usp64x instructing kettlebell training sessions - vtct · 1 usp64x instructing kettlebell training...

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USP64X Instructing kettlebell training sessions

Unit reference number: K/507/5620

Level: 2

Guided Learning (GL) hours: 18

Overview

This unit is about instructing kettlebell training sessions. Learners will develop the knowledge and skills to prepare the environment and equipment ready for a kettlebell training session. Learners will develop the skills required to instruct a kettlebell training session and communicate effectively with clients. Learners will also develop the skills to evaluate the safety and effectiveness of a kettlebell training session.

Learning outcomes

On completion of this unit, learners will: LO1 Know how to prepare the environment and equipment for a kettlebell training session

LO2 Know how to instruct a safe and effective kettlebell training session

LO3 Know how to evaluate the safety and effectiveness of the kettlebell training session

LO4 Be able to prepare the environment and equipment for a kettlebell training session

LO5 Be able to instruct a safe and effective kettlebell training session

LO6 Be able to evaluate the safety and effectiveness of the kettlebell training session

Version 7

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Assessment requirements

Learners must produce a portfolio of evidence which includes: 1. Service portfolio 2. Summative practical assessment

1. Service portfolio

Learners must produce a service portfolio which contains assessed evidence covering all the theory assessment criteria in the unit. The service portfolio must also contain evidence relating to the practical assessment criteria. At a minimum the practical evidence contained in the service portfolio for this unit must include records detailing the preparation, instruction and evaluation of kettlebell training sessions covering all of the following:

Worked with all types of clients - Individuals - Groups - With specific needs - With general health needs

Considered all objectives - Improve fitness - Improve motivation - Address barriers to participation - Improve skills and techniques - Improve health - Fun and enjoyment

Collected client information - Personal goals - Lifestyle - Medical history - Physical activity history and preferences - Attitude and motivation to exercise - Current fitness level - Psychological readiness to change physical activity/exercise behaviour

Considered all hazards - The clients - The activities - Other activities happening at the same time

Carried out all risk assessment and checks of - Environment - Space - Layout - Temperature - Flooring - Lighting - Ventilation - Equipment - Clothing and footwear

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Considered a minimum of 4 legal and organisational procedures - Health and safety at work act (1974) - Control of Substances Hazardous to Health - Reporting of Injuries, Diseases and Dangerous Occurrences Regulations - Electricity at Work Regulations - First Aid Regulations - Individual and organisation policies and procedures

Signposted clients to a minimum of 2 other professionals (where appropriate) - Doctors - Physiotherapists - Psychologists - Registered dieticians - Registered nutritionists - Physiologists - Bio-mechanists - Counsellors - Sports therapists - Massage therapists - Specialist health/exercise professional.

Planned all components of the session - Warm-up - Main workout - Cool down and stretch

Considered all components of fitness - Cardiovascular fitness - Muscular fitness - Flexibility - Motor skills

Evidence from the one summative practical assessment must also be presented in the portfolio. The service portfolio must be completed prior to learners undertaking the one summative practical assessment.

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2. Summative practical assessment

Learners must instruct a full kettlebell training session which will be observed, and marked by centre assessors. Learners must achieve all assessment criteria in order to pass and achieve the unit. The summative practical assessment must take place in a real or realistic working environment on a group of real or realistic clients. At a minimum the summative practical assessment for this unit must cover:

Clients - Individuals - Groups - With specific needs - With general health needs

Objectives - Improve fitness - Improve motivation - Address barriers to participation - Improve skills and techniques - Improve health - Fun and enjoyment

Hazards - The clients - The activities - Other activities happening at the same time

Risk assessment and checks of - Environment - Space - Layout - Temperature - Flooring - Lighting - Ventilation - Equipment - Clothing and footwear

All components of the session - Warm-up - Main workout - Cool down and stretch

All components of fitness - Cardiovascular fitness - Muscular fitness - Flexibility - Motor skills

Recorded professional discussion can also be used as an assessment method attached to the practical assessment and is particularly useful for gathering evidence for criteria related to evaluation and reflection. Professional discussions should be planned and recorded.

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Unit content

LO1 Know how to prepare the environment and equipment for a kettlebell training session

Describe the arrangements needed to prepare the environment and equipment for a kettlebell training session:

Professional image and self presentation - Personal clothing and footwear

- Hygiene and appearance

- Punctuality

- Behaviour and language

- Organised

- Polite

Equipment: - Pre-screening forms and informed consent records available

- Kettlebells available (different weights) and set out appropriately, with sufficient quantity for number of clients

- Chalk (for hands) and gloves available

- Water available

- Music system available and safe (if used)

- Organise equipment to meet client needs and planned session

- Ensure all equipment is clean

- Prepare alternative exercises if insufficient quantity of equipment for number of clients, e.g. blend kettlebells with other exercises

- Conduct informal risk assessment and health and safety checks to identify and manage any risks

- Follow appropriate procedures for manual handling, lifting and passing, storage of kettlebells

Environment: - Conduct informal risk assessment and health and safety checks for space

(ensure safe and adequate kettlebell swing for all clients), other users, temperature, ventilation, lighting

- Identify and manage any risks

- Know organisation procedures for: Fire – location of fire exits, location of fire extinguishers, conduct for

evacuation, location of meeting or assembly points, recording attendance

Accident or medical emergency procedure – location of duty first aider, location of first aid kits, other advisory emergency information: location of nearest office and telephone

Other health and safety information – correct manual handling of exercise equipment

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Describe the qualities and skills of a kettlebell training instructor:

Qualities - Empathetic, friendly, approachable, knowledgeable of principles of exercise

and fitness and related anatomy and physiology

Skills: - Instruction skills – able to explain, demonstrate correctly with effective joint

alignment and posture, cue changes and provide feedback

- Facilitation skills – able to assist learning, break down complex lifts

- Leadership skills – able to manage group behaviour

- Communication skills – able to listen and observe, effective verbal and non-verbal communication

- Motivational skills: Verbal – language used, voice tone, pitch, volume and pace

Non-verbal – body language and posture, dress and appearance, facial expressions, gestures

Professionalism: - Awareness of health and safety

- Gain client’s confidence and build-up trust/rapport

- Gain client’s respect

- Enhance professional reputation and maintain/increase client base

- Raise profile of the industry and sector

Professional behaviours: - Appearance

- Attitude

- Respect equality, diversity, Inclusion and exclusion

- Respect role boundaries and work within scope of practice and responsibilities

- Timekeeping

- Health and safety and risk assessment

- Follow Register of Exercise Professionals (REPs) Code of Ethical Practice

- Follow (REPs) specifications on continuing professional development (CPD)

The roles of the kettlebell instructor: - Plan and prepare kettlebell training sessions

Welcome the clients

Pre-screen clients

Check the health and safety of the environment and equipment

Prepare self

Plan a safe and effective session structure and content

- Instruct kettlebell training sessions: Explain and demonstrate exercises

Maintain control of group

Monitor intensity

Observe clients and respond to needs - motivate, offer alternatives, reinforce teaching points, correct client technique

End the session safely and clear the environment

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- Evaluate kettlebell training sessions Gather feedback from clients and use self evaluation

Review content and structure, communication and instructional methods

Identify strengths and areas to develop

Identify opportunities to improve skills though continuing professional development

Describe a safe and effective kettlebell training session structure:

Session structure and components: - Warm-up and stretch

- Main workout

- Cool down and stretch

- Session review

- Safe and effective exercises for components

- Appropriate to client needs and information gathered

- Appropriate to environment checks, e.g. temperature, space

Warm-up component: - Mobility exercises – exercises for all joints, working through full range of

motion, mirror exercises in main session, with no resistance or lower resistance

- Pulse raising/muscle warming – intensity and impact appropriate to level of fitness and skill level, use of lower working resistance or no resistance to prepare

- Stretching – static or dynamic stretching, appropriate to client fitness and skill level

Main kettlebell session: - Select kettlebell lifts/exercises relevant to the session objectives

- Whole body approach – exercises to target all of the muscle groups

- More technically demanding exercises before lower skill requirement exercises

- Variables to alter the challenge of the exercises/session (progressive overload):

Speed

Range of movement

Repetitions

Number of sets

Recovery time between sets and type of recovery, e.g. active or full rest

Base exercises: - Swing

- Clean

- High pull

- Push press

- Clean and jerk

- Snatch

- Turkish get-up

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Variations of exercises: - Squat

- Squat to press

- Lunge variations

- Windmill

- Swing curl press

- Halo

- Single arm swing

- Upright row

- Side press

- Figure 8

Cool down component: - Pulse lower/re-warm as appropriate to reduce intensity after main workout

- Static or range of motion/dynamic maintenance stretches for all muscles used

- Static developmental stretches to improve flexibility

Progression considerations – application of principles and variables of fitness: - Frequency of sessions

- Intensity – loads used

- Volume/time/duration – number of repetitions, sets, exercises, rest

- Type – component of fitness trained and specific types of exercise for each component

- Overload, specificity, progression, adaptation, adherence

Recording content of kettlebell training sessions: - Health and safety checklists, screening forms

- Session plans – warm-up, main workout, cool down, stretches

- Teaching points for all exercises – posture, joint alignment, not over-arching, holding and swinging the kettlebell

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Explain the purpose of evaluation and reflective practice:

To gather information from clients and use this with own self evaluation

To review content and structure, communication and instructional methods

To identify strengths

To identify areas to develop

To identify opportunities to improve skills though continuing professional development

To improve skills

To improve knowledge

To plan for continuing professional development

To enhance career opportunities

To build reputation as a professional instructor

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Prepare the area and safely set up the equipment ready for the kettlebell training session:

Professional image and self presentation - Personal clothing and footwear

- Hygiene and appearance

- Punctuality

- Behaviour and language

- Organised

- Polite

Equipment: - Pre-screening forms and informed consent records available

- Kettlebells available (different weights) and set out appropriately, with sufficient quantity for number of clients

- Chalk (for hands) and gloves available

- Water available

- Music system available and safe (if used)

- Organise equipment to meet client needs and planned session

- Ensure all equipment is clean

- Prepare alternative exercises if insufficient quantity of equipment for number of clients, e.g. blend kettlebells with other exercises

- Conduct informal risk assessment and health and safety checks to identify and manage any risks

- Follow appropriate procedures for manual handling, lifting and passing, storage of equipment

Environment: - Conduct informal risk assessment and health and safety checks for space

(ensure safe and adequate kettlebell swing for all clients), other users, temperature, ventilation, lighting

- Identify and manage any risks

- Know organisation procedures for: Fire – location of fire exits, location of fire extinguishers, conduct for

evacuation, location of meeting or assembly points, recording attendance

Accident or medical emergency procedure – location of duty first-aider, location of first aid kits, other advisory emergency information: location of nearest office and telephone

Other health and safety information – correct manual handling of exercise equipment

Shown accurate demonstrations of all exercises in the Portfolio reference Implemented effective instruction of all teaching methods Portfolio reference

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Welcome and prepare clients before starting the session:

Greet all clients as they enter the room

Help clients feel at ease

Establish rapport

Check experience of using kettlebells

Demonstrate respect for equality and diversity

Maintain professional conduct (behaviour, respect)

Adopt a friendly and informal approach

Demonstrate empathy, non-judgemental attitude

Health and safety checks: - Clothing, footwear, gloves appropriate

- Availability of drinking water and where to position water bottles

- No large jewellery and no chewing gum Verbally screen the clients and check their readiness to participate:

Verbal screening to check client readiness to exercise - Refer or defer if required

Discuss demand of programme

Discuss purpose and value of exercises: - Warm-up exercises – safety, physiological and psychological preparation,

reduce injury risk, specific skill rehearsal, improved main session performance

- Kettlebell exercise – aerobic/anaerobic, power, strength, endurance, muscle shape and tone (hypertrophy), functional benefits, health benefits, e.g. stronger bones (bone density), reduce risk of osteoporosis, improve posture, improve joint stability

- Flexibility exercises – muscle length, reduced tension and tightness, develop or maintain range of motion, reduce injury risk, improve posture

- Motor skill exercises – improve specific motor skills, e.g. co-ordination, balance, speed, power, reaction time, improve movement efficiency, improve functional movement

- Cool down exercises – safety, gradually return the body and mind to a resting state, lower heart rate, prevent blood pooling, develop or maintain flexibility, assist relaxation, promote recovery from exercise

Instruct a safe and effective warm-up component that is appropriate to the clients, programme and environment needs:

Mobility, pulse raising, preparatory stretching

Rehearsal of main workout exercises at reduced intensity

Gradual and progressive build up of intensity

Effective instruction and communication

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Instruct a safe and effective main workout that is appropriate to the clients, programme and environment needs:

Select kettlebell lifts/exercises relevant to the session objectives

Whole body approach – exercises to target all of the muscle groups

More technically demanding exercises before lower skill requirement exercises

Variables to alter the challenge of the exercises/session (progressive overload): - Speed

- Range of movement

- Repetitions

- Number of sets

- Recovery time between sets and type of recovery, e.g. active or full rest

Base exercises: - Swing

- Clean

- High pull

- Push press

- Clean and jerk

- Snatch

- Turkish get-up

Variations of exercises: - Squat

- Squat to press

- Lunge variations

- Windmill

- Swing curl press

- Halo

- Single arm swing

- Upright row

- Side press

- Figure 8 Instruct a safe and effective cool down and stretch component that is appropriate to the client’s needs, programme and environment:

Reduce intensity gradually after the main workout

Stretch muscles – maintenance and developmental, all muscles used in session

Appropriate positions

Effective instruction and communication Monitor exercise safety and intensity and respond to client’s needs:

Monitor technique (safety and effectiveness of alignment) when working with kettlebells

Monitor exercise intensity using appropriate methods for client and component: - Talk test

- Rate of Perceived Exertion (RPE)

- Heart rate monitoring (within target heart rate zones)

- Observation, e.g. exercise technique, use of kettlebells and behaviour

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Recognise signs of overexertion – breathlessness, pain or discomfort, change in skin colour, loss of co-ordination, client verbal expression

Recognise potential signs of medical illness – asthma (wheezing); angina (chest pain), hypoglycaemia (confusion, aggression, disorientation)

Use effective instruction skills:

Induct any unfamiliar exercises using appropriate teaching sequence: - IDEA - Introduction, Demonstration, Explanation of Activity, Activate client

- Use of side, front and rear profile demonstrations (as appropriate) to assist clients observation

- Explanation of: Correct exercise start positions

Correct hand grip and hand position

Correct alignment – neutral spine (in start positions), joint position (according to specific structure and range of movement (e.g. avoidance of locking/hyperextension and excessive unwanted/unintended movement)

Postural and alignment cues – standing tall and upright, equal spread of body weight in exercise start position, looking forward, weight-bearing joints unlocked (soft)

Explanations and demonstrations (as appropriate for client needs and environment) - Verbal explanations – technically correct instructions, to correct poor

technique, to meet individual needs, positive reinforcement and praise, feedback on performance (timely, clear, motivational, positive praise, specific, clear and concise and tailored to group and individual client needs)

- Visual demonstrations – use of mirroring, technically correct and accurate demonstrations, effective posture, safe and effective alignment, quality of movement, appropriate movement speed and range, use of visual reinforcement to correct alignment, e.g. pointing to correct action of joint movement

Lifting and passing: - Explain and demonstrate correct manual handling of equipment (deadlifting

safely from the floor), correct swing and control of movement

Instruction and supervision skills: - Use different teaching positions to observe clients from all angles

- Positive reinforcement of group and individual client performance, e.g. teaching points

- Use of motivation and encouragement

- Respond to client needs and offer adaptations or progressions, e.g. alternative kettlebell weight, different lift or modified lift, fewer repetitions, slower speed

- Answer client questions, succinctly and without losing control of group or session

- Other methods of correction, e.g. manual/touch, with sensitivity to client, seek permission first and guide to position rather than moving limbs

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Use effective communication skills to support and motivate clients: Communication skills:

- Verbal communication – positive language, volume, pitch and tone

- Non-verbal communication – positive body language, hand gestures, eye contact, facial expressions, active listening

- Appropriate to client needs (e.g. visual or hearing impairments, speakers of other languages), personalised, client experience, culturally competent interactions

- Appropriate to environment – use appropriate methods of voice projection (noisy or busy), use effective volume and pitch of voice

Motivational techniques: - Positive reinforcement

- Appropriate voice pitch and tone

- Affirming statements, e.g. ‘excellent spine alignment and posture’

End the session safely and effectively:

Appropriate timing for clients – level of fitness, skills level, experience

Appropriate to session – intensity, duration and main activities

Appropriate to environment – temperature, space, time of day, intensity of session

Gather feedback from clients

Provide clients with feedback: - General summary of strengths and areas for improvement in relation to

technical performance and progress, motivation and effort, health and safety Leave the environment in acceptable condition for other users:

Environment – clean, hygienic, tidy, temperature, ventilation, and lighting, ensure safe and clean for other users

Equipment – safely stored/stacked, mats wiped down after use, use of appropriate manual handling, report and record maintenance issues/faults

Supervise departure of clients to clear area

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Evaluate the safety and effectiveness of the session using clients feedback and own self evaluation

Gather information from clients: - Session content and exercise selection

- Instruction methods

- Enjoyment and satisfaction

- Challenge experienced

- Methods Use of open questions

Observation

Active listening

Written questionnaires

Comment cards

Use own self evaluation, with consideration to: - Session content and exercise selection – appropriateness for whole group

and individuals, lifts selected, order of lifts, resistance used

- Client’s feedback

- Client’s performance – individuals and whole group

- Instruction methods – observation, teaching position

- Communication skills – relationships, rapport, motivation

- Health and safety

- Identify strengths

- Identify areas to improve

- Identify ways to improve personal practice

Action plan to improve practice: - Identify areas for personal improvement:

Planning

Communication

Instruction

Motivation

- Continuing professional development activities: Work experience

Working with peers

Shadowing other professionals

Mentoring

Workshops

Reading

Conferences

Lectures

Online resources and activities

Higher level qualifications

Record areas for improvement

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Employability skills to be demonstrated throughout the practical assessment

Professionalism

Adhere to industry codes of ethical practice, e.g. REPs, ukactive

Wear appropriate clothing and footwear (if provided)

Present positive image

Communication:

Adapt and tailor their communication approach for different clients: - New and existing clients

- Clients who are new to working with kettlebells

- Clients who are experienced exercisers

- Clients with different levels of motivation

- Clients with other needs, e.g. speakers of other languages, deaf or partially hearing, blind or partially sighted

Communication considerations – speaking manner and tone of voice, being supportive,

respectful, sensitive to client, use open questioning and active listening to gather information, be aware of body language, eye contact, gestures, posture, space and proximity. Sensitivity to clients with different communication styles.

Customer service:

Principles of customer service – quality, keeping promises, managing customer

expectations, customer satisfaction, speed of service, follow organisation procedures for meeting and greeting and inducting clients to equipment. REPs code of conduct to inform all client working practices.

Examples of good practice in customer service – meeting and exceeding customer

needs and expectations, adding a personal touch, providing personal attention, knowing client names, using polite language, making extra efforts to demonstrate willingness to please the customer, treating the customer as an individual.

Dealing quickly and effectively with a complaint. Acknowledge complaint immediately (HEAT – Hear, Empathise, Apologise, Take action), handle complaints (privately, positively, confidently, professionally, promptly, confidentially, empathetically, with trust and respect, to client’s satisfaction), follow agreed procedures to check complaint has been dealt with. Use of incentives and rewards, free or reduced cost training sessions, or guest passes, gym challenges, social events, rewards, e.g. member of the month (based on attendance). Appropriate information sources to keep members up-to-date and informed about activities: Timetables, noticeboard, e-mails, REPs code of conduct.

The importance of customer service to a business – professional image, reputation of

instructor, organisation and industry sector, exercise adherence, customer retention, customer satisfaction, customer relationships and repeat business, including word of mouth recommendations and referrals.

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Commercial awareness:

Eco-friendly and cost-efficient use of resources (e.g. time, disposal of waste, use of products and consumables).

- Provision of water for bottles but no paper/plastic cups

- Use of non-toxic and ecologically friendly cleaning products

- Recycling paper towel

- Shredded programme cards and other documents

- Turning equipment and air conditioning off overnight or when not in use

Opportunities to promote and sell additional products and services: - Personal training sessions

- Lifestyle support

- Specialist courses or sessions, e.g. weight management, healthy eating, back care

- Group exercise, e.g. suspension training, indoor cycling, circuits

- Training products: clothing and footwear, exercise mats, heart rate monitors, water bottles

Opportunities to promote other exercise sessions and services offered by the facility, e.g. group exercise and studio classes, swimming, racquet sports, sports massage, physiotherapist, nutritionist, café, beauty therapy

Awareness of competitors - Other gyms and fitness facilities available locally, their benefits and

disadvantages

- Different business types locally that may compete for a client’s disposable income

- Diets and weight loss services that clients may choose as an alternative to exercise

Unique selling points of products and services. Combination of facilities and services offered that are not available elsewhere. Specialities and target market niches. Opportunities to differentiate self and services from competitors, e.g. other kettlebell training instructors. Own experiences and achievements relevant to supporting others in a fitness capacity

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Assessment criteria

In order to Pass this unit, learners must achieve all Pass criteria. The pass criteria relate to the proficient demonstration of skills and knowledge.

Learning outcome

The learner must:

Assessment Criteria

The learner can:

LO1 Know how to prepare the environment and equipment for a kettlebell training session

P1 Describe the arrangements needed to prepare the environment and equipment for a kettlebell training session


P2 Describe the qualities and skills of a kettlebell training instructor

P3 Describe a safe and effective kettlebell training session structure


P4 Explain the purpose of evaluation and reflective practice


P5 Prepare the area and safely set up the equipment ready for the kettlebell training session


P6 Welcome and prepare clients before starting the session

P7 Verbally screen clients and check their readiness to participate

P8 Instruct a safe and effective warm-up component that is appropriate to the clients, programme and environment needs

P9 Instruct a safe and effective main workout that is appropriate to the clients, programme and environment needs

P10 Instruct a safe and effective cool down and stretch component that is appropriate to the client needs, programme and environment

P11 Monitor exercise safety and intensity and respond to clients’ needs

P12 Use effective instruction skills

P13 Use effective communication skills to support and motivate clients

P14 End the session safely and effectively

P15 Leave the environment in acceptable condition for other users


P16 Evaluate the safety and effectiveness of the session using clients feedback and own self evaluation

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Assessment guidance

Assessors must use the amplified assessment guidance in this section to judge whether assessment criteria have been achieved.

P1 Describe the arrangements needed to prepare the environment and equipment for a kettlebell training session

Learners must describe the preparatory arrangements that need to be made to instruct a safe and effective kettlebell training session. Learners must outline the arrangements they need to make to deliver the session and the health and safety checks that would need to make to the environment, equipment and resources, e.g. space, temperature and floor surface.

Learners must describe how they use the information and how this impacts on the session structure and content. For example, if the environment is cold, a longer warm-up should be delivered. If space is limited, the amount of swinging lift actions will need to be reduced.

P2 Describe the qualities and skills of a kettlebell training instructor

Learners must be able to describe the range of personal qualities (e.g. friendly, approachable, empathetic, and sensitive) and skills needed by a kettlebell training instructor, including: effective demonstrations skills, instruction skills, planning skills, leadership skills, communication skills and motivational skills. Learners must also be able to describe the specific roles of the instructor with regard to the planning, instructing and evaluation of a kettlebell training session, including:

Planning - pre-screen clients, check the health and safety of the environment, check and prepare equipment, prepare self, plan a safe and effective session structure and content

Instructing - explain and demonstrate exercises, maintain control of group, observe and respond to clients: motivate, offer alternatives, reinforce teaching points, correct client technique

Evaluating - gather feedback from clients and use self evaluation to review session content and structure, order of exercise, range of lifts, resistances used, communication and instructional methods, motivation; identify strengths, areas to develop and opportunities to improve skills though continuing professional development

P3 Describe a safe and effective kettlebell training session structure

Learners must be able to describe a safe and effective session structure for a kettlebell training session. Learners must be able to explain the purpose of the warm-up and cool down and stretch and outline appropriate exercises for inclusion to achieve each component aim.

Learners must describe the structure of the main workout, showing awareness of the importance of exercise order, number of lifts, muscle balance and how to structure the main workout to achieve specific fitness goals, e.g. the influence of intensity, resistance, repetitions and range of motion of exercises on cardiovascular fitness (aerobic/anaerobic), muscular fitness (strength/endurance/power), specific motor skills and functional benefits of specific exercises.

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P4 Explain the purpose of evaluation and reflective practice

Learners must be able to explain the value of evaluation and reflective practice and how this contributes to their continuing professional development.

Learners must be able to explain how they have used their evaluations to develop their skills and knowledge and improve their own practice.

P5 Prepare the area and safely set up the equipment ready for the kettlebell training session

Learners must demonstrate that they have prepared the environment, kettlebells and any other equipment (e.g. chalk, mats) needed to instruct the session. Learners must be organised and appropriately dressed. Learners must set up the kettlebells and ensure that any potential hazards have been identified and managed. Learners must check the environment, e.g. space to allow for appropriate kettlebell swing, temperature and adapt the session in response to any identified issues.

P6 Welcome and prepare clients before starting the session

Learners must welcome and greet all clients as they arrive, introducing themselves to new clients and providing them with an overview of the session demands. Client footwear, clothing and lifting gloves should be checked to ensure it is appropriate and any clients wearing unsuitable attire (e.g. inappropriate footwear) should be advised to defer exercise.

P7 Verbally screen the clients and check their readiness to participate

Learners must verbally screen all clients to check their readiness to participate. Verbal screening should be discrete and sensitive and clients should be given appropriate advice. For example: a client who is feeling unwell should defer exercise and a client with cardiovascular disease risk factors should be signposted to their GP prior to participation.

P8 Instruct a safe and effective warm-up component that is appropriate to the clients, programme and environment needs

Learners must instruct a safe and effective warm-up to prepare clients for the kettlebell training session. The warm-up must contain appropriate mobility, pulse raising and stretching exercises and all main workout movement actions and lifts should be introduced and rehearsed at lower and appropriate intensity for a warm-up. The order of exercises must enable the intensity of the warm-up to build progressively and gradually and be appropriate for the client’s fitness and skill level and the environment, e.g. temperature.

Learners must demonstrate effective instructional and communication skills to lead the warm up activities.

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P9 Instruct a safe and effective main workout that is appropriate to the clients, programme and environment needs

Learners must instruct a safe and effective main workout. The main session must contain an appropriate number and type of exercises, relevant for the client skills and experience and space available in the environment. The order of exercises should be balanced in a way that provides effective intensity and overload, for example, blending the emphasis of muscle groups used, such as alternating lower and upper body exercises to give specific muscle groups the opportunity to rest and recover between sets, as appropriate to the planned session objectives and training goals (strength, power and/or functional).

Learners must demonstrate effective instructional and communication skills and use a teaching position that enables them effectively to observe all clients and make corrections when appropriate.

P10 Instruct a safe and effective cool down and stretch component that is appropriate to the client’s needs, programme and environment

Learners must instruct a safe and effective cool down and stretch. Intensity must reduce gradually after the main workout and all muscles worked in the session should be stretched after use (maintenance stretches) with the inclusion of developmental stretches to improve flexibility in specific muscles, as appropriate to client’s needs.

Learners must demonstrate effective instructional and communication skills to lead and control the cool down and stretch component.

P11 Monitor exercise safety and intensity and respond to clients’ needs

Learners must demonstrate that they are able to monitor the intensity and safety of all exercises in all components. The methods used should be appropriate for the client needs. Any client needs must be identified and responded to, for example, modifying an exercise position, reducing the range of motion, performing without kettlebells or using a lighter resistance.

Learners must ensure that all adaptations and modifications are inclusive and enable clients to continue to participate fully and not feel embarrassed or excluded.

P12 Use effective instruction skills

Learners must demonstrate a full range of effective instructional techniques when leading the kettlebell training session. Any new exercises should be inducted using an appropriate teaching sequence (e.g. IDEA) and clients must be active and intensity maintained during any inductions (e.g. rehearsing the action without using a kettlebell, if appropriate)

Learners must use appropriate voice projection, pitch and tone and provide explanations that are concise and use accessible language. Explanation of the correct hand grip and position must be reinforced. Demonstrations must be accurate and in a position where all clients can observe.

Learners must change teaching position and ensure they are able to observe all clients at all times, they must reinforce teaching points to correct client technique and all reinforce correct technique (e.g. praise correct performance).

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P13 Use effective communication skills to support and motivate clients

Learners must demonstrate effective use of both verbal and non verbal communication skills to support and motivate learners. All communication should be appropriate to the environment, e.g. noise and number of clients exercising.

Learners must use positive and open body language, facial expressions and gestures and positive and motivational language and affirming statements, all spoken with a motivational voice tone and pitch. All communication must be appropriate to the client’s level of experience and confidence and any specific needs presented by individuals (e.g. partially hearing or speaker of a different language).

P14 End the session safely and effectively

Learners must allow sufficient time to end the session that is appropriate to the session intensity and duration and appropriate for client needs. Learners must gather feedback from clients to assist with evaluation and must provide feedback to clients using a positive and constructive approach.

P15 Leave the environment in acceptable condition for other users

Learners must ensure that all equipment is packed away after use. Correct lifting techniques must be used to move kettlebells and any other equipment (e.g. mats) and equipment should be clean (e.g. mats wiped down) and stored in the appropriate place. The environment should be left tidy and all lights switched off. The departure of clients must be supervised and the room locked (if appropriate) at the end of the session.

P16 Evaluate the safety and effectiveness of the session using clients feedback and own self evaluation

Learners must demonstrate that they have used information gathered from clients and their own observation to evaluate the safety and effectiveness of the session content and structure, instructional skills and communication skills.

Learners must use this information to identify strengths and areas to develop and identify appropriate ways to improve personal practice.

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Resources

The special resources required for this unit are access to a real or realistic working environment which supports the provision of kettlebell training. Best practice should be encouraged by giving learners the opportunity to access current research and guidelines that inform exercise science (e.g. NICE, ACSM, BASES, BHFNC, Department of Health). Recommended text books: ACSM (2014). ACSM’s Guidelines for Exercise Testing and Prescription. 9th ed. American College of Sports Medicine. Wolters Kluwer/Lippincott Williams & Wilkins. Philadelphia. USA. Bean, A (2001) The Complete Guide to Strength Training. UK. A & C Black.

Bompa, T & Carrera, M (2005) Periodization Training For Sports. Science-Based strength and conditioning plans for 20 sports. USA: Human Kinetics. Chu, D Dr (1998) 2nd edition. Jumping into Plyometrics. USA. Human Kinetics.

Fleck, S & Kraemer, W (1987). Designing Resistance Training Programmes. Illinois. USA. Human Kinetics.

Lawrence, D and Hope, B (2008). Advanced Circuit Training. Bloomsbury Publishing. London. UK. Norris, C (2007) The Complete Guide to Stretching. 2nd Edition. Bloomsbury Publishing. London. UK. Siff, Mel C (2003) 6th Edition. Supertraining. USA: Supertraining Institute. Siff, Mel C (2003) 6th Edition. Facts and Fallacies of Fitness. USA. Mel Siff. Tsatsouline, P (2002) From Russia with Tough Love. USA. Dragon Door Publications Yessis, M & Trubo, R (1987) Secrets of Soviet Sports and Fitness Training. USA. Arbour House Publishing.

NB: This list is not exhaustive. There are many other valuable text books.

Delivery guidance

Teachers are encouraged to use innovative, practical and engaging delivery methods to enhance the learning experience. Learners may benefit from:

Meaningful employer engagement so they relate what is being learned to the real world of work in relation to instructing kettlebell training sessions

Work experience within a sports or leisure facility, so they can practise to hone their skills in a real environment, with the opportunity to assist experienced kettlebell instructors.

Using interactive information and technology, systems and hardware so they can learn about concepts and theories; research current trends and different approaches to kettlebell training, including different ideas for exercises and approaches

Participation in kettlebell training sessions, so they are able to recognise an appropriate session structure and different approaches to kettlebell training and instructor qualities and skills

Induction workshops to all the kettlebell lifts with discussion on how to regress and progress to meet different client needs

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Practical workshops, where learners can instruct specific lifts and specific components of a kettlebell training session and receive feedback from peers and a teacher

Links with other units

This unit is closely linked with the following units:

USP51M Anatomy and physiology for exercise and health

Learners will be required to apply their knowledge of anatomy and physiology when instructing kettlebell training sessions in a real or realistic working environment. The content of the anatomy and physiology unit should be delivered before the unit: instructing kettlebell training sessions.

USP52M Health, safety and welfare in a fitness environment

Learners will be required to apply their knowledge of health and safety when instructing kettlebell training sessions in a real or realistic working environment. The health and safety unit should be delivered before the unit: instructing kettlebell training sessions.

USP53M Principles of exercise, fitness and health

Learners will be required to apply their knowledge of the principles of exercise, fitness and health when instructing kettlebell training sessions in a real or realistic working environment. The content of the principles unit should be delivered before the unit: instructing kettlebell training sessions.

USP54M Planning gym-based exercise

Learners will be required to use the knowledge gained from the planning gym-based exercise unit when instructing kettlebell sessions in a real or realistic working environment. The content of the planning gym unit should be delivered before the unit: instructing kettlebell training sessions.

USP55M Instructing gym-based exercise

Learners will be required to use the knowledge gained from the instructing gym-based exercise unit when instructing kettlebell training sessions in a real or realistic working environment. The content of the instructing gym-based exercise unit should be delivered before the unit: instructing kettlebell training sessions.

USP63X Planning kettlebell training sessions

Learners will be required to use the knowledge gained from the planning kettlebell training sessions unit when instructing kettlebell training sessions in a real or realistic working environment. The content of the planning a kettlebell training session unit can be integrated with the delivery of the instructing kettlebell training session unit.

usp64x instructing kettlebell training sessions - vtct · 1 usp64x instructing kettlebell training...

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