a. appropriate techniques for health history assessment. b. developing and implementing pre-participation screening procedures.

Transcription

1 ACSM CERTIFIED GROUP EXERCISE INSTRUCTOR SM JOB TASK ANALYSIS The job task analysis is intended to serve as a blueprint of the job of an ACSM Certified Group Exercise Instructor SM. As you prepare for the examination, it is important to remember that all questions are based on this outline. Job Definition The ACSM Certified Group Exercise Instructor SM (GEI) 1) Possesses a minimum of a high school diploma, and 2) Works in a group exercise setting with apparently healthy individuals and those with health challenges who are able to exercise independently to enhance quality of life, improve healthrelated physical fitness, manage health risk, and promote lasting health behavior change. The GEI leads safe and effective exercise programs using a variety of leadership techniques to foster group camaraderie, support, and motivation to enhance muscular strength and endurance, flexibility, cardiovascular fitness, body composition, and any of the motor skills related to the domains of healthrelated physical fitness. Performance Domains and Associated Job Tasks The Job Task Analysis (JTA) for the GEI certification describes what the professional does on a day-today basis. The JTA is divided into domains and associated tasks performed on the job. The percentages listed below indicate the number of questions representing each domain on the 100-question GEI examination. The performance domains are: Domain I: Participant and Program Assessment 10% Domain II: Class Design 25% Domain III: Leadership and Instruction 55% Domain IV: Legal and Professional Responsibilities 10% Domain I: Participant and Program Assessment Associated Job Tasks A. Evaluate and establish participant screening procedures to optimize safety and minimize risk by reviewing assessment protocols based on ACSM standards and guidelines. a. appropriate techniques for health history assessment. b. ACSM standards and guidelines related to pre-participation health history assessment. c. ACSM pre-participation screening questionnaire related to screening of class participants. a. determining the adequacy of a facility s current pre-participation procedures. b. developing and implementing pre-participation screening procedures. Copyright 2011 American College of Sports Medicine Page 1 of 13

2 B. Administer and review, as necessary, participants health risk assessments to determine if medical clearance is needed prior to exercise using PAR-Q, ACSM pre-participation screening or other appropriate tools. a. the use of informed consent and medical clearance prior to exercise participation. b. ACSM guidelines related to pre-participation screening procedures. c. ACSM risk stratification categories to aid in pre-participation screening (i.e., low, moderate, high risk). d. important health history information (e.g., past and present medical history, orthopedic limitations, prescribed medications, supplements, activity patterns, nutritional habits, stress and anxiety levels, family history of heart disease and other chronic diseases, smoking history, use of alcohol and illicit drugs, etc). a. determining when to recommend medical clearance. b. administering pre-participation screening questionnaire. c. determining risk stratification category by evaluating screening questionnaire. d. making appropriate recommendations based upon the results of screening questionnaire. C. Screen participants, as needed, for known acute or chronic conditions to provide recommendations and/or modifications. a. common medical conditions and contraindications to group exercise participation. b. risk factors, signs and symptoms, physical limitations and medical conditions that may affect or preclude class participation. c. appropriate criteria for NOT starting or stopping a participant from exercising. a. determining health status of group exercise class participants prior to each class. b. determining when to recommend medical clearance. c. making recommendations based on results of pre-exercise health status determination. Domain II: Class Design Associated Job Tasks Copyright 2011 American College of Sports Medicine Page 2 of 13

3 A. Establish the purpose and determine the objectives of the class based upon the needs of the participants and facility. a. methods used to determine the purpose of a group exercise class (e.g., survey, focus group, inquiry, word of mouth, suggestion box). b. types of group exercise classes (e.g., land-based, water-based, equipmentbased). c. types of equipment used in group exercise settings. d. participant characteristics such as health, fitness, age, gender, ability. e. health challenges and/or special needs commonly encountered in a group exercise setting. f. environmental factors as they relate to the safe participation (e.g., outdoor, indoors, flooring, temperature, space, lighting, room size, ventilation). g. the types of different environments for group exercise such as outdoor, indoors, flooring, temperature, space, lighting, room size, ventilation and need to potentially adapt that environment. B. Determine class content (i.e., warm-up, stimulus and cool-down) in order to create an effective workout based upon the objectives of the class. a. the physiology of warm-up, stimulus and cool-down. b. the FITT principle (i.e., frequency, intensity, time and type) for developing and/or maintaining cardiorespiratory fitness. c. training principles (e.g., specificity, adaptation, overload). d. different training formats (e.g., continuous, circuit, interval, progressive classes such as 4-6 week sessions). e. exercise modification to most appropriately meet the needs of the class participants. f. different teaching styles (e.g., formal, authoritarian, facilitator, nurturer). g. different learning styles (e.g., auditory, visual, kinesthetic). h. the use of music in group exercise. a. applying FITT principles (i.e., frequency, intensity, time, type) to class design. b. organizing the warm-up, stimulus and cool-down. Copyright 2011 American College of Sports Medicine Page 3 of 13

4 c. planning a class for participants with health challenges and special needs. d. planning a class based on exercise environment and available equipment. e. applying various styles of learning to most effectively meet the objectives of the class. C. Select and sequence appropriate exercises in order to provide a safe workout based upon the objectives of the class. a. a variety of exercises used during warm-up, stimulus and cool-down. b. a variety of exercises to meet the needs of participants with different skill and fitness levels. c. cardiovascular training principles and techniques. d. muscular conditioning principles and techniques. e. flexibility training principles and techniques. f. motor fitness components (e.g., balance, agility, speed, coordination). g. the principles of muscle balance (e.g., flexion/extension, agonist/antagonist). h. exercise progression (e.g., easy/hard, slow/fast). i. health challenges and/or special needs commonly encountered in a group exercise setting. j. risks associated with various exercises. k. the benefits and use of music in class design. a. the selection and application of music given class purpose and objectives. b. selecting and sequencing exercises to maintain muscle balance, minimize risk to the participants and modify for those with health challenges and special needs. c. designing transitions between exercises. D. Rehearse class content, exercise selection and sequencing and revise as needed in order to provide a safe and effective workout based upon the purpose and objectives of the class. a. the purpose of class rehearsal. b. proper execution of exercises and movements. Copyright 2011 American College of Sports Medicine Page 4 of 13

5 c. verbal and non-verbal cueing techniques for the purpose of providing direction, anticipation, motivation and safety. d. a variety of class environments (e.g., outdoor, indoors, flooring, temperature, space, lighting, room size, ventilation) and associated adaptations that may be required. a. demonstrating exercises and movements. b. the application of music, if used, given class purpose and objectives. c. modifying class design based on rehearsal trial and error. d. applying teaching styles (e.g., formal, authoritarian, facilitator, nurturer). e. applying verbal cueing techniques for the purpose of providing direction, anticipation, motivation and safety. f. applying non-verbal cueing techniques (visual, directional). g. corresponding movements to music phrase and/or counts during selected exercises or segments. DOMAIN III: Leadership and Instruction Associated Job Tasks A. Prepare to teach by implementing pre-class procedures including screening new participants and organizing equipment, music and room set-up. a. equipment operation (e.g., audio, exercise equipment, facility). b. the procedures associated with determining the health status of group exercise class participants prior to each class. c. class environment (e.g., outdoor, indoors, flooring, temperature, space, lighting, room size, ventilation). a. determining health status of group exercise class participants prior to each class. b. time management. c. delivering pre-class announcements (welcome, instruction, safety, participant accountability). d. operating sound equipment. e. evaluating and adapting, if needed, environment to maximize comfort and safety. Copyright 2011 American College of Sports Medicine Page 5 of 13

6 B. Create a positive exercise environment in order to optimize participant adherence by incorporating effective motivational skills, communication techniques and behavioral strategies. a. motivational techniques. b. modeling. c. appropriate verbal and non-verbal behavior. d. group behavior change strategies. e. basic behavior change models and theories (e.g., stages of change, self-efficacy, decisional balance, social learning theory). f. the types of feedback and appropriate use. g. verbal (voice tone, inflection) and non-verbal (body language) communication skills. a. applying behavior change strategies. b. applying behavior change models and theories. c. applying communication techniques (verbal and non-verbal/body language). d. fostering group cohesion. e. interacting with class participants. f. providing positive feedback to class participants. g. projecting enthusiasm, energy and passion. h. applying techniques addressing various styles of learning. C. Demonstrate all exercises using proper form and technique to ensure safe execution in accordance with ACSM standards and guidelines. a. basic human functional anatomy and biomechanics. b. basic exercise physiology. c. basic ergonomic principles. d. proper alignment, form and technique. e. high-risk exercises and movements. Copyright 2011 American College of Sports Medicine Page 6 of 13

7 a. demonstrating proper alignment, form and technique. b. demonstrating exercise modifications. c. correcting improper form and/or technique. D. Incorporate verbal and nonverbal instructional cues in order to optimize communication, safety and motivation based upon industry guidelines. a. anticipatory, directional, educational, motivational, safety, tactile and visual cueing techniques. b. proper participant performance. a. applying anticipatory, directional, educational, motivational, safety, tactile, and visual cues. b. monitoring participant s performance. c. instructing participant how to correct their own exercise execution and/or form. E. Monitor participants performance to ensure safe and effective exercise execution using observation and participant feedback techniques in accordance with ACSM standards and guidelines. a. safe and effective exercise execution. b. the rationale for exercise intensity monitoring. c. exercise intensity monitoring methods and limitations. d. exercise programming (e.g., mode, intensity, frequency, duration). e. the signs and symptoms of overexertion. f. proper exercise demonstration techniques. g. proper feedback techniques (i.e., visual and auditory). h. normal and adverse response to exercise. i. appropriate criteria for NOT starting or stopping a participant from exercising. a. safe and effective exercise execution. b. monitoring exercise intensity in class participants. Copyright 2011 American College of Sports Medicine Page 7 of 13

8 c. recognizing signs and symptoms of overexertion. d. applying the principles of exercise programming (e.g., mode, intensity, frequency, duration). e. teaching participants how to monitor and modify their own exercise intensity. f. proper exercise demonstration techniques. g. proper feedback techniques (i.e., visual and auditory). F. Modify exercises based on individual and group needs to ensure safety and effectiveness in accordance with ACSM standards and guidelines. a. cardiovascular response to various environmental conditions. b. how aerobic, strength and flexibility exercise modifications affect intensity and safety. c. various exercise safety and intensity modification techniques (e.g., tempo, range of motion, alternate movements, load). d. a variety of exercises for any particular muscle group, from easiest to hardest. e. the American Congress of Obstetricians and Gynecologists (ACOG) recommendations for exercise during pregnancy. a. modifying exercise execution and intensity based on environmental conditions. b. modifying aerobic, strength and flexibility exercise intensity based on environmental condition, individual and/or group needs. c. applying exercise intensity modification techniques (e.g., tempo, range of motion, alternate movements, load). G. Monitor sound levels of vocal and/or audio equipment following industry guidelines. a. appropriate vocal projection techniques. b. the value of vocal warm-up. c. vocal warm-up techniques. d. safe volume level. e. group exercise sound projection technology (e.g., microphones, amplifiers, speakers). Copyright 2011 American College of Sports Medicine Page 8 of 13

9 a. the application of appropriate vocal projection techniques. b. the application of group exercise sound projection equipment (e.g., microphones, amplifiers, speakers). H. Respond to participants concerns in order to maintain a professional, equitable and safe environment by using appropriate conflict management or customer service strategies set forth by facility policy and procedures and industry guidelines. a. conflict prevention. b. basic conflict resolution techniques. c. communication techniques as it relates to conflict resolution (e.g., active listening, mirroring, reflection). d. specific club policies regarding conflict management and your role in application of policies. a. applying conflict resolution techniques. b. applying empathetic listening skills. c. selecting the appropriate resolution. I. Educate participants in order to enhance knowledge, enjoyment and adherence by providing health and fitness related information and resources. a. basic human functional anatomy and biomechanics. b. basic exercise physiology. c. basic human development and aging. d. the basic principles of weight management and nutrition. e. motivational techniques used to promote behavior change in the initiation, adherence or return to exercise. f. benefits and risks of exercise. g. basic ergonomic principles. h. stress management principles and techniques. i. healthy lifestyle practices and behavior. j. credible, current and pertinent health-related information. Copyright 2011 American College of Sports Medicine Page 9 of 13

10 k. risk factors which may require referral to medical or allied health professionals prior to exercise. a. accessing available health and exercise-related information. b. delivering health and exercise-related information. c. referring participant to appropriate medical or allied health professional when warranted. DOMAIN IV: Legal and Professional Responsibilities Associated Job Tasks A. Evaluate the class environment (e.g., outdoor, indoor, capacity, flooring, temperature, ventilation, lighting, equipment, acoustics) to minimize risk and optimize safety by following pre-class inspection procedures based on established facility and industry standards and guidelines. a. ACSM facility standards and guidelines. b. established regulations and laws (e.g., Americans with Disabilities Act, CDC, OSHA). c. the procedures associated with determining the health status of group exercise class participants prior to each class. a. evaluating classroom environment. B. Promote participants awareness and accountability by informing them of classroom safety procedures and exercise and intensity options in order to minimize risk. a. components that contribute to a safe environment. b. safety guidelines as it relates to group exercise. a. communicating safety precautions before and during class. b. observing compliance with instructions provided to participants. c. cueing to reinforce safety precautions during class. C. Follow industry-accepted professional, ethical and business standards in order to optimize safety and reduce liability. Copyright 2011 American College of Sports Medicine Page 10 of 13

11 a. appropriate professional behavior and boundaries pertaining to class participants. b. the ACSM code of ethics. c. the scope of practice of an ACSM Certified Group Exercise Instructor. d. standards of care for an ACSM Certified Group Exercise Instructor. e. informed consent, assumption of risk and waivers. f. established and applicable laws, regulations and policies. g. bounds of competence. h. established and applicable laws, regulations and policies. i. confidentiality, privacy laws and practice. j. insurance needs (e.g., professional liability, general liability insurance). k. basic business principles (e.g., contracts, negligence, types of business entities, tax business structure, advertising, marketing). a. applying professional behavior and in maintaining appropriate boundaries with class participants. b. applying the ACSM code of ethics. c. assuring and maintaining the privacy of all group exercise participants and any pertinent information relating to them or their membership. D. Respond to emergencies in order to minimize untoward events by following procedures consistent with established standards of care and facility policies. a. Adult CPR. b. automated external defibrillator (AED). c. basic first aid for accidents, environmental and medical emergencies (e.g., heat cramps, heat exhaustion, heat stroke, lacerations, incisions, puncture wounds, abrasions, contusions, simple/compound fractures, bleeding/shock, hypoglycemia, hyperglycemia, sprains, strains, fainting). d. the standard of care for emergency response (e.g., incident reporting, injury assessment, activating emergency medical services). e. the Emergency Action Plan, if applicable, for the fitness facility. f. unsafe or controversial exercises. Copyright 2011 American College of Sports Medicine Page 11 of 13

12 a. activating emergency medical services. b. administering CPR. c. administering an AED. d. administering basic first aid for exercise-related injuries, accidents, environmental and medical emergencies (e.g., assessment, response, management of class or environment). e. documenting incidents and/or emergencies. f. selecting exercises that are not controversial or high risk. E. Respect copyrights to protect original and creative work, media, etc. by legally securing copyright material and other intellectual property based on national and international copyright laws. a. copyright laws (e.g., BMI, ASCAP). b. fair use of copyright material. a. acquiring appropriate copyrighted materials and music. F. Engage in healthy lifestyle practices in order to be a positive role-model for class participants. a. healthy lifestyle practices. b. lifestyle behavior change strategies (cognitive and behavioral). c. appropriate modeling behaviors (e.g., non-threatening, motivating). d. risks associated with overtraining. e. body image concepts and perceptions. f. risks associated with the female athlete triad. g. referral practices to allied health professionals. a. applying healthy lifestyle practices. b. communicating healthy lifestyle information. c. personalizing behavioral strategies to class participants. Copyright 2011 American College of Sports Medicine Page 12 of 13

13 d. recognizing the symptoms of overtraining. e. referring participants to appropriate allied health professionals when necessary. f. identifying issues/behavior related to unhealthy body image and making appropriate referrals. G. Select and participate in continuing education programs that enhance knowledge and skills on a continuing basis, maximize effectiveness and increase professionalism in the field. a. continuing education requirements for ACSM certification. b. continuing education resources (e.g., conferences, workshops, correspondence courses, on-line, college/university-based, journals). c. credible, current and pertinent health-related information. a. obtaining relevant continuing education. b. applying credible, current and pertinent health related information when leading the class. Copyright 2011 American College of Sports Medicine Page 13 of 13