CYQ Level 3 Diploma in. Learner Assessment Record

Transcription

1 CYQ Level 3 Diploma in Teaching Pilates Learner Assessment Record 1

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3 Central YMCA Qualifications Support Services 112 Great Russell Street London WC1B 3NQ Learner Assessment Record CYQ Level 3 Diploma in Teaching Pilates Qualification number: 600/4015/4 Operational start date: 1 December 2011 Copyright YMCA Qualifications (CYQ), 2012 All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means (electronic, photocopying, recording or otherwise), without the prior written permission of the copyright owners of this pack. 3

4 Contents Introduction... 5 About CYQ... 5 Learner assessment record... 5 Qualification structure... 6 Assessment specification... 7 Assessment plan Health, safety and welfare in the fitness environment worksheet Know how to support clients who take part in exercise and physical activity worksheet Fundamentals of Pilates worksheet The original exercises, modifications and adaptions worksheet Client profile and goal setting Client profile, progessive programme and viva checklist Progessive programme evaluation Session planning overview Session plan Pilates Planning checklist Session evaluation and reflection Observation of practical teaching checklist Assessor s feedback Assessor question and response sheet Summary of achievement

5 Introduction About CYQ CYQ is the UK s leading health and fitness specific awarding body and is a trusted name that enjoys widespread respect within the fitness industry. CYQ qualifications are designed for people taking their first steps in the health and fitness industry or for those already working in the industry wishing to progress their careers. CYQ has been responsible for over 200,000 people launching or progressing their careers. As an internationally recognised organisation, CYQ has a number of study options available including full time or part time, distance learning and progressive study routes. This variety ensures that there will be a study option that is right for you and which will enable you to increase your knowledge, gain new skills and develop your career. All of CYQ s proven and established resources and assessment materials have been developed by leading industry experts in consultation with employers and training providers. For more information, visit Learner assessment record (LAR) Your learner assessment record is designed to support the assessment of your CYQ Level 3 Diploma in Teaching Pilates. It contains all the paperwork that you, your tutor and your assessor will need in order to complete the qualification. You will share the learner assessment record with both your tutor and assessor, who will use the paperwork contained within to assess you throughout the duration of your training. This document is an essential part of your assessment and should be kept safe. Your tutor and assessor will guide you as to which forms you need at particular times, as well as how the forms should be used and completed. Upon completion of the CYQ Level 3 Diploma in Teaching Pilates, you will be able to plan, deliver and evaluate safe and effective progressive Pilates sessions. 5

6 Qualification structure To achieve your CYQ Level 3 Diploma in Teaching Pilates, you need to complete the following six units: Anatomy and physiology for exercise and health Credit: 6 GLH: 43 Level: 3 Health, safety and welfare in a fitness environment Credit: 2 GLH: 16 Level: 2 Principles of exercise, fitness and health Credit: 4 GLH: 28 Level: 2 Know how to support clients who take part in exercise and physical activity Credit: 2 GLH: 13 Level: 2 Programming a Pilates teaching session Credit: 10 GLH: 50 Level: 3 Delivering a Pilates teaching session Credit: 13 GLH: 60 Level: 3 You will gain 37 credits within the Qualifications and Credit Framework (QCF). 6

7 Assessment specification Your assessment has nine elements across six units: Assessment element 1 theory paper You will be required to successfully complete the externally set theory test from CYQ. Questions will relate to the syllabus for Anatomy and physiology for exercise and health unit (A/600/9051, Level 3). Paperwork that relates to this assessment element Assessment element 2 worksheet You will be required to complete the Health, safety and welfare in a fitness environment worksheet. Questions relate to the syllabus for Health, safety and welfare in a fitness environment unit (T/600/9016, Level 2). You will be required to fully complete the worksheet to achieve a pass. Paperwork that relates to this assessment element Assessment element 3 theory paper You will be required to successfully complete the externally set theory test from CYQ. Questions will relate to the syllabus for Principles of exercise, fitness and health unit (A/600/9017, Level 2). Paperwork that relates to this assessment element Assessment element 4 worksheet You will be required to complete the Know how to support clients who take part in exercise and physical activity worksheet. Questions relate to the syllabus for Know how to support clients who take part in exercise and physical activity unit (M/600/9015, Level 2). You will be required to fully complete the worksheet to achieve a pass. Paperwork that relates to this assessment element worksheet 7

8 Assessment element 5 worksheets You will be required to complete the Fundamentals of Pilates worksheet (level 3) and The original exercises, adaptations and modifications worksheet. You will be required to fully complete the worksheets to achieve a pass. Paperwork that relates to this assessment element Assessment element 6 client profile, progressive programme and viva Using a real, apparently healthy individual (eg, a peer, family member, friend or partner) who does not require medical intervention, learners are required to produce and implement the following: a) client profile and goal setting, including: short medium long progression over the weeks according to the client s goals, together with session outlines for weeks eight and 12, demonstrating anticipated further progression. Sessions for weeks one to four must be implemented with the client. The detailed session plans, each for 8

9 Other information An apparently healthy adult may be: Client goals may relate to: Paperwork that relates to this assessment element includes: Paperwork not included in this learner assessment record includes: 9

10 Assessment element 7 planning You will be required to complete a session overview for the session you plan to deliver. The session overview should take account of: You will also be required to prepare a detailed session plan for the Pilates session you will deliver for observed assessment (this may be one of the sessions from weeks one to four of your progressive programme). If it is not one of these sessions, then a separate detailed session plan will need to be prepared. The session plan should include the following: Preparation phase: instruction of Pilates principles alignment breathing core activation concentration mobility and flowing movement posture and precision balance Main phase, involving whole-body movement: instruction of Pilates principles Starting positions (focus on at least four; these can feature in any of the sections): Include all objectives/purposes listed below: scapular stability trunk stability pelvic stability spine mobility shoulder and hip mobility strength 10

11 Include: three actions listed below: flexion/extension rotation circumduction lateral flexion Closing phase: instruction of Pilates principles stretching mobility relaxation (active or passive) Paperwork that relates to this assessment element: Assessment element 8 summative observation of practical teaching Evidence for this assessment must be in the form of direct observation of performance. Video assessment is also permissible and must adhere to CYQ guidelines. The session delivered must relate to the session plan in assessment element 7. You are required to instruct a Pilates session to a group of clients/participants. The session should contain: An appropriate preparation section that includes instruction of: 11

12 An appropriate main section that includes instruction of: standing (both feet, single foot) seated (crook, staff/legs straight, tailor/cross legged, straddle) kneeling (buttocks on heels or buttocks lifted) prone lying (flat and elevated on elbows) side lying and kneeling on all fours supine lying (crook, corpse and tabletop) supine plank (weight between hands and feet) Include all objectives/purposes listed below: Include: three of the actions listed below: An appropriate closing section that includes instruction of: Include instruction of appropriate progressions, regressions and adaptations to accommodate different Paperwork that relates to this assessment element: 12

13 Assessment element 9 evaluation You are required to complete a session evaluation and reflection based on the session taught in assessment element 8. Paperwork that relates to this assessment element: checklist assessment element 8) The remaining forms contained within this pack are explained below: Assessment plan This document is designed to allow you and your assessor to plan your progress through the assessment components. You can use this to plan with your assessor and tutor when assessment activities will take place. Assessor feedback sheet This form will be used by your assessor to record any feedback that you may be given. This form may be used at any stage in your learning to record feedback. Question and response sheet This form will be used by your assessor to record any questions that you may be asked and any responses you may give. Summary of achievement This document is designed to record the outcomes of the assessment elements and any further action also be signed by you to declare authenticity of work and by your assessor to indicate which of the units have been satisfactorily completed. This document should be kept in a safe place as it acts as evidence of your achievements. 13

14 CYQ Diploma in Teaching Pilates assessment plan Assessment element Evidence/ assessment method Date, time and place of assessment Any reasonable adjustments negotiated 1. Theory paper: Anatomy and physiology for exercise and health (A/600/9051) (delete as applicable) 2. Worksheet: Health, safety and welfare in a fitness environment (T/600/9016) 3. Theory paper: Principles of exercise and health (A/600/9017) (delete as applicable) 4. Worksheet: Know how to support clients who take part in exercise and physical activity (M/600/9015) 5. Worksheets: Fundamentals of Pilates The original exercises, adaptations and modifications 14

15 Assessment element Evidence/ assessment method Date, time and place of assessment 6. Client profile, progressive programme and viva goal setting programme 7. Planning 8. Summative observation of practical teaching 9. Evaluation Learner name: Signature: Date: Assessor name: Signature: Date: Internal quality assurer s name: Signature: Date: Any reasonable adjustments negotiated 15

16 Worksheet: Health, safety and welfare in a fitness environment Learner s name: Health and safety 1. Identify three types of emergency that may occur in a fitness environment Describe the responsibilities of the following individuals during an emergency Role 1. General manager Responsibility 3. Emergency services 3. Explain the importance of following emergency procedures calmly and effectively 16

17 4. Describe how to maintain the safety of people involved in typical emergencies, including children, older people and disabled people Children Older people Disabled people 5. Outline why health and safety is important in a fitness environment 6. Identify the legal and regulatory requirements for health and safety relevant to working in a fitness environment 7. Describe duty of care and professional role boundaries in relation to special population groups Children Older people Disabled people 17

18 8. Identify the typical roles of individuals responsible for health and safety in a fitness organisation Individual Health and safety role 9. Describe three types of security procedure that you may need to follow when working in a fitness environment Describe two key health and safety documents that are relevant in a fitness environment

19 11. Identify one possible hazard for each of the following aspects of working in a fitness environment Facilities Hazard Equipment Working practices (including lifting and handling of equipment) Client behaviour Security Hygiene 12. Describe how to risk assess the types of hazard highlighted in question 11 above 13. Describe how to control risks associated with the types of hazard highlighted in question 11 above 19

20 14. Identify the appropriate person/position to contact within the fitness organisation when hazards and risks cannot be controlled personally 15. Describe what is meant by safeguarding the welfare of children and vulnerable adults 16. Describe the responsibilities and limitations of a fitness instructor with regards to safeguarding children and vulnerable adults 17. List four types of abuse and their associated signs that an instructor may encounter Types of abuse 1 Signs of abuse

21 18. Describe a fitness organisation s policies and procedures in relation to safeguarding children and vulnerable adults, including typical reporting procedures Policies 1 Reporting procedures Describe the procedures to follow to protect yourself from accusations of abuse 20. Identify two statutory agencies responsible for safeguarding children and vulnerable adults and state when it may be necessary to contact them (contact scenario) Statutory agency Contact scenario 21

22 21. Describe how to maintain the confidentiality of information relating to possible abuse Final result: Pass Refer I confirm that the information within this worksheet is entirely my own work. Learner s signature: Assessor s signature: Internal quality assurer s signature: Date: Date: Date: 22

23 Worksheet: Know how to support clients who take part in exercise and physical activity Learner s name: 1. Give two reasons why it is important to form effective working relationships with clients Give two reasons why it is important to present yourself and the organisation positively to clients Describe how the communication skills below can assist in client motivation Open questions Eye contact Active listening 23

24 4. Explain the importance of valuing equality and diversity when working with clients 5. List three typical barriers to exercise/physical activity that clients may experience Explain how incorporating clients exercise/physical activity preferences into their programme can strengthen motivation and adherence 7. List two incentives and two rewards that can strengthen clients motivation and adherence Incentives Rewards 24

25 8. List three strategies and describe how they can help clients overcome typical barriers to exercise/physical activity 1 Strategies How does the strategy help the client overcome the barrier? Explain why it is important for a clients to take personal responsibility for their own fitness and motivation 25

26 10. Explain how each of the following can assist clients to develop their own strategy for motivation and adherence 11. Identify two behaviour change approaches/strategies to encourage adherence to exercise/physical activity What does SMART stand for? S M A R T 13. Describe the process for setting short, medium and long-term goals following initial goal-setting 26

27 14. Describe the process for revising short, medium and long-term goals 15. Explain the importance of client care: a. From the point of view of the client b. From the point of view of an organisation or company 16 Explain why it is important to deal with clients needs to their satisfaction 27

28 17. List two ways to identify clients needs Give two reasons for the importance of dealing with clients needs timely, effectively and positively State two ways in which you could exceed clients expectations 1 2 Final result: Pass Refer I confirm that the information within this worksheet is entirely my own work. Learner s signature: Assessor s signature: Internal quality assurer s signature: Date: Date: Date: 28

29 Worksheet: Fundamentals of Pilates 1. Explain the qualities of a Pilates teacher (minimum of six qualities) 2. Explain the role of a Pilates teacher in relation to promoting long-term behavioural change (list the stages of change and appropriate interventions) 3. Explain the benefits of Pilates (minimum of six benefits) 29

30 4. Explain the importance of effective communication and describe how to adapt communication to meet clients needs 5. Explain the importance of verbal and nonverbal communication when instructing clients 6. Provide a brief explanation and overview on the history of Pilates and developments within the industry (the space provided gives an indication of the amount of explanation/overview required) 30

31 7. Explain the principles (techniques) of the original Pilates exercises and how they have evolved/ been adapted to meet current theories and best practice 8. Explain what is meant by the holistic approach 9. Explain the term integral biology 31

32 10. Explain the use of suitable music within a Pilates session 11. Explain why a class without music might be beneficial Final result: Pass Refer I can confirm that this worksheet is all my own work Learner s signature: Assessor s signature: Internal quality assurer s signature: Date: Date: Date: 32

33 Worksheet: The original exercises, modifications and adaptations Explain the 34 original Pilates exercises and their goals, including adaptations and modifications for each exercise Original exercise Goals /purpose of exercise Analysis considerations eg, skill and fitness level required and potential contraindications for specific groups Modifications/adaptations Outcome (pass/refer) 1. Hundred 3. Rollover with legs spread 4. Rocking with open legs 33

34 Worksheet: The original exercises, modifications and adaptations (continued) Original exercise Goals /purpose of exercise Analysis considerations eg, skill and fitness level required and potential contraindications for specific groups Modifications/adaptations Outcome (pass/refer) 6. Rolling back like a ball 9. Spine stretch 34

35 Original exercise Goals /purpose of exercise Analysis considerations eg, skill and fitness level required and potential contraindications for specific groups 10. Rocking 11. Corkscrew 12. Saw 13. Swan dive Modifications/adaptations Outcome (pass/refer) 35

36 Worksheet: The original exercises, modifications and adaptations (continued) Original exercise Goals /purpose of exercise Analysis considerations eg, skill and fitness level required and potential contraindications for specific groups Modifications/adaptations Outcome (pass/refer) 16. Neck pull 17. Scissors 18. Bicycle 19. Shoulder bridge 20. Spine twist 36

37 Original exercise Goals /purpose of exercise Analysis considerations eg, skill and fitness level required and potential contraindications for specific groups 21. Jack knife 24. Teaser 25. Hip twist 26. Swimming Modifications/adaptations Outcome (pass/refer) 37

38 Worksheet: The original exercises, modifications and adaptations (continued) Original exercise Goals /purpose of exercise Analysis considerations eg, skill and fitness level required and potential contraindications for specific groups Modifications/adaptations Outcome (pass/refer) 27. Leg pull prone 28. Leg pull supine 29. Mermaid side bend 30. Boomerang 31. Seal 38

39 Original exercise Goals /purpose of exercise Analysis considerations eg, skill and fitness level required and potential contraindications for specific groups 32. Crab 33. Control balance Final result: Pass Refer I can confirm that this worksheet is all my own work Learner s signature: Date: Assessor s signature: Date: Internal quality assurer s signature: Date: Modifications/adaptations Outcome (pass/refer) 39

40 Physical activity readiness questionnaire Name: Age: Male/Female: Address: Telephone daytime: evening: the amount of physical activity in your life. For most people, physical activity should not pose a problem or hazard. be inappropriate or for those who should seek medical advice concerning the type of activity most suitable for them. Common sense is your best guide for answering thesequestions. Please read them carefully and circle YES or NO opposite the question, as it applies to you. 1. Has your doctor ever said that you have a heart condition and recommended only medically supervised activity? YES/NO 2. Do you get chest pains brought on by physical activity? YES/NO 3. Have you developed chest pains in the last month? YES/NO 4. Do you tend to lose consciousness or fall over as a result of dizziness? YES/NO 5. Do you have a bone or joint problem that could be aggravated by the proposed physical activity? 6. Has a doctor ever recommended medication for your blood pressure or heart condition? YES/NO YES/NO If you have answered YES to any of the above questions, then you are required to gain consent from your doctor before participating in the Pilates session. If you have answered NO to all the above questions, you have reasonable assurance of your present suitability for: A Pilates session A gradual increase in regular exercise promotes fitness and improves overall health, while minimising or eliminating discomfort. Postpone entry into the programme if you feel unwell or have a temporary illness. Participant s signature: Witness s signature: Date: Date: 40

41 Client profile and goal setting Learner s name: Date: Client s personal details Age Gender Height Weight Other Medical screening (PAR-Q) outcomes (include a copy of PAR-Q and informed consent documents) Outcome of PAR-Q and advice given Informed consent information Lifestyle and factors that may affect posture and fitness Work Home and family Diet and habits (alcohol, smoking, etc) Activity levels 41

42 Client profile and goal setting (continued) Postural assessment notes and screening (include a copy of postural assessment records) Assessment Objective target Exercise focus examples Head and cervical spine Shoulders, scapular and thoracic spine Pelvis and lumbar spine Knees, feet and ankles 42

43 Readiness to participate in Pilates and reasons for participation, including motivation and attitude Client s goals (process or outcome) SMART, to include: short term (4 weeks) medium term (8 12 weeks) and long term (6 months+), eg, what improvements/ changes would the client like to see/discuss how progress links to goals Barriers to achieving goals Strategies to overcome barriers Learner s signature: Date: Assessor s signature: Date: Internal quality assurer s signature: Date: 43

44 Progressive programme preparation phase This progressive programme is designed to progress on from week four (for details of weeks one to four, see the detailed session plans). Learner s name: Date: Progression Week 8 (outline) Week 12 (outline) 44

45 Progression Week 8 (outline) Week 12 (outline) 45

46 Progressive programme main phase This progressive programme is designed to progress on from week four (for details of weeks one to four, see the detailed session plans). Progression Week 8 (outline) Week 12 (outline) 46

47 Progression Week 8 (outline) Week 12 (outline) 47

48 Progressive programme closing phase This progressive programme is designed to progress on from week four (for details of weeks one to four, see the detailed session plans). Progression Week 8 (outline) Week 12 (outline) 48

49 Progression Week 8 (outline) Week 12 (outline) Learner s signature: Date: Assessor s signature: Date: Internal quality assurer s signature: Date: 49

50 Client profile, progressive programme and viva checklist Learner s name: Assessor s name: The learner requires a in every box to pass. Questioning can be used and should be indicated by Q and then or R, depending on the outcome. Client profile The learner produced a client profile that: demonstrated methods of consultation, to include: Outcome Pass = Refer = R the client s personal details informed content the client s lifestyle and factors that may affect posture and fitness a postural assessment and screening past and present physical activity The learner demonstrated understanding of the client profile in the viva Client s goal setting The learner: explained the importance of a Pilates teacher working together with clients to agree goals, objectives, programme and adaptations, to include: Outcome Pass = Refer = R the client s readiness to participate in Pilates (to change/improve posture) the client s attitude and motivation to exercise the client s goals (process or outcome goals) SMART, short, medium and barriers to achieving goals strategies to overcome barriers The learner demonstrated understanding of client goal setting in the viva 50

51 progressive programme The learner produced a progressive programme that: Outcome Pass = Refer = R contained four detailed session plans relating to the first four weeks contained an outline of logical progressions for week 8 contained an outline of logical progressions for week 12 clearly related to the client s current readiness, motivation and physical capabilities progressed appropriately for the client s needs and barriers (physically and psychologically) Listed appropriate preparation exercises and progressions and included Listed appropriate main section exercise and progression and included: and: and: The learner demonstrated understanding of the progressive programme in the viva 51

52 Client profile, progressive programme and viva checklist (continued) evaluation The learner: Outcome Pass = Refer = R evaluated the Pilates programme explained how to review the Pilates programme The learner demonstrated understanding of evaluation in the viva Assessor s feedback: Learner s signature: Assessor s signature: Internal quality assurer s signature: Date: Date: Date: 52

53 Progressive programme evaluation To be completed after the four implemented sessions Learner s name: Date: After my sessions, I received the following feedback from the client: My session met the client s needs in the following ways: (comment on the effectiveness of your exercises, relationship with the client, how you motivated the client and how well your instruction style matched the client s needs) With the information gathered from your client and your own evaluation of the progressive programme, explain how you will review your Pilates programme. 53

54 Progressive programme evaluation (continued) Assessor s comments: Learner s signature: Assessor s signature: Internal quality assurer s signature: Date: Date: Date: 54

55 Session overview planning Learner s name: Venue: Date: Name of qualified first aid personnel: Location of telephone: Duration of session: Session aim: Session objectives to achieve this aim, I will: Anticipated fitness level: Anticipated skill level: Checks made to participant (please tick): 1. Appropriate clothing 2. No accessories (jewellery, etc) 3. Injuries (if YES, list considerations below) 4. Postural screening (list issue below) State any specific considerations relating to participant needs (eg, injuries/posture) 55

56 Session overview (continued) Organisation of equipment: Equipment requirements are: List checks made regarding equipment: Arrangements for equipment made with: Describe the health and safety checks made to the following: Environment: Fire exits: Temperature/ ventilation: Water availability: Floor: Obstacles: Other: PAR-Q and informed consent form received for each participant: Why is it important to have the above for each participant? YES/NO 56

57 Justify the reasons for the instances when you would temporarily defer a participant? Have any participants been deferred? How and when would you refer a participant to another professional? YES/NO Have any participants been referred? YES/NO Explain factors (based on the information in this session overview) that affect safe exercise participation OR give an example of how client screening may affect safe exercise participation. Explain how you would inform participants of the purpose and value of cool-down activities and how you would justify why sufficient time is required in the closing phase of the session. Learner s signature: Assessor s signature: Internal quality assurer s signature: Date: Date: Date: 57

58 Session plan Pilates Learner s name: Date: Week No: Preparation phase Exercise name and repetitions Purpose Teaching points Visualisations/ imagery Regression (easier) Progression (harder) Adaptation (alternative exercise or position change) 58

59 Preparation phase (continued) Exercise name and repetitions Purpose Teaching points Visualisations/ imagery Regression (easier) Progression (harder) Adaptation (alternative exercise or position change) 59

60 Session plan Pilates Main phase Exercise name and repetitions Purpose Teaching points Visualisations/ imagery Regression (easier) Progression (harder) Adaptation (alternative exercise or position change) 60

61 Main phase (continued) Exercise name and repetitions Purpose Teaching points Visualisations/ imagery Regression (easier) Progression (harder) Adaptation (alternative exercise or position change) 61

62 Session plan Pilates Closing phase Exercise name and repetitions Purpose Teaching points Visualisations/ imagery Regression (easier) Progression (harder) Adaptation (alternative exercise or position change) 62

63 Closing phase (continued) Exercise name and repetitions Purpose Teaching points Visualisations/ imagery Learner s signature: Date: Assessor s signature: Date: Internal quality assurer s signature: Date: Regression (easier) Progression (harder) Adaptation (alternative exercise or position change) 63

64 Planning checklist Level 3 Diploma in Teaching Pilates Learner s name: Assessor s name: The learner requires a in every box to pass. Questioning can be used and should be indicated by Q and then or R, depending on the outcome The learner produced a session overview that: Outcome Pass = Refer = R explained the health and safety precautions that must be checked prior to a Pilates session explained when it may be necessary to adapt planned exercises to meet clients needs justified the reasons for temporary deferral explained how and when Pilates teachers should refer participants to other professionals explained the factors, based on client screening, that affect safe exercise participation justified why sufficient time must be allowed for the closing phase of the session explained how they would inform participants of the purpose and The learner produced a session plan to instruct a Pilates teaching session that: Outcome Pass = Refer = R Included: instruction of Pilates principles alignment breathing core engagement mobility and flowing movement posture and precision balance 64

65 The learner produced a session plan to instruct a Pilates teaching session that: Outcome Pass = Refer = R Included: instruction of Pilates principles and: Start positions (at least four they can feature in other sections of the plan) prone lying and/or kneeling side lying and/or kneeling supine lying and/or kneeling seated scapular stability trunk stability spine mobility shoulder and hip mobility strength and any three of the actions listed: flexion/extension rotation circumduction lateral flexion instruction of Pilates principles stretching mobility relaxation Included appropriate progressions, regressions and adaptations to accommodate different needs completed after the session Assessor s feedback: Learner s signature: Assessor s signature: Internal quality assurer s signature: Date: Date: Date: 65

66 Session evaluation and reflection Learner s name: Date: Review the outcomes of the Pilates session After my Pilates teaching session, I gave the following feedback and positive reinforcement to the participants: After my Pilates teaching session, I received the following feedback from the participants: Explain the importance of giving feedback to the clients. Explain how to deal with negative feedback. 66

67 Evaluating the Pilates session 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. Exercises Relationship (effectiveness/ motivational) Instructing style Identify how to improve personal practice. Explain the value of reflective practice. Explain why the environment must be left in a condition suitable for future use. 67

68 Session evaluation and reflection (continued) Assessor s feedback: Learner s signature: Assessor s signature: Internal quality assurer s signature: Date: Date: Date: 68

69 Observation of practical teaching checklist Level 3 Diploma in Teaching Pilates Learner s name: Date: Preparing the learner requires a in every box to pass. Questioning can be used on the preparing criteria and should be indicated by Q and then or R, depending on the outcome. Preparing to teaching a Pilates session the learner: Outcome P1. prepared the environment and range of resources required to deliver a Pilates teaching session Result for preparing Pass/Refer Teaching the learner requires a in every box to pass. Questioning is not permitted on the teaching criteria Teaching the learner: Preparation phase Main section Closing phase Outcome T1. explained the concepts and vital elements of the principles of Pilates within each exercise of the Pilates method T2. explained and demonstrated the breathing engagement concept T3. explained and demonstrated the techniques of Pilates within each exercise of the Pilates method T4. explained and demonstrated how to adapt Pilates exercises for different clients/participants in the class T5. explained and demonstrated health and safety precautions when performing Pilates movements T6. demonstrated how to instruct a Pilates teaching session (in relation to the detail required for each phase of the session see overleaf) T7. demonstrated appropriate methods of voice projection T8. explained the importance of correcting technique Result for teaching Pass/Refer 69

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71 Observation of practical teaching checklist Level 3 Diploma in Teaching Pilates Preparation phase Main section Closing phase To include: regressions and adaptations to accommodate different needs monitoring client s performance To include: can feature in any of the sections, not just the main phase) standing (both feet, single foot) seated (crook, staff/legs straight, tailor/cross legged, straddle) kneeling (buttocks on heels or buttocks lifted) prone lying (flat and elevated on elbows) side lying and kneeling on all fours supine lying (crook, corpse and tabletop) supine plank (weight between hands and feet) Include all objectives/purposes listed below: To include: regressions and adaptations to accommodate different needs monitoring client s performance Include three of the actions listed below (please tick): flexion/extension rotation circumduction lateral flexion inclusion of appropriate progressions, regressions and adaptations to accommodate different needs 71

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73 Observation of practical teaching checklist (continued) Level 3 Diploma in Teaching Pilates Evaluating and ending the session the learner requires a in every box to pass. Questioning can be used on the evaluating, ending a session and gaining feedback criteria E3 to E9 (ONLY) and should be indicated by Q and then or R, depending on the outcome. Preparing to teaching a Pilates session the learner: Outcome E1. provided clients/participants with feedback and positive reinforcement at the end of the session E2. explained the information required for future sessions E3. reviewed the outcomes of the Pilates session E4. identified 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 E5. identified how to improve personal practice E6. explained the value of reflective practice E7. explained the importance of giving feedback to clients E8. explained how to deal with negative feedback E9. justified why the environment must be left in a condition suitable for future use Evaluating and ending a session result Pass/Refer 73

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75 Observation of practical teaching checklist (continued) Level 3 Diploma in Teaching Pilates Assessor s comment/action plan (if all elements are a Pass, then no action plan is required). Preparing Teaching Evaluating, ending a session and gaining feedback Learner s signature: Date: Assessor s signature: Date: Internal quality assurer s signature: Date: 75

76 Assessor s feedback Learner s name: Date: Criterion number Feedback Learner s signature: Assessor s signature: Internal quality assurer s signature: Date: Date: Date: 76

77 Assessor question and response sheet Learner s name: Assessor s name: Assessor s question Learner s response Learner s signature: Assessor s signature: Internal quality assurer s signature: Date: Date: Date: 77

78 Summary of achievement CYQ Level 3 Diploma in Pilates Learner s name: Date: Centre name: Assessor s name: IQA s name: Assessment element Assessment outcome Assessor s signature and date Action plan for achievement and evidence produced for exemption Reassessment outcome Assessor s signature and date Assessor s sign-off 1.Theory paper: Anatomy and physiology for exercise and health Pass % Refer Exemption 2. Worksheet: Health, safety and welfare in a fitness environment Pass Refer Exemption 3.Theory paper: Principles of exercise and health Pass % Refer % Exemption IQA s signature (if sampled) EQA s signature (if sampled) 78

79 Assessment element Assessment outcome 4. Worksheet: Know how to support clients who take part in exercise and physical activity Pass Refer Exemption 5. Worksheets: of Pilates exercises, adaptations and modifications Pass Refer Exemption 6. Client profile, progressive programme and viva Pass Refer Exemption 7. Planning Pass Refer Exemption Assessor s signature and date Action plan for achievement and evidence produced for exemption Reassessment outcome Assessor s signature and date Assessor s sign-off IQA s signature (if sampled) EQA s signature (if sampled) 79

80 Summary of achievement (continued) Assessment element Assessment outcome Assessor s signature and date Action plan for achievement and evidence produced for exemption Reassessment outcome Assessor s signature and date Assessor s sign-off IQA s signature (if sampled) EQA s signature (if sampled) 8. Summative observation of practical teaching Pass Refer Exemption 9. Evaluation Pass Refer Exemption Learner authenticity statement: I confirm that the evidence provided for this qualification is entirely my own work. Learner s signature: Date: Assessor s sign-off statement I confirm that I am satisfied that the learner named above has provided evidence that is valid, authentic, reliable, current and sufficient to demonstrate the required knowledge, understanding and/or skills for the units signed off here. Assessor s signature: Date: Internal quality assurer s signature: Date: 80

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