QUALIFICATION HANDBOOK

Transcription

1 Level 3 Diploma in Teaching Pilates ( ) QUALIFICATION HANDBOOK November 2012 Version 1.0

2 Qualification at a glance Subject area City & Guilds number Age group approved 16-18, 19+ Entry requirements Level 2 Assessment Fast track Support materials Registration and certification Teaching Pilates (QCF) Assignment Available Centre handbook Consult the Walled Garden/Online Catalogue for last dates Title and level Level 3 Diploma in Teaching Pilates City & Guilds number Accreditation number /6440/7 Title and level Level 3 Diploma in Teaching Pilates Last Date Registration Last Date Certification 31/12/ /12/ Level 3 Diploma in Teaching Pilates ( )

3 Contents 1 Introduction 4 Structure 4 2 Centre requirements 5 Approval 5 Resource requirements 5 Candidate entry requirements 7 3 Delivering the qualification 8 Initial assessment and induction 8 Recording documents 8 4 Assessment 9 Assessment of the qualification 9 5 Units 11 Unit 301 Anatomy and physiology for exercise and health 12 Unit 302 Health, safety and welfare in a fitness environment17 Unit 303 Principles of exercise, fitness and health 20 Unit 304 Know how to support clients who take part in exercise and physical activity 26 Unit 305 Programming a Pilates Teaching Session 29 Unit 306 Delivering a Pilates Teaching Session 37 Appendix 1 Relationships to other qualifications 44 Appendix 2 Sources of general information 45 3 Level 3 Diploma in Teaching Pilates ( )

4 1 Introduction This document tells you what you need to do to deliver the qualification: Area Who is the qualification for? What does the qualification cover? What opportunities for progression are there? Description For candidates who work or want to work in the leisure and fitness industry. Candidates to learn, develop and practise the skills required for employment through six mandatory units: Anatomy and physiology, Principles of exercise, fitness and health, Health, safety and welfare, Support clients in exercise and physical activity, Programming a Pilates Teaching Session, and Delivering a Pilates Teaching Session Successful candidates can become qualified Pilates Teachers. Candidates wishing to further their learning can also progress onto the City & Guilds Advanced Fitness Apprenticeship Structure To achieve the Level 3 Diploma in Teaching Pilates, learners must achieve 37 credits from the mandatory units. Unit accreditation number City & Guilds unit number Unit title Mandatory A/600/ Anatomy and physiology for exercise and health T/600/ Health, safety and welfare in a fitness environment A/600/ Principles of exercise, fitness and health M/600/ Know how to support clients who take part in exercise and physical activity L/503/ Programming a Pilates Teaching Session R/503/ Delivering a Pilates Teaching Session Credit value Level 3 Diploma in Teaching Pilates ( )

5 2 Centre requirements Approval There is no fast track approval for this qualification, existing centres who wish to offer this qualification must use the standard Qualification Approval Process. Resource requirements Centre staffing All Tutors, Assessors and Quality Assurance Staff must: Possess an exercise referral specific qualification equivalent to the qualification or units being taught / assessed or quality assured Possess a context specific qualification in the context of fitness being assessed or quality assured eg exercise to music, yoga Have relevant industry experience Have knowledge of and a commitment to the Exercise and Fitness Code of Ethical Practice Demonstrate active involvement in a process of industry relevant Continued Professional Development during the last two years (this may be discipline/ context specific or relevant to tutoring assessing or quality assurance) Be knowledgeable of the Active Leisure, Learning and Wellbeing framework of qualifications Tutors Tutors must hold, or be working towards a teaching qualification. The following are acceptable: Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) (PTTLS) Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) (PTTLS) Level 4 Certificate in Teaching in the Lifelong Learning Sector (QCF) (CTTLS) Level 5 Diploma in Teaching in the Lifelong Learning Sector (QCF) (DTTLS) Certificate in Education Relevant predecessor NQF tutor qualifications 5 Level 3 Diploma in Teaching Pilates ( )

6 Assessors Assessors must hold or be working towards any of the following: Level 3 Award in Assessing Vocationally Related Achievement (QCF) or Level 3 Award in Assessing Competence in the Work Environment (QCF) or Level 3 Certificate in Assessing Vocational Achievement (QCF), or A1 (previously D32, D33) Relevant predecessor NQF assessor qualifications Centre staff may undertake more than one role, eg tutor and assessor or internal verifier, but cannot internally verify their own assessments. Assessors and internal verifiers Internal Quality Assurers Internal quality assurers must hold or be working towards any of the following: Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice (QCF) or Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (QCF) or V1 (previously D34) Relevant predecessor NQF internal quality assurance qualifications (It is recommended that internal quality assurance staff also hold a relevant assessing qualification as detailed above) External Quality Assurers External quality assurers must hold or be working towards any of the following: Level 4 Award in the External Quality Assurance of Assessment Processes and Practice (QCF) or Level 4 Certificate in Leading the External Quality Assurance of Assessment Processes and Practice or V2 (previously D35) (It is recommended that external quality assurance staff also hold a relevant assessing and internal quality assurance qualifications as detailed above) Continuing professional development (CPD) Centres must support their staff to ensure that they have current knowledge of the occupational area, that delivery, mentoring, training, assessment and verification is in line with best practice, and that it takes account of any national or legislative developments. 6 Level 3 Diploma in Teaching Pilates ( )

7 Candidate entry requirements Level 2 Exercise and Fitness qualifications (Gym, ETM, Aqua) / Without evidence of formal qualifications, candidates must demonstrate adequate prior knowledge and experience to ensure they have the potential to gain the qualification. Age restrictions City & Guilds cannot accept any registrations for candidates under 16 as this qualification are not approved for under 16s. 7 Level 3 Diploma in Teaching Pilates ( )

8 3 Delivering the qualification Initial assessment and induction An initial assessment of each candidate should be made before the start of their programme to identify: if the candidate has any specific training needs, support and guidance they may need when working towards their qualification. any units they have already completed, or credit they have accumulated which is relevant to the qualification. the appropriate type and level of qualification. We recommend that centres provide an induction programme so the candidate fully understands the requirements of the qualification, their responsibilities as a candidate, and the responsibilities of the centre. This information can be recorded on a learning contract. Recording documents Candidates and centres may decide to use a paper-based or electronic method of recording evidence. City & Guilds endorses several eportfolio systems, including our own, Learning Assistant, an easy-to-use and secure online tool to support and evidence learners progress towards achieving qualifications. Further details are available at: City & Guilds has developed a set of Recording forms including examples of completed forms, for new and existing centres to use as appropriate. Recording forms are available on the City & Guilds website. Although new centres are expected to use these forms, centres may devise or customise alternative forms, which must be approved for use by the external verifier, before they are used by candidates and assessors at the centre. Amendable (MS Word) versions of the forms are available on the City & Guilds website. 8 Level 3 Diploma in Teaching Pilates ( )

9 4 Assessment Assessment of the qualification This qualification is assessed in a number of ways to provide a clear indication of candidate knowledge and abilities. The types of assessments used are case studies (part of an assignment) underpinning knowledge tests questions (part of an assignment) observation of practice (part of an assignment) on-line tests The assessments are set by City & Guilds and are administered by the centre when the candidate is ready. They are then marked internally (with the exception of online tests), using the information provided and the outcomes recorded on the documents provided by City & Guilds. Assessments are subject to internal and external quality assurance. City & Guilds has written the following assessments to use with this qualification: online multiple choice tests, using e-volve assignments available in an assessment pack available to download from password available from the walled garden Answer pack for use with the assessment pack available from password available from the walled garden 9 Level 3 Diploma in Teaching Pilates ( )

10 Unit Number Unit Title Assessment method Where to obtain assessment materials 301 Anatomy and physiology for exercise and health (Level 3) Assignment com password available on the walled garden 302 Health, safety and welfare in a fitness environment (Level 2) Assignment com password available on the walled garden 303 Principles of exercise, fitness and health (Level 2 Assignment com password available on the walled garden 304 Know how to support clients who take part in exercise and physical activity (Level 2) Assignment com password available on the walled garden 305 Programming a Pilates Teaching Session (Level 3) Assignment com password available on the walled garden 306 Delivering a Pilates Teaching Session (Level 3) Assignment com password available on the walled garden 10 Level 3 Diploma in Teaching Pilates ( )

11 5 Units Availability of units Below is a list of the learning outcomes for all the units. If you want to download a complete set of units, go to Structure of units These units each have the following: City & Guilds reference number unit accreditation number title level credit value unit aim relationship to NOS, other qualifications and frameworks endorsement by a sector or other appropriate body information on assessment learning outcomes which are comprised of a number of assessment criteria notes for guidance. 11 Level 3 Diploma in Teaching Pilates ( )

12 Unit 301 Anatomy and physiology for exercise and health UAN: A/600/9051 Level: Level 3 Credit value: 6 GLH: 43 Endorsement by a This unit is endorsed by Skills Active sector or regulatory body: Learning outcome 1. understand the heart and circulatory system and its relation to exercise and health 1.1 explain the function of the heart valves 1.2 describe coronary circulation 1.3 explain the effect of disease processes on the structure and function of blood vessels 1.4 explain the short and long term effects of exercise on blood pressure, including the valsalva effect 1.5 explain the cardiovascular benefits and risks of endurance/aerobic training 1.6 define blood pressure classifications and associated health risks Valves Bicuspid, tricuspid (atrioventicular valves), aortic and pulmonary (semilunar valves) Short term Increase in systolic pressure, diastolic pressure remains approximately the same Long term Decrease in both systolic and diastolic pressures to a healthy rate Cardiovascular benefits Interaction of the energy systems and production of ATP during a range of cardiovascular activities, energy systems used, effects of exercise intensity, effects of duration, effects of clients fitness levels, reduced risk of CHD 12 Level 3 Diploma in Teaching Pilates ( )

13 Learning outcome 2. understand the musculoskeletal system and its relation to exercise 2.1 explain the cellular structure of muscle fibres 2.2 describe the sliding filament theory 2.3 explain the effects of different types of exercises on muscle fibre type 2.4 identify and locate the muscle attachment sites for the major muscles of the body 2.5 name, locate and explain the function of skeletal muscle involved in physical activity 2.6 identify the anatomical axis and planes with regard to joint actions and different exercises 2.7 explain the joint actions brought about by specific muscle group contractions 2.8 describe joints/joint structure with regard to range of motion/movement and injury risk 2.9 describe joint movement potential and joint actions 2.10 describe the structure of the pelvic girdle and associated muscles and ligaments Muscle fibres Slow twitch (Type I), Fast twitch (Type IIb), Fast twitch (Type IIa) Effects of different types of exercises Slow twitch: increase in size and number of mitochondria, increase in myoglobin, increase in capillary network, increase in glycogen stores Fast twitch: increase in phosphocreatine stores, increase in glycogen stores, increase in glycolitic enzymes, increase lactic acid threshold Function Movement of joints/limbs during exercise/activities Anatomical axis and planes Sagital plane: flexion, extension, protraction, retraction, plantar flexion, dorsi flexion Frontal plane: abduction, adduction, lateral flexion, elevation, depression, inversion, eversion Transverse plane: rotation, horizontal flexion, horizontal extension Joints/joint structure joint capsule, ligaments, tendons, muscle attachment Structure of the pelvic girdle Pelvic structure:illium, ishium, pubis, pubis symphysis, acetabulum, gender differences, sacroiliac joints, sacrum, coccyx 13 Level 3 Diploma in Teaching Pilates ( )

14 Muscles (Pelvis) Rectus abdominus, external obliques, internal obliques, transverse abdominus, erector spinae, quadratus lumborum, multifidus, pelvic floor muscles (levitor ani, coccygeus) Learning outcome 3. understand postural and core stability 3.1 describe the structure and function of the stabilising ligaments and muscles of the spine 3.2 describe local muscle changes that can take place due to insufficient stabilisation 3.3 explain the potential effects of abdominal adiposity and poor posture on movement efficiency 3.4 explain the potential problems that can occur as a result of postural deviations 3.5 explain the impact of core stabilisation exercise and the potential for injury/aggravation of problems 3.6 explain the benefits, risks and applications of the following types of stretching: static (passive and active) dynamic proprioceptive Neuromuscular Facilitation Stabilising ligaments and muscles Ligaments: anterior Longitudal, posterior Longitudal Muscles: splenius, erector spinae, transverse spinalis (multifidus, rotatores), intertransverarii Insufficient stabilisation Kyphosis: muscular imbalance, upper body adiposity, osteoporosis of the upper thoracic vertebrae Lordosis: weak abdominal muscles, lower body adiposity, pregnancy Scoliosis: genetic abnormality, muscular imbalance Flatback syndrome: tight hamstrings Problems: impingement of peripheral nerve fibres, bulging of intervertebral discs, damage to spinal ligaments, abnormal postural alignment, pelvic tilt, shoulder girdle problems, soft tissue dysfunction, balance 14 Level 3 Diploma in Teaching Pilates ( )

15 Learning outcome 4. understand the nervous system and its relation to exercise 4.1 describe the specific roles of: the central nervous system (CNS) the Peripheral Nervous System (PNS) including somatic and autonomic systems 4.2 describe nervous control and transmission of a nervous impulse 4.3 describe the structure and function of a neuron 4.4 explain the role of a motor unit 4.5 explain the process of motor unit recruitment and the significance of a motor unit s size and number of muscle fibres 4.6 explain the function of muscle proprioceptors and the stretch reflex 4.7 explain reciprocal inhibition and its relevance to exercise 4.8 explain the neuromuscular adaptations associated with exercise/training 4.9 explain the benefits of improved neuromuscular coordination/efficiency to exercise performance CNS Brain and spinal cord PNS Peripheral nerves (afferent/sensory nerves, efferent/motor nerves), somatic branch, autonomic branch (sympathetic, parasympathetic) Motor unit recruitment Motor unit (motor nerve/neuron and muscle fibres), single twitch, wave summation, tetanus Proprioceptors Muscle spindles, golgi-tendon organs (GTOs) Neuromuscular adaptations Improved motor unit synchronisation, improved ability to recruit more motor units, autogenic inhibition Benefits Improved coordination, recruitment of muscle fibres, improved reaction time, improved balance, proprioception 15 Level 3 Diploma in Teaching Pilates ( )

16 Learning outcome 5. understand the endocrine system and its relation to exercise and health 5.1 describe the functions of the endocrine system 5.2 identify the major glands in the endocrine system 5.3 explain the function of hormones including: growth hormone thyroid hormones corticosteroids catecholamines insulin glucagon Major glands Pituitary, adrenal, thyroid, parathyroid, sex organs (testes, ovaries), pancreas Learning outcome 6. understand energy systems and their relation to exercise 6.1 identify the contribution of energy according to: duration of exercise/activity being performed type of exercise/activity being performed intensity of exercise/activity being performed 6.2 identify the by-products of the three energy systems and their significance in muscle fatigue 6.3 describe the effect of endurance training/advanced training methods on the use of fuel for exercise By-products Heat, lactic acid, carbon dioxide, water (sweat), free radicals Effect Increased aerobic base, increased anaerobic threshold, increase tolerance to build up to lactic acid, Onset of Blood Lactate Accumulation (OBLA) 16 Level 3 Diploma in Teaching Pilates ( )

17 Unit 302 Health, safety and welfare in a fitness environment UAN: T/600/9016 Level: Level 2 Credit value: 2 GLH: 16 Endorsement by a This unit is endorsed by Skills Active sector or regulatory body: Learning outcome 1. understand emergency procedures in a fitness environment 1.1 identify the types of emergencies that may occur in a fitness environment 1.2 describe the roles that different staff and external services play during an emergency 1.3 explain the importance of following emergency procedures calmly and correctly 1.4 describe how to maintain the safety of people involved in typical emergencies, including children, older people and disabled people Emergencies Fire, bomb scare, major accident/incident, power cut, structural failure, gas leak Staff and external services Manager, receptionist, leisure assistant, instructor, police, fire brigade, ambulance 17 Level 3 Diploma in Teaching Pilates ( )

18 Learning outcome 2. understand health and safety requirements in a fitness environment 2.1 outline why health and safety is important in a fitness environment 2.2 identify the legal and regulatory requirements for health and safety relevant to working in a fitness environment 2.3 describe duty of care and professional role boundaries in relation to special population groups 2.4 identify the typical roles of individuals responsible for health and safety in a fitness organisation 2.5 describe the types of security procedures that may apply in a fitness environment 2.6 describe the key health and safety documents that are relevant in a fitness environment Legal and regulatory requirements Risk assessment, risk scoring, risk management Legal and regulatory procedures: Health and Safety At Work Act, RIDDOR, COSHH, Disability, Discrimination Act (DDA), Manual Handling Organisational procedures: Equal Opportunities, Emergency Action Plan (EAP), Normal Operating Procedures (NOP) Health and safety documents Emergency Action Plan (EAP), Normal Operating Procedure (NOP), PAR-Q Learning outcome 3. understand how to control risks in a fitness environment 3.1 identify possible hazards in a fitness environment, relating to: facilities equipment working practices, including lifting and handling of equipment client behaviour security hygiene 3.2 describe how to risk assess the types of possible hazards in a fitness environment 3.3 describe how to control risks associated with hazards in a fitness environment 3.4 identify the appropriate person/position to contact within a fitness organisation when hazards and risks cannot be controlled personally 18 Level 3 Diploma in Teaching Pilates ( )

19 Facilities Lighting, flooring, structure Equipment Loose weights, moving parts, mechanisms, wear and tear Learning outcome 4. understand how to safeguard children and vulnerable adults 4.1 describe what is meant by safeguarding the welfare of children and vulnerable adults 4.2 describe the responsibilities and limitations of a fitness instructor in regard to safeguarding children and vulnerable adults 4.3 identify the types of abuse which an instructor may encounter: physical, emotional, neglect, bullying and sexual 4.4 identify possible signs of abuse: physical, emotional, neglect, bullying and sexual 4.5 describe a fitness organisation s policies and procedures in relation to safeguarding children and vulnerable adults, including typical reporting procedures 4.6 describe the procedures to follow to protect oneself from accusations of abuse 4.7 identify the statutory agencies responsible for safeguarding children and vulnerable adults 4.8 explain when it may be necessary to contact statutory agencies 4.9 describe how to maintain the confidentiality of information relating to possible abuse Responsibilities and limitations Qualifications, training, ability, specialist requirements to carry out tasks (inductions, lifestyle questionnaires/par-q, health screening, programmes, cleaning and maintenance, reception duties, sales and marketing, first aid, teaching classes, memberships, motivators, pool plant operation) Statutory agencies Police, social services, NSPCC 19 Level 3 Diploma in Teaching Pilates ( )

20 Unit 303 Principles of exercise, fitness and health UAN: A/600/9017 Level: Level 2 Credit value: 4 GLH: 28 Endorsement by a This unit is endorsed by Skills Active sector or regulatory body: Learning outcome 1. understand the effects of exercise on the body 1.1 describe cardiovascular and respiratory adaptations to endurance/aerobic training 1.2 identify the short and long term effects of exercise on blood pressure 1.3 describe the blood pooling effect following exercise 1.4 describe the effects of exercise on bones and joints including the significance of weight bearing exercise 1.5 describe delayed onset of muscle soreness (doms) 1.6 identify exercises or techniques likely to cause delayed onset of muscle soreness 1.7 describe the short and long term effects of different types of exercise on muscle 1.8 describe different exercises that can improve posture Cardiovascular adaptations Increase of left ventricle, increase in thickness and strength of the left vertical wall, increased stroke volume, decreased resting heart rate, improved blood profile (haemoglobin), improved tissue capillary network, cardiac output Respiratory adaptations Increased pulmonary capillary network, increased lung efficiency (tidal volume, forced vital capacity), breathing muscles more effective Short and long term effects of exercise on blood pressure During exercise systolic pressure increases whilst diastolic pressure 20 Level 3 Diploma in Teaching Pilates ( )

21 remains approximately the same, long term both systolic and diastolic pressures are reduced to a healthy range Effects of exercise on bones and joints Bones: Density (weight bearing exercise), tendon and ligament attachments, articular cartilage, tendon and ligaments Joints: Synovial fluid, joint range of movement Short and long term effects Short term: Increase in mechanical stress on the skeletal system, increased production of synovial fluid, lubrication and nourishment of the joint, increased temperature within the working muscle, increased blood flow to the working muscle, creation of micro tears within the muscle fibre, creation of a catabolic state within the muscle tissue, increased pliability, increased capillary dialation, increased metabolic activity, improved neuromuscular response and range of joint movement Long term: Increased bone density at muscle attachment sites, creation of an anabolic state within the muscle tissue, increased muscle mass/hypertrophy, increase in thickness and strength of tendons/ligaments, improved joint stability, improved posture, improved inter and intra muscular coordination, improved neuromuscular function, increased strength, increased capillarisation of muscle tissue, increase in the size and number of muscle mitochondria, improved capacity to store Creatine phosphate and glycogen, improved strength and endurance, improved muscle tone, increased myoglobin stores, increased motor neuron size Learning outcome 2. understand the components of fitness 2.1 define the components of health related fitness 2.2 define the components of skill related fitness 2.3 identify the factors that affect health and skill related fitness Components of health related fitness Muscular strength, muscular endurance, flexibility, cardio-vascular fitness Components of skill related fitness Balance, coordination, agility, reaction time, speed Factors Frequency of training, intensity of training, duration of training, type of exercise (FITT), adherence Additional factors: adherence, recovery 21 Level 3 Diploma in Teaching Pilates ( )

22 Learning outcome 3. understand how to apply the principles and variables of fitness to an exercise programme 3.1 describe the physiological implications of: specificity progressive overload reversibility adaptability individuality recovery time 3.2 explain the principles of fitt (frequency, intensity, time and type) 3.3 explain the principles of a progressive training programme in developing components of fitness 3.4 explain how to recognise when and how to regress a training programme 3.5 explain the principles of adaptation, modification and progression for each component of fitt (frequency, intensity, time and type) 3.6 describe the effect of speed on posture, alignment and intensity 3.7 describe the effect of levers, gravity and resistance on exercise 3.8 describe the differences between programming exercise for physical fitness and for health benefits Principles of a progressive training programme Increase exercise intensity (increase speed, increase level, increase resistance), increase range of movement, change body position, change hand position, increase complexity of movement, change exercise, change system, mode When and how to regress Poor exercise technique, complexity of the exercise, frequency of performing the exercise, communication with the client, regular reviews Principles of adaptation, modification Reduce exercise intensity (reduce speed, reduce level, reduce resistance), decrease range of movement, change body position, change hand position, reduce complexity of movement 22 Level 3 Diploma in Teaching Pilates ( )

23 Learning outcome 4. understand the exercise contraindications and key safety guidelines for special populations 4.1 describe the exercise contraindications and key safety guidelines for working with older people (50 plus) 4.2 describe the exercise contraindications and key safety guidelines for working with antenatal and postnatal clients 4.3 describe the exercise contraindications and key safety guidelines for working with young people (14-16) 4.4 describe the key safety considerations for working with disabled people Exercise contraindications (older people): balance, posture, isometric training, blood pressure, joint stiffness, osteoporosis, medication Key safety guidelines (older people): strength exercises, balance exercises, stretching exercises, endurance exercises Exercise contraindications (antenatal postnatal clients): raising body temperature, high intensity exercise, over extending joints (hormone relaxing), lying on back after 20 weeks (reduces blood flow to baby), isometric training Key safety guidelines (antenatal postnatal clients): maintain fitness level, reduce resistance, limit range of movement, reduce high impact exercise, start pelvic floor exercises, upper body exercises to prepare for carrying the baby Exercise contraindications (young people): puberty, growth plate fractures, avulsion fractures, Osgood Schlatters disease, hormones (oestrogen, testosterone) Key safety guidelines (young people): no flexibility training, reduce resistance, reduce repetitive high impact exercises, ensure regular breaks when training, regular rehydration Key safety considerations (disabled people) Stop exercising if feel pain or discomfort, ensure client drinks plenty of water, advise appropriate clothing, set realistic goals, adapt and support client, ensure supervision appropriate to clients needs and ability 23 Level 3 Diploma in Teaching Pilates ( )

24 Learning outcome 5. understand how to safely monitor exercise intensity 5.1 describe the benefits and limitations of different methods of monitoring exercise intensity including: the talk test Rate of Perceived Exertion (RPE) heart rate monitoring and the use of different heart rate zones Benefits Encourages observation, client can work to their perceived exertion level, heart rate zones suitable for client fitness level Limitations Unclear of the RPE scale, honesty, inaccurate heart rate readings Learning outcome 6. understand the health benefits of physical activity 6.1 describe the health benefits of physical activity 6.2 describe the effect of physical activity on the causes of certain diseases including: Coronary Heart Disease Some cancers Type 2 Diabetes Hypertension Obesity Osteoporosis Health benefits Reduced risk of coronary heart disease, osteoporosis, certain cancers, high blood pressure, high cholesterol, obesity, diabetes, musculoskeletal disorders, stress, depression Improved circulation, blood, sleep, body awareness, posture, body composition, confidence, selfesteem Effect Reduced risk of CHD, reduced risk of cancers, body fat reduction (leading to reduced risk of diabetes), stronger bones, efficient hormone transport Causes Inactivity, poor diet, smoking, excessive alcohol, stress, family history 24 Level 3 Diploma in Teaching Pilates ( )

25 Learning outcome 7. understand the importance of healthy eating 7.1 describe the national food model/guide 7.2 describe key healthy eating advice that underpins a healthy diet 7.3 explain the importance of adequate hydration 7.4 explain professional role boundaries in relation to offering nutritional advice 7.5 explain the dietary role of the key nutrients 7.6 identify the common dietary sources of the key nutrients 7.7 describe the energy balance equation 7.8 explain the health risks of poor nutrition Role of key nutrients Carbohydrates: energy provision, gut function, dietary fibre Fats: energy provision, protection of internal organs, insulation from cold, insulation of nerve Fibres: storage of fat soluble vitamins, production of oestrogen Proteins: growth and repair of body tissue, productions of enzymes, formation of hormones, energy: when carbohydrate stores are low Sources of key nutrients Carbohydrates: simple sugars (sugar, fruit, sweets, jam, honey, milk, energy drinks), complex starches (bread, pasta, oats, corn, barley, potatoes, rice, beans, lentils, peas, vegetables) Fats: saturated fats (butter, lard, cream, yoghurt, pies, pastries, avocado) unsaturated fats (sunflower oil, olive oil, rapeseed oil, flaxseed oil, nuts, fish) Proteins: eggs, fish, meat, poultry, milk, rice, soya beans, tofu, textured vegetable protein 25 Level 3 Diploma in Teaching Pilates ( )

26 Unit 304 Know how to support clients who take part in exercise and physical activity UAN: M/600/9015 Level: Level 2 Credit value: 2 GLH: 13 Endorsement by a This unit is endorsed by Skills Active sector or regulatory body: Learning outcome 1. understand how to form effective working relationships with clients 1.1 explain why it s important to form effective working relationships with clients 1.2 explain why it s important to present oneself and the organisation positively to clients 1.3 describe how different communication skills can be used to assist clients with motivation 1.4 explain the importance of valuing equality and diversity when working with clients Effective working relationships Verbal and non-verbal communication, professional conduct, make training individual to the clients needs, engage the client in conversation Communication Verbal: use of words in a written or spoken format, tone, volume, pitch, pace, rhythm, open and closed questioning, probing questions Non-verbal: body language (facial expressions, eye contact, posture, positioning, motions, mirroring), attitude, personal presentation (dress, hygiene), conduct 26 Level 3 Diploma in Teaching Pilates ( )

27 Learning outcome 2. understand how to address barriers to exercise/physical activity that clients experience 2.1 identify the typical barriers to exercise/physical activity that clients experience 2.2 explain how incorporating clients exercise/physical activity preferences into their programme can strengthen motivation and adherence 2.3 describe different incentives and rewards that can strengthen clients motivation and adherence 2.4 describe different strategies that can help clients overcome typical barriers to exercise/physical activity Barriers to exercise/physical activity Physical: age, injury, disability, health Emotional: self conscious, shy, worry Motivational: goal setting, boredom Time: other commitments (work, family) Availability: facilities, finance, resources, clothing Learning outcome 3. understand how to support clients to adhere to exercise/physical activity 3.1 explain why it is important for a client to take personal responsibility for their own fitness and motivation 3.2 describe how to assist clients to develop their own strategy for motivation and adherence 3.3 identify different behaviour change approaches/strategies to encourage adherence to exercise/physical activity 3.4 describe how to set short, medium and long term SMART goals 3.5 describe how to review and revise short, medium and long term smart goals 27 Level 3 Diploma in Teaching Pilates ( )

28 Strategy for motivation Goal setting, rewards, focusing, support systems, contingency plan or alternative exercises, strategies for relapsed clients, lifestyle changes, self recognition of client s own barriers, voice pitch and tone, body language and positioning, engaging client in conversation Behaviour change Pre-contemplation, contemplation, preparation, action, maintenance, relapse, termination SMART Specific, measurable, achievable, realistic, time Learning outcome 4. understand how to provide ongoing customer service to clients 4.1 explain the importance of client care both for the client and the organisation 4.2 explain why it is important to deal with clients needs to their satisfaction 4.3 identify where to source relevant and appropriate information to meet clients needs 4.4 explain the importance of dealing with any delay in meeting clients needs timely and effectively 4.5 give examples of how to exceed customer expectations, when appropriate 4.6 explain the importance of handling client complaints positively following an organisation s procedure 28 Level 3 Diploma in Teaching Pilates ( )

29 Unit 305 Programming a Pilates Teaching Session UAN: L/503/1304 Level: Level 3 Credit value: 10 GLH: 50 Endorsement by a This unit is endorsed by Skills Active sector or regulatory body: Learning outcome 1. be able to plan for a pilates teaching session 1.1 prepare the environment and range of resources required to deliver a pilates teaching session Environment Candidate must consider: Suitability of the space in which the class is to be taught Layout of mats to ensure best observation for participants and instructor. Condition and suitability of equipment for client group. Resources will include: Mats Blocks Cushions / towels Small equipment (e.g. resistance bands, soft balls, weighted balls, pilates ring, foam roller) 29 Level 3 Diploma in Teaching Pilates ( )

30 Learning outcome 2. be able to understand the importance of long-term behaviour change for pilates teaching 2.1 explain the role and qualities of a pilates teacher 2.2 explain the benefits of pilates 2.3 explain the importance for a pilates teacher to work together with clients to agree goals, objectives, programme and adaptations 2.4 explain the importance of long-term behaviour change in developing client fitness Role to include: Working with clients to achieve correct postural alignment. Developing a programme of exercise that will address clients muscular imbalances to achieve balance within the muscloskeletal system. Instructing clients in a supportive manner which will facilitate body awareness, and understanding of the principles of Pilates. Qualities to include: The ability to apply a thorough knowledge of anatomy and physiology. Product knowledge (pilates) Communication skills. Empathy with clients. Advanced teaching skills ( breakdown of exercises, hands on reinforcement / correction, explaining teaching points in an accessible manner). Benefits of pilates Improved postural alignment. Greater muscular strength and endurance, thus improving stability. Increased mobility and flexibility, thus improving movement quality. Improved strength and endurance of the pelvic floor muscles. Improved core stability, leading to lower incidences of back pain and injury. Improved co-ordination and balance. Falls prevention. Reduced stress levels. Lesser known, but nonetheless, correct benefits are: Improved lung function & circulation. Improved capacity for weight management. Reduced recovery time. 30 Level 3 Diploma in Teaching Pilates ( )

31 Importance for a Pilates teacher to work together with clients Goals are more likely to be realistic if discussed and agreed with an instructor. (SMART targets) Clients will understand the reasons for the programme of exercise and will be more likely to adhere as a result. Clients will have a sense of empowerment by being involved in the goal setting and programming process. Clients will feel more comfortable performing exercises with modifications that have been discussed and agreed with them. Importance of long-term behaviour change Benefits of exercise will be maintained and will continue to improve. Clients will develop independence. Development of self efficacy. Improvement of self esteem. Learning outcome 3. be able to understand the principles of collecting information to plan a pilates teaching session 3.1 explain the principles of informed consent 3.2 demonstrate methods of consultation and how to complete the physical activity readiness questionnaire (parq) 3.3 explain the correct procedures for collecting participant information Informed consent A client must be made fully aware of the content of the session / programme, and the associated benefits and risks. Taking this information into account, the client can make a fully informed decision on whether or not to participate. Client must have all the facts. Information is freely given. Client must make the decision to exercise. Methods of consultation Consultations are done on an individual and group basis, in private and in confidence. Measures are taken to protect the client and instructor (E.G. consultations are done privately, but are not in a secluded area). Client completes form before commencing a programme of exercise. Clients with specific needs may require the PAR-Q to be done verbally and completed for them. 31 Level 3 Diploma in Teaching Pilates ( )

32 Correct procedures Written screening. Verbal screening. Client confidentiality. Secure storage of information. Access to information is restricted to authorized personnel. Learning outcome 4. understand how to use participant information to plan a pilates teaching session 4.1 explain the factors, based on client screening, which affect safe exercise participation 4.2 justify the reasons for temporary deferral of exercise 4.3 explain how and when pilates teachers should refer participants to other professionals Factors Risk stratification (this really covers the factors below, with more detail). Health status of the individual. Exercise history. Current fitness level. Reasons Injury / illness could be made worse by participating. Client has a flare up of symptoms. Level of class is unsuitable and sufficient adaptations cannot be made. GP s permission is required for client to exercise. More information is required on injury / medical condition from other medical professionals, E.G. a physiotherapist. When: Injury / symptoms are not improving. Injury / symptoms are worsening. The Pilates teacher cannot help the client any further without intervention from other professionals. If the Pilates teacher has a personal relationship with the client (code of ethics). point- positive response on PAR ~Q- How: Verbally asks client to return to GP / other professional. By writing to the GP / other professional, explaining the reason for referral. 32 Level 3 Diploma in Teaching Pilates ( )

33 Learning outcome 5. be able to communicate effectively 5.1 explain the importance of effective communication Importance of effective communication Establishes a rapport between client and instructor. Minimizes any confusion between client and instructor. Creates an understanding between client and instructor about mutual expectations and session content. Client will be able to follow instruction more easily and more effectively. Learning outcome 6. understand the fundamentals of pilates teaching sessions 6.1 explain the history of pilates 6.2 explain what is meant by the holistic approach 6.3 explain the term integral biology 6.4 explain the concept and vital elements of the principles of pilates within each exercise of the pilates method 6.5 explain and demonstrate the breathing engagement concept 6.6 explain and demonstrate the techniques of pilates within each exercise of the pilates method 6.7 explain the factors affecting physical fitness and posture 6.8 explain developments within the industry 6.9 explain the techniques of the original pilates exercises, how they have evolved/been adapted to meet current theories and best practices 6.10 explain the 34 original pilates exercises and their goals, including adaptations and modifications for each exercise 33 Level 3 Diploma in Teaching Pilates ( )

34 History of pilates Devised by Joseph Pilates, born in 1880 and emigrated from Germany to the UK around 191 He was a sickly, weak child, who dedicated his life to overcoming his physical weaknesses by educating himself in anatomy, bodybuilding, wrestling, yoga, gymnastics, and martial arts. He believed that modern lifestyle, bad posture, and inefficient breathing were the roots of poor health. In the First World War he was a nurse in a POW camp and devised a programme of rehabilitation for injured soldiers. After this, he moved to America, where he opened his own studio. His method uses a whole body approach, using a system of physical and mental conditioning. He worked with gymnasts, dancers and other athletes who benefitted from his regime. His methods have been adapted to suit the general public and are used to support rehabilitation programmes Holistic approach The complete coordination of body, mind and spirit" (Joseph Pilates, Return to Life) The integration of body and mind exercises, providing both physical and mental conditioning. Integral biology The study of the environment's effect on a person s physical and mental health. Everything done in daily life affects the body. e.g. sitting at work all day at a computer can cause postural problems and muscle imbalance leading to headaches, neck ache and back pain. Concept and vital elements this criterion is asking for a detailed teaching plan for each pilates exercise. however, each will deal with the following: Alignment (neutral neck, spine, pelvis) Centering (activation of pelvic floor & CVA) Concentration Control Precision Breathing Flowing movement Breathing engagement concept Lateral, or costal, breathing is utilized in Pilates. Lateral breathing is fundamental to Pilates because it allows maintenance of full abdominal engagement while breathing deeply. Allow the ribcage to expand laterally, or sideways, without allowing the belly to inflate. Engage the core muscles on exhalation. 34 Level 3 Diploma in Teaching Pilates ( )

35 Factors Genetics. Age (to an extent). Medical conditions. Injury. Muscle balance. Developments Pilates courses are registered at level 3 on the REPS register. Courses have been developed by many different organizations. Specialist courses have been developed to extend the knowledge of the Pilates instructor, who may encounter ante / post natal, older adult, and other clients with specific conditions / injuries. Medical professionals such as GP s, chiropractors and physiotherapists now recognise Pilates instructors as having a useful role in patients rehabilitation programmes, and often work together via referral schemes. Techniques Pilates' original exercise systems focused on core strengthening with simultaneous spinal and limb stretching. These were aimed at athletes and highly conditioned individuals and have now been adapted for deconditioned clients who need to learn body awareness. This method is less extreme and is less likely to injure the client. Now, most Pilates methods include more focus on pelvic and shoulder girdle stabilization exercises, as well as emphasis on more anatomical concepts of neutral spine and pelvis. Learning outcome 7. be able to adapt, evaluate and review a pilates session 7.1 explain and demonstrate how to adapt pilates exercises for different clients/participants in the class 7.2 evaluate the pilates programme 7.3 explain how to review the pilates programme 35 Level 3 Diploma in Teaching Pilates ( )

36 Adapt pilates exercises this should be detailed in session plans. basic methods of adaptation include: Changing lever length. Increasing / decreasing range of movement. Use of blocks, towels and other supports. Use of small equipment to challenge intensity. Use of physical aids, such as chairs for balance and stability. Evaluate evaluation forms will provide evidence for this. they will contain evaluative comments about: Feedback from clients. Health and safety. Effectiveness of exercises for client group. Effectiveness of teaching points. Use and effectiveness of visualization methods. Quality of demonstrations. Voice projection. Suitability and use of music. Music volume. Teaching position. Observation. Adaptations / modifications. Planning improvements for future sessions. Review Pilates classes are best taught in courses, consisting of 6-8 weeks. This can be reviewed at the end, where clients can reflect on what they have achieved. Feedback is collated and analysed Updated knowledge 36 Level 3 Diploma in Teaching Pilates ( )

37 Unit 306 Delivering a Pilates Teaching Session UAN: R/503/1305 Level: Level 3 Credit value: 13 GLH: 60 Endorsement by a This unit is endorsed by Skills Active sector or regulatory body: Learning outcome 1. understand how to instruct a pilates teaching session 1.1 explain the importance of verbal and non-verbal communication when instructing clients 1.2 describe how to adapt communication to meet a client's needs 1.3 evaluate different methods of maintaining clients' motivation 1.4 explain the importance of correcting participant techniques Verbal and Non-Verbal communication Non verbal instruction focuses client s attention on the exercise. Non verbal communication such as hands on can be used to place client in position, correct technique and enhance good technique. Verbal communication is important in explaining and reinforcing the specifics of an exercise. Verbal communication can direct the client to focus on specific technique. Verbal and non verbal communication can be used together to enhance the learning experience of the client. Adapt communication Permission must be sought from group / client before a hands on approach is employed. Physical correction must be sensitive to the client s personal space. 37 Level 3 Diploma in Teaching Pilates ( )

38 Correction should be discreet and not draw attention to individuals. Eye contact can be used to target individuals without the need for physical correction. Visually / hearing impaired clients should be positioned appropriately in group situations. A balance of positive reinforcement and constructive criticism should be used to maintain confidence and motivation. Different methods Use of positive reinforcement and constructive criticism can be balanced appropriately to maintain motivation. SMART goals can be used to focus individuals. Feedback at the end of the session will positively summarize what has been achieved and can prepare clients for the next session. Importance of correcting participant techniques Reduces the risk of injury. Increases effectiveness of the exercise. Improves clients body awareness. Promotes clients understanding of technique. Encourages clients independence. It is part of the instructor s duty of care. Learning outcome 2. understand how to adapt exercises to meet client needs during a pilates teaching session 2.1 explain the importance of monitoring individual progress 2.2 describe different methods of monitoring clients' progress during exercise 2.3 explain when it may be necessary to adapt planned exercises to meet clients' needs Importance of monitoring individual progress Can improve clients motivation. Informs planning for future sessions. Can quickly identify and work on problems Different methods Visual assessment of exercise performance. Targeted group / client questioning. Hands on to check correct muscle activation. Requesting feedback at appropriate points. 38 Level 3 Diploma in Teaching Pilates ( )

39 Adapt A new physical / medical condition disclosed during screening. A change in exercise environment. Availability of equipment. Skill level of client Learning outcome 3. be able to plan and prepare for a pilates teaching session 3.1 plan how to instruct a pilates teaching session 3.2 plan and demonstrate how to instruct a pilates teaching session through the preparation phase 3.3 plan and demonstrate how to instruct a pilates teaching session through the main phase involving whole body movement 3.4 plan and demonstrate how to instruct a pilates teaching session through the closing phase 3.5 explain the importance of appropriate home care advice after each pilates session Instruct Candidate produces a balanced plan of exercises, with modifications adaptations and progressions for a target group. Candidate details relevant teaching points for all exercises. Plan considers the environment, equipment, emergency procedures and health and safety considerations. Plan identifies the aim of exercises and muscles used. Evidence of screening is included with plans. Exercises reflect current good practice. Preparation phase Candidate selects appropriate exercises to mobilize the body. Candidate sequences the exercises appropriately. Main phase Candidate selects a variety of appropriate stabilizing and strengthening exercises in a variety of positions (standing, prone, supine, side lying). Candiate plans transitions that are minimal and effective. Candidate plans a balance of muscle groups used. Closing phase Candidate selects stretches appropriate to the content of the main phase. Candidate provides the opportunity for relaxation within the session. 39 Level 3 Diploma in Teaching Pilates ( )

40 Home care advice Can help to prolong the effectiveness of exercises done during the session. Helps to improve clients body awareness. Can prepare the client for any after effects such as DOMS. (Though Delayed Onset of Muscle Soreness) DOMS is rare in Pilates Learning outcome 4. be able to use effective methods of voice projection and music choice 4.1 demonstrate appropriate methods of voice projection 4.2 explain the use of suitable music 4.3 explain why a class without music might be beneficial Appropriate Methods Low volume music to assist voice projection. Choice of suitable music can assist voice projection. Variation in tone, pitch and volume of voice to maintain clients attention. Suitable Music Instrumental and non specific music provides fewer distractions to clients and allows them to focus more on exercises. Slow tempo / non rhythmic music promotes calm, focus and relaxation. Beneficial No auditory distraction. Clients can focus more on their exercises. Clients may be able to hear the instructor more clearly. Learning outcome 5. be able to reflect on and evaluate a pilates teaching session 5.1 explain the importance of giving feedback to the client 5.2 explain how to deal with negative feedback 40 Level 3 Diploma in Teaching Pilates ( )

41 Importance of giving feedback Improves client motivation. Gives the client focus points for future sessions. Shows that the client is being treated as an individual. Facilitates client s confidence in the instructor. Negative feedback Listen attentively and allow the client to explain fully. Acknowledge the client s right to an opinion, whatever that may be. Be positive in response. Thank the client for their input. Learning outcome 6. understand health and safety precautions when instructing a pilates teaching session 6.1 explain and demonstrate health and safety precautions when performing the pilates movements 6.2 explain health and safety precautions that need to be checked prior to a pilates session Health and Safety Precautions Candidate focuses client / group on specific safety points when demonstrating exercises. Candidate provides alternatives for clients who cannot perform specific exercises safely. Checked Screening. Suitability of room (size, shape, lighting, floor surface, temperature, external noise, windows). Condition of equipment to be used. Knowledge of emergency procedures. 41 Level 3 Diploma in Teaching Pilates ( )

42 Learning outcome 7. be able to bring a pilates teaching session to an end 7.1 justify why sufficient time must be allowed for the closing phase of the session 7.2 explain the purpose and value of cooling down activities to participants 7.3 provide clients with feedback and positive reinforcement 7.4 explain to clients how their progress links to their goals 7.5 explain the information required for future sessions 7.6 justify why the environment must be left in a condition suitable for future use Sufficient time To provide clients with an opportunity to give and receive feedback. To give clients the opportunity to ask questions. To inform clients of arrangements for future sessions. Different abilities of participants Cooling down activities Stretching of muscles used in main phase, to maintain / improve flexibility and reduce Delayed Onset of Muscle Soreness (DOMS). Allows time for relaxation. Allows time to bring clients back to standing gradually, reducing sudden changes in blood pressure. Facilitates return of body and mind to normal activity. Feedback Summarize achievements of the session. Praise efforts on exercises that still need refinement. Progress Use content of session to explain how goals are being worked towards and achieved. Refer back to SMART targets. Information Alert to any specific changes in routine (time, place, equipment to bring, attire). Identify changes in programme. Arrangements for payment. Suitable Health and safety requirements Professional image of instructor To help ensure continued use of the space consideration for next session/instructor 42 Level 3 Diploma in Teaching Pilates ( )

43 Learning outcome 8. be able to reflect on instructing a pilates teaching session 8.1 review the outcomes of the pilates session 8.2 identify how well the exercises met participants' needs, how effective and motivational the relationship with the participants was and how well the instructing style matched the participants' needs 8.3 identify how to improve personal practice 8.4 explain the value of reflective practice Outcomes Goals achieved Progress of group / individuals Participants' needs the above criterion is basically what the headings would be on a self evaluation form. Complete an evaluation form for the session. Improve personal practice Complete an evaluation form for the session. Refer to feedback given from both clients and other instructors. Devise a personal development plan. CPD (courses, shadowing, attending other sessions ) Reflective practice Focus on instructor strengths and weaknesses. Facilitates continued improvement in teaching. Informs targets for CPD Clients have a better learning experience. 43 Level 3 Diploma in Teaching Pilates ( )

44 Appendix 1 Relationships to other qualifications Literacy, language, numeracy and ICT skills development This qualification can develop skills that can be used in the following qualifications: Functional Skills (England) see Essential Skills (Northern Ireland) see Essential Skills Wales see 44 Level 3 Diploma in Teaching Pilates ( )

45 Appendix 2 Sources of general information The following documents contain essential information for centres delivering City & Guilds qualifications. They should be referred to in conjunction with this handbook. To download the documents and to find other useful documents, go to the Centres and Training Providers homepage on Centre Manual - Supporting Customer Excellence contains detailed information about the processes which must be followed and requirements which must be met for a centre to achieve approved centre status, or to offer a particular qualification, as well as updates and good practice exemplars for City & Guilds assessment and policy issues. Specifically, the document includes sections on: The centre and qualification approval process Assessment, internal quality assurance and examination roles at the centre Registration and certification of candidates Non-compliance Complaints and appeals Equal opportunities Data protection Management systems Maintaining records Assessment Internal quality assurance External quality assurance. Our Quality Assurance Requirements encompasses all of the relevant requirements of key regulatory documents such as: Regulatory Arrangements for the Qualifications and Credit Framework (2008) SQA Awarding Body Criteria (2007) NVQ Code of Practice (2006) and sets out the criteria that centres should adhere to pre and post centre and qualification approval. 45 Level 3 Diploma in Teaching Pilates ( )