood pressure.

What Can You Do To Improve High Blood Pressure?

Maintain a healthy weight Get regular exercise Eat low calorie snacks Eat less at every meal Eat less fried foods Choose foods that are lower in fat and sodiumIf you choose to drink alcohol, do so in moderation

Tips For Being More Active Being more active is a good way to help lower your blood pressure and lose weight. Here are some simple ideas. Of course, check with your doctor before you start exercising.

Take a walk at lunchtime or after dinner Get off the bus one or two stops early and

walk the rest of the way Go dancing Park farther away from the store or office Work in the yard or garden Include your family to make it more fun

Get Your Family To Help You Your family needs you and wants you to

be a healthy and active person.Be sure to tell them about your high

blood pressure. They can help you follow what your doctor says by:

• Reminding you to take your pills. • Helping you lose weight and stay active. • Serving fewer salty and high-fat foods at home.

You can help your family, too. Have them check their blood pressure the way you did.

Why is it important to monitor high blood pressure levels and try to control them with medications, nutrition, and/or exercise?

HBP can lead to heart attacks, heart failure, kidney damage, blindness, circulation problems and other medical problems, all of which increase the risk of death, and decrease the quality of life.

You Can Keep A Record Of Your Blood Pressures Here

DATE SYSTOLIC DIASTOLIC

For More Information, call: (412) 687-ACHD [2243] or visit our website at

www.achd.net

103-CD-1204

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Body Mass Index (BMI)

Body mass index (BMI) is used to estimate your total amount of body fat. It is calculated bydividing your weight in kilograms by your height in metres squared (m2).

Differences in BMI between people of the same age and sex are usually due to body fat. Howeverthere are exceptions to this rule, which means a BMI figure may not be accurate.

BMI calculations will overestimate the amount of body fat for:

• Body builders• Some high performance athletes• Pregnant women.

BMI calculations will underestimate the amount of body fat for:

• The elderly• People with a physical disability who are unable to walk and may have muscle wasting.

BMI is also not an accurate indicator for people with eating disorders like anorexia nervosa orpeople with extreme obesity.

BMI is not the best measure of weight and health risk. A person’s waist circumference is a betterpredictor of health risk than BMI.

BMI and childrenThe healthy weight range for adults of a BMI of 20 to 25 is not a suitable measure for children.

For adults who have stopped growing, an increase in BMI is usually caused by an increase in bodyfat. But as children grow, their amount of body fat changes and so will their BMI. For example, BMIusually decreases during the preschool years and then increases into adulthood.

For this reason a BMI calculation for a child or an adolescent must be compared against age andgender percentile charts.

In 2005, Victoria introduced new BMI-for-age percentile charts specifically for children aged fromtwo years to 18 years, in addition to the regular range of updated weight and height growth charts.

The new BMI charts for children have been developed by the US Centre for Disease Control.

The charts are useful for the assessment of overweight and obesity in children aged over two.However they should be used only as a guide to indicate when make small lifestyle changes, andwhen to seek further guidance from a doctor or an Accredited Practising Dietitian (APD).

Calculating your BMIBMI is an approximate measure of the best weight for health only. To calculate your BMI, you needto know:

• Your weight in kilograms• Your height in metres.

Now you can use our handy BMI calculator.

What your BMI means

Body Mass Index (BMI) Page 1 of 3

http://210.247.186.34/bhcv2/bhcsite.nsf/pages/health_tools?opendocument

Once you have measured your BMI, you can determine your healthy weight range.

If you have a BMI of:

• Under 18 – you are very underweight and possibly malnourished.• Under 20 – you are underweight and could afford to gain a little weight.• 20 to 25 – you have a healthy weight range for young and middle-aged adults.• 26 to 30 – you are overweight.• Over 30 – you are obese.

For older Australians over the age of 74 years, general health status may be more important thanbeing mildly overweight. Some researchers have suggested that a BMI range of 22-26 isacceptable for older Australians.

Some exceptions to the ruleBMI does not differentiate between body fat and muscle mass. This means there are someexceptions to the BMI guidelines.

• Muscles – body builders and people who have a lot of muscle bulk will have a high BMI butare not overweight.

• Physical disabilities – people who have a physical disability and are unable to walk mayhave muscle wasting. Their BMI may be slightly lower but this does not necessarily meanthey are underweight. In these instances, it is important to consult a dietitian who willprovide helpful advice.

• Height – for people who are shorter (for example Asian populations), the cut-offs foroverweight and obesity may need to be lower. This is because there is an increased risk ofdiabetes and cardiovascular disease, which begins at a BMI as low as 23 in Asianpopulations.

Being overweight or underweight can affect your healthThe link between being overweight or obese and the chance you will become ill is not definite. Theresearch is ongoing. However, when data from large groups of people are analysed, statisticallythere is a greater chance of developing various diseases if you are overweight. For example, therisk of death rises slightly (by 20–30 per cent) as BMI rises from 25 to 27. As BMI rises above 27,the risk of death rises more steeply (by 60 per cent).

Risks of being overweight and physically inactiveIf you are overweight (BMI over 25) and physically inactive, you may develop:

• Cardiovascular (heart and blood circulation) disease• Gall bladder disease• High blood pressure (hypertension)• Diabetes• Osteoarthritis• Certain types of cancer, such as colon and breast cancer.

Risks of being underweightIf you are underweight (BMI less than 20), you may be malnourished and develop:

• Compromised immune function• Respiratory disease• Digestive disease• Cancer• Osteoporosis• Increased risk of falls and fractures.

Body fat distribution and health riskA person’s waist circumference is a better predictor of health risk than BMI. Having fat around theabdomen or a ‘pot belly’, regardless of your body size, means you are more likely to developcertain obesity-related health conditions. Fat predominantly deposited around the hips andbuttocks doesn’t appear to have the same risk. Men, in particular, often deposit weight in the waistregion.


Studies have shown that the distribution of body fat is associated with an increased prevalence ofdiabetes, hypertension, high cholesterol and cardiovascular disease. Generally, the associationbetween health risks and body fat distribution is as follows:

• Least risk – slim (no pot belly)• Moderate risk – overweight with no pot belly• Moderate to high risk – slim with pot belly• High risk – overweight with pot belly.

Waist circumference and health risksWaist circumference can be used to indicate health risk.For men:

• 94cm or more – increased risk• 102cm or more – substantially increased risk.

For women:

• 80cm or more – increased risk• 88cm or more – substantially increased risk.

Genetic factorsThe tendency to deposit fat around the middle is influenced by a person’s genes. However, you cantake this genetic tendency into account and do something about it.

Being physically active, avoiding smoking and eating unsaturated fat instead of saturated fat havebeen shown to decrease the risk of developing abdominal obesity.

Where to get help

• Your doctor• Maternal & Child Health nurse• An accredited practising dietitian, contact the Dietitians Association of Australia

Things to remember

• BMI is an approximate measure of your total body fat.• Being underweight or overweight can cause health problems, especially if you are also

inactive.• Your waist circumference is a better predictor of health risk than BMI.

This page has been produced in consultation with, and approved by: Deakin University - School of Exercise and Nutrition Sciences

Copyight © 1999/2009 State of Victoria. Reproduced from the Better Health Channel (www.betterhealth.vic.gov.au) atno cost with permission of the Victorian Minister for Health. Unauthorised reproduction and other uses comprised in thecopyright are prohibited without permission.• This Better Health Channel fact sheet has passed through a rigorous approval process. For the latest updates and moreinformation visit www.betterhealth.vic.gov.au.


BMI 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54

Height(inches) Body Weight (pounds)

58 91 96 100 105 110 115 119 124 129 134 138 143 148 153 158 162 167 172 177 181 186 191 196 201 205 210 215 220 224 229 234 239 244 248 253 258

59 94 99 104 109 114 119 124 128 133 138 143 148 153 158 163 168 173 178 183 188 193 198 203 208 212 217 222 227 232 237 242 247 252 257 262 267

60 97 102 107 112 118 123 128 133 138 143 148 153 158 163 168 174 179 184 189 194 199 204 209 215 220 225 230 235 240 245 250 255 261 266 271 276

61 100 106 111 116 122 127 132 137 143 148 153 158 164 169 174 180 185 190 195 201 206 211 217 222 227 232 238 243 248 254 259 264 269 275 280 285

62 104 109 115 120 126 131 136 142 147 153 158 164 169 175 180 186 191 196 202 207 213 218 224 229 235 240 246 251 256 262 267 273 278 284 289 295

63 107 113 118 124 130 135 141 146 152 158 163 169 175 180 186 191 197 203 208 214 220 225 231 237 242 248 254 259 265 270 278 282 287 293 299 304

64 110 116 122 128 134 140 145 151 157 163 169 174 180 186 192 197 204 209 215 221 227 232 238 244 250 256 262 267 273 279 285 291 296 302 308 314

65 114 120 126 132 138 144 150 156 162 168 174 180 186 192 198 204 210 216 222 228 234 240 246 252 258 264 270 276 282 288 294 300 306 312 318 324

66 118 124 130 136 142 148 155 161 167 173 179 186 192 198 204 210 216 223 229 235 241 247 253 260 266 272 278 284 291 297 303 309 315 322 328 334

67 121 127 134 140 146 153 159 166 172 178 185 191 198 204 211 217 223 230 236 242 249 255 261 268 274 280 287 293 299 306 312 319 325 331 338 344

68 125 131 138 144 151 158 164 171 177 184 190 197 203 210 216 223 230 236 243 249 256 262 269 276 282 289 295 302 308 315 322 328 335 341 348 354

69 128 135 142 149 155 162 169 176 182 189 196 203 209 216 223 230 236 243 250 257 263 270 277 284 291 297 304 311 318 324 331 338 345 351 358 365

70 132 139 146 153 160 167 174 181 188 195 202 209 216 222 229 236 243 250 257 264 271 278 285 292 299 306 313 320 327 334 341 348 355 362 369 376

71 136 143 150 157 165 172 179 186 193 200 208 215 222 229 236 243 250 257 265 272 279 286 293 301 308 315 322 329 338 343 351 358 365 372 379 386

72 140 147 154 162 169 177 184 191 199 206 213 221 228 235 242 250 258 265 272 279 287 294 302 309 316 324 331 338 346 353 361 368 375 383 390 397

73 144 151 159 166 174 182 189 197 204 212 219 227 235 242 250 257 265 272 280 288 295 302 310 318 325 333 340 348 355 363 371 378 386 393 401 408

74 148 155 163 171 179 186 194 202 210 218 225 233 241 249 256 264 272 280 287 295 303 311 319 326 334 342 350 358 365 373 381 389 396 404 412 420

75 152 160 168 176 184 192 200 208 216 224 232 240 248 256 264 272 279 287 295 303 311 319 327 335 343 351 359 367 375 383 391 399 407 415 423 431

76 156 164 172 180 189 197 205 213 221 230 238 246 254 263 271 279 287 295 304 312 320 328 336 344 353 361 369 377 385 394 402 410 418 426 435 443

Source: Adapted from Clinical Guidelines on the Identification, Evaluation, and Treatment of Overweight and Obesity in Adults: The Evidence Report.

Body Mass Index Table

Normal Overweight Obese Extreme Obesity

There are many reasons why an older person may not want to participate inphysical activity. Understanding the barriers to participation can help toidentify strategies to address these.

Potential barriers can be classified into three broad groups: individual, socialand structural.

Individual

• Medical conditions/frailty. There is often a perception that older peoplewith health problems such as Parkinson’s disease, stroke, arthritis orcognitive impairment should not exercise because it might aggravate theirhealth problems. Provided the activity is appropriate, these people canbenefit from physical activity.

• Negative beliefs about physical activity and the belief that there is only ahealth benefit from vigorous activity. Often people do not realise thepotential benefits of moderate levels of physical activity and that they canslowly increase and build upon what they are doing.

• A lack of confidence in their own ability to perform physical activity safely.• Depression – unidentified or untreated.• Perceptions that physical activity is unpleasant and not enjoyable.• Not having been active for a long time.• Fears associated with injury. For example, fear of falling is associated with

low levels of physical activity in community dwelling older people (Bruce,2002).

• Lack of time due to other commitments (such as caring for a spouse).• Lack of energy. Energy is often seen as a finite resource that should not be

squandered on exercise for exercise sake (Stead, 1997). However, doingless actually increases feelings of tiredness. If a person gradually increasestheir physical activity, they find over time they are less tired after the sameactivities.

• Inadequate nutrition to support increased levels of physical activity. Referto Help sheets 3.1–3.8.2 and 5.2–5.9 (Nutrition resource manual) and Helpsheet 7 in this Resource Kit, ‘Nutrition related activities in group settings’.

Social

• Stereotypical images of ageing – for example, the image that older peopleshould slow down and take things easier.

• Negative attitudes towards physical activity from family, friends or perhapssome health professionals – for example, carers may see physical activityas frightening and risky for an older person, the view of ‘not at your age’.

• A lack of appropriate role models – older people may not see other peopleof their age engaging in physical activity.

• Lack of appropriate physical activity options for older people.

Help sheet 11:Barriers to physical activity

Well for life – Section 2: Help sheet no. 11 35

Structural

• Lack of appropriate environment – for example, concerns about the safetyof the neighbourhood, uneven paths and hills may limit older peopleundertaking a walking program.

• Lack of transport or other access difficulties – for example, steps at entry.• Cost constraints.• Lack of appropriate opportunities in the community. • Lack of fitness instructors qualified to take exercise classes for older

people.

The Hilary Commission (1998) in New Zealand reported that 56 per cent ofpeople surveyed reported they would like to be more active than their currentlevel, but that there were significant barriers to achieving this.

For each older person, it is important to attempt to identify the specificbarriers to increased physical activity. This can then serve as the basis, inconjunction with an understanding of the interests of the person, for thedevelopment of a program most likely to achieve a long term improvement inphysical activity.

No matter what your age, you can participate in physical activity.

Overcoming barriers

Although some aspects of the environment are difficult to change, it isimportant to review aspects that are amenable to change. For example: • For individuals with medical problems or concerns it is important to tailor

physical activity programs to their needs. This would ensure the programis safe, effective in benefiting the older person, and also decreases theirfears. Health professional (GP, physiotherapist, occupational therapist)referral may be warranted for these individuals (see Help sheet 14 in thisResource Kit).

• Include the GP if the person has concerns about physical activity or hassome medical problems (see Help sheet 14 in this Resource Kit). Thiswould give the person reassurance and also guide what type of physicalactivity may be appropriate for them.

• For those fearful of falling, educate them that being stronger and havingbetter balance can prevent falls. Organising a review by a healthprofessional may overcome this barrier.

• If the person is using a walking aid, it should not stop them beingphysically active. They should continue to use the aid during their physicalactivity.

• Include supportive family members or friends in discussions andeducation sessions to encourage support from these people. Hand outwritten material as well so others can see the message you are conveyingeven if they were not present.

• Take into account the person’s interests and emphasise the ‘fun’ and socialaspects of physical activity. If organising a group-based physical activityprogram, include a social component and promote interaction.

36 Well for life – Section 2: Help sheet no. 11

• If you are working with older people from a culturally and linguisticallydiverse (CALD) background and their carers, be sure to conduct culturallyappropriate physical activity programs and ensure that promotion of theseprograms is done through culturally specific avenues (for example, usingmulticultural radio stations or newspapers).

• If you are working with older people from CALD backgrounds and theircarers, be aware of cultural beliefs and attitudes towards physical activity,such as single sex group programs.

• For culturally specific physical activity programs, use multicultural staff androle models to assist with the program.

• Promote realistic role models, for example, guest speakers at a group, orprovide examples of other older people you have encountered who havebecome more physically active and benefited from the experience.

• Educate about the benefits of physical activity, for example, performingregular physical activity will increase the amount of energy felt rather thanuse it all up.

• If the local environment is a concern, consider suggesting involvement ingroups such as a walking group or consider more home-based physicalactivity programs.

• If transport is a concern, consider programs with a car-pooling system,activities that are close to public transport or a home-based physicalactivity program.

• If the home environment is a concern (for example, cannot leave housedue to unsafe stairs), consider an occupational therapy referral. Otherservices, such as home-based rehabilitation, may also be useful.

Remember, older people who have not been physically active for a long timemay not be ready to undertake changes to their physical activity levels whenit is first suggested to them. Guidelines on self-management of chronicconditions for nurses and allied health professionals have been developed bythe Royal Australian College of General Practitioners and contain verypractical information on theories of health behaviour change, including theStages of Change model (Commonwealth Department of Health and Ageing,2002). These guidelines are a very useful reference for practitionersdiscussing physical activity with individuals. It is important to respect theirwishes if they do not wish to change their physical activity levels and, if theysay ‘no’, consider that you are ‘planting the seeds’ for a possible change at alater stage.

Barriers to being active quiz

This quiz can be used to identify the types of physical activity barriers thatare undermining a person’s ability to participate in regular physical activity. Itis a simple 21 question quiz that easily calculates a score in seven barriercategories: lack of time, social influence, lack of energy, lack of willpower,fear of injury, lack of skill and lack of resources. A copy of the quiz andsuggestions for overcoming the barriers can be obtained fromhttp://www.cdc.gov/nccdphp/dnpa/physical/life/overcome.htm

Well for life – Section 2: Help sheet no. 11 37

References

Better health channel website: http://www.betterhealth.vic.gov.au/

Browning, C, Menzies, D & Thomas, S (2004) ‘Assisting health professionalsto promote physical activity and exercise in older people’. In ME Morris & AMSchoo (Eds.), Optimizing exercise and physical activity in older people.Oxford: Elsevier Science Limited.

Bruce, D, Devine, A et al. (2002) ‘Recreational physical activity levels inhealthy older women: the importance of fear of falling’, J Am Geriatr Soc 50:84–89.

Commonwealth Department of Health and Ageing (2002) Chronic conditionself management guidelines for nurses and allied health professionals. TheRoyal Australian College of General Practitioners.(www.chronicdisease.health.gov.au/guidelines.htm)

Haralambous, B, Osborne, D, Fearn, M, Black, K, Nankervis, J & Hill, K (2003)Participation in physical activity amongst older people. Melbourne: NationalAgeing Research Institute, for the Department of Human Services, Victoria.

Hilary Commission (1998) Physical Activity Taskforce Report. New Zealand:Hilary Commission for Sport, Fitness and Leisure.

Stead, M, Wimbush, E, Eadie, D & Teer, P (1997) ‘A qualitative study of olderpeople’s perceptions of ageing and exercise’, Health Education Journal, 56(1),3–16.

38 Well for life – Section 2: Help sheet no. 11

THEME: BEHavior CHangE

and ExErCisE adHErEnCE

Finding theMotivation forExercise andFitness Within

by Christina Geithner, Ph.D., FACSM, ACSM HFS

Having the motivation or intention to be fit isone thing; acting on the motivation is another.It takes intention (motivation) plus action toequal results. The more motivated you are, theeasier it is to take action (exercise) to realizeyour fitness goals. Motivation is a cognitiveprocess that connects a thought or a feelingwith an action. Motivation may be intrinsic (aninternal drive to do something out of interestor enjoyment in exercise itself, or valuingexercise as important or beneficial) or extrinsic(an external drive, such as rewards,competition or the threat of punishment).

Get to Know the Motivatorsfor Exercise and Fitness

Public health researchers are particularlyinterested in psychological influences onexercise behavior (including intrinsic andextrinsic motivators) because they may bemodifiable. One intrinsic motivator isknowledge. Understanding the benefits ofexercise—including reduced risks ofcardiovascular disease, obesity, diabetes, coloncancer and all-cause mortality as well asincreased energy, improved fitness and betterquality of life—can be a motivator. Intrinsicmotivators can also include reduceddepression and anxiety levels, enhanced mood,improved confidence and self-esteem, andheighted need to enjoy activity in retirement.Extrinsic motivators for exercise includeweight loss, improved physical appearance andcompetition for awards. A recommendationfrom your health care provider, somethingACSM advocates through the Exercise isMedicine® initiative, can serve as a strongexternal motivator for exercise. The key is todetermine what are important or salientmotivators for you.

How to Build and MaintainMotivation

Common recommendations for building andmaintaining exercise motivation include thefollowing:

• Set a goal or vision. Having a clear pictureof your desired outcome (your destination)makes you much more likely to achieve it.Clearly specify how you will know whenyou’ve reached your goal. You might take apicture of yourself now and every fourweeks, so you can see how you’reprogressing.

• Strategize.—Develop a realistic action plan. Createa clear, logical and achievable action planthat includes frequency, intensity andduration of cardiovascular exercise,strength training and stretching. Includerealistic short- and long-term goals. Start

Supported by

A m e r i c A n c o l l e g e o f S p o r t S m e d i c i n e

AcSm Fit Society® pAge

Letter from the Editorby Dixie L. Thompson, Ph.D., FACSM

Welcome to the summer 2011 edition of theACSM Fit Society® Page, sponsored byLiberty Mutual. For many of us, starting andsticking with an exercise program is achallenge. We start with enthusiasm, butwithin a few weeks time constraints andother commitments get in the way ofsticking with our plans. This issue isdedicated to helping you make exercise alasting part of your life. Whether you’rebrand new to exercise or a long-timeexerciser looking to spice up your routine,this issue is for you.

Please look over this information that ACSMexperts have prepared for you, share it withfriends and family, and enjoy the fitnessopportunities afforded by making exercise apart of your routine.

Dixie L. Thompson, Ph.D., FACSM

Editor, ACSM Fit Society® Page

Email: [email protected]

To subscribe to the ACSM Fit Society® Page,please send an email to [email protected].

Summer 2011

I N S I D E T H I S I S S U E :1 | Letter from the Editor1 | Finding the Motivation for Exercise and Fitness Within2 | Q&A with ACSM3 | Starting an Exercise Program and Sticking with It

4 | Making Physical Activity a Family Affair5 | Making Exercise Fun Again6 | Ten Ways to Start An Exercise Program7 | The Athlete’s Kitchen

mailto:[email protected]

mailto:[email protected]

ACSM Fit Society® Page Editorial Board:Dixie L. Thompson, Ph.D., FACSM, Editor

University of TennesseeThomas S. Altena, Ed.D.

Southwest Missouri State UniversityKatherine A. Beals, Ph.D., R.D., FACSM

University of UtahGreg Chertok, M.Ed.

The Physical Medicine and Rehabilitation CenterDawn Coe, Ph.D.

University of TennesseeKate A. Heelan, Ph.D., FACSM

University of Nebraska-KearneyCherilyn Hultquist, Ph.D.

Kennesaw State UniversityGerald Jerome, Ph.D.

Towson UniversityAnthony C. Luke, M.D., M.P.H., FACSM

University of California, San FranciscoLynn Millar, Ph.D., FACSM

Winston-Salem State University

ACSM is the world’s largest association devoted tosports medicine and exercise science. ACSM advances andintegrates scientific research to provide educational andpractical applications of exercise science and sportsmedicine.

Permission to reprint material from this publication isgranted by ACSM contingent upon manuscripts beingreprinted in total without alteration and on proper creditgiven to ACSM by citing ACSM Fit Society® Page, issue andpage number; e.g., “Reprinted with permission of theAmerican College of Sports Medicine, ACSM Fit Society®

Page, Summer 2011, p. 3.”

small and progress gradually to help youfeel successful and avoid injury orburnout.

—Use environmental cues. Put your gymbag by the door, so you remember to take itto work. Or schedule your workouts intoyour calendar or planner and set electronicreminders on your cellphone or computer.

—Have fun. Find an activity that you enjoyand will stick with, along with anenvironment that is supportive, safe andcomfortable for you.

—Make it convenient. Exercise at home tofitness DVDs if you don’t have time to driveto the gym. Exercise at the time of daywhen you have time and you enjoy doingit.

—Record your progress. Keep a writtenrecord of your exercise (weights, sets, reps;distance walked, run, or biked; flights ofstairs climbed; etc.) to provide information

about progress that reinforces your exercisebehavior.

—Build a social support network. Find abuddy with whom you can work outregularly. You can help and encourage eachother, rely on each other for moral supportand accountability, and share in youraccomplishments. If you need additionalhelp and accountability, you can hire apersonal trainer. Look for a trainer who iscredentialed by a well-known organization,such as ACSM.

—Reward yourself. Treat yourself tosomething that is compatible with yourhealth and fitness goals (e.g., not a piece ofchocolate cake, but something else youenjoy, like a movie, flowers or new exerciseclothing).

• Believe in yourself. You can implement astrategy and achieve your vision. Self-

efficacy, or confidence in your ability tosucceed, can be built by self-affirmations orpositive self-talk and by small fitness gains.Don’t expect perfection or compare yourselfto others. Keep your focus on what makesexercise meaningful for you and what youultimately want to gain from your exerciseprogram.

• Persist. Making good exercise and nutritionchoices day after day can be challenging. Ifyou have momentary setbacks, accept themand get back on track.

Your exercise goals depend on your ability tounderstand your exercise personality andmotivators. Having a clear goal or vision thatexcites you and pursuing it in an enjoyableway is a great start. It’s all about knowing whatmakes you tick and pairing intention withaction to achieve tremendous fitness results.

Q&Aby Anthony Luke, M.D., FACSM

Q: There’s a new online program that my employer is encouraging me to do. It involveslifestyle change and exercise monitored over the computer. Is this an effective method toincrease my activity?

A: Just as in many other areas in life, computers, mobile devices and the Internet are now playing arole in physical activity. It’s estimated that more than 1.4 billion people use the Internet on any givenday. Since it is a commonly used tool, it makes sense that the Internet could be a useful method toaffect behavior and encourage exercise. When we reviewed 15 studies from 2007, more than half ofthe controlled trials of website-delivered physical activity interventions reported positive behavioralhabits. Web-based programs that interacted with the users more than five times had better resultsthan those with more limited contact. Interventions showed better results when they followedpeople for a shorter period, like three months rather than six months or one year, which shows slowbut steady decline in exercise adherence. This suggests that regular contacts and reminders can behelpful to encourage exercise, and this needs to continue long-term to keep interest levels high andhave people maintain their improved activity levels. In the last five years, technology and the Webhave grown significantly, and the future will likely bring more sophisticated and appealing Webprograms. A more recent study for a worksite Internet-based physical activity and nutritionpromotion program in the Journal of Medical Internet Research suggested that women were more thantwice as likely as men to use these programs. The use of the program didn't depend on the person’slevel of health, and more than half the people did use the program. Long-term effectiveness of Web-based promotion programs are still under review. However, though you can be reminded and usethe Internet to document your activities, you still have to exercise. So, turn the computer off and getactive.

Q: I like to run with loud music, which really pumps me up. Is this psychological? Ireally do feel stronger and faster.

A: There seems to be a real motivating effect of music while you exercise. In a few studies,individuals exercising with music did perform better than those exercising without music. In onestudy, the presence of music led an active group to report lower anxiety levels and exercise longer.Another study showed that young women 20-22 years old demonstrated better ability to benchpress and could do more repetitions with weights with music than without. Interestingly, the louderthe music, the better the individuals performed with their strength training. So it does seem thatmusic can pump you up.

A M E R I C A N C O L L E G E O F S P O R T S M E D I C I N E

ACSM FIT SOCIETY® PAGE

Motivation (continued from page 1)

ACSM Fit Society® Page • A Quarterly Publication of the American College of Sports Medicine • www.acsm.org • Summer 2011 Page 2

http://www.acsm.org

THEME: BEHavior CHangE

and ExErCisE adHErEnCE

Starting anExerciseProgram and Stickingwith It

by Cherilyn Hultquist, Ph.D.

Many people struggle with how to actuallyinitiate an exercise program. While intentionsare often sincere, an overwhelming amount ofavailable information can make this healthylifestyle adjustment a daunting task. Whilethere are numerous strategies targetingbehavior changes associated with physicalactivity increases, your reasons for starting anexercise program are unique to you.Considering the following points may helpyou begin and adhere to a program.

Understand that starting an exercise programwill alter your daily routine, so a little thoughtand preparation will make for a smoothertransition. Also, several factors influence long-term adherence, including how confident youare in your ability to continue exercising amidlife’s challenges and whether or not you thinkthe exercise program will yield the desiredphysical and mental results. Therefore, when

considering an exercise program, choosesomething that is feasible, accessible, provenand enjoyable.

For feasibility, it is important to considerphysical requirements, potential costs andtime commitments. First, if you have knownhealth concerns, or if you are unsure of yourcurrent health status, a physician’s clearance isrecommended to identify types of exercise topursue and/or avoid. The physicalrequirements of a new activity definitelyinfluence adherence. Even though skills willdevelop, starting with exercises that are toointense or too difficult can lead to excessivesoreness or injuries, which can lead todropping out before benefits are realized.Choosing activities that are beginner-friendlyand low-impact – such as walking, lightresistance training or beginner-level classes –provide the appropriate intensity for newexercisers. Regular exercise does not have tobe a huge expense, but understanding one-time and ongoing costs will help you choose aprogram that matches your budget. Possiblecosts can include monthly facility fees, specialequipment, appropriate attire or professionalassistance. As with any informed purchase,new exercisers should shop around and askfor referrals. Another important considerationis time. Since lack of time is often cited as amajor barrier to exercise, choosing activitiesthat fit within your available timeframe willhelp make exercise a comfortable part of yourdaily life and not a burden. Identify a timeeach day when exercise will be the leastdisruptive. This could mean a morningworkout some days and an evening workoutother days. Don’t forget to consider lunchhours and weekends, too.

Exercise must also be accessible, and makingit as convenient as possible will help a habit todevelop. Identifying exercise options close tohome and work, such as fitness facilities,parks and trails, will provide several optionsfor tight schedules. When exercising duringthe week, consider packing a bag to carrywhen you first leave home for the day. Thiswill eliminate extra trips, which can causedistractions and take up valuable time. Alsokeep a pair of athletic shoes at work for aquick lunchtime walk. You could also keep amat, dumbbells and exercise DVDs at homefor days when weather, time or other barriersprevent planned activities.

Setting a personal goal of beginning anexercise program is a great start, but

identifying specific desired results will helpyou stick with it. Whether results are relatedto overall health improvements or a physicaltransformation, it is important to get abaseline measure of all variables of interest, setshort- and long-term goals, and match theexercise program to the goals that have beenset. This will help identify the best type ofphysical activity, the intensity and duration,and how many days per week you need tomeet those goals. Be sure to decide ahead oftime when progress will be assessed and trackdaily and weekly activities on a calendar. Bytracking physical activity and progress, it willbe easier to make the appropriate adjustmentsto a program in order to achieve desiredresults and avoid burnout. If you find thisdaunting, consider turning to a fitnessprofessional for help.

Finally, finding activities that are enjoyable willhelp transition to a healthy lifestyle. Thisincludes determining if exercising alone, witha partner or with a group is more desirable.Some people will prefer the accountability of apartner or fitness professional while othersenjoy the solitude of being alone during aworkout. Also, there are endless options andcombinations for exercise includingcardiorespiratory, strength training andmind/body practices, and trying a variety ofactivities will lead to a well-rounded programwith plenty of options.

Starting and sticking with an exercise programis a challenge for many individuals, but byplanning ahead and giving consideration topersonal needs and preferences, the benefits ofleading a healthy lifestyle will soon be evident.

ACSM Fit Society® Page • A Quarterly Publication of the American College of Sports Medicine • www.acsm.org • Summer 2011 Page 3

http://www.acsm.org

CERTIFICATE III MODULE 1

ASSIGNMENT Please note that this is included as an example for preparation only. Assignment questions may alter slightly, these changes will be made to the downloadable version.

MODULE 1 –ASSIGNMENT TASK

GENERAL INSTRUCTIONS

The assignment is in 4 sections with a number of parts each. Please ensure that you submit complete assignments including both sections and all parts.

You may use your Cert III Module 1 course notes and any other resources available to you. We advise you to use as many research strategies as possible to acquire a good understanding of the subject matter. Although you may use various sources, you must always ensure that your work is in your own words, plagiarism is strictly not allowed. You may use references, as long as you identify the source.

Please submit your assignment based on the submission instructions in the course overview information.

If you have any questions on how to complete assignment questions please email or contact your tutor.

Please note that assignment questions may alter slightly, these changes will be made on the downloadable version.

SECTION 1 – FITNESS ORIENTATION AND HEALTH SCREENING

PART A – IDENTIFY GENERAL FITNESS REQUIREMENTS

Imagine that you are working at the front counter of a new large fitness complex. You offer a large range of facilities and classes. A new client approaches you and is interested in becoming a member.

1. List 3 open ended questions you would ask clients in order to establish which of your services they would like to access?

2. List 5 requirements or expectations your clients might have for the fitness complex?

PART B – ADVISE CLIENTS

1. Describe 5 health benefits from fitness activities.

2. Explain how fitness appraisals allow the fitness instructor to tailor the best solution for their client. (under 200 words)

PART C – HEALTH SCREENING QUESTIONNAIRE

1. In point form, explain the purpose of a health screening questionnaire (minimum of 5 points).

2. List a minimum of 5 types of screening information that would be contained in a screening questionnaire.

3. Explain what is meant by a contraindication and how this relates to exercise.

4. Why is it so important to establish whether a client has a contraindication to exercise?

SECTION 1: FITNESS ORIENTATION AND HEALTH SCREENING COMPETENCIES

FOR TUTOR USE, PLEASE COMPLETE C AND NYC SECTIONS IN THE BELOW TABLE:

Q’s C NYC Part A: Identify general fitness requirements

1 2

Establish the service the client wishes to assess Identify and assess client requirements and expectations

Part B: Advise clients 1 2

Explain benefits of fitness activities Explain benefits of fitness appraisals

Part C: Health screening questionnaire

1 2

3 + 4

Explain the purpose of a health screening questionnaire Describe screening information Explain contraindications and harmful practices

SECTION 2 – PROVIDE QUALITY SERVICE

PART A – COMMUNICATION

1. Describe ‘non-verbal’ communication. Why is this type of communication important for fitness professionals?

2. Effective 2 way communication requires active listening and questioning. Identify 5 questions you would ask a potential client to ensure you have the right information to meet their needs?

PART B – PERSONAL PRESENTATION STANDARDS

1. List 5 personal presentation factors a fitness professional should be aware of whilst working in a gym.

PART C – DEVELOP A CLIENT RELATIONSHIP

1. Explain briefly what is meant by ‘rapport’ and why it is important for a fitness professional to build rapport with clients?

2. In order to promote repeat business, from time to time it will be important to offer marketing promotions.

a. Research 3 fitness facilities that use different types of marketing promotions. Compile a list of these promotions.

b. Discuss which of these you feel is the most effective and why.

3. As a fitness professional, you will need to exercise discretion and confidentiality within boundaries. Create a set of guidelines that exist between a client/instructor, with an explanation for each.

PART D – COMPLAINTS

1. From time to time, clients will have complaints about your facility or service. Some may be valid, others may not.

a. Identify 5 potential complaints that may arise in a fitness facility and explain how you would resolve these complaints.

SECTION2: PROVIDE QUALITY SERVICE COMPETENCIES


Q’s C NYC Part A: Communication

1 2

Describe non-verbal communication Uses two way communication

Part B: Personal Presentation

1 Describe personal presentation

Part C: Develop Rapport

1 2 3

Develop rapport Discusses promotional services

Discusses client boundaries Part D: Complaints 1

1 Describe potential conflicts Explain solutions

SECTION 3 – CLIENT HEALTH ASSESSMENT

PART A – DETERMINE FITNESS GOALS

1. Explain (in 200 words) why it is important to discuss other information such as the client’s likes, dislikes, lifestyle, habits and family situation before prescribing exercise.

2. Explain short-term goals and long-term goals with 3 examples of each.

3. Explain how you would match services to fitness goals, including 3 examples.

PART B – FITNESS APPRAISAL

1. In the fitness industry you will need to use certain apparatus when conducting fitness appraisals. Identify the equipment or tools used for each of the following:

PART C – MOTIVATION

1. It is very common for clients to begin an exercise program and then discontinue with it.

a. Outline 5 common reasons for clients to discontinue with their exercise program

b. Recommend 3 strategies to encourage exercise adherence.

SECTION 3: CLIENT HEALTH ASSESSMENT COMPETENCIES


Q’s C NYC Part A: Fitness goals Explain the importance of discussing other information

Describe long term and short term fitness goals Part B: Fitness Appraisal 1 Identify fitness appraisal tools

Plan equipment Describe fitness appraisal methods

Part C: Motivation 1 Recognise common reasons for discontinuation 2 Recognise factors that will encourage exercise adherence

SECTION 4 – ADDRESS CLIENT NEED

In order to provide the best outcomes for your client, you will need to develop your knowledge of available client services and understand how these services can be customised for your client’s needs.

1. Undertake research of 2 fitness facilities to determine available services.

a. Provide a list of the services of both facilities (this could be the flyer for the facility or a list you create yourself).

b. How do these services compare with the services an independent personal trainer could offer?

2. Using the list of services you collected, propose a service that would best match the following clients:

a. A single mum looking for relaxation who can only afford a babysitter once a week

b. Someone who loves music and dance and is looking for an intense workout

c. Someone looking to improve flexibility

d. A 35 year old insurance broker looking to de-stress

e. A 25 year old man looking to increase muscle mass

3. Your clients will experience areas of difficulty when it comes to accessing services. These areas may include:

a. Limited services

b. Cost

c. Schedule conflicts

d. Travel (distance to venue)

e. Lack of time

Propose strategies to deal with each of these areas in order to provide the best solution to your client’s needs. Remember that the best solution isn’t always the perfect solution; it is simply the best of the alternatives on offer.

SECTION4: ADDRESS CLIENT NEEDS COMPETENCIES


Q’s C NYC Develop Knowledge 1a Undertake research to compare available services

1b Investigate services of other providers Recommend services 2 Evaluate services and recommend those to best match client Customise Services 3 Identify areas of difficulty and propose solutions