Fitness Instructor/ Exercise to Music Instructor/ Personal Training Level 2 Core Units Assessment Workbooks IMPORTANT: YOU MUST COMPLETE THE FOLLOWING DETAILS BEFORE RETURNING THIS WORKBOOK TO LIFETIME Name of learner: Email address: I confirm this is all my own work. Signature: Date:
CORE UNITS ASSESSMENT WORKBOOKS LEARNER WORKBOOK Contents Section 1 An introduction to your Assessment Workbooks 3 Section 2 Section 3 Know how to support clients who take part in exercise and physical activity 5 Health, safety and welfare in a fitness environment 13 Section 4 Principles of exercise, fitness and health 23 Section 5 Appendix: Qualification Units 40 2
LEVEL 2 AN INTRODUCTION TO YOUR ASSESSMENT WORKBOOKS Section 1 An introduction to your Assessment Workbooks These assessment workbooks may form part of either your Level 2 Fitness (Gym or Exercise to Music pathways) or Level 3 Personal Trainer qualification. If you complete more than one of these pathways / qualifications you will not have to repeat these assessments. The following three units are found in all of these qualifications: Section 1 Know how to support clients who take part in exercise and physical activity Health, safety and welfare in a fitness environment Principles of exercise, fitness and health These three units are assessed within these assessment workbooks, using the assessment methods listed below: Unit Know how to support clients who take part in exercise and physical activity Health, safety and welfare in a Fitness Environment Principles of exercise, fitness and health Assessment method Questions requiring written answers Questions requiring written answers Questions requiring written answers How and when will I be assessed? What happens if I refer? If you are doing an apprenticeship your Regional Trainer will explain this to you. If not please refer to your Welcome Pack for details, or talk through this information on course with your tutor. There is a 100% pass mark required to ensure that you have covered all of the Learning Outcomes and Assessment Criteria within the units. What to do with this paperwork? If you are doing an apprenticeship please submit to your Regional Trainer. If not please refer to your Welcome Pack for details. Lifetime require copies of all of your assessment paperwork as part of our Internal Quality Assurance process and to enable our Awarding Organisation to certificate you. Your assessor may keep your paperwork for our records, but you will be supplied with a copy soon after for your personal development, and to enable you to prepare for any reassessments. 3
CORE UNITS ASSESSMENT WORKBOOKS LEARNER WORKBOOK Certification You will receive your qualification certificates for your qualification once all of your assessments have been completed, passed and checked by our Internal Quality Assurers. After checking, it is possible that our Internal Quality Assurers may come back and request that you submit more evidence towards an assessment before you can be certificated. Complaints and appeals If you are doing an apprenticeship please refer to your Induction Workbook. If not you will find this information in your Welcome Pack. Support with your assessment There are a number of options available should you need to ask questions regarding your assessment. If you are doing an apprenticeship your Regional Trainer can help you. If attending a course your tutor will be happy to assist. After the course our Learner Services team can help with general questions but if you have a specific query about any of the more technical aspects they will refer you to one of our tutors. If preparing for your assessment please contact us with as much notice as possible to ensure we can help with your query. Learner Services can be contacted at: Email: learnerservices@lifetimetraining.co.uk Phone: 0117 314 2804 4
Fitness Instructor/ Exercise to Music Instructor/ Personal Training Level 2 Know how to support clients who take part in exercise and physical activity Assessment Workbook
CORE UNITS ASSESSMENT WORKBOOKS LEARNER WORKBOOK Assessment Information This section of your Assessment Workbook covers the unit Know how to support clients who take part in exercise and physical activity (see unit in the appendix for full criteria). You must: Answer all questions fully, paying close attention to the exact wording. Make sure you provide the number of examples or answers where specifically requested. If questions ask you to describe or explain then detail is required; if you are asked to list or summarise a brief answer is acceptable. Answer ALL questions correctly to pass the unit. Should you refer you will be asked to reattempt and resubmit answers to only those questions you did not get correct first time. Case study client information Mrs Izumi Brown has just joined the health club where you are employed. She is not currently exercising and has joined the gym because she wants to lose some weight and feel fitter. Izumi is 38 years old, has no medical conditions and has completed a PAR-Q with no positive responses. She comes across as a quiet but confident lady and is softly spoken with good English. During your consultation Izumi tells you she has 2 children, a son who is 4 years old and has just started school and a daughter who is 2 years old. Izumi s mother-in-law is able to look after her granddaughter for a couple of mornings each week to give Izumi some time to exercise. Izumi used to do a lot of martial arts training when she was younger as she grew up in Japan; however she stopped competing in Karate after she left university and got a demanding job working for a bank. She hasn t participated in any structured exercise for the last 14 years although she has always walked a lot, at least 30 minutes each day. Whilst living in Tokyo Izumi did not need a car and it is only in the last 6 years, since moving out of central London, that she has started driving regularly. Izumi does, however, still walk her son the 20 minutes to school and 15 minutes back (she can walk quicker without him). She does this pushing her daughter in a pushchair and will do the same to collect him at the end of the day. Izumi has never used a gym or been to exercise classes other than martial arts, which she used to enjoy and would like to do again once she feels fitter. She is open to trying different things but is nervous about the gym environment and is not keen to lift weights as she thinks this will make her muscles big and she doesn t want to look like a man. Her biggest priority is to lose the weight which she gained after having her children; she thinks she is about a stone heavier than she was when she first got pregnant. It is Izumi s husband s 40th birthday in 6 months time and they are throwing a big party. She wants to lose weight to look glamorous for this event as they are inviting lots of friends and family members they haven t seen for a long time. Pete, Izumi s husband, likes to eat at restaurants and they typically dine out at least twice on a weekend and once during the week. On these occasions they tend to consume 3 course meals with a couple of glasses of wine. Izumi feels it is a combination of this and her tendency to snack when she feeds her children that has lead to her weight gain. Izumi says she generally cooks very healthy meals at home because she wants her son to eat plenty of vegetables, fish, chicken and rice. Izumi doesn t drink alcohol at home and normally only drinks a few cups of tea during the day. 6
LEVEL 2 KNOW HOW TO SUPPORT CLIENTS WHO TAKE PART IN EXERCISE AND PHYSICAL ACTIVITY Questions 1. Explain one reason why it would be important for you to form an effective working relationship with Izumi and other clients: AC 1.1 2a. Explain one reason why it is important to present yourself positively when working with Izumi: 2b. Explain one reason why it is important to present your organisation positively when working with Izumi: AC 1.2 Section 2 AC 1.2 3. Describe three types of communication skills that can be used to help motivate Izumi: AC 1.3 4. Why is it important to value the following when working with clients/members? AC 1.4 7
CORE UNITS ASSESSMENT WORKBOOKS LEARNER WORKBOOK 5. Identify three of Izumi s barriers to exercise: AC 2.1 6. Describe how each of these could potentially be overcome: AC 2.4 7. Explain two reasons why is it important to incorporate Izumi s exercise preferences into her programme: AC 2.2 8. Describe two different incentives/rewards that could motivate Izumi and help her stick to her programme: AC 2.3 9. Who is responsible for Izumi succeeding in her goals? Why is it important for all involved to realise this from the outset? AC 3.1 8
LEVEL 2 KNOW HOW TO SUPPORT CLIENTS WHO TAKE PART IN EXERCISE AND PHYSICAL ACTIVITY 10. Describe how you could help Izumi develop a strategy to adhere to exercise and remain motivated: AC 3.2 11. Identify three behaviour change strategies that Izumi could put in place this week to encourage her to adopt a more active lifestyle and exercise routine: AC 3.3 Section 2 12. Describe the steps you would take to set appropriate goals with Izumi: AC 3.4 9
CORE UNITS ASSESSMENT WORKBOOKS LEARNER WORKBOOK 13. Suggest some short, medium and long-term SMART goals that you might agree with Izumi: Short: S M A R T Medium: S M A R T Long: S M A R T 10
LEVEL 2 KNOW HOW TO SUPPORT CLIENTS WHO TAKE PART IN EXERCISE AND PHYSICAL ACTIVITY 14a. Explain how you would review Izumi s progress: AC 3.5 14b. If necessary how would you revise the targets you have set with her? AC 3.5 15. Why is good customer service important for both Izumi and the organisation? Izumi AC 4.1 Section 2 Organisation 16. Why is it important that Izumi is satisfied with the service provided? AC 4.2 17. If Izumi asked for information on the following and you were unable to help, who would you refer her to for further assistance? Membership offers AC 4.3 Studio class timetable AC 4.3 11
CORE UNITS ASSESSMENT WORKBOOKS LEARNER WORKBOOK 18a. If Izumi had been promised an introductory gift for joining the club but two weeks later it still hadn t arrived, explain what you would do to deal with the complaint: AC 4.4 18b. Why is it important to deal with this delay in meeting Izumi s needs timely and effectively? AC 4.4 19a. Summarise what you would do to address Izumi s complaint in a positive manner: AC 4.6 19b. Why is it important that you deal with her complaint in this way? AC 4.6 20. Give three examples of things you could do as a fitness instructor to exceed the expectations of members in your job role? AC 4.5 12
LEVEL 2 KNOW HOW TO SUPPORT CLIENTS WHO TAKE PART IN EXERCISE AND PHYSICAL ACTIVITY Know how to support clients who take part in exercise and physical activity Assessment: Decision and Assessor Feedback This section will be completed by your assessor. Assessment Decision (Pass/Refer): I can confirm that the result given to the learner is based on a true reflection of the work seen and has been assessed for validity, authenticity, currency and sufficiency. Assessor s signature What did you do very well? Date Section 2 What could you improve / might you want to consider in future? What additional work is required from you in order to pass? I, the learner have received my feedback and am happy that I understand my result, strengths, weaknesses, and what actions, if any, are required from me to pass this assessment in future. Learner s signature Date 13
CORE UNITS ASSESSMENT WORKBOOKS LEARNER WORKBOOK 14
Fitness Instructor/ Exercise to Music Instructor/ Personal Training Level 2 Health, Safety and Welfare in a Fitness Environment Assessment Workbook
CORE UNITS ASSESSMENT WORKBOOKS LEARNER WORKBOOK Assessment Information This section of your Assessment Workbook covers the unit Health, safety and welfare in a Fitness Environment (see unit in the appendix for full criteria). You must: Answer all questions fully, paying close attention to the exact wording. Make sure you provide the number of examples or answers where specifically requested. If questions ask you to describe or explain then detail is required; if you are asked to list or summarise a brief answer is acceptable. Answer ALL questions correctly to pass the unit. Should you refer you will be asked to reattempt and resubmit answers to only those questions you did not get correct first time. Questions 1. List three types of emergency that could occur in a fitness environment: AC 1.1 2. Describe in your own words the roles of the following people in an emergency situation: a. A fitness instructor discovering a member who appears to have chest pain: AC 1.2 b. A duty manager when a fire alarm sounds in their health club: AC 1.2 16
LEVEL 2 HEALTH, SAFETY AND WELFARE IN A FITNESS ENVIRONMENT c. A paramedic called to attend an injured gym member who has fallen off a step and knocked themselves unconscious in a circuit class: AC 1.2 3. Explain what could happen if members of staff panic in an emergency situation: AC 1.3 4. What can members of staff do to ensure that the following groups of people are as safe as possible in the event of a fire in their centre: a. Older adults: AC 1.4 b. Children: AC 1.4 Section 3 c. Wheelchair users: AC 1.4 5. Explain why health and safety is important in a fitness environment? AC 2.1 6. Identify two pieces of health and safety legislation relevant to the fitness industry: AC 2.2 17
CORE UNITS ASSESSMENT WORKBOOKS LEARNER WORKBOOK 7. How should your duty of care affect the way you deal with special population groups such as children, older adults or disabled people compared to able-bodied adult members? AC 2.3 8. Give two examples of things that you should do, and two examples of things that you should not do, to help a teenager (14-16 years old) that uses the gym or studio within the boundaries of your role? a. Things you should do: AC 2.3 b. Things you should not do: AC 2.3 9. Who is responsible for the following in a fitness facility? a. Fire alarm tests and fire equipment checks AC 2.4 b. Administering first-aid and restocking first aid kits AC 2.4 c. Preventing slip and trip hazards AC 2.4 18
LEVEL 2 HEALTH, SAFETY AND WELFARE IN A FITNESS ENVIRONMENT 10. Describe two security procedures that are likely to be in place at a fitness facility: AC 2.5 11. Describe three documents associated with health and safety that are relevant in a fitness environment, and the purpose of each? AC 2.6 Section 3 19
CORE UNITS ASSESSMENT WORKBOOKS LEARNER WORKBOOK 12. Complete the table below of possible hazards within a fitness environment. Explain how these hazards migt be controlled: AC 3.1/3.3 Fitness environment Potential hazards How might these hazards be controlled? Facilities Equipment Lifting and handling equipment Client behaviour Security Hygiene 20
LEVEL 2 HEALTH, SAFETY AND WELFARE IN A FITNESS ENVIRONMENT 13. Describe four steps you could take to carry out a risk assessment: AC 3.2 14. If you were unable to control a risk, who would be the appropriate person within a fitness organisation to contact? AC 3.4 15. What does safeguarding of children and vulnerable adults mean? 16. As a fitness instructor give two examples of responsibilities and two examples of limitations you have when safeguarding children and vulnerable adults: AC 4.1 Section 3 a. Responsibilities: AC 4.2 b. Limitations: AC 4.2 21
CORE UNITS ASSESSMENT WORKBOOKS LEARNER WORKBOOK 17. Complete the table below by listing seven recognised forms of abuse, and how you could identify that someone might be suffering from each: Type of abuse Possible signs and symptoms of abuse 22
LEVEL 2 HEALTH, SAFETY AND WELFARE IN A FITNESS ENVIRONMENT 18. Describe two policies and procedures that a fitness organisation should have in place to ensure the safeguarding of children and vulnerable adults? AC 4.5 19. Describe three procedures you should follow to prevent yourself from being accused of abuse: AC 4.6 20a. Identify two statutory agencies that are responsible for safeguarding children and vulnerable adults: AC 4.7/4.8 Section 3 20b. Describe an instance when it may be necessary to contact a statutory agency: AC 4.7/4.8 21. Describe a way in which confidentiality can be maintained in a case of abuse: AC 4.9 23
CORE UNITS ASSESSMENT WORKBOOKS LEARNER WORKBOOK Health, safety and welfare in a fitness environment Assessment Decision and Assessor Feedback: This section will be completed by your assessor. Assessment Decision (Pass/Refer): I can confirm that the result given to the learner is based on a true reflection of the work seen and has been assessed for validity, authenticity, currency and sufficiency. Assessor s signature Date What did you do very well? What could you improve / might you want to consider in future? What additional work is required from you in order to pass? I, the learner have received my feedback and am happy that I understand my result, strengths, weaknesses, and what actions, if any, are required from me to pass this assessment in future. Learner s signature Date 24
Fitness Instructor/ Exercise to Music Instructor/ Personal Training Level 2 Principles of exercise, fitness and health Assessment Workbook
CORE UNITS ASSESSMENT WORKBOOKS LEARNER WORKBOOK Assessment Information This section of your Assessment Workbook covers the unit Principles of exercise, fitness and health (see unit in the appendix for full criteria). You must: Answer all questions fully, paying close attention to the exact wording. Make sure you provide the number of examples or answers where specifically requested. If questions ask you to describe or explain then detail is required; if you are asked to list or summarise a brief answer is acceptable. Answer ALL questions correctly to pass the unit. Should you refer you will be asked to reattempt and resubmit answers to only those questions you did not get correct first time. Questions 1. Describe two adaptations that occur in the cardiovascular system, and two in the respiratory system, as a result of endurance/aerobic training: a. Cardiovascular system: AC 1.1 b. Respiratory system: AC 1.1 26
LEVEL 2 PRINCIPLES OF EXERCISE, FITNESS AND HEALTH 2. Complete the table to identify the short-term and long-term changes that occur in systolic and diastolic blood pressure with exercise: Short-term effects of exercise Systolic Diastolic Long-term effects of exercise 3. Explain the condition blood pooling that can occur after exercise? AC 1.3 4a. Why can load-bearing/high impact exercise be beneficial for the skeletal system? AC 1.4 4b. Identify two potential negative effects of load-bearing/high impact exercise on the joints: AC 1.4 Section 4 27
CORE UNITS ASSESSMENT WORKBOOKS LEARNER WORKBOOK 5. Describe the event known as delayed onset of muscle soreness (DOMS), and identify two exercises that are likely to cause it: AC 1.5/1.6 6. Complete the following table to identify the short-term and long-term effects of the following types of exercise on muscles: Type of exercise Short-term Long-term Resistance training Flexibility training Cardiovascular training 28
LEVEL 2 PRINCIPLES OF EXERCISE, FITNESS AND HEALTH 7. If a client has a hyper-kyphotic posture due to tight chest and latissimus dorsi muscles and weak upper back muscles, what resistance training/core stability and flexibility exercises would you recommend? a. Resistance training/core stability: AC 1.8 b. Flexibility: AC 1.8 8. Identify and describe the five components of fitness: AC 2.1 Section 4 29
CORE UNITS ASSESSMENT WORKBOOKS LEARNER WORKBOOK 9. Identify and describe the six components of skill related fitness: AC 2.2 10. Identify three factors that affect health-related or skill-related fitness: AC 2.3 30
LEVEL 2 PRINCIPLES OF EXERCISE, FITNESS AND HEALTH 11. Explain the following principles of exercise and describe how you might use them to develop a client s fitness: a. Specificity AC 3.1/3.3 b. Progressive overload AC 3.1/3.3 c. Reversibility AC 3.1/3.3 d. Adaptability AC 3.1/3.3 e. Individuality AC 3.1/3.3 f. Recovery time AC 3.1/3.3 Section 4 31
CORE UNITS ASSESSMENT WORKBOOKS LEARNER WORKBOOK 12. Explain each of the variables within the FITT principles, and how you can adapt/modify or progress each of them over time with clients: Variable Explanation How would you adapt, modify or progress? F I T T 13. Give an example of when you would need to regress a training programme and explain how you would do this: AC 3.4 32
LEVEL 2 PRINCIPLES OF EXERCISE, FITNESS AND HEALTH 14. Describe the effect that the speed of an exercise has on the following: a. Posture and technique: AC 3.6 b. Intensity of a CV exercise? AC 3.6 c. Intensity of a resistance exercise? AC 3.6 15. Explain how each of the following factors affect the intensity of an exercise: a. Lever length AC 3.7 b. Resistance c. Gravity AC 3.7 Section 4 AC 3.7 33
CORE UNITS ASSESSMENT WORKBOOKS LEARNER WORKBOOK 16. Explain a way an exercise programme could differ if aiming to improve fitness for sport, rather than just improving general health? AC 3.8 17. Complete the following table. Identify two safety considerations or contraindications (things that you would not do) for each of these special population groups when training them: Special Population group Older people Safety considerations/contraindications Antenatal and postnatal clients Young people (14-16) Disabled people 34
LEVEL 2 PRINCIPLES OF EXERCISE, FITNESS AND HEALTH 18. In the table below, describe two benefits and limitations of each of the following methods of monitoring exercise intensity: Method of Monitoring Intensity The talk test Benefits Limitations Rate of perceived exertion Heart rate monitoring using target heart rate zones 19. Describe three health benefits of physical activity: AC 6.1 Section 4 35
CORE UNITS ASSESSMENT WORKBOOKS LEARNER WORKBOOK 20. Describe how inactive or sedentary lifestyles affect the risks of the following medical conditions developing? Coronary heart disease: AC 6.2 Type 2 diabetes: AC 6.2 Some cancers: AC 6.2 Hypertension: AC 6.2 Obesity: AC 6.2 Osteoporosis: AC 6.2 36
LEVEL 2 PRINCIPLES OF EXERCISE, FITNESS AND HEALTH 21a. What is the purpose of the eatwell plate? AC 7.1 21b. Identify each of the food groups within the eatwell plate, and describe what proportions of the diet they should make up (according to the model): AC 7.2 22. Describe three healthy eating principles that help to make a healthy diet: AC 7.3 23. Why is it important to stay hydrated? AC 7.4 Section 4 37
CORE UNITS ASSESSMENT WORKBOOKS LEARNER WORKBOOK 24a. Give an example of when you would refer a client to a specialist regarding their nutritional needs: AC 7.4 24b. Who should you refer the client to if this occurred: AC 7.4 25. What is the function of each of the following nutrients? Give an example of a food source for each. Nutrient Function Food source Carbohydrate Protein Fat 38
LEVEL 2 PRINCIPLES OF EXERCISE, FITNESS AND HEALTH 26a. Write out the energy balance equation below: 26b. Explain what happens if a person is in a positive energy balance (energy intake is greater than energy expenditure)? 26c. How can a person create a negative energy balance and what will this do over time? 27. What are the health-risks of a diet that is lacking in essential vitamins and minerals? 28. What are the health-risks of overeating foods that are high in hydrogenated and saturated fat, salt and sugar? Section 4 39
CORE UNITS ASSESSMENT WORKBOOKS LEARNER WORKBOOK Principles of exercise, fitness and health Assessment: Decision and Assessor Feedback This section will be completed by your assessor. Assessment Decision (Pass/Refer): I can confirm that the result given to the learner is based on a true reflection of the work seen and has been assessed for validity, authenticity, currency and sufficiency. Assessor s signature Date What did you do very well? What could you improve / might you want to consider in future? What additional work is required from you in order to pass? I, the learner have received my feedback and am happy that I understand my result, strengths, weaknesses, and what actions, if any, are required from me to pass this assessment in future. Learner s signature Date 40
LEVEL 2 PRINCIPLES OF EXERCISE, FITNESS AND HEALTH Level 2 Core Units Assessment outcome record form Evidence Assessor s name and initials Date IQA initials Date of IQA Result Know how to support clients who take part in exercise and physical activity Pass / Refer Health, safety and welfare in a fitness environment Pass / Refer Principles of exercise, fitness and health Pass / Refer Assessor s name: Assessor s signature: Date: Learner s signature: Date: Section 4 41 41
CUSTOMER SERVICE LEARNER WORKBOOK Appendix: Qualification Units Title: Level: 2 Credit Value: 2 GLH: 13 Learning Outcomes The learner will; M/600/9015 Know how to support clients who take part in exercise and physical activity Assessment Criteria The learner can; 1. Understand how to form effective working relationships with 2. Understand how to address barriers to exercise/physical activity that clients experience 3. Understand how to support clients to adhere to exercise/physical activity 1.1 Explain why it s important to form effective working clients 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 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 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 42
LEVEL 2 DELIVERY OF EFFECTIVE CUSTOMER SERVICE AND SUPPORTING THE CUSTOMER SERVICE ENVIRONMENT 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 client s needs to their satisfaction 4.3 Identify where to source relevant and appropriate information to meet client s needs 4.4 Explain the importance of dealing with any delay in meeting client s 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 Section 5 43
CUSTOMER SERVICE LEARNER WORKBOOK Title: T/600/9016 Health, safety and welfare in a fitness environment Level: 2 Credit Value: 2 GLH: 16 Learning Outcomes The learner will; 1. Understand emergency procedures in a fitness environment 1.1 Identify the types of emergencies that may occur in a fitness environment 2. Understand health and safety requirements in a fitness 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 Assessment Criteria The learner can; 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 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 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 44
LEVEL 2 DELIVERY OF EFFECTIVE CUSTOMER SERVICE AND SUPPORTING THE CUSTOMER SERVICE ENVIRONMENT 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, 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 Section 5 45
CUSTOMER SERVICE LEARNER WORKBOOK Title: Level: 2 Credit Value: 4 GLH: 28 Learning Outcomes The learner will; 1. Understand the effects of exercise on the body 2. Understand the components of fitness A/600/9017 Principles of exercise, fitness and health Assessment Criteria The learner can; 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 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 46
LEVEL 2 DELIVERY OF EFFECTIVE CUSTOMER SERVICE AND SUPPORTING THE CUSTOMER SERVICE ENVIRONMENT 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) 3.2 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 Section 5 47
CORE UNITS ASSESSMENT WORKBOOKS LEARNER WORKBOOK Notes 48
LEVEL 2 PRINCIPLES OF EXERCISE, FITNESS AND HEALTH Notes 49
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