Download - level 3 keynote
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Level 3 Personal Training Course
By Faster Health and Fitness
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28 Tasks to Success A guide to completing the course material
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Your Course 28 Steps to Complete Task Subject Area to Study Written Assignments/LAP Video Assignments Online Support
Task 1
Anatomy and Physiology for Exercise
Skype Tutorial student revision requests, progress update
Task 2
Programming for Personal Training
Complete P20, Unit 2 & 3 Predictive Programme Overview. Sign, scan and
send to assessor at [email protected]
by close Day 11
Written posts and answers to questions on Facebook
Task 3
Anatomy and Physiology for Exercise
Written posts and answers to questions on Facebook
Task 4
Programming for Personal Training
Written posts and answers to questions on Facebook
Task 5
Anatomy and Physiology for Exercise
Complete P26-28, Unit 3 Programming with Personal Training Clients Worksheet. Sign, scan and
send to assessor at [email protected]
by close Day 13
Written posts and answers to questions on Facebook
Task 6
Programming for Personal Training
Written posts and answers to questions on Facebook
Task 7
REST! Do Mock A&P Exam. Mark yourself REST! REST!
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Your Course 28 Steps to Complete
Task Subject Area to Study Written Assignments/LAP Video Assignments Online Support
Task 8
Anatomy and Physiology for Exercise
Skype Tutorial student revision requests, progress update
Task 9 (Book in your live day of practice!)
Programming for Personal Training
Complete P20, Unit 2 & 3 Predictive Programme Overview. Sign, scan and send to assessor
at fastercourses@lifecare-
health.co.uk by close Day 11
Written posts and answers to questions on Facebook
Task 10
Anatomy and Physiology for Exercise
Written posts and answers to questions on Facebook
Task 11
Programming for Personal Training
Written posts and answers to questions on Facebook
Task 12
Anatomy and Physiology for Exercise
Complete P26-28, Unit 3 Programming with Personal Training Clients Worksheet.
Sign, scan and send to assessor at
[email protected] by close Day 13
Written posts and answers to questions on Facebook
Task 13
Programming for Personal Training
Written posts and answers to questions on Facebook
Task 14
REST! Do Mock A&P Exam. Mark yourself
REST! REST!
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Your Course 28 Steps to Complete
Task Subject Area to Study Written Assignments/LAP Video Assignments Online Support
Task 15
Applying the Principles of Nutrition to a Physical Activity
Programme
Complete P21-22 Unit 2 & 3 Programme Card. Sign, scan
and send to assessor at fastercourses@lifecare-
health.co.uk by close Day 20
Skype Tutorial student revision requests, progress update
Task 16 (Book in your live day of practice!)
Delivering Personal Training Sessions
Written posts and answers to questions on Facebook
Task 17
Applying the Principles of Nutrition to a Physical Activity
Programme
Written posts and answers to questions on Facebook
Task 18
Delivering Personal Training Sessions
Written posts and answers to questions on Facebook
Task 19
Applying the Principles of Nutrition to a Physical Activity
Programme
Written posts and answers to questions on Facebook
Task 20
Delivering Personal Training Sessions
Written posts and answers to questions on Facebook
Task 21
REST! Do Mock Nutrition Exam. Mark it.
REST! REST!
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Your Course 28 Steps to Complete Task Subject Area to Study Written Assignments/LAP Video Assignments Online Support
Task 22
Applying the Principles of Nutrition to a Physical Activity Programme
Complete P23 Unit 2 & 3 Programme Evaluation & Modification Summary Worksheet. Sign, scan and send to
assessor at [email protected] by
close Day 23
Skype Tutorial student revision requests, progress
update
Task 23
Delivering Personal Training Sessions
Written posts and answers to questions on Facebook
Task 24
Applying the Principles of Nutrition to a Physical Activity Programme
Familiarise yourself closely with P29 Unit 4 Summative Assessment
Checklist. These are the criteria against which you will be assessed in
the practical exam
Written posts and answers to questions on Facebook
Task 25
Delivering Personal Training Sessions
Written posts and answers to questions on Facebook
Task 26
Applying the Principles of Nutrition to a Physical Activity Programme
Do mock exam Unit 1 Anatomy and Physiology for Exercise & Health. Mark
it and work on weaker areas
Written posts and answers to questions on Facebook
Task 27
Delivering Personal Training Sessions
Do mock exam for Unit 2 Applying the Principles of Nutrition Mark it and
work on weaker areas
Written posts and answers to questions on Facebook
Task 28 (Live Assessment Day)
Bring LAP P 21-33 with you Theory Exam: Unit 1 & Unit 2 Practical: 60 minute gym Sign docs LAP P29-33
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Anatomy and Physiology The next level
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Learning outcomes
! By the end of this session you will be able to:
! Identify the anatomical axes and planes with regard to joint actions and different exercises
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Anatomical planes
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Anatomical planes frontal
! Divides the body into front and back sections (anterior and posterior)
! Joint action example
! Abduction and adduction
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Anatomical planes sagittal
! Divides the body into left and right sections (can be uneven)
! Joint action example
! Flexion and extension
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Anatomical planes transverse
! Divides the body into upper and lower parts
! Joint action example
! Rotation
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Joints The next level
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Learning outcomes
! By the end of this session you will be able to -
! Describe joints/joint structure with regard to range of movement and injury risk
! Describe the structure of the pelvic girdle and the associated muscles and ligaments
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Joint actions
! Revise joint actions from level 2 (optional)
! Look at new joint actions relevant to Level 3
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Joint actions (in addition to level 2)
Inversion and eversion
! These movements occur in the foot (specifically the subtalar joint)
! Inversion is where the sole turns to face inwards and eversion is where the sole turns to face outwards.
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Inversion and eversion
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Joint actions
Opposition
! This describes the specific movement of touching the thumb to the fingers. It is what makes humans unique from other animals in their ability to grip objects.
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Joint actions
Opposition
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Joint action- rotation Covered at level 2 however It is also possible to rotate ball and socket joints. For example, turning the leg inwards towards the middle of the body (internal or medial rotation). Turning the leg outwards away from the centre of the body (external or lateral rotation)
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The shoulder girdle
! The shoulder, or pectoral, girdle is composed of a double set of two bones on each side of the body.
! The clavicles are slender and doubly curved long bones that run horizontally across the upper chest and can be felt just below the neck.
! Each clavicle articulates at the top of the shoulder with the acromion process of the scapula (acromioclavicular joint or AC joint) in a gliding synovial joint and with the top end of the sternum (the sternoclavicular joint) at the shoulders front.
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The shoulder girdle
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The upper arm and shoulder joint
! The only bone in the upper arm is the humerus.
! It fits into the glenoid cavity of the shoulder girdle.
! The shoulder joint is quite shallow, giving a large range of movement
! The stability of the shoulder joint comes primarily from a small group of muscles called the rotator cuff.
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The upper arm and shoulder joint
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The lower arm elbow and wrist
! There are two long bones in the lower arm the radius and the ulna.
! The ulna is slightly longer than the radius and has a much more prominent proximal head called the olecranon process that can be felt at the elbow joint.
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The lower arm elbow and wrist
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The lower arm elbow and wrist ! The radius and the ulna are connected to each other by a synovial
pivot joint, both at their proximal and distal ends, called the radioulnar joints.
! In contrast, it is the radius that is far more prominent at the wrist.
The wrist and hand
! The hand is composed of 27 small bones. The true wrist is composed of eight cuboid bones, the carpals, which form gliding synovial joints, giving a large degree of flexibility to the whole hand.
! The carpals are roughly arranged in two rows and the two biggest bones of the first row form the synovial joint with the radius. The second row articulates with the five metacarpals that radiate out to form the palm.
! The four fingers (or phalanges) are composed of three bony segments, articulating with each other via synovial hinge joints.
! The thumb, however, has only two segments. The articulation between the thumb and the first metacarpal is a synovial saddle joint
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The pelvic girdle
The pelvic girdle transmits the whole weight of the upper body down through the legs to the ground. It also plays a major role in ensuring the correct alignment of the spine (the neutral spine position). Unlike the pectoral girdle, it needs to be strong, stable and resistant to large ranges of movement. It is composed of two bones on each side. These bones are themselves made from three separate bones: the ilium, ischium and pubic bones, which fuse together indistinguishably, in adulthood.
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The pelvic girdle
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The pelvic girdle
! The pubic bones are joined together anteriorly by a cartilaginous disc, the pubis symphysis, which completes the pelvic bowl. This pad of cartilage between the two joint surfaces plays an important role in the stability of the pelvis. Stability is also dependent on ligaments, which are affected by the correct alignment of the Sacroiliac (SI) joints. The pubis symphysis has a normal separation of 34mm, which can increase up to as much as 9mm in pregnancy due to the hormone relaxin.
! The effect of relaxin on the SI joints and pubis symphysis often leads them to become a source of discomfort. Any movement or pain is often diagnosed as pubis symphysis disorder (PSD). However, extreme separation is called diastasis symphysis pubis and needs to be specifically diagnosed by a medical practitioner. The general term given to pain in either area is pelvic girdle pain (PGP).
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The pelvic girdle
Male Female
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Male Female
Narrow, shallow heart shaped pelvic bowl
Deeper, wider oval shaped pelvic bowl
Greater curvature in the sacrum
Pelvic angle is almost vertical
Pelvic angle tilts anteriorly
The position of the acetabulum is almost
vertical
The position of the acetabulum has a slight
posterior tilt Small Q angle between hip and knee joints allowing for more efficient transfer of force between the hip
and knee joints
Larger Q angle between hip and knee joints, causing less efficient transfer of force between hip and knee, leading to higher
incidence of hip, knee and ankle injury in females
engaging in impact activities such as running
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The knee joint and lower leg
! The larger of the two bones (second largest in the body) is the tibia. Its size reflects its role in weight transmission of the upper body from the femur down through the foot.
! The fibula is far weaker. It is completely non-weight-bearing and appears stick-like. However, it does have a role in bracing the tibia and giving the lower leg a stout, rectangular profile rather than a curved cylinder, thus improving its strength.
! The fibula also provides attachment points for muscles.
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The left tibia and fibula
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The knee
! The tibia alone articulates with the femur at the knee and it has large smooth depression that accepts the femoral condyles to form the knee joint the most complex joint in the body.
! It is a hinge joint allowing movements of flexion and extension in the sagittal plane.
! The synovial joint cavity has many pouch-like projections called bursa. These bursae help to prevent friction between bone and a ligament or tendon and between the skin and the patella.
! The articular cartilage is reinforced with lateral and medial cartilaginous C-shaped wedges called menisci. The menisci help to stabilise the joint by preventing lateral displacement of the bones.
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The knee
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The knee
! The joint is held together internally by two sets of cruciate ligaments at both the front and back of the joint (forming a cross).
! The cruciate ligaments help to add further stability to the knee joint.
! The patella (not shown in the image), a sesamoid shaped bone that has developed inside the tendon of one of the main thigh muscles, crosses the front of the joint and protects the knee.
! It is held in place by strong ligaments that ensure smooth tracking over the surface of the knee joint during movement.
! The patellar ligament is technically an extension of the muscle tendon.
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The ankle joint and foot
! The foot follows the same principles as the hand. The tarsal bones like the carpals of the hand are roughly cuboid and articulate with each other via gliding synovial joints. There are seven tarsals, but the two largest ones, nearest to the lower leg, mainly carry body weight.
These are:
! the talus bone that articulates with the tibia and fibula
! the large calcaneus, or heel bone, on which the talus sits
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The ankle joint and the foot
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The ankle joint and the foot
! The synovial joint between the talus and the tibia and fibula is a pure hinge joint: its movement is restricted to plantar and dorsiflexion in the sagittal plane.
! It is the gliding joints between the talus (subtalar joint), the calcaneus and all of the other tarsal bones that give the whole foot the flexibility to walk or run on uneven surfaces by allowing inversion and eversion movement.
! The metatarsals are five bony cylinders.
! The first and fifth metatarsals make contact with the ground and are strong weight bearers. The remaining three, however, form a transverse arch and are susceptible to fracture.
! The phalanges complete the pattern. Again like the fingers, they have three segments (apart from the big toe, which has two), but they are much smaller than in the fingers and therefore do not exhibit the same range of movement.
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Muscle Structure and Function The next level
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Learning outcomes
! By the end of this session you will be able to:
! Explain the cellular structure of muscle fibres
! Describe sliding filament theory
! Explain the effects of different types of exercise on muscle fibre types
! Describe the ability of muscle fibres to adapt to training
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Muscle structure and function
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Muscle structure
Muscle fibre Myofibril Myofilament
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Sliding filament theory
! Occurs within the sarcomere
! The unit of muscular contraction
! Requires calcium and ATP
! Nervous stimulus causes the myosin heads to attach to the actin forming cross bridges
! Myosin heads pivot and pull actin towards the centre of the sarcomere
! Process is repeated and myosin attaches further along the actin
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Motor units and recruitment
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Motor units and recruitment
! The strength of a muscular contraction will be affected by:
! The frequency of nerve impulses coming into the muscle cell
! The number of motor units activated
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Muscle fibre types
Slow twitch fibres Fast twitch fibres Type 1 Type 2
Slow oxidative fibres
Fast glycolytic fibres
Red in colour White in colour Contain large numbers of
mitochondria
Contain low numbers of
mitochondria Endurance type
activities Strength /
anaerobic type activities
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Muscle fibre types
The 2 fibres subdivide:
! Type 2a Fast oxidative glycolytic (FOG)
! Type 2x Fast glycolytic (FG)
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Muscle Actions The next level
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Learning outcomes
! By the end of this session you will be able to:
Name, locate function of muscles and their attachment sites
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Trapezius Origin Back of skull: C7, all
thoracic vertebrae Insertion
Spine of scapula and lateral edge of clavicle Joint crossed
Shoulder girdle (moves scapula relative to rib cage)
Joint actions Upper fibres elevate the
shoulder girdle Middle fibres retract shoulder
girdle Lower fibres depress shoulder
girdle Whole muscle upwardly
rotates scapula (works as a synergist with serratus
anterior)
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Rhomboids Origin Spinous processes of cervical and thoracic vertebrae (C7 and T1
T5) Insertion
Medial border of scapula
Joint crossed Shoulder girdle (moves scapula relative to rib
cage) Joint actions
Retracts scapula Downwardly rotates scapula (works as a
synergist with pectoralis minor)
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Levator scacpulae Origin
Transverse processes of cervical vertebrae (C1C4)
Insertion Medial border of scapula,
between superior angle and root of the spine of the
scapula Joint crossed
Shoulder girdle Joint action
Elevates the scapula (origin fixed)
Assists in downwards rotation of scapula
Laterally flexes the neck (insertion fixed)
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Serratus anterior Origin Front of ribs 18
Insertion Anterior surface of medial border of
scapula Joint crossed
Shoulder girdle (moves scapula relative to rib
cage) Joint action
Protracts the scapula Upwardly rotates
scapula (works as a synergist with
trapezius)
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Pectoralis minor Origin Front of ribs 35 Insertion
Coracoid process of scapula
Joint crossed Shoulder girdle (moves scapula relative to rib
cage) Joint action
Protracts the scapula (origin fixed)
Downwardly rotates scapula (works as a
synergist with rhomboids) Elevates rib cage during
breathing (insertion fixed)
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Deltoid Origin Clavicle (anterior head),
acromion (medial head) and spine of scapula (posterior
head) Insertion
Lateral surface of humerus (nearly half way down)
Joint crossed Shoulder (glenohumeral
joint) Joint action
Anterior fibres flex the shoulder and assist in
horizontal flexion All fibres abduct the shoulder (emphasis on
medial fibres) Posterior fibres extend the
shoulder and assist in lateral rotation
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Pectoralis major Origin Clavicle, sternum and cartilages of
ribs 16 Insertion
Top of the humerus Joint crossed
Shoulder (glenohumeral) joint
Joint action Shoulder horizontal
flexion Shoulder adduction Shoulder medial
rotation
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Latissimus dorsi Origin Via thoracolumbar fascia
(TLF) from spinous processes of T6T12, lumbar and
sacral vertebrae and iliac crest. Also lower 34 ribs and bottom (inferior) edge
of scapula Insertion
Top of the humerus (anterior)
Joint crossed Shoulder (glenohumeral)
joint Joint action
Adducts and extends arm Assists in medial rotation of
the arm. Depresses the shoulder
girdle via the insertion on the humerus (origin fixed)
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Teres major Origin Lateral border of
the scapula near the inferior angle
Insertion Humerus (proximal,
anterior) Joint crossed Shoulder joint Joint action
Medial rotation Adduction and extension of the shoulder joint
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Supraspinatus Origin Superior to spine of
scapula Insertion
Superiorly on the head of the humerus
Joint crossed Shoulder
Joint action Assists deltoid in
abduction of the arm Stabilises the
shoulder joint: helps prevent downward
dislocation
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Subscapularis Origin Anterior surface
of scapula Insertion
Anteriorly on the head of the
humerus Joint crossed
Shoulder Joint action
Rotates the arm medially
Stabilises the joint
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Infraspinatus Origin Inferior to spine
of scapula Insertion
Laterally on the head of the
humerus Joint crossed
Shoulder Joint action Rotates arm laterally
Stabilises the joint
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Teres minor Origin Lateral border of scapula near the inferior angle
Insertion Laterally on the
head of the humerus
Joint crossed Shoulder
Joint action Rotates arm laterally
Stabilises the joint
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Biceps brachii Origin Scapula
Insertion Top of radius, and bicipital aponeurosis to medial part of
forearm Joints crossed
Shoulder and elbow Joint action Flexes elbow
Supinates forearm Assists in flexion of
the shoulder
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Brachialis
Origin Humerus Insertion
Ulna Joint crossed
Elbow Joint action
Flexes the elbow
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Brachioradialis
Origin Laterally at the distal
end of humerus Insertion
Laterally at the distal end of the radius
Joint crossed Elbow
Joint action Flexion when the forearm is semi- pronated (as in a drinking action)
Assists other flexors
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Triceps brachii Origin Long head on the scapula just above
shoulder joint Other two heads on the
posterior of the humerus Insertion
Olecranon of ulna Joints crossed
Elbow and shoulder Joint action
Extension of elbow Assists in shoulder
extension and adduction (long head
only)
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Erector spinae - Iliocostalis group
Origin Ribs and iliac
crest Insertion Transverse processes of
cervical vertebrae and ribs superior
to origin Joint crossed
Vertebrae Joint action
Extends the spine
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Longissimus group Origin Transverse processes of cervical, thoracic and lumbar vertebrae
Insertion Transverse processes of superior vertebrae
to origin Joint crossed
Vertebrae Joint action
Extends head and rotates it to same side
Extends the spine
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Spinalis Origin
Spinous processes of cervical, thoracic and
lumbar vertebrae Insertion
Spinous processes of superior
vertebrae to origin Joint crossed
Vertebrae Joint action
Extends the spine
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Quadratus Lumborum Origin
Iliac crest and Iliolumbar fascia.
Insertion Upper 4 lumbar vertebrae and
lower margin of 12th rib. Joint crossed
Intervertebral joints of lumbar vertebrae.
Joint action Unilateral concentric
contraction: lateral flexion of lumbar spine.
Unilateral isometric contraction: prevents lateral flexion of lumbar spine (e.g.
when carrying a heavy suitcase in one hand).
Bilateral eccentric contraction: assists in preventing
hyperflexion of lumbar spine.
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Multifidus Origin Sacrum, and transverse processes
of vertebrae. Insertion
Spinous processes 2-4 vertebrae superior to origin.
Joint crossed Intervertebral joints of vertebral
column. Joint action
Extension of vertebral column (bilaterally)
Assists in rotation of vertebral column (unilaterally)
Assists in lateral flexion of spine (unilaterally)
Important to lumbar spine stability because it is a local muscle, controlling the fine
positioning of adjacent vertebrae.
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Rectus abdominis Origin
Pubis and pubis symphysis Insertion
Cartilages of ribs 57 and base of sternum
Joints crossed Intervertebral joints
of lumbar and thoracic vertebrae
Joint function Flexion of vertebral
column Tilts the pelvis
backwards
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External obliques Origin
Outer surface of bottom 8 ribs
Insertion Mainly linea alba, also
iliac crest Joints crossed
Intervertebral joints of lumbar and thoracic
vertebrae Joint function
Unilaterally: rotation and lateral flexion (in
combination with internal obliques)
Bilaterally: flexion of the vertebral column
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Internal obliques Origin Thoracolumbar fascia,
iliac crest. Insertion
Linea alba, bottom 3 ribs.
Joint crossed Intervertebral joints of lumbar lower thoracic
vertebrae. Joint function
Unilaterally: rotation and lateral flexion (in
combination with external obliques)
Bilaterally: flexion of vertebral column
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Transverse abdominis Origin Thoracolumbar fascia, cartilage of lower 6 ribs and Iliac crest
Insertion Linea alba
Joint crossed Intervertebral joints of lumbar vertebrae
Joint function Compression of
abdominal cavity, and increasing intra-
abdominal pressure Support of abdominal
contents
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Iliacus Origin Inside surface of
ilium Insertion
Top of femur (shares tendon
with psoas major) Joint crossed
Hip Joint action Flexes the hip
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Psoas major Origin Transverse processes and intervertebral discs of all lumbar vertebrae and T12
Insertion Top of femur (shares tendon with iliacus)
Joints crossed Hip and intervertebral joints
of lumbar vertebrae Joint action
Flexes the hip (origin fixed) Pulls the trunk towards the
legs sit up action (insertion fixed)
Unilaterally: assists in lateral flexion of the trunk
Stabilises lumbar spine
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Sartorius Origin Anterior and
laterally on the iliac crest Insertion
Tibia (medially) Joint crossed Hip and knee Joint action
Flexion and lateral rotation of the hip Flexion of the knee
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Tensor Fascia Latae Origin Crest of ilium
Insertion Iliotibial tract/band
Joint crossed Hip and knee (via
iliotibial tract/band) Joint action Flexes the hip Abducts the hip
Medially rotates the hip
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Gluteus maximus Origin Base of the spine
(sacrum and coccyx) and back
of the ilium Insertion
Iliotibial tract/band and femur Joint(s) crossed
Hip Joint action Extends and
laterally rotates hip
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Gluteus medius Origin
Outer surface of the ilium Insertion
Laterally on the top of the femur
Joint crossed Hip
Joint action Abducts the hip
Assists in turning the thigh inwards (medial rotation) Posterior fibres laterally rotates the hip when hip is
flexed Important in hip
stabilisation during the support phase in walking/running, preventing the pelvis dipping and the
knees rolling in
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Gluteus minimus Origin Outer surface of the ilium Insertion
Laterally on the top of the femur
Joint crossed Hip
Joint action Abducts the hip
Assists in turning the thigh inwards (medial rotation) Posterior fibres laterally rotates the hip when hip is
flexed Important in hip
stabilisation during the support phase in walking/running, preventing the pelvis dipping and the
knees rolling in
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Piriformis Origin Anterior surface of
sacrum Insertion
Top of femur (greater trochanter)
Joint crossed Hip
Joint action Abducts hip
Assists in lateral rotation of hip
(however, with hip flexed, may assist in
medial rotation)
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Adductor group (longus, magnus, brevis)
Origin Pubis
Insertion Medial/posterior
surface of femur
Joint crossed Hip
Joint action Adducts hip
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Pectineus Origin Pubis
Insertion Femur
Joint crossed Hip
Joint action Adducts and flexes the hip
Assists in turning the thigh inwards (medial rotation)
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Gracilis Origin Pubis
Insertion Top of tibia (just below the knee
joint) Joint crossed Hip and knee Joint action
Adducts the hip Assists in knee flexion (helps hamstrings)
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Hamstrings group: biceps femoris, semimembranosus, semitendinosus
Origin All three muscles: Ischium
Short head of biceps femoris:
half way down posterior surface of femur
Insertion Semimembranosus,
semitendinosus: tibia Biceps femoris: head of
fibula Joints crossed Knee and hip Joint action Knee flexion Hip extension
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Quadriceps: rectus femoris, vastus medialis, intermedius, lateralis
Origin Rectus femoris: iliac spine
and top of acetabulum Vastus medialis/intermedius/
lateralis: femur Insertion
Front of tibia via patella tendon
Joints crossed Knee and hip (rectus femoris
is the only quadriceps to cross both hip and knee joints)
Joint action All four muscles extend the
knee The rectus femoris also flexes
the hip
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Tibialis anterior Origin
Lateral condyle of tibia, upper half of lateral surface of tibia, and
interosseous membrane Insertion
Underside of medial cuneiform bone and
first metatarsal Joint crossed
Ankle Joint action
Ankle dorsiflexion Sub-talar joint inversion
(turns sole of foot inwards)
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Gastrocnemius Origin Condyles of femur, just above the knee
Insertion Calcaneus via
calcaneal (Achilles) tendon
Joints crossed Ankle and knee
Joint action Ankle plantar
flexion Assists in knee
flexion
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Soleus Origin Tibia, fibula and
interosseous membrane Insertion
Calcaneus via calcaneal (Achilles)
tendon Joint crossed
Ankle Joint action
Ankle plantar flexion
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Posture and Core The next level
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Learning outcomes
! By the end of this session you will be able to:
Describe the structure and function of the stabilising muscles and ligaments of the spine
Describe local muscle changes that can take place due to insufficient stabilisation
Explain the potential problems that can occur as a result of postural deviations
Explain the impact of core stabilisation exercise
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Posture
! the arrangement of body parts in a state of balance
! Correct posture:
! A solid foundation for all movements
! Optimal biomechanical efficiency
! Balance between the right and left sides and the front and back of the body
! Reduces the risk of injury
! Reduces the risk of degeneration of muscles and joints
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! Static posture:
! Alignment when the body is still
! Dynamic posture:
! Alignment when the body is moving (walking, running, lifting)
! Core stability:
! Ability to prevent unwanted movement from the bodys centre
! Neutral spine
! The position of the spine in which impact and forces can be absorbed and transferred most effectively
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Core stability
Core stability is provided by three different
systems:
! Passive system
! Spinal column and the spinal ligaments
! Active system
! Muscular activity (Local and Global)
! Neural control
! Feedback from the proprioceptors
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Benefits of core stability ! Decreased injury risk
! Improved application of force
! Improved appearance
! Improved balance and motor skills
! Reduced low back pain
! Improved lung efficiency
! Decreased risk of falls in the elderly and frail
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Circulatory and the Heart The next level
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Learning outcomes
! By the end of this session you will be able to:
! Understand the heart and circulatory system and its relation to exercise and health
! Explain the function of heart valves
! Describe coronary circulation
! Explain the effect of disease processes on the structure and function of blood vessels
! Explain the short and long term effects of exercise on blood pressure , including the Valsalva effect
! Explain the cardiovascular benefits and risks of endurance / aerobic training
! Define blood pressure classifications and associated health risks
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The heart
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The heart valves
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The coronary arteries
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Respiratory volumes
! Tidal volume
! Amount of air moved in and out of the lungs in once breath
! Residual volume
! Amount of air left in the lungs after exhalation
! Vital capacity
! Maximum amount of air that can be inhaled and exhaled in one breath
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The nervous system The next level
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Learning outcomes
! By the end of this session you will be able to:
! Describe the specific roles of:
! The nervous system
! The central and peripheral nervous systems
! Describe nervous control and the transmission of a nervous impulse
! Describe the structure and function of neuron
! Explain the role of the motor unit
! Explain the process of motor recruitment
! Explain the function of proprioceptors and the stretch reflex
! Explain reciprocal inhibition
! Explain the neuromuscular adaptation associated with exercise
! Explain the benefits of improved neuromuscular efficiency
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The nervous system
! Functions
! Controls all the actions of all bodily systems
! Maintain homeostasis
The body maintaining balance to operate effectively
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The nervous system
! Sensory input
! To sense changes inside and outside the body
! Interpretation
! To analyse and interpret incoming information
! Motor output
! To respond to the information by activating the relevant bodily system
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The nervous system
Structure
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The central nervous system (CNS)
! The brain and the spinal cord
! Receives messages from the peripheral nervous systems (PNS)
! Interpretation
! Sending out the correct motor response
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The peripheral nervous system (PNS)
! The incoming and outgoing nerves to the spinal cord
! Afferent nerves sensory neurons carrying information about changes
! Efferent nerves carry information about the required response to a change
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Afferent and efferent nerves
! Afferent Incoming information about changes
! CNS Interpretation and decision making
! Efferent Outgoing information about a response
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The autonomic and somatic nervous system
! The somatic nervous system This branch is of the PNS is concerned with changes in the external environment. It senses movement, touch, pain, skin temperature etc. It is under our conscious control
! The autonomic nervous system This branch of the PNS is concerned with changes in the internal environment. It senses hormonal status, functioning of internal organs, controls cardiac and smooth (involuntary) muscles and the endocrine glands that secrete hormones. The autonomic nervous system is not under our conscious control.
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Branches of the autonomic and somatic nervous system
Efferent nerves that are under control of the autonomic nervous system are divided into two types
! Sympathetic nerves
! Increased heart rate
! Increased breathing rate
! More forceful contraction of the heart leading to increased stroke volume
! Vasoconstriction of the arteries and arterioles to increase blood pressure
Parasympathetic nerves
! Parasympathetic nerves are responsible for decreasing activity and are more active during times of relaxation and calm.
The sympathetic and parasympathetic nervous systems are constantly working together to help maintain homeostasis
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The structure of a neuron
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Sensory organs
! Sensors for changes in the internal environment operate through the autonomic nervous system. These sensors include:
! Chemoreceptors Present throughout the body to detect changes in levels of chemicals such as carbon dioxide for respiration and calcium for muscle function.
! Thermoreceptors Present in all tissues to detect temperature changes
! Baroreceptors Found mainly in the walls of the arteries to detect changes in blood pressure
! Proprioceptors Found in muscles and tendons to detect changes in body position
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Muscle spindles
! Located in the muscle
! Detect changes in muscle length
! Bring about reflexive contraction of skeletal muscle to prevent injury (stretch reflex)
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Golgi tendon organs
! Located in the muscle tendon
! Detects excessive tension in the muscle
! Brings about reflexive relaxation of skeletal muscle to prevent injury (inverse stretch reflex)
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The Endocrine System The next level
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Learning outcomes
! By the end of this session you will be able to:
! Describe the functions of the endocrine system
! Identify the major glands in the endocrine system
! Explain the function of hormones
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The endocrine system
! The endocrine system works in tandem with the nervous system to maintain homeostasis
! If the CNS receives information from afferent nerves to show that the body is out of a homeostatic state, efferent nerves may send information to directly stimulate a response, or may send information to an endocrine gland to release a hormone
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The endocrine system
! Regulation of homeostasis is achieved through feedback loops. Feedback loops are either positive or negative:
! Negative feedback loop The most common form of feedback loop and the usual means of maintaining homeostasis. The body detects an internal change and activates mechanisms that reverse that change, for example, the stimulation of the pancreas to secrete insulin in response to high blood glucose levels or stimulation of the parathyroid glands to secrete parathyroid hormone when blood calcium levels are low.
! Positive feedback loops These are less common and rather than reversing a change will activate responses that speed up a detected change. An example of this is the action of oestrogen during the menstrual cycle. Oestrogen released by the ovaries stimulates other endocrine glands to secret hormones that further increase levels of oestrogen.
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The glands
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Hormone summary
Gland Location Main hormone(s)
Actions
Hypothalamus and pituitary
Base of the brain
Growth hormone Increases fat metabolism
Increases glycogen synthesis
Increases blood glucose levels
Promotes growth in children and young
adults Promotes muscle mass
Adrenals Top of the kidneys
Adrenaline & noradrenaline
(catecholamines)
Facilitates sympathetic nervous system
activity
Corticosteroids Regulates stress and immune responses
Control of carbohydrates, fats
and protein metabolism
Thyroid Neck Thyroxine Increases fat metabolism
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Hormone summary continued
Gland Location Main hormone(s)
Actions
Parathyroid Neck (behind the thyroid)
Parathyroid hormone
Controls levels of blood calcium to maintain muscle
contraction and nerve impulse transmission
Pancreas Abdominal cavity close to stomach
Insulin & glucagon
Control blood sugar levels
Ovaries Pelvic region Oestrogen & progesterone
Promote feminisation
Testes Pelvic region Testosterone Promote masculinisation
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Energy Systems The next level
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Learning outcomes
! By the end of this session you will be able to:
! Understand energy systems and their relation to exercise
! Describe the three energy systems used for the production of ATP
! Describe the relative contribution of each energy system to total energy usage and different intensity levels
! Describe the fuels used by each energy system
! Identify the by-products of each energy system
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Energy Carbohydrate
! 4kcal per gram
! 60 65% of daily calorie intake
! Stored in muscle and liver cells in the form of glycogen
! Glycogenolosis
! Conversion of glycogen into glucose
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Energy Fat
! 9 kcal per gram
! 30% daily calorie intake
! Stored as adipose tissue
! Lipolysis
! Breakdown of triglycerides into fatty acids
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Energy Protein
! Used as the building material for growth and repair
! 4kcal per gram
! 10 12% daily calorie intake
! Gluconeogenesis
! The breakdown of proteins into amino acids in the liver to produce glucose
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Energy
! Energy is released in the body by the breakdown of carbohydrates, fat and protein to produce:
! Adenosine Triphosphate (ATP)
! The bodys energy currency
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The energy systems
! Phosphocreatine system
! Used for high intensity / short duration activities
! Anaerobic
! Energy supplied by creatine phosphate
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Phosphocreatine system
! Adaptations to training:
! Increased stores of creatine phosphate
! Faster breakdown of creatine phosphate
! Increased production and release of creatine phosphate in the liver
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How the system works (this information is not relevant to the theory exam)
! Creatine phosphate is stored in the sarcoplasm of muscle cells. There are very limited stores of CP in the muscle cells. The energy released from the breakdown of CP is used in the endothermic reaction to reattach a free phosphate to the adenosine diphosphate to reform adenosine triphosphate. Since the supplies of CP are so limited, this re-synthesis will only last up to 10 seconds before the supplies of CP are used up.
! Fast twitch muscle fibres (FG) will use the phosphocreatine system for energy production. Their low aerobic ability means that they need to use an energy system that can provide energy without the use of oxygen (anaerobically). Their suitability to short bursts of intense activity also means that the best energy system for them to utilise is the phosphocreatine system.
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The energy systems
! Lactic acid system
! Used for moderate to high intensity / short duration activities (about 90 seconds)
! Anaerobic
! Energy supplied by glycogen
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Lactic acid system
! Adaptations to training:
! Increased subjective tolerance to discomfort of lactate build up
! Increased glycogen storage
! Improved anaerobic glycolysis
! Improved lactic acid removal
! Increased anaerobic threshold and point of OBLA
! Work harder for longer
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How the system works (this information is not relevant to the theory exam)
! 10 complex chemical reactions are required to convert glycogen into pyruvic acid. Bearing in mind the principles of human efficiency, the lactic acid system requires considerable effort for a relatively low yield of ATP
! In the absence of oxygen, the by-product of the lactic acid system, pyruvic acid, combines with hydrogen ions to form lactic acid.
! The presence of lactic acid in the blood is experienced as a cramping/burning sensation in the muscles, which impedes performance and cannot be tolerated for very long. The lactic acid system is sustainable for about 23 minutes.
! The point at which lactic acid begins to accumulate faster than it can be removed is called onset of blood lactate accumulation (OBLA) or anaerobic threshold. At this point blood lactate concentration levels are approximately 4mmol, although this can vary between individuals. Onset of blood lactate accumulation is directly related to exercise intensity.
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The energy systems
! Aerobic system
! Used for low to moderate intensity / longer duration activities (about 90 seconds)
! Aerobic
! Energy supplied by glycogen and fatty acids
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Aerobic system
! Adaptations to training:
! Increased uptake and utilisation of oxygen in the muscle
! Improved capillarisation
! Increased size and number of mitochondria
! Increased fat metabolism
! Increased glycogen and myoglobin stores
! Raised aerobic and anaerobic threshold
! Increased VO2 max
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How the system works (this information is not relevant to the theory exam)
! When oxygen is available the by-product of anaerobic glycolysis, pyruvic acid, enters the mitochondria and is converted to acetyl coenzyme A.
! Coenzyme A then combines with oxaloacetic acid to form citric acid.
! The Krebs cycle is also sometimes called the citric acid cycle.
! The Krebs cycle produces enough energy to re-synthesise two molecules of ATP. By-products of these reactions include hydrogen ions which are transported through an electron transport chain by carrier molecules.
! The electron transport chain produces 34 molecules of ATP.
! This is a far greater and more productive yield than any other system.
! Carbon dioxide (CO2) is another by-product of the Krebs cycle that is exhaled by the lungs.
! The process is termed a cycle because the starting product, oxalacetic acid, is also the end product, so the process is able to repeat itself over and over again.
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Programs A guide to completing the course material
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Unit Aims The learner will:
Understand how to prepare PT programmes
Understand the importance of long term behaviour change for PT
Understand the principles of collecting information to plan a PT programme
Understand how to screen clients prior to a PT programme
Understand how to identify PT goals with clients
Understand how to plan a PT programme with clients
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Unit Aims The learner will:
Understand how to adapt a PT programme with clients
Be able to collect information about clients
Be able to agree goals with clients
Be able to plan a PT programme with clients
Be able to manage a PT programme
Be able to review progress with clients
Be able to adapt a PT programme with clients
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How the Unit is Assessed Case Study and Viva:
Using a real, apparently healthy individual (e.g. a peer, family member, friend or partner) who does not require medical intervention, learners are required to produce and implement a case study that contains:
! Client profile
! Detailed 4 week PT programme
! 12 week PT overview
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How the Unit is Assessed Client Profile:
! Clients personal details
! Description of lifestyle
! Medical screening (PARQ)
! Postural screening
! Past and present physical activity
! Exercise preferences
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How the Unit is Assessed Client Profile:
! Description of clients attitude to physical activity
! Stage of readiness to participate
! SMART goals (short, medium and long term)
! Barriers to achieving goals
! Proposed strategies to overcome barriers
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How the Unit is Assessed Detailed 4 Week Programme:
The 4 week plan should contain a minimum of 4 session plans (1 per week) and the sessions should be between 30 and 60 minutes duration. For each session there should be:
! Detailed session plan/programme card
! Session evaluations (with records of adjustments made)
! Evidence of adjustments made to 4 week plan
! Client evaluations
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How the Unit is Assessed Session Plans: The session plans with the 4 week plan must also contain: ! Appropriate warm up activities ! A minimum of 2 of the following cardiovascular approaches to training
(on CV machines or other CV modes): ! Interval
! Fartlek
! Continuous
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How the Unit is Assessed Session Plans:
! A minimum of 4 resistance approaches using RT machines, FW or alternative methods (e.g. body weight):
! Pyramid sets
! Super-setting
! Giant sets
! Tri sets
! Forced reps
! Pre/post exhaust
! Negative/eccentric training
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How the Unit is Assessed Session Plans:
! 1 core stability exercise
! 1 PNF stretch
! Appropriate cool down activities
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How the Unit is Assessed Session Plans:
! Content may be spread across all 4 sessions and do not have to be in each session
! 1 session plan must contain information regarding environments not designed specifically for exercise (e.g. outdoor, office, home)
! The programme should specify the acute variables to be applied (sets, reps, intensity, time, rest)
! The programme should meet the clients goals and should adhere to sound principles of programming
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How the Unit is Assessed 12 Week PT Overview:
The 12 week programme should relate to and build on the 4 week programme and should show projected logical progression from the 4 week programme at weeks 6 and 12.
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How the Unit is Assessed Viva:
The viva will ensure that you have sufficient knowledge and understanding of the PT programme they have devised.
Your ability to progress or regress activities according to the clients goals, wants and needs will also be assessed during the viva.
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How to Prepare PT Programmes
By the end of the session you will be able to:
! Describe the range of resources required to deliver a PT programme
! Explain how to work in environments that are not specifically designed for exercise/physical activity
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Resources Environment for the session:
! Inside areas (e.g. gym, studio, sports hall, home/office)
! Outside areas (e.g. parks)
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Resources Portable equipment:
! Benches
! Free weights
! Bands
! Steps
! Swiss balls
! Medicine balls
! Dumbbells
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Resources Fixed equipment:
! Fixed resistance machines
! Cable machines
! CV machines (e.g. Upright/recumbent cycle, treadmill, stepper, rowing machine, elliptical trainer and cross trainer)
! Vibration plates
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Environment Consider the following:
Health and safety considerations relating to different environments, to include:
Environment
Equipment
Clothing
Support from others
Others users of the environment
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Environment Consider the following:
! Personal safety issues
! Weather conditions
! First aid equipment
! Knowledge of location and of facilities (e.g. Toilets, drinking water, route planning)
! Possible hazards
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Environment Consider the following:
! Public liability insurance
! Risk assessment
! Available space
! Any additional planning requirements
! Body weight exercises
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Portable Equipment ! Hand weights/dumbbells
! Resistance bands
! Focus pads
! Medicine balls
! Stability balls
! Skipping ropes
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Portable Equipment ! Step
! Benches
! Trees
! TRX
! Bosu
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Long Term Behaviour Change for PT
By the end of the session you will be able to:
Explain why it is important for clients to understand the advantages of PT
Explain why it is important for a PT to work together with clients to agree goals, objectives, programmes and adaptations
Explain the importance of long term behaviour change in developing client fitness
Explain how to ensure clients commit themselves to long term change
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Advantages of Personal Training
Regular 1:1 contact with instructor to aid motivation
Increased motivation and adherence
More frequent programme reviews
Formal reviews as scheduled and agreed with client
Informal reviews, ongoing observation and assessment at every session
Programmes updated and progressed more regularly
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Advantages of Personal Training
! Individualised programmes for the participant more personal
! Programmes designed to address functional capability including core stability, postural deviations as well as client goals
! Reduced risk of injury whilst training
! Continuous feedback on technique
! Goals achieved by the client more quickly
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Goals and Objectives ! To ensure programmes truly address
clients specific needs
! Client is paying for the service, therefore expects goals to be achieved
! Discuss the benefits of progressive exercise programmes
! Change programmes immediately if a clients circumstances change
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Strategies for Managing Change
! Behaviour
! Substituting alternatives
! Rewards
! Social support
! Commitment
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Strategies for Managing Change ! Cognitive
! Increasing knowledge of benefits
! Risks
! Consequences
! Understanding beliefs
! Identifying healthier choices
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Strategies for Managing Change
! Humanistic
! Relationship between client and instructor
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How to Use Strategies ! Decision balance sheet to identify barriers
! Problem solving strategies for overcoming barriers
! Increase confidence
! Goal setting
! Action planning
! Promoting autonomy and interdependence (relational skills)
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Approaches to Long Term
Behaviour Change
Consider the following:
! How to plan an intervention to increase likelihood of participation
! How to integrate various methods of behaviour change in the development of an exercise programme
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Social Support ! Friends
! Family
! Other service users
! Buddy systems and training partners
! Group exercise
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Teaching Approach Consider the following:
Learning styles (visual, aural, kinaesthetic)
Verbal and non-verbal communication
Equal opportunities (e.g. age, gender, race, disability)
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Goal Setting Agree SMART goals (short, medium and long term)
Specific
Measurable
Achievable
Realistic
Time-framed
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Principles of Progression
Apply the principles of progression, to include:
! Specificity
! Progressive overload
! Reversibility
! Adaptability
! Individuality
! Recovery time
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Client Commitment To ensure client commitment, also consider the benefits of:
! A reward system
! Self belief and visualisation techniques
! Relapse strategies
! Having a network of support
And consider the risks of overtraining and its impact on long term behaviour change
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Collecting Information By the end of the session you will be able
to:
! Explain the principles of informed consent
! Explain why informed consent should be obtained
! Summarise the client information that should be collected
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Informed Consent Consider the following:
! Adhere to the Code of Ethical Practice
! Identify health and safety considerations
! Refer to a GP or other medical professional where required
! Take into account data protection requirements
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Client Information Collect the following information:
! Personal goals
! Future goals and aspirations ! Expectations
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Client Information Collect the following information:
! Lifestyle information:
! Work patterns
! Eating patterns
! Relevant personal circumstances
! Stress levels
! Hobbies/regular activities
! Time available to exercise
! Family/friends support
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Client Information Collect the following information:
! Medical history
! Health history (health questionnaire)
! Current health status (PARQ or alternative)
! Risk factors
! Identification of medical conditions requiring medical clearance
! Past and present injuries and disabilities
! Postural analysis
! Any musculoskeletal discomfort
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Client Information Collect the following information:
! Physical activity history
! Past and current
! Physical activity likes and dislikes
! Past and current
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Client Information Collect the following information:
Motivation and barriers to participation
Attitude
Perceived barriers
Actual barriers
Intrinsic barriers (e.g. fear, embarrassment)
Extrinsic barriers (e.g. time, cost, family commitments)
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Client Information Collect the following information: ! Current fitness level
! Evaluation of current levels of all components of fitness, to include: ! Muscular strength
! Muscular endurance
! Cardio respiratory fitness
! Flexibility
! Motor skills
! Core stability
! Functional ability
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Client Information Assess components of fitness by taking physical measurements as appropriate for the clients:
Blood pressure (manual and digital)
Anthropometrics (height and weight, waist circumference or waist to hips ratio)
Body Mass Index
CV fitness (e.g. Astrand bike test, Rockport walking test, step test, Cooper 12 minute walk/run)
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Client Information Assess components of fitness by taking physical measurements as appropriate for the clients:
Range of motion (e.g. Sit and reach test, visual assessments during stretch positions)
Muscular fitness (e.g. Abdominal curl/sit up test, press up test)
Postural assessments (e.g. Squat technique, walking gait)
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Client Information Collect the following information:
Stage of readiness
Stated future goals and aspirations
Exercise readiness questionnaire
Posture and alignment
Upper and lower body
Repetitive movement patterns that may cause issues
Functional ability
Ability to carry out everyday tasks easily and pain free
Using an ADL questionnaire
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How to Screen Clients By the end of the session you will be able to:
Explain how to interpret information collected from the client in order to identify client needs and goals
Explain how to analyse client responses to the PARQ
Describe types of medical conditions that will prevent PTs from working with a client (unless they have specialist training/qualifications)
Explain how and when PTs should refer clients to another professional
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Information Gathering ! Select and record client information
correctly
! Obtain consent to exercise
! Identify contraindications to exercise
! Recognise and defer clients where applicable
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Information Gathering
! Consider methods for collecting objective information
! Consider methods for collecting subjective information
! Use additional questioning where required
! Check clients understanding of the information collected
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Analyse Client Response to PARQ
Consider the following:
! Any yes responses
! Client concerns regarding readiness
! Instructor concerns regarding readiness
! How to interpret clients body language
! High blood pressure reading
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Analyse Client Response to PARQ
Consider the following:
! High heart rate reading (tachycardia 100 bpm)
! Low heart rate reading (bradycardia 60bpm)
! Whether any additional questioning is required
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Medical Conditions The following types of medical conditions will prevent PTs from working with clients (unless they have specialist training/qualifications):
CHD
Pre and post natal
Diabetes
Disability
Cancer
Stroke
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Medical Conditions The following types of medical conditions will prevent PTs from working with clients (unless they have specialist training/qualifications):
Severe musculoskeletal issues/injuries
Ageing (when resulting in age-related issues)
Exercise referral (specific controlled medical conditions)
Obesity
Rehabilitation patients
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Referral Consider the limits of your own expertise and competence in prescribing a progressive exercise programme. Refer where required to:
GP
Physiotherapist
Other health professionals/consultants
Senior colleague (if appropriately qualified)
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How to Identify PT Goals with Clients
By the end of the session you will be able to:
! Explain how to identify clients short, medium and long term goals
! Identify when PTs should involve others, apart from their clients, in goal setting
! Explain how to use SMART objectives in a PT programme
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Goal Setting Identify short, medium and long term goals for the following:
General health and fitness
Physiological
Psychological
Lifestyle
Social
Functional ability
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Goal Setting
! Short term goal: weekly (mini process goals)
! Medium term goal: 1 3 months (process goals)
! Long term goal: 3 6, 6 12 months (outcome goals)
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Goal Setting
Consider involving others where appropriate:
! Positive ParQ referral/deferral
! Family and friends for external support and encouragement
! GP or other health professional for medical reasons
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Goal Setting Use SMART goals to:
! Break down a long term goal into more achievable sub-goals and to enhance sense of progression/success
! Demonstrate progress against baseline measures
! Structure a PT programme
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How to Plan a PT Programme with Clients
By the end of the session you will be able to:
! Identify credible sources of guidelines on programme design and safe exercise
! Summarise the key principles of designing programmes to achieve short, medium and long term goals, including the order and structure of sessions
! Describe a range of safe and effective exercises/physical activities to develop all components of fitness
! Explain how to include physical activities as part of the clients lifestyle to compliment exercise sessions
! Explain how to design programmes that can be run in environments not designed specifically for exercise
! Identify when it might be appropriate to share the programme with other professionals
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Sources of Information ! ACSM guidelines
! Reputable internet sources
! British Heart Foundation (BHF) guidelines
! Reputable journals (e.g. BHF, REPs etc)
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Principles of Programme Design
Apply the principles of FITT:
Frequency
Intensity
Time
Type
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Principles of Programme Design Consider ACSM guidelines: CV fitness High intensity, low duration, or moderate to
vigorous exercise with longer duration
64% and 70 94% of MHR
Those already physically active (in aerobic activity) require intensities at high end of continuum
For most individuals intensities within a range of 77% to 90% of MHR are sufficient to achieve improvements in CV fitness
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Principles of Programme Design
Consider ACSM guidelines:
Muscular fitness
! F 2-3 times a week
! I 8-10 exercises (1 per main muscle group), 1 set of 8-12 reps on each exercise, resistance 75% 1RM
! T 20 minutes
! T resistance machines/free weights
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Principles of Programme Design
Consider ACSM guidelines:
Flexibility
! F ideally 5-7 times per week
! I to the end of ROM at point of tightness
! T 15-30 seconds for each stretch
! T static stretches
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Principles of Programme Design
Consider the following:
! Overload
! Adaptation
! Specificity
! Reversibility
! Progression
! Regression
! Rest and recovery (during and between sessions)
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Principles of Programme Design
Apply the principles of periodisation:
! Macrocycles: long term (outcome) goal
! Mesocycles: medium term (process) goals
! Microcycles: short term (process) goals, where the detail of each training session is applied
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Principles of Programme Design
Consider the order and relevance of fitness components for each session:
Warm up
Flexibility (as part of warm up)
Balance, motor skills training, proprioception training
Core stability
Cardiovascular workout
Muscular conditioning
Cool down, including flexibility
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Principles of Programme Design
CV Fitness
Consider the advantages and disadvantages of each training system:
! Interval
! Fartlek
! Continuous/constant pace training
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Principles of Programme Design
Muscular Fitness
Apply the following (as appropriate):
! Strength
! Endurance
! Power
Using a range of:
! Resistance machines
! Free weights
! Cables
! Body weight exercises
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Principles of Programme Design
RT machines:
-
Principles of Programme Design
Exercise bands:
-
Principles of Programme Design
Free weights:
-
Principles of Programme Design
Cables:
-
Principles of Programme Design
Flexibility:
! Static flexibility exercises
! Dynamic flexibility exercises
! PNF assisted flexibility exercises
! Self myofascial release foam rolling
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Principles of Programme Design
Motor Skills
! Balance and coordination exercises
! Exercises that challenge proprioception/ spacial awareness
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Principles of Programme Design
Core Stability
! Stabilisation core exercises for the spine
! Mobilisation core exercises for the spine
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Principles of Programme Design
Core stability exercises:
Drawing-in manoeuvre (stabilisation)
Superman (stabilisation)
Floor bridge (stabilisation)
Plank (stabilisation)
Abdominal crunch (movement)
Reverse crunch (movement)
Cable rotation (movement)
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Principles of Programme Design
Aim to include physical activities as part of the clients lifestyle to compliment exercise sessions, to include:
! Activities of daily living (e.g. gardening, housework, shopping, walking)
! Benefits of using pedometers walking
! Leisure activities (e.g. sports, hobbies)
! Family activities (e.g. family activity)
! Variety to aid motivation and adherence
! Cumulative effect of being more active on a daily basis
Include on programme card as agreed with client
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How to Adapt a PT Programme with Clients
By the end of the session you will be able to:
! Explain how the principles of training can be used to adapt the programme where required
! Describe the different training systems and their use in providing variety and in ensuring programmes remain effective
! Explain why it is important to keep accurate records of changes and the reasons for change
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CV Training Systems Consider the advantages and disadvantages of each of these training systems:
Interval
Fartlek
Continuous/constant pace training
Circuit training
Random
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CV Physiological Adaptations
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RT Systems Consider the advantages and disadvantages of each of these training systems:
! Pyramid systems
! Super setting (agonist/antagonist; agonist/agonist)
! Giant sets
! Tri sets
! Forced repetitions
! Pre/post exhaust
! Negative/eccentric training
! Stripping method
! Cheating method
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RT Anatomical and Physiological Adaptations
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RT Variables Apply the variables to RT to programme design:
Progressive overload
Exercise choice
Exercise sequence
Equipment
Environment
Split routines
Type of muscle contraction
Individuality (workout time; recovery time)
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RT Mesocycles
! Hypertrophy
! Strength phase
! Power phase
! Peaking phase
! Active recovery phase
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Biomechanics Apply the principles of biomechanics, to
include:
Centre of gravity
Momentum
Posture and alignment
Levers
Stability
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Flexibility Systems Consider the advantages and disadvantages of each of these training methods:
! CRAC (contract, relax, agonist, contract)
! PNF (Proprioception Neuromuscular Facilitation)
! Self myofascial release
! Static
! Ballistic
! Dynamic
! Partner stretching
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Record Keeping Maintain accurate records of changes, in relation to:
! Clients short term and long term SMART goals
! Correct intensity
! Different exercise choices
! Adaptations and modifications
! Long term behaviour change
Using an appropriate programme card
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Collecting Information about Clients
By the end of the session you will be able to:
Establish rapport with the client
Explain own role and responsibilities to clients
Collect the information needed to plan a programme using appropriate methods
Show sensitivity and empathy to clients and the information they provide
Record the information using appropriate formats in a way that will aid analysis
Treat confidential information correctly
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Establishing Rapport Consider the following:
The importance of empathy, warmth, honesty and genuineness
Identifying potential barriers to instructor/client interaction
The use of effective questioning techniques
The importance of active listening skills
Understanding the significance of non-verbal communication
The need to maintain client confidentiality
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PT Role and Responsibilities
Consider the following:
The Code of Ethical Practice
REPs registration
Client/trainer contract outlining role and responsibilities
Positive communication
Clear instructions and arrangements
Sources of help/contact
Professionalism
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Recording of Information
Record information using appropriate formats, to include:
Medical questionnaires, psychological questionnaires, lifestyle questionnaires
Fitness assessment portfolio/records (CV fitness, muscular strength, muscular endurance, flexibility, body composition, neuromuscular efficiency, posture, BP)
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Agreeing Goals with Clients
By the end of the session you will be able to:
! Work with clients to agree short term, medium term and long term goals appropriate to their needs
! Ensure the goals are SMART
! Agree with clients their needs and readiness to participate
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Agreeing Goals Work with clients to agree short, medium and long term goals appropriate to their needs:
! Client to agree and set a goal contract
! Identify and agree appropriate goal evaluation procedures
! Review process agreed with the client
! Adopt a flexible approach according to the clients needs and abilities
! Ensure goals are SMART
! Conduct a readiness to exercise questionnaire
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Planning a PT Programme
By the end of the session you will be able to:
Plan specific outcome measures, stages of achievement and exercise/physical activities
Ensure the components of fitness are built into the programme
Apply the principles of training to help clients achieve goals
Agree the demands of the programme with clients
Agree a timetable of sessions with clients
Agree appropriate evaluation methods and review dates
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Planning a PT Programme
By the end of the session you will be able to:
Identify the resources needed for the programme, including the use of environments not designed for exercise
Record plans in a format that will help clients and others involved to implement the programme
Agree how to maintain contact with the client between sessions
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Planning a PT Programme
Agree a timetable of sessions with clients:
Short term plan (weekly session plan)
Medium term plan (e.g. 3 month plan)
Long term plan (e.g. 6 month or 12 month plan)
Carry out regular reviews of:
Short term process goals
Medium term process goals
Long term outcome goals
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Managing a PT Programme
By the end of the session you will be able to:
! Ensure effective integration of all programme exercises/physical activities and sessions
! Provide alternatives to the programmed exercises/physical activities if clients cannot take part as planned
! Monitor clients progress using appropriate methods
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Reviewing Progress with Clients
By the end of the session you will be able to:
Explain to clients the purpose of review
Review short, medium and long term goals with clients at agreed points in the programme, taking into account any changes in circumstances
Encourage clients to give their own views on progress
Use agreed evaluation guidelines
Give feedback to clients during their review that is likely to strengthen their motivation and adherence
Agree review outcomes with clients
Keep an accurate record of reviews and their outcome
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Evaluation Review the following:
Session aims
SMART goals
Activities
Client performance
Own performance (preparation and delivery)
Health and safety
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Adapting PT Programmes with Clients
By the end of the session you will be able to:
! Identify goals and exercises/physical activities that need to be redefined or adapted
! Agree adaptations, progressions and regressions to meet clients needs to optimise achievement
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Delivering A guide to completing the course material
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Unit Aims The learner will:
! Understand how to instruct exercise during PT sessions
! Understand how to adapt exercise to meet client needs during PT sessions
! Understand how to review PT sessions with clients
! Be able to plan and prepare PT sessions
! Be able to prepare clients for PT sessions
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Unit Aims The learner will:
! Be able to instruct and adapt planned sessions
! Be able to bring the exercise session to an end
! Be able to reflect on providing PT sessions
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How the Unit is Assessed Continuous or summative assessment of:
! Physical measurements
! Blood pressure
! Anthropometrics
! Body composition
! CV fitness
! Range of motion
! Muscular fitness
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How the Unit is Assessed Continuous or summative assessment of:
! Training approaches
! Using CV machines or other CV training mode
! A minimum of 2 CV approaches to training
! Interval
! Fartlek
! Continuous
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How the Unit is Assessed Continuous or summative assessment
of:
! Training approaches
! Using resistance machines/free weights/alternative methods (e.g. body weight)
! A minimum of 4 RT approaches to training
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How the Unit is Assessed A minimum of 4 RT approaches to training:
Pyramid systems
Super-setting
Giant sets
Tri sets
Forced Repetitions
Pre/post exhaust
Negative/eccentric training
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How the Unit is Assessed
Continuous or summative assessment of:
1 core stability exercise
1 PNF stretch
Evaluation
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How to Instruct Exercise By the end of the session you will be able to:
! Explain the importance of non-verbal communication when instructing clients
! Describe how to adapt communication to meet clients needs
! Evaluate different methods of maintaining clients motivation, especially when clients are finding exercises difficult
! Explain the importance of correcting technique
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Non-Verbal Communication
Consider the following:
! Professional appearance
! Technically correct, safe and effective demos
! Appropriate body position at all times
! Hands on correction technique where appropriate
! Eye contact
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Maintaining Motivation Methods of maintaining motivation:
! Positive reinforcement
! Positive feedback
! Instructor assistance/spotting
! Preserving clients dignity and self-esteem when training at high intensities
! Voice pitch and tone
! Body language and positioning
! Engaging clients in conversation
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Correction Correcting technique is important to achieve the following:
! Maximise the effect/potential of the exercise
! Ensure the client is able to perform the exercise on their own in unsupervised sessions
! Increase the clients confidence in the exercise
! Increase the clients confidence in the trainer
! Reduce the risk of injury during and after the session
! Achieve the clients goals for the planned session
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How to Adapt Exercise By the end of the session you will be able to:
! Explain why it is important to monitor individual progress especially if more than one client is involved in the session
! Describe different methods of monitoring intensity during exercise
! Describe different methods of monitoring clients progress during exercise
! Explain how to adapt exercise as appropriate to individual clients and conditions
! Explain how to modify the intensity of exercise according to the needs and responses of the client
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Monitoring Progress Consider the importance of monitoring progress, especially where more than 1 client is involved in the session:
! To ensure every client achieves their needs/goals
! To ensure exercises carried out are effective
! To ensure health and safety
! To reduce risk of injury
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Monitoring Progress ! Be aware of the difficulty of monitoring
technique for all participants in a group session
! Consider how to recognise different client abilities within the same group and how to adapt the session accordingly
! Be aware that more timid clients may feel intimidated by more experienced clients
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Monitoring Intensity Consider the advantages and disadvantages of each of the following methods:
! Rate of perceived exertion (RPE)
! Talk test
! Heart rate monitoring (age related/ Karvonen)
! Visual signs
! Verbal assessments
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Monitoring Progress Consider the following:
! Different clients needs and abilities
! Changes in circumstances
! Different environments
! Variations in number of clients attending the session
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Adaptation Adapt exercises/exercise positions to include the following:
! Ensure that body position does not invade the clients personal space
! Ensure safety, especially when spotting exercises are being performed for the first time
! Different environments
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Adaptation Adapt exercises/exercise positions to include the following:
! Group situations
! 90/90 position during floor work
! Adapting exercise positions by regressing or progressing intensity as appropriate
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Modifying Exercise Intensity
Apply the principles of progressive overload:
! Rate
! Rest
! Repetition
! Resistance
! Range
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Modifying Exercise Intensity
Also consider the following:
! Different exercise choices
! Different exercise sequences
! Changing equipment used
! Increasing/decreasing overall work out time
! Increasing/decreasing rest time
! Increasing/decreasing stability of exercises
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How to Review PT Sessions
By the end of the session you will be able to:
Explain why PTs should give clients feedback on their performance during a session
Explain why clients should be given the opportunity to ask questions, provide feedback and discuss their performance
Explain how to give clients feedback on their performance in a way that is accurate but maintains client motivation and commitment
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How to Review PT Sessions
By the end of the session you will be able to:
! Explain why clients need to see their progress against objectives in terms of overall goals and programme
! Explain why clients need information about future exercise and physical activity, both supervised and unsupervised
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Feedback and Questions Provide feedback and opportunities for questions:
! To increase motivation and adherence
! To provide support and encouragement
! For health and safety
! To ensure that short, medium and long term SMART goals are being met
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Feedback and Questions Provide feedback and opportunities for questions:
! To increase clients confidence to participate in unsupervised exercise
! To increase clients confidence in the instructor
! To increase clients overall confidence and self-esteem
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Questioning Techniques Consider the advantages and disadvantages of the following types of questions:
Open
Closed
Probing
Leading
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Motivational Feedback Consider the benefits of providing motivational feedback between sessions to encourage adherence for example:
! Text
! Email
! Telephone
! Social networking
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Provide Information Provide information about future exercise and physical activity, both supervised and unsupervised:
! To help achieve short term goals
! To help increase motivation and adherence
! Pre booked sessions are more likely to be adhered to
! To encourage cross usage of facilities
! To add variety to the programme
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How to Plan and Prepare PT Sessions
By the end of the session you will be able to:
! Plan a range of exercises/physical activities to help clients achieve their objectives and goals
! Identify, obtain and prepare the resources needed for planned exercise/physical activities, improvising safely where necessary
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CV Fitness Include:
! Treadmills
! Bike recumbent/upright
! Stair climbers
! Rowers
! Cross trainers
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CV Fitness Consider other forms of CV training:
! Walking
! Running
! Swimming
! Outdoor cycling
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Muscular Fitness Include:
Resistance machines
Free weights
Body weight exercises
Cable machines
Consider any other portable equipment that may be used in an outdoor setting
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Flexibility Include:
Flexibility for a warm up
Flexibility for a cool down
Static flexibility
Dynamic flexibility
Partner assisted flexibility (e.g. PNF)
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Motor Skills and Core Stability
Also include:
! Exercises that challenge a clients motor skills, balance, co-ordination and functional capability
! Core stability exercises that challenge both the stabilisation system (local) and the mobilisation system (global)
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Resources ! Indoor equipment
! Fixed machines
! Free weights
! CV machines
! Cables
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Resources ! Outdoor equipment
! Benches
! Trees
! Bands
! Free weights
! Body weight exercises
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Risk Assessment Carry out risk assessments on:
! Environment (including temperature and ventilation)
! Equipment
! Activities
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How to Prepare Clients for PT Sessions
By the end of the session you will be able to:
Help clients feel at ease in the exercise environment
Explain the planned objectives and exercises/physical activities to clients
Explain to clients how objectives and exercises/physical activities support their goals
Explain the physical and technical demands of the planned exercises/physical activities to clients
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How to Prepare Clients for PT Sessions
By the end of the session you will be able to:
! Explain to clients how planned exercise/physical activity can be progressed or regressed to meet their goals
! Assess the clients stage of readiness and motivation to take part in the planned exercises/physical activities
! Negotiate and agree with clients any changes to the planned exercises/physical activities
! Record changes to plans
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Preparing Clients Help clients feel at ease in the exercise environment:
! Arrive on time to prepare and to welcome the client
! Be dressed for the environment with appropriate footwear and clothing
! Greet the client in a warm, friendly manner
! Use the clients name wherever possible
! Use positive language to encou