SRFCHA001A PLAN AND DELIVER EXERCISE FOR CHILDREN AND ...€¦ · Web viewABOUT this LEARNER WORKBOOK. The workbook covers the following unit and elements of competency . Qualification

SISFF IT313A P lan and de l iver e xerc ise to apparent ly hea l thy ch i ld ren and ado lescents

ABOUT this LEARNER WORKBOOK

The workbook covers the following unit and elements of competency

QualificationSIS30310 Certificate III in FitnessUnit of Competency SISFF IT313A P lan and de l iver e xerc ise to apparent ly hea l thy

ch i ld ren and ado lescents

Unit DescriptorThis unit describes the performance outcomes, skills and knowledge required to plan and deliver exercise for children and young adolescents. It involves planning, demonstration, instruction, review and modification of activities and instructional techniques to meet participant needs.

Application of the UnitThis unit applies to exercise instructors who work in facilities that provide a range of exercise programs to general populations, including children and young adolescents who present with no major health conditions.

Elements of Competency 1. Plan the exercise.Apply fitness assessment protocols and

procedures to children and young adolescents 2. Instruct the exercise session.Instruct an exercise class for

children and young adolescents 3. Evaluate the exercise session.

Evidence of the following is essential: screens children and young adolescents prior to commencement of exercise sessions

and communicates results to relevant caregivers and recommends referral to appropriate medical or allied health professionals where necessary

develops a variety of sessions for exercise that are fun, interactive and safe for a range of client groups of children and young adolescents

provides accurate and current information about healthy eating and healthy eating options in accordance with recommended guidelines

evaluates exercise sessions and modifies exercise plans according to feedback received from participants and own evaluation.

How do I use this learner workbook?This learner workbook is designed to provide support to knowledge learned to help plan and deliver exercise to children and young adolescents when

Learner Workbook

working in a fitness workplace. Completing the activities throughout this resource will help you put this knowledge into practice. The learning activities in this workbook are based around workplace practices. Your supervisor or trainer will inform you how and when learning activities are to be completed. For instance, your supervisor or trainer may request that all learning activities are to be documented in a separate document, thereby creating a portfolio of evidence, which you will be able to refer back to, or add to in the future. This will become a valuable tool in helping you to evaluate and improve your performance.



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What resources do I need?The following resources provide access to information which can support you in completing the activities in this workbook. They can be accessed through the Web, public libraries or collections held in your workplace, or by the RTO you are enrolled with to complete your training.Accessing websites requires caution as information contained on them can be biased according to the purpose of the website, or can quickly become outdated. Remember to check the currency of the site. You should also maintain your own list of any additional resources.

BooksDr Parker, R.J, Kids in Gyms Guidelines, copyright Fitness Australia Ltd and

The Children’s Hospital at Westmead, 2003. An electronic copy can be downloaded here: http://www.chw.edu.au/prof/services/chism/childcare_guidelines_for_gyms.pdf

Websites Australian Association for Exercise and Sports Science www.aaess.com.au

The Australian Counselling Association www.theaca.net.au

Australian Government - Government and financial services www.business.gov.au

Australian Medical Association www.ama.com.au

Australian Osteopathic Association www.osteopathic.com.au

Australian Physiotherapy Association www.physiotherapy.asn.au

The Australian Psychological Society www.psychology.org.au

Australasian Podiatry Council www.apodc.com.au

Children’s Hospital Institute of Sports Medicine www.chism.chw.edu.au

Chiropractors’ Association of Australia www.chiropractors.asn.au

Dieticians Association Australia www.daa.asn.au

National Training Information Service www.ntis.gov.au

The Royal Children’s Hospital Melbourne www.rch.org.au

Web pages 10 Steps Guides to Protecting Personal Information

http://www.privacy.gov.au/privacy_rights/steps/index.html

Australian Child Protection Legislationhttp://www.aifs.gov.au/nch/resources/legislation/legislation.html


http://www.aifs.gov.au/nch/resources/legislation/legislation.html

http://www.privacy.gov.au/privacy_rights/steps/index.html

http://www.rch.org.au/

http://www.ntis.gov.au/

http://www.daa.asn.au/

http://www.chiropractors.asn.au/

http://www.chism.chw.edu.au/

http://www.apodc.com.au/

http://www.psychology.org.au/

http://www.physiotherapy.asn.au/

http://www.osteopathic.com.au/

http://www.ama.com.au/

http://www.business.gov.au/

http://www.theaca.net.au/

http://www.aaess.com.au/


Dietary Guidelines for Children and Adolescents in Australia http://www.nhmrc.gov.au/publications/synopses/_files/n30.pdf

State and Territory Privacy Lawshttp://www.privacy.gov.au/privacy_rights/laws/index.html

http://www.privacy.gov.au/privacy_rights/laws/index.html

http://www.nhmrc.gov.au/publications/synopses/_files/n30.pdf

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Introduction

This learner workbook has been divided into 4 Chapters of learning to help you plan and deliver exercise for children and young adults;CHAPTER 1: Qualifications needed when planning and delivering physical

activity programs for children and young adolescents CHAPTER 2: Overview of physical activity for children and young adolescents CHAPTER 3: Equipment and activity ideas CHAPTER 4: Additional Information

Throughout this learner workbook you will be expected to demonstrate that you have acquired the skills, knowledge and attitudes necessary to plan and deliver exercise to children and young adolescents, as specified in this workbook. You may be asked to: Answer written and/or oral questions Demonstrate practical skills Create tables/plans or charts Search websites Observe and review

Assessment for this unit must be conducted by an assessor from a Registered Training Organisation (RTO). To find out the RTOs currently delivering this qualification go to www.ntis.gov.au


http://www.ntis.gov.au/


CHAPTER 1: Qualifications needed when planning and delivering physical activity programs for children and young adolescents

Elements of Competency covered: Develop a consultative network of other fitness trainers, allied

health professionals and medical advisers. Apply fitness assessment protocols and procedures to children

or young adolescents.

In planning and delivering exercise to children and adolescents you must be aware of the procedures and professional responsibilities you need to undertake.

This area will cover the following topics:Qualifications and requirements needed to instruct children Your professional responsibilities Legalities Other Professionals for referralsPre-exercise questionnaires Special needsSafety and duty of care

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1. What qualifications and requirements will I need to instruct children?

This is a good question and a great place to start. There are certain pre-requisites that you need to have in order to attain the SRFCHA001A qualification. The requirements are: Unit of competency SRFCHA001A – This will entail the

additional completion of Certificate III in Fitness AND a minimum of four pre-requisite units from the stream of Certificate IV in Fitness

A current CPR and first aid certificate Insurance Working with Children Check

InsuranceThere are 2 different types of insurance you will need before you plan and deliver exercise for children and young adolescents. They are Public Liability Insurance and Professional Indemnity Insurance.Use the www.business.gov.au website to search for these two types of insurance and fill in the table below.

ACTIVITY 1: Public Liability and Professional Indemnity InsuranceInsurance Type

What does it cover? Why do I need it?

Public Liability Insurance

Public liability insurance keeps you protected as well as your business against the financial risk of being found accountable to a third party for death or injury, loss or damage of property loss resulting from your negligence.

You need Public liability Insurance to keep you and your business protected you from being sued.

Professional Indemnity Insurance

Professional indemnity insurance provides guarantee cover if your client suffers a loss financial or physical.

Protects against being sued for giving out false evidence/information.


http://www.business.gov.au/


2. Do I have any professional responsibilities? Yes. You do have professional responsibilities you need to take care of before planning and delivering exercise for children and young adolescents.The main consideration is a duty of care to the child (and the parent/guardian/carer). Essentially this is no different to the duty of care when training adults.Duty of care would include consideration of the following: (this is not a definitive list) Location Activity type Number of children in the session Medical considerations for each child Environmental conditions such as heat and humidity Etc….Refer to Page 15 – Section (6) Safety and Duty of CareAnother important consideration is the pre-exercise screening of the child. This involves including the parent/guardian/carer in any and all assessment of the child’s current and previous health status, both medical history and fitness level. We will learn more about pre-exercise questionnaires further along in this learner workbook on page 12 section (5) Pre-Exercise QuestionnairesYou must remember that it is your responsibility as a professional to use this information under the relevant state and territory Acts. An important Act to familiarise yourself with is the Privacy Act. The act for each state and territory is different and each can be found at:http://www.privacy.gov.au/privacy_rights/laws/index.htmlThis is an informative website which has all the relevant documents for your state or territory.The National Privacy Act provides 10 privacy principles regarding the collection, handling and storage of health information. It also provides a general right of access of individuals to their own health records, and requires health service providers to clearly set out their policies on management of personal information to the client/individual.The website also provides a document for you with 10 helpful steps to protecting information. http://www.privacy.gov.au/privacyrights/steps/index.html

http://www.privacy.gov.au/privacyrights/steps/index.html

http://www.privacy.gov.au/privacy_rights/laws/index.html

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ACTIVITY 2: Review your state or territory’s Privacy Act and fill out the table below:Summarise the 10 principles to protect other people’s personal information in your state or territories Privacy Act.

Principle Number and Name Summary

1: Collection An organisation mustn’t collect personal information except when it is required for the organisations function or activities.

2: Use and Disclosure An organisation must not use or reveal personal information about an individual for a purpose other than the main purpose of the individual would expect the organisation to use or disclose the information.

3: Data Quality An organisation must take reasonable steps to make sure that the personal information it collects uses or discloses is correct, complete and up to date.

4: Data Security An organisation must take reasonable steps to protect the personal information of an individual.

5: Openness An organisation must set out in a document clearly stated guidelines on its management of personal information.

6: Access and Correction Organisations must provide individual access to the information when requested by the individual.

7: Unique Identifiers An organisation must not assign unique identifiers to individuals unless the assignment of unique identifiers is necessary to enable the organisation to carry out any of its functions efficiently.

8: Anonymity Individuals have the choice of not identifying themselves when entering contracts with an organisation.

9: Transborder Data Flows An organisation may transfer personal information about an individual to someone who is outside



Victoria only if the individual consents to the transfer or if the organisation believes it’s subject to law.

10: Sensitive Information An organisation must not collect sensitive information about an individual unless the individual has consented, the information is required under law or the information is necessary to prevent or reduce a serious and looming threat to the life or health of any individual.

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3. Legalities Before you begin training children or adolescents you will need to check and understand the following in relation to working with children and young adolescents.Child protection legislation in your state or territoryChild protection legislation principles reflect the service goals to which governments aspire. They also provide the legal framework pursuant to which governments can intervene to protect children. The legislation in each state and territory differs. You will need to have completed a Working with Children Check which may be processed by your employer or you will be required to undertake the check yourself. A Working with Children Check is a background check investigating your criminal history to ensure you are suitable to work with children.The Australian Government website has many helpful documents and links. The legislation comes under the National Child Protection Clearinghouse. You may find the following link helpful to find the relevant legislations in your state or territory;http://www.aifs.gov.au/nch/resources/legislation/legislation.htmlIt is important for you to be clear about how all these legislative requirements impact on your role and responsibilities.

ACTIVITY 3: Child Protection LegislationGo to the above website and search for your state or territory’s relevant Child Protection legislation. Outline the main points that are relevant to you, and that you should be aware of when working with children. Mandatory reporting of child abuse - legally obliged to report suspected child abuse.Working with children check.


http://www.aifs.gov.au/nch/resources/legislation/legislation.html


4. Referring to other professionals This section requires you to become familiar with specialists who provide advice in certain fields of expertise. The following list may help you in compiling your own personal consultative network when working with children and adolescents; Health Professionals

- General Practitioner - Medical Specialist- Paediatrician

Allied Health Professionals such as:- Accredited Exercise Physiologist- Accredited Practising Dietician or Nutritionist- Counsellor- Psychologist- Physiotherapist- Osteopath- Chiropractor- Podiatrist

You may need to refer a child or young adolescent to one or more of these professionals either during their initial consultation with you, or at any time during the course of the physical activity program.You might also need to consult one or more of these professionals with any questions you might come across during your work delivering fitness programs to children and young adolescents.

ACTIVITY 4: Health and Allied Health ProfessionalsResearch each of the above health and allied health professional categories and write a brief summary of what their role is and the type of service they may be able to offer Exercise Professionals working with children.The following web sites may be of assistance:Accredited Exercise Physiologists: Accredited Exercise Physiologists study the science of exercise. They thoroughly study the anatomy, physiology, chemistry and biology of the body, to understand the outcome exercise has on the body.Dietitians: Dietitians apply their knowledge of human nutrition to help people understand the relationship between food and health and to make dietary choices for the client to help achieve and maintain health, also to prevent and treat illness/disease.

Counsellors: Counsellors help people to explore feelings and emotions that are often related to their experiences. This allows their clients to reflect on what is happening to them and consider alternative ways of doing things. Working in a confidential setting, counsellors listen attentively to their clients and offer them the time, empathy and respect they need to express their feelings.

Psychologists: Psychologists are experts in human behaviour, having studied the brain, memory, learning, human development and the processes determining how people think, feel, behave and react.

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Physiotherapists: Physiotherapists treat patients with physical difficulties resulting from illness, injury, disability or ageing. They treat people of all ages including children, the elderly, stroke patients and people with sports injuries. Physiotherapists work with patients to identify and improve their movement and function. They help promote their patients' health and wellbeing, and assist the rehabilitation process by developing and restoring body systems

Podiatrists: This is achieved by providing advice on foot health, assessment and diagnosis of foot pathology, identification of treatment and other requirements, referral to other disciplines as appropriate, formulation of care plans, and provision of direct care as deemed appropriate and agreed to by the individual.

Osteopaths: Osteopathy involves soft tissue work, stretching and manipulation of the bones and muscles to promote mobility and restore the body’s balance. Osteopaths treat disorders such as back and neck pain, headache, joint pain, arthritis, repetitive strain injuries (RSI), vertigo, sciatica, sports injuries and tendonitis.

Chiropractors: chiropractor is a person who performs various techniques relating to spinal cord adjustment and other rotations of parts of the body to align the parts back into their proper positions.

General Practice Doctors: General practice is an essential part of medical care throughout the world. GPs are also the first point of contact for most patients. The bulk of the work is carried out during consultations in the surgery and during home visits. General practice allows individual doctors a wide choice of where to practice, with whom and how.

Medical Specialists: Medical specialists are doctors who have completed advanced education and clinical training in a specific area of medicine

Paediatrician: They are able to provide an overall evaluation of your child's health and development, provide ongoing care for any medical needs your child has and provide coordination of services if your child has complex needs with many professionals involved. They can also refer to other specialists or therapists or arrange any further tests that may be needed.



5. Pre-exercise questionnaires

Pre-exercise questionnaires must be completed by a parent/guardian/carer and can only be assessed by a suitably qualified person before a child begins any form of physical activity program.Pre-exercise questionnaire documents should include the following information: Contact details and emergency contact details Medical history – If any risks are identified, refer to a GP for

medical clearance for exercise participation Exercise history – type and level of intensity A disclaimer – this would usually contain a statement to the

effect that all information given is correct according to the parent/guardian/carer knowledge at the time of completion. It should also contain a statement that if there is a change to the medical condition of the child or their medications where appropriate, that the parent/guardian/carer will notify the physical activity provider.

Parent/guardian/carer signature giving authorisation and consent to participate in the activities

Countersignature by an appropriately qualified exercise professional indicating they have read and understood the content of the answers provided by the parent/guardian/carer as it would apply to the programming of the physical activities.

As mentioned previously, it is your responsibility to use this information under the Privacy of Information Act. The Act for each state and territory is different and each can be found at:http://www.privacy.gov.au/privacy_rights/laws/

The Children’s Hospital Institute of Sports Medicine (CHISM) has produced an example of a pre-exercise questionnaire for children and young adults, the ExPARA (Exercise and Physical Activity Readiness Assessment of Children and Young Adolescents. It is sourced from the “Kids in Gyms” Guidelines 2003 (author Dr R Parker CHISM, copyright Fitness Australia LTD and The Children’s Hospital at Westmead Pp 19-24 Attachment 2) http://www.chw.edu.au/prof/services/chism/childcare_guidelines_for_gyms.pdf

*FILL OUT THE FIT2LEAD EXAMPLE

http://www.chw.edu.au/prof/services/chism/childcare_guidelines_for_gyms.pdf

http://www.privacy.gov.au/privacy_rights/laws/

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ACTIVITY 5: Pre-Exercise Questionnaires a) Conduct an internet search on pre-exercise questionnaires and choose

three to compare with the ExPARA example and list at least three differences.

i) Parent consent.

ii) Don’t take the weight, width of hips or waist of children.

iii) You don’t ask children some questions you would ask adults (e.g.; if they smoke).

b) Why are pre-exercise questionnaires so important to use prior to a child’s participation in a physical activity program? It is to identify conditions to avoid any difficulties for the client.

Discuss your answers with your supervisor, trainer or classmates

6. Special needs situationsThere are many special needs medical situations that you may come across when training children or young adolescents.

ACTIVITY 7:Fill in the below table for the following special needs situations; The Royal Children’s Hospital Melbourne website is a great starting point of reference.www.rch.org.au

Note: It is not the role of the Exercise Professional to diagnose or treat any medical condition. This activity aims to raise your awareness of some common conditions you may encounter when working with children and young adolescents and an overview of typical treatment protocols.


http://www.rch.org.au/


Need Short Summary Signs and Symptoms Treatment

Diabetes Type 1

In type 1 diabetes the pancreas, a large gland behind the stomach, stops making insulin. Without insulin, the body’s cells cannot turn glucose (sugar), into energy. To stay alive, people with type 1 diabetes depend on up to four insulin injections every day of their lives. They must test their blood glucose levels several times daily.

Being excessively thirsty

Passing more urine

Feeling tired and lethargic

Always feeling hungry

Having cuts that heal slowly

Itching, skin infections

Blurred vision

Unexplained weight loss

Mood swings

Headaches

Feeling dizzy

Leg cramps.

While there is currently no cure for type 1 diabetes, the disease can be managed through maintaining a healthy lifestyle, regular blood glucose testing and insulin.

Diabetes Type 2

In type 2 diabetes, the pancreas makes some insulin but it is not produced in the amount your body needs and it does not work effectively.

Being excessively thirsty

Passing more urine Feeling tired and

lethargic Always feeling

hungry Having cuts that heal

slowly Itching, skin

infections Blurred vision Gradually putting on

weight Mood swings Headaches Feeling dizzy Leg cramps.

People at risk of type 2 diabetes can delay and even prevent this disease by following a healthy lifestyle.

Maintaining a healthy weight

Regular physical activity

Making healthy food choices

Managing blood pressure

Managing cholesterol levels

Not smoking.

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ADHD Attention deficit hyperactivity disorder.Children with ADHD generally have problems paying attention or concentrating. They can't seem to follow directions and are easily bored or frustrated with tasks. They also tend to move constantly and are impulsive, not stopping to think before they act.

Inattention symptoms Finds it hard to

concentrate Makes careless

mistakes Does not seem to

listen Avoids difficult tasks Becomes distracted

easily Is disorganised and

forgetful Does not follow

through on instructions, can’t finish work

Hyperactivity/impulsivity symptoms

Tends to fidget or squirm

Gets up during class when not supposed to

Runs about or climbs in inappropriate situations

Has difficulty playing quietly

Often interrupts others

Finds it hard to wait for a turn

Often ‘on the go’ or acts as if ‘driven by a motor’

Talks excessively Blurts out answers

before questions have been finished

Finding the right ADHD treatment, including medications and behavioral therapies, is crucial to managing ADHD.




Epilepsy Epilepsy is a brain disorder that causes people to have recurring seizures. The seizures happen when clusters of nerve cells, or neurons, in the brain send out the wrong signals. People may have strange sensations and emotions or behave strangely. They may have violent muscle spasms or lose consciousness.

Temporary confusion A staring spell Uncontrollable

jerking movements of the arms and legs

Loss of consciousness or awareness

Psychic symptoms

Medication can often prevent seizures from recurring. However, it is not prescribed for everyone who has a seizure. Whether or not to prescribe medication will depend on the risk of that person having further seizures.

Asthma Asthma is a long-lasting lung disease that inflames and narrows the airways.

Signs Coughing. Wheezing. Chest tightness. Shortness of breath.

Symptoms Allergens from dust,

animal fur, cockroaches, mold, and pollens from trees, grasses, and flowers.

Irritants such as cigarette smoke, air pollution, chemicals or dust in the workplace, and sprays (such as hairspray)

Medicines such as aspirin.

Physical activity, including exercise

Medications for asthma are divided primarily into ‘relievers’, ‘preventers’ and ‘symptom controllers’

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Eating Disorders

Eating disorders are characterised by anoverwhelming, consuming determination to be thinand a morbid fear of gaining weight and losing control over eating.

o Dramatic weight losso Wearing loose, bulky

clothes to hide weight loss

o Preoccupation with food, dieting, counting calories, etc.

o Refusal to eat certain foods, such as carbs or fats

o Avoiding mealtimes or eating in front of others

o Preparing elaborate meals for others but refusing to eat them

o Exercising excessively

o Making comments about being “fat”

o Stopping menstruating

o Complaining about constipation or stomach pain

o Denying that extreme thinness is a problem

o Therapy for eating disorders

o Nutritional counselling for eating disorders

o Eating disorder support groups

Food Allergies

An allergy can develop at any age, even in adulthood. These kinds of allergies occur when the body's immune system mistakenly identifies a protein as harmful

o Tingling or itching in the mouth

o Hives, itching or eczema

o Swelling of the lips, face, tongue and throat, or other parts of the body

o Wheezing, nasal congestion or trouble breathing

o Abdominal pain, diarrhea, nausea or vomiting

o Dizziness, lightheadedness or fainting

o For a minor allergic reaction, over-the-counter or prescribed antihistamines may help reduce symptoms.

o For a severe allergic reaction, you may need an emergency injection of epinephrine and a trip to the emergency room.

Many people with allergies carry an epinephrine auto injector.



7. Safety and Duty of CareYou, as an exercise professional, have a duty of care to children and young adolescents under your supervision.

ACTIVITY 8: a) Using the Kids in Gyms Guidelines list your responsibilities in relation to

duty of care when providing physical activity programs for children.- Providing safe environments for physical activities for children/young

adolescents- Provide age-appropriate physical activity programs for children and

Young adolescents- Provide a wide range of safe and effective physical activity programs for

children and young adolescents- Provide appropriate staff supervision of different physical activity

programs and centre facilities- Provide appropriate pre-exercise screening procedures for children and

young adolescents- Provide centre and staff insurance protection- Provide suitably qualified centre staff to conduct physical activity

programs for children and young adolescents.

You have a class of 15 young adolescents arrive for a structured strength training session. Describe what steps you would take to provide a safe class for the participants.

- Providing the staff and the centre insurance protection- Providing appropriate pre-exercise screening procedures for children and

young adolescents- Providing safe environments for conducting physical activities for

children and young adolescents- Providing suitably qualified centre staff to conduct physical activity

programs for children and young adolescents.

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- Fitness Assessment Protocols and Procedures

ACTIVITY 9:a) Research fitness assessment protocols to measure the following aspects of

fitness in relation to children and young adolescents:

Cardio vascular fitness – Beep test

Strength – Hand grip dynamometer

Flexibility – Sit and reachFundamental motor skills - Throw ball at targetBody composition measurements - Measure the height and weight (which you then get the bmi) but we don’t measure the children just in case it causes mental illness

Discuss your responses with your trainer or supervisor to check your understanding of fitness assessment protocols

b) Suggest modifications to ‘standard assessment tools’ for use with a group of children and not one-on-one.

Throwing a basketball and measuring how far you can throw it (with a partner)



CHAPTER 1 Summary Checklist Before you begin training children or young adolescents – make sure you tick all the following boxes: Hold appropriate qualifications

Hold a current Senior First Aid/CPR Certificate

Have had a Working with Children Check

Hold Professional Indemnity and Public Liability Insurance

Have read and understood relevant child protection legislation pertinent to your state/territory

Have read and understood privacy of information legislation relevant to your state/territory

Have read and understood any Duty of Care policies related to your workplace

Hold appropriate Fitness Industry Professional Registration according to state & territory Codes of Practice

Be able to evaluate and apply a pre-exercise screening tool in relation to the provision of physical activities for children and adolescents

Gain a basic understanding of a range of common Special needs of children and young adolescents.

Be able to select and apply fitness and assessment protocols

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CHAPTER 2: Overview of Physical Activity for children and young adolescents

Elements of Competency covered: Develop a plan for an exercise class for children or young

adolescents. Instruct an exercise class for children and young adolescents

This chapter will cover the following topics:Benefits of exercise for children and young adolescents Stages of Growth and Development

a) Understand the Tanner Stages of DevelopmentAnatomy/physiology Differences between children and adults

c) Risks/Safety elementsa) Injury prevention

Instructional skillsa) Giving feedback/ use of language

MotivationGoal setting

Planning physical activity sessionsa) Choice of activities

SequencingMusic selectionCore component structureTimingContingency planningProgressions



1. Benefits of physical activity for children and young adolescents

Health benefits

ACTIVITY 1:a) List the health benefits of exercise for children?

i) Social skills

ii) Health

iii) Mental health

iv) Learning and productivity

v) Emotional wellbeing

vi) Positive school environment

b) Select 3 benefits from your list above and research the underpinning science behind each.

Emotional wellbeing - Helps children feel more confident, happy, relaxed, improve self- esteem and the ability to sleep better.

Health - Encourages healthy growth and development of children’s bodies. Developing coordination and movement control and maintaining a healthy body weight.

Social skills - Develops skills such as cooperation and teamwork. Its great way to have fun, meet new people and develop friendships and integration.

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Social and psychological benefits

ACTIVITY 2:Refer to the following web page. http://www.embracethefuture.org.au/resiliency/social_skills.htm(The Mental Health Foundation of Australia Resilience Resource Centre Victoria, Australia)

After having researched the information on this web site (and any other relevant research) answer the following questions:

a) Why is it important to develop social skills in children and young adolescents?

Research shows that children who are popular and likable are also more likely to succeed at school.

c) In what way can physical activity be a valuable tool for aiding the social development of children and young adolescents?Getting kids and adolescents to be more confident in themselves. Able to talk to other people confidently.

c) How would you incorporate the teaching of social skills into your physical activity session plan?

Make sure all kids/adolescents have a turn to lead the group in a certain activity’s.


http://www.embracethefuture.org.au/resiliency/social_skills.htm


Psychological benefitsThere are a range of psychological benefits to participating in physical activity. These may include: Improved self-esteem Improved self confidence A better outlook on life Reduced stress levels Good eating patterns Improved self image

ACTIVITY 3:Research and comment on each of the psychological benefits listed above that may be gained through participation in physical activity

Improved self-esteem – Kids/adolescents will be more confident

Improved self-confidence – Kids/adolescents will become a leader and stand out from the crowd

A better outlook on life – They feel calmer

Reduced stress levels – They feel more positive

Good eating patterns – They will be more healthier

Improved self-image – They will be more confident

Discuss your answers to ACTIVITY 1, 2 and 3 with your supervisor or trainer to check your understanding on health, social and psychological benefits of physical activity for children and young adolescents.

2. Stages of growth and development 2a) Understanding The Tanner Stages of DevelopmentThere are a number of stages of growth and development in children and young adolescents that need to be considered when planning and delivering physical activity.

ACTIVITY 4:There are 5 stages of maturation development “Tanner Stages of Development” listed below. Research and summarise how each is characterised in boys and girls;

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Boys Girls

Tanner Stage 1

Prepubertal

5 – 6cm/year

Prepubertal

5 – 6cm/year

Tanner Stage 2

Enlargement of scrotum and testes; scrotum skin reddens and changes in texture5 – 6cm/year

Breast bud stage with elevation of breast and papilla; enlargement of areola

7 – 8cm/year

Tanner Stage 3

Enlargement of penis (length at first); further growth of testes7 – 8cm/year

Further enlargement of breast and areola; no separation of their contour

8cm/year

Tanner Stage 4

Increased size of penis with growth in breadth and development of glans; testes and scrotum larger, scrotum skin darker10cm

Areola and papilla form a secondary mound above level of breast

7cm/year

Tanner Stage 5

Adult genitalia

No further height increase after 17 years

Mature stage: projection of papilla only, related to recession of areola

No further height increase after 17 years



2b) Anatomy/PhysiologyACTIVITY 5:Compare and contrast the following anatomical and physiological features of children to adults in relation to physical activity.

Children Adults

Cardio vascular response to exercise

Heart and lungs are smaller /lungs are still developing.

Adults are more capable of more physical activity

Cardiac output Less cardiac output Increased cardio output adults are more developed

Hydration and thermoregulation

Lose water quicker Have grown and have developed so they can hold more water in their bodies to keep hydrated

Anaerobic metabolism

Don’t have greater stores of glycogen

Have a better glycogen level

Response to resistance training

Possible injury when resistance to the musculoskeletal system

More likely not to get injured are more developed.

Body Mass Index (BMI)

Body mass index is irrelevant for kids seeing we don’t test kid’s weight.

Will be higher related to adolescents and adults

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3. Risks/Safety elementsThe recommended Staff/Child Ratios for structured or supervised programs in centres according to the Fitness Australia/Children’s Hospital at Westmead “Kids in Gyms” document, 2003.are; 1:25 - 1 instructor for every 25 children when conducting

supervised or structured group fitness classes. This includes weights and non- weights fitness classes and circuit weight training classes. (This ratio may be exceeded on the proviso that for each increment between 1 and 25 children over the initial class size of 25 students, there must be one additional class instructor present).

1:8 - 1 instructor for every 8 children when conducting supervised or structured resistance training sessions.

For school groups a teacher must be present at all times in addition to the instructor.

Injury PreventionACTIVITY 6:The following are components of a physical activity session. Warm up Cool down including stretchingExplain how these elements may or may not assist with injury prevention in children and young adolescents.Warming up is a main part of any training. No matter how old or young you are you should always warm up and cool down to avoid strains or injuries

ACTIVITY 7:Given the ‘Kids in Gyms’ guidelines were published in 2003, do you consider they are appropriate today? Why / why not?

I consider that they’re still appropriate. From what I’ve learnt this year it all still seems to be the same.

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4. Instructional Skills 4a) Feedback/ LanguageGive constructive feedbackAs the instructor for a session, there will be many times when you will give feedback to participants and/or their parent/guardian/carer. Sometimes this will concern a technical skill. Other times it will concern the management of the group or an individual. Timing is crucial when providing feedback. It is best if it is immediate as it will be more clearly understood and have greater effect.Here are some examples:

Constructive feedback Non-constructive feedback

Specific General

“Try standing with your feet wider apart Johnny”

“That’s not the way to do it Paul”

“You are doing a great job Lucy, let’s quicken the pace a little”

“What’s wrong with you Sarah, can’t you go faster?”

“That’s it, you’ve got it Kate” “That’s a bad effort Jack”

Technical Skill Technical Skill

“Superb technique Helen, you are keeping your back nice and straight”

“No, that’s wrong Dan, do it this way”

“Lovely posture Lisa. Just make sure your knees are slightly bent. That’s it, well done.”

“Jan, I told you not to do it that way – it’s dangerous”

“Well done Amy, you are using that equipment correctly”

“Don’t hold the bar like that Ben”

Group Management Group Management

“Follow my lead – watch how I bend my knees”

“Everyone in this class is slack. You are not trying your hardest”

“Fantastic effort everyone, we’ll take a 5 min water break”

“You still haven't got that right”

“Everyone should have a chance to try this move.”

“Give other people a chance to try it!”



ACTIVITY 8:Replace the following word with more age appropriate word(s)1. Diet – Healthy eating

2. Test – Examination

3. Cardiovascular – ..................................................................Running / Beep test

4. Fat – Weight

5. Normal Child – Kid

6. Mentally Disabled – ..............................................................Special needs

7. Obese – Overweight

ACTIVITY 9:Role play the conversation you would have with the anxious mother of a child who has demonstrated a serious lack of hand/eye coordination due to the child’s level of obesity. The child also displays poor social skills and inattention to instructions. Pay attention to the language you use when providing feedback to the mother about her child’s participation in your physical activity classes. At the same time you need to convey the difficulties her child is having.

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4b) MotivationThere are 2 main types of motivation:Intrinsic – or internal motivation that comes from withinExtrinsic – motivation which comes from an outside sourceYou can use both of these motivation types to help increase the level of motivation a child has before, during and after training.

ACTIVITY 10:Complete the following table; List different ways you can help to increase or improve motivation levels:

Age Group Intrinsic Motivation Extrinsic motivation

3 – 5 yrs Verbal, positive encouragement “If we all do this together, we’ll have lots of fun!”Make the training environment fun and exciting

Tell the child at the beginning of the class that there is a reward at the end of class. This can help to extrinsically encourage the child to participate and join in.

6 – 9 yrs If we do this activity we will play a game at the end.

Encourage the child to join in.

9 – 14 yrs If we do this activity we will play a game at the end.

Encourage the child to join in.

15 yrs + Come on, you want to lose weight, remember why you started.

Mention to them there goals to give them motivation to reach their goals.



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4c) Goal SettingACTIVITY 11:a) Interview three children of different ages and find out what they would like

to achieve by participating in a physical activity programAge 11 – Improve at calisthenicsAge 15 –Be more active for footballAge 17 – Improve my fitness level and eat healthy

b) Interview the parent/guardian/carer of each of those three children and find out what they would like their child to achieve from participation in the physical activity program

Age 11 – My daughter loves calisthenics and I would love for her to improve her flexibility Age 15 – Improve his fitness level for footballAge 17 – Be more active and eat healthyc) Compare and contrast each pair of responses and suggest reasons for any

differences in the parent/child response.Age 11 – The sameAge 15 – The sameAge 17 – The sameDiscuss your responses with your supervisor or trainer



5. Planning Physical Activity SessionsACTIVITY 12:Develop and deliver a physical activity session lasting 45 minutes for a group of 10 year old children (mixed boys and girls). As part of the planning process, give your justifications for your decisions on the following considerations: Aims and objectives of both individual activities and overall

session Choice of activities and associated risk with:

- Cardio vascular activities- Strength- Flexibility- Fundamental motor skills

Sequencing of activities Music selection Component structures including warm up, body and cool down Timing Contingency planning Progressions

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CHAPTER 2 Summary Checklist I understand the physical, social and psychological benefits & effects of

exercise for children and young adolescents

I understand the stages of growth and development

I understand the differences between training adults and children

I understand a range of strategies for minimising the risk of injury in children and young adolescents

I am able to develop and deliver a physical activity class to children and young adolescents



CHAPTER 3: Equipment and Activity Ideas

This chapter outlines ideas and examples that may assist you in planning exercise programs for children and young adolescents.

Elements of Competency covered: Develop a plan for an exercise class for children and young adolescents

This chapter will cover the following topics:Equipment SelectionMusic Selection Group Session PlansExample of 5 – 9 years Exercise Circuit ProgramExample of 9 – 12 years Exercise Circuit ProgramNon-circuit Training Example

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1. Equipment Selection

Below are examples of equipment that can be used with children and young adolescents:

Equipment How to use

Hoppy Bounce on spot Relays Bounce High & Low Bounce Fast & Slow Bounce side to side Weave around markers Balance on hoppy

Ladder Fast feet Hop through one leg Jump Through Jump over beanbags Side step in and out in forward motion Hop Scotch (hop, jump, hop, jump)

Skipping ropes Normal Peppers (Fast) 1 leg 2 leg Backwards Cross overs

Aerobic Step Step up (1 leg/2 leg) Jump on/off or side to side Push-ups Dips Ezywalk

Hula Hoops Normal twirl Jump in and out Use as skipping rope Bean bag relay – use to hold bags Set up in a row to jump in and out

Balls + Tennis balls Soccer Bounce 1 hand/2 hand Throw and catch (partner) Kick ball against a wall – control Bounce around body (figure 8) or twist

around body Bounce fast/slow – High/low Bounce on air flow bats



Equipment How to use

Bean Bags Balance Run and replace (relay with hula hoops) Balance on head relay Throw and catch (partner) Use to balance on head while doing any

activity in circuit (challenge)

Mini Tramp Jump Hop on one leg /alternate Bounce high/low, fast/slow Run/jog on tramp

Markers (Dome & Hats)

Station markers for circuit activities Straight line – weave/jump over Use for group games to mark out areas Relay set up Kick ball to markers/between markers Set up formations – square, triangle,

circle Games set up

Spike Balls Co-ordination – unusual bouncing patters

Throw & Catch (feels strange) Bounce 1 and / 2 hand Roll or kicking against wall

Own Body Star Jumps Tuck Jumps Push – Ups Sit – Ups Tricep Dips Squats Running/jogging on the spot Skipping Jumping Hopping Walking

Cricket Bats Cricket Bounce ball on bat (skill) Batting practice – bowl tennis balls to

batters

Air Flow Bats Tennis Balance ball/bean bag on bat Bounce ball on ground or on bat

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ACTIVITY 13Create your own list of equipment you might use and activities that can be performed with it.

Equipment 3 – 5 yrs 5 – 9 yrs 9 – 14 yrs 15 + yrs

Tennis ball Roll tennis ball into target

Roll tennis ball into target

Roll tennis ball into target

Throw tennis ball at a target

Basketball Pass to pass Dribble then throw to the other kid and then they dribble

Dribble through the cones marked

Dribble then shoot for goal

Bean bags Throw bean bag into hula hop

Throw bean bag into hula hop

Balance bean bag on head to the other side of the court and back

Balance bean bag on head to the other side of the court and back

Skipping rope

Lay down the skipping ropes under balancing beam and pretend they’re snakes

Lay down the skipping ropes under balancing beam and pretend they’re snakes

Lay down the skipping ropes in a line and they have to jump over them

Skipping

Mats Roll down the Roll down Sit ups Sit ups, Push SISFF IT313A P lan and de l iver e xerc ise to apparent ly hea l thy ch i ld ren and

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mats the mats ups, Plank

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Example classes and activitiesThis section covers a variety of topics including:Music SelectionExample group session planExercise Circuit 5 – 9 yearsExercise Circuit 9 – 14 yearsNon Circuit training examples for all age groups

2. Music SelectionACTIVITY 2:a) Music can be inspirational for all ages. Why is music a great training tool

to use with children?

Music keeps the children entertained in the session.

b) As a general guide, what beats per minute (BPM) would you suggest for the following;

Warm-up – 60%

Conditioning – 60 – 80%

Cool-down – 60%

Relaxation – 20%



c) What age groups could you use the following type of music for? Tick the appropriate box. You can tick more than one box.

MUSIC 3 – 5 5 – 9 9 – 14 15 +

Techno x

Nursery rhymes x x

Pop x x x

Alternate x

Aerobic x x

Dance x x x x

Children’s groups/bands x x

Jazz x x

Hip-Hop x x

Soul x

Classical x

Rock x

Hits x x

Make your own compilations!

Discuss your answers to ACTIVITIES 1 and 2 with your supervisor or trainer.

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3. Example Group Session PlanThe following lesson plan is an example of training session with 10, 11 year old females.

Client: 10, 11 year old Females Date: 12/12/12

Location: Centennial Park Time: 10am

Duration: 40 min Age: 11 years

Special needs:

N/A

Aims/Objectives:

“To increase cardio vascular fitness and flexibility for the netball season”

Time (min)

Session activity Set up prior to session/equipment needed

1 Slow jog 30% effort

2 Increase speed of jog to 50% effort

3

4 Jog at 50% effort in pairs, pass a netball to each other, while jogging between the cones

Set out 50m distance with marker cones

Netball

5

6 Stop and stretch all major muscle groups

WATER BREAK

Hold each stretch for 10 – 30sec

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8

9

10

11 Conduct a beep test with your class. Encourage them to go as far as they can


Set up CD player with Beep Test CD

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14



WATER BREAK

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18

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20

21 Knees bent, slide at a 45 degree angle forwards 2 slides with right leg in front then 2 slides with left leg in front. Alternate 20m forwards and backwards

Use 20m distance

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25 In pairs, one partner runs on the spot with fast feet while the other quickly throws the netball to them. Vary the throw up, down, side and straight. 1min effort then rest for 30 sec. Swap over – the thrower goes to fast feet and fast feet throws the ball. Repeat 3 timesWATER BREAK


Netball

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31 Slowly jog at 50% effort

32 slow the jog down to 40% effort

33 Stop and stretch all major muscle groups

Hold each stretch for 10 – 30sec

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35

36

37

38 Encourage the group to take big, deep breaths for 1 min. Encourage the group to re-hydrate whilst continuing to take deep breaths for 2 more minutes –walk around slowly

Water breaks must take place every 10 minutes

39

40

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Contact Numbers Home xx xxxx xxxx Parent’s Mobile xxxx xxx xxx

Weather alternatives

NA



4. Example of a 5 – 9 years Exercise Circuit Program Group orientated and fun Easy circuit to get use to exercise – best to use the buddy

system Movement and music based

PROGRAM FORMAT 45 – 50 min class Warm–up group activity (Approx 10 minutes) Circuit/fitness/Skills session (Approx 20 minutes) Reward group game (Approx 10 minutes) Cool-down/stretches/relaxation/hydration (Approx 5 – 10

minutes)

IMPORTANT – Hydration must occur every 5 – 10 minutes. It is very important for children to replace their fluids. Every child MUST bring a water bottle to class. Fluids must be taken before, during and after each class.It is a good idea to share some of your knowledge with the kids as you go through the circuit – for example, “This activity uses your biceps” – and point to the muscle.

START GROUP GAMES (Approx 10 min)

GAME DESCRIPTIONBull Rush Set out an area of approx (10m x 5m) distance

with markers at each end Every child lines up at one end One child is “in” with the instructor All children try to run to the other end without

being “tipped” If tipped – that child joins the original child who

was “in” + the instructor thus making it harder to get to the other end with more “tippers in the middle”

The last child un-tipped is the winner!Soccer Set up a distance of approx 10 – 15m with

markers as goals Two even teams No boundaries Aim to get “goals” – and to pass the ball around

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GAME DESCRIPTIONLadder Relay run throughs – fast feet peppers, jumping,

hopping etc. Team time trials – quickest through the ladder Put beanbags in some squares – have to run/hop

over the squares with the bags in them (can’t step in those squares)

Set up the ladder in a criss cross pattern by twisting the rope (strange patterns to run through)

Do side stepping actions through the ladder. Dancing / Musical Statues

Play funky music and get the kids to freestyle dance to the music

Do jumping actions for kids to copy (the ones who are too shy to do their own moves)

Let all their energy out!! Stop the music and play statues – when the music

stops the child must “freeze”Tip / Tag Set up area to play in with markers approx 10m

by 5m One child is “in” Have to “tip” other children – once tipped they

become the “tipper” Only 1 child in at a time

Mini Aerobics Class

Create your own mini aerobics Use simple steps for the kids to follow (step

touch, ezywalk, star jumps – big muscle group actions)

Explain the move simply before starting Get the kids to make up some of their own

aerobics movesRelays / Races

Set up markers for distance Approx 10m Running / Jumping / Hopping Bouncing the ball Hoppy races (bouncing on hoppy) Skipping Set up markers to jump over or weave through Set up hula hoops to jump in and out of or over

and through 1 leg hop or 2 leg jump Relays can be in team – or individual Relays can be time trials or races



GAME DESCRIPTIONGroup Skipping

Warm-up with group skipping Every child has a rope and you skip in time to the

music Encourage to skip slow at the beginning and

speed up If child can’t skip – encourage them to hop and

jump on spot in time to the musicGroup Hula Challenge

Each child has a hula hoop to start Hula in time to the music – for as long as you can! If child cant hula – encourage them to put the

hoop on the ground and jump in and out of it to the music

Markers Set up rows of markers to weave in and out of Jump over the markers with two feet Jump over on one foot – co-ordination Use a ball and dribble it around the markers Set up sprints to markers Set up markers in different patterns – straight

line, square, triangle – for a change

CIRCUITThe circuit consists of approximately 10 different stations. Use markers to set up the different stations.There are many different types of circuits – it is best to use Buddy or Single circuits for younger children. Buddy circuits involve “pairing” up the group so they can work together. This is a great idea if the kids are new to circuit and need a friend! A single circuit is going through the circuit individually and is for more advanced kids who know how the circuit works.

IMPORTANT When you set up your circuit remember to: Set the circuit up with strengthening activities interspersing

aerobic/anaerobic activities and co-ordination skills. This makes the circuit well balanced and not too intense for children.

Spend about 30 – 45 seconds at each station (you may end up going through the circuit stations twice)

Have an “in between” activity for 1 min. After the kids do the circuit activity, intersperse it with a group activity – like star jumps, run around the circuit area, hop on one leg etc. This activity is more “aerobic” and fun!

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Each Activity station must have 2 sets of equipment – so it is ok for numbers to double up (2 at a time at each station)

Get the children involved in setting up the circuit – ask them to help you put out the equipment. That way you can explain each activity as you put them out. Tell them what muscles they are using at some of the stations – so the circuit is educational.

Set the circuit up in a circle or arc so everyone feels “involved” as a group.

IMPORTANT – Make sure that if there is music provided, it is playing at this time – it is really important to make the circuit fun – and for the kids to do the actions in time to the music.

REMEMBER it is also very important to allow short drink breaks every 5 – 10 minutes during the circuit time.

MAKE SURE you can supervise all children in your class for correct use of equipment and technique.



EXAMPLE CIRCUIT STATION ACTIVITIES 5 – 9yrsStation

STRENGTH ACTIVITY AEROBIC ACTIVITY CO-ORDINATION

1. Stepper – Dips Star Jumps Ball bounce – 1 / 2 hand

2. Stepper – up and down

Tuck Jumps Ball throw and catch

3. Stepper – Ezywalk Run/jog on the spot Ball kick against a wall

4. Stepper – Jump on/off Skipping (no rope) Ball – around body

5. Modified Push – Ups Skipping rope - Peppers

Ball – balance on bat

6. Hop on one leg Skipping rope - Normal

Ball – bounce on bat

7. Jumping Skipping rope – Backwards

Ball cone dribble

8. Squats Skipping rope – Crossovers

Bean Bag throw/catch

9. Skipping (no rope) Hoppy – Bounce normal

Bean Bag balance

10. Hula hoop – jump in/out

Hoppy – Bounce Fast Hula Hoop spin

11. Hula hoop – jump in a row

Hoppy – Bounce – High/low

Hula Hoop skipping

12. Ball – squeeze (wrists)

Hoppy – Bounce side to side

Hoppy – Balance on

13. Ball – curls (biceps) Hoppy – Relays Hoppy – around markers

14. Markers – jump over Mini Tramp bouncing Skipping - Crossovers

15. Supervised sit – ups Mini Tramp Hopping Markers – run &

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weave

16. Ladder – Jump through

Mini Tramp jogging Ladder – hop/jump

17. Ladder – Hop through Relay races – use markers

Ladder – Side step

18. Step & leg curl Bean Bag run and replace

Handball against wall



EXAMPLE CIRCUIT 5 - 9 yrs (Approx 20 minutes)This circuit is designed with general fitness and skills in mind.Interspersed activity ideas: Run around the circuit area – and onto the next stationJump on the spot for 30 secHop on one leg – change sidesStar jumpsDance on the spot to the music

STATION 1 Skipping rope – Skip as fast as you can

STATION 2 Stepper – Dips (triceps)

STATION 3 Mini Tramp – bounce on the spot as fast as you can for 30 sec

STATION 4 Bean Bags – Balance on your head and walk from marker to marker (5m distance)

STATION 5 Star Jumps – as many as you can for 30 sec

STATION 6 Hula Hoop – hop in and out on one leg – switch legs

STATION 7 Hoppy – bounce on spot as high as you can go

STATION 8 Ball/Tennis Ball – Bounce on the spot with one hand or 2 – depending on co-ordination level

STATION 9 Stepper – Step on and off the stepper as fast as you can

STATION 10 Bean Bags & Hula hoops – Run and replace. Put all the bean bags in one hula hoop – set up another hoop 5m away. Kids have to take one bag at a time from the hoop run 5m and put it in the other hoop.

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REWARD GAME 10 – 15 minAfter the circuit is finished it is a good idea to reward the group as a whole with a group game. You can play a sporting game like soccer or cricket – or use one of the “starting” games shown earlier.Remember that it is a reward game so the emphasis is on “fun”!!!

COOL – DOWN / RELAXATION (Approx 5 – 10 min)At the end of the Reward Game – encourage the children to have a drink break.Once they have had a drink – take them through a few simple stretches of all the major muscle groups, like – Quads, hamstrings, calf, ankles, bicep, triceps, wrist, neck, back and shoulders. Explain each stretch slowly and visually. Hold each stretch for at least 20 seconds It is a good idea to name the muscle you are stretching so the

children can start to learn the different muscles in the body.

This is also a good time to add in the relaxation session – calming their minds and relaxing their bodies before the end of the class. You might like to include some yoga movements here.At the end of the class get the kids to give themselves a big clap and ask them to help clear away the equipment.REMEMBER to once again encourage hydration after the class has finished.



5. Example of a 9– 12 years Exercise Circuit Program Harder circuits More sport/muscle specific than 5 – 9yrs More intense workout with health tips and facts to improve

health and fitness levels More “individual” rather than “buddy” oriented “Fun” and challenging

ACTIVITY 3:Write a 40min circuit lesson plan for a group of 10, 9 – 14 yr old boys and girls. Include information on the set-up, safety, warm-up, conditioning/aerobic, fundamental motor skills, cool-down, and relaxation. Also include the circuit stations and activities at each.Use the format below of 10min warm up, 20min conditioning/aerobic/skills, 5 min cool down, 5min relaxation/re-hydration

Client: 5 - 9 year old boys and girls

Date:

16/7/2013

Location: NCAT Gym Time:

10am

Duration: 1 hour Age: 9 - 14

Special needs:

Aims/Objectives:

Social, Strength, Aerobic, Fun, Coordination.

Time

(min)

Session activity Set up prior to session/ equipment needed

1 Game – Get them into a circle. Get a beach ball or some balloons try hitting them into the air around to the other kids in the circle and keeping it off the floor. The kids can count how many times they hit it.

Set up an obstacle courseBalancing beam, hula hoops, skipping ropes as snakes all around them, Set up rows of

Beach ball/Balloons

Balancing beam, hula hoops, skipping ropes, markers, cones, target and bean bags.

2

3

4

5

6

7

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Time

(min)


markers to weave in and out of, put little cones and get the kids to jump over them(pretending they’re mountains at the end put the target and get the kids to throw one bean bag each into the target. Get them to do that again.

8

9

10

11

Water breakBalance bean bag on head into the hula hoops at the other end

Bean bags, hula hoops, markers

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25

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31 Play a game – one of the kids is it and the other kids have to run to the other

32SISFF IT313A P lan and de l iver e xerc ise to apparent ly hea l thy ch i ld ren and

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Time

(min)


side without getting tagged. Whenever you get tagged you stand still and try to get the other players without moving.

33

34

35

36

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38

39

40

Variations and modifications for children with special needs in the class

Contact Numbers

Weather alternatives

Reflexion

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6. NON-CIRCUIT TRAINING EXAMPLE Below are examples of a non-circuit training session ideas for children and adolescents one-on-one with you as a trainer;DURATION: 45minFORMAT:Warm-up 5min – Major muscle group activity, starting slow then increasing in intensityConditioning 30min – training specific activities to individual goalsCool-down 5min – Slow cool-down activities and stretch Relaxation 5min – to unwind

Warm-up ideas: 5 min duration

Child 3 – 5 Child 5 – 9 Adolescent 9 – 14 & 15+

Stop/Go – Run around until you say STOP, then GO to run again

Big Muscle Group Activities – Jumping, skipping, hopping

Dancing - to music

Animal Game – Pretending to be a rabbit, horse, crocodile, monkey, dog etc

Hula hoop jump – Jump in and out of randomly placed hula hoops

Soccer – Passing the ball as you jog together

Stop/Go

Jogging – jog for 2 min to warm up then sprint for 10sec, jog 30sec, sprint 10 sec, jog 30sec, sprint 10sec etc….

Skipping rope – A few minutes of skipping is a great way to warm up, especially towards the end of the warm-up session

Jumps – Star jumps, tuck jumps, running on the spot, jumping side to side, high and low…..

Jogging – constant pace

Soccer – Passing the ball as you jog together

Netball/Football – Pass the ball as you jog together

Aerobics – Warm up with aerobics moves

Jog Sprint - Jog 30 sec, sprint 10 sec

If access to gym is available;

Supervised warm-up on;

Exercise bike

Treadmill

Spin Bike

Elliptical trainer

Recumbent bike

Rower



Conditioning Ideas: 30min duration

Child 3 – 5Goals – ‘Parents want child to have fun while exercising’

Child 5 – 9Goal – ‘improve soccer skills”

Adolescent 9 – 14 & 15+Goal – ‘to get fit ”

Children 3 – 5 love fun and simple games. Try bursts of activities like:

Skipping Frog jumping Commando

crawling Kicking balls Catching balls Jumping through

hoops Hula Hooping Bean Bag

Balancing Short relay drills

For example;

Put 3 tennis balls 5m apart. Child runs to each ball separately, bringing 1 ball to you each time. 1st ball = 5m run, 2nd ball = 10m run, 3rd ball = 15m run

Start by setting up some fitness drills. For example;

Set out 3 cones in a row 5m apart. Total distance = 15m

Sprint to the first, jog back,

Sprint to the second, jog back,

Sprint to the third, and jog back.

Rest for 1 min then repeat.

Rest for 2 min then repeat.

If you have access to a gym you can;

Perform aerobic and interval training on equipment such as:

Exercise Bike Treadmill Spin Bike Elliptical trainer Recumbent Bike Rower

Try to use as many pieces of equipment as possible to keep the session interesting.

You can do different forms of training on each piece of equipment. For Example;

Exercise Bike – warm up 1 min, sprint 30 sec, recover 30 sec, sprint 40 sec, and recover 40 sec…

Treadmill – Warm up walking, increase speed to light jog, increase speed to jog – jog at a steady pace for 5 min

Spin Bike – Hill climbing on harder resistance, sprinting on lower resistance and recovery on middle resistance

Elliptical trainer - Consistent pace for 5 min

Put out a line of witches hats 1m apart. The child will weave in and out of the hats in different ways;

Set out 3 cones in a triangle approx 2m apart.

Each cone will be a different activity for 30sec. Child must run

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Running Crab crawling Backwards Crawling on knees Jumping Skipping

to next cone when activity is finished.

Cone 1: Sit-ups

Cone 2: Push-ups

Cone 3; Tuck jumps

Recumbent bike - Steady pace for 5 min

Rower – Concentrate on strokes per minute – try and increase for 1 min then recover. Repeat for 5 min.

Set out hula hoops randomly around. The child can run around until you say STOP – then they must jump into the nearest hula hoop and do what you say – for example;

Star jump Run on the spot Pretend to be a

kangaroo Dance Jump from side to

side…..Then say RUN and the child has to run around until you say STOP again.

Set up a drill situation of different soccer skills. For example:

Passing the ball Heading the ball Weaving the ball

through markers

Reflexes – kicking the ball against a wall close up without stopping

If you don’t have access to a gym:

Try focusing each session on a different activity or muscle group;

Boxing Push-ups Sit-ups Drills Bike riding

Goal setting

Star Jumps – Set star jump goals. For example;

10 star jumps 15 star jumps 20 star jumps 10 super fast star

jumps

Ball dribbling:

Run up and down the field dribbling the ball and passing it to each other. Try and speed up the pace every 2 min.

Keep Dribbling and take a shot at goal each end – set up

Organise circuits for specific sports eg tennis, soccer, basketball, netball, football






15 super fast star jumps…

some markers as goals.

Running;

Run 10m as fast as you can



Goal shooting;

You act as the goal keeper while the child takes a shot at the goal – try and keep this flowing so the child does not stop – just keeps kicking at the goal as soon as you return the shot.

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Cool-Down Ideas: 5 min Duration

Child 3 – 5 Child 5 – 9 Adolescent 9 – 14 & 15+

Similar activities to the warm-up games are great.

The main focus here is to slow the activity down to decrease the child’s heart rate.

Go for a slow jog/walk

Start with a jog and then slow it down to a walk.

Animal Game – Pretending to be a rabbit, horse, crocodile, monkey, dog etc

The main focus here is to slow the activity down to decrease the child’s heart rate.

Go for a slow jog/walk

Start with a jog and then slow it down to a walk.

The main focus here is to slow the activity down to decrease the adolescents’ heart rate.

If access to gym is available;

Supervised cool- down on;

Exercise bike Treadmill Spin Bike Elliptical trainer Recumbent bike Rower

Make sure you slow the pace right down to bring the HR down.

Stretching

Make sure you spend plenty of time stretching each muscle group to prevent injury and soreness. Encourage hydration at this time.

Stretching


Stretching




CHAPTER 3 Summary Checklist

Use a variety of equipment

Know how to structure a lesson and develop a lesson plan

Deliver a physical activity class according to the lesson plan

Learner Workbook

CHAPTER 4: Additional Information

Element of Competency covered in this chapter:

Dietary Guidelines

1. Dietary GuidelinesGo to the website below and find the Dietary Guidelines for Children and Adolescents in Australia.

http://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/n34.pdf

ACTIVITY 1:a) Download the healthy eating guidelines for children and young

adolescents and summarise the guidelines.• Eat plenty of vegetables, legumes and fruits• Eat plenty of cereals (including breads, rice, pasta and noodles),

preferably wholegrain• Include lean meat, poultry and/or alternatives• Include milks, yoghurts, cheeses and/or alternatives.• Reduced-fat milks are not suitable for young children under 2 years,

because of their high energy needs, but reduced-fat varieties should be encouraged for older children and adolescents

• Choose water as a drink • Limit saturated fat and moderate total fat intake.• Low-fat diets are not suitable for infants• Choose foods low in salt• Consume only moderate amounts of sugars and foods containing added

sugars






b) Using the guidelines, analyse the following day’s eating and suggest changes to bring it into line with the healthy eating guidelines.

Suggested change

Breakfast

Cornflakes Full cream milk 2 tsp sugar Fruit drink

The meal altogether has too high sugar content, a better breakfast would be weetbix with banana and honey, or cornflakes with banana and honey, using honey instead of the sugar is recommended because it's healthier and it has less sugar.

Playtime snack

Bag of chips Can coke

A bag of chips and can of coke has too much fat/salt and sugar, kids need healthy foods that give the same boost of energy but in a healthier way, recommended would be an apple and a banana or carrots or celery or just any fruits and veggies.

Lunch Sandwich made with 2 slices white bread, butter, cheese spread, and lettuce

LCM bar Fruit yogurt Fruit popper drink

A sandwich but with different bread and contents, so wholemeal/wholegrain bread with lettuce tomato cucumber, no butter or cheese spread. wholemeal and wholegrain bread gives better and healthier energy unlike white bread, and the ingredients as well give a healthier and more nutritious energy. With the fruit drink make sure it's mainly natural and it doesn't have a too high sugar content, you have to read labels on juices because lots of juices are way too high in sugar.

Learner Workbook

Suggested change

After school snack

Blueberry muffin Glass of full cream milk

Instead of full cream milk, a glass of soy milk or skim milk, full cream milk is actually too fatty, maybe with a piece of fruit like a banana that gives a lot of energy.

Evening meal

Sausages Baked beans Hot chips Ice-cream

Some type of salad or vegetables with meat/fish for iron.

Before bed

Hot chocolate Biscuit

Snack before bed - instead of hot chocolate, warm soy/skim milk, or a cup of tea, with a piece of fruit.



CHAPTER 4 Summary Checklist

Read, understand and apply the Dietary Guidelines for Children and Adolescents in Australia

Learner Workbook

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...........................................................................................................................SISFF IT313A P lan and de l iver e xerc ise to apparent ly hea l thy ch i ld ren and

ado lescents


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DELIVER YOUR CIRCUIT SESSION DEVELOPED IN THIS WORKBOOK AND YOUR TRAINER WILL OBSERVE YOU USING THE FOLLOWING OBSERVATION CHECKLIST. Ensure you evaluate the exercise session according to participant and or caregiver feedback and personal reflection. Furthermore, provide feedback to the group on their progress and any recommendations required in addition to determining the modifications you would like to make to the exercise plan. Run this session on a second occasion with the modifications incorporated.

Skills observation checklist for SISSTC313A Plan and deliver exercise to apparently healthy children and adolescents

Date of training/assessment visit: session 1 (prior to evaluation – feedback – reflection and modifications)

During the demonstration of skills, did the trainee: Yes No N/APLANNING THE SESSION: Follow organisational policies and procedures such as those relating to:

• screens children and young adolescents prior to commencement of exercise sessions and communicates results to relevant caregivers and recommends referral to appropriate medical or allied health professionals where necessary

• develops a variety of sessions for exercise that are fun, interactive and safe for a range of client groups of children and young adolescents

• provides accurate and current information about healthy eating and healthy eating options in accordance with recommended guidelines

• evaluates exercise sessions and modifies exercise plans according to feedback received from participants and own evaluation.

DELIVER THE SESSION

in an appropriate environment according to organisational policies and procedures



after explaining common types of injuries that would prevent participation in the session and confirming that clients are not affected

using a selection of exercises with appropriate methodologies, sequencing and progression

that included pre-session instructions according to effective instructional principles

while appropriately monitoring exercise intensity and making adjustments as required

using motivational techniques and arousal control to positively influence client performance

Yes No N/A

while providing constructive and positive encouragement to clients

showing sensitivity to cultural and social differences

making exercise modifications as necessary

Deliver circuit training sessions:

in an appropriate environment according to organisational policies and procedures and legislation and regulatory requirements

after checking circuit equipment was in good working order

while using energy, water and other resources effectively when preparing and maintaining equipment and activity areas to reduce negative environmental impact

after communicating session objectives and the principles and benefits of circuit training to clients

after explaining the common types of injuries that would prevent participation in the session and confirming that clients were not affected

according to a circuit training plan and organisational policies and procedures and legislation and regulatory requirements

showing the ability to demonstrate and instruct correct use of equipment

using appropriate instructional principles

Learner Workbook

ensuring monitoring of client safety, intensity and technique, suggesting modifications as required

while showing the ability to recognise the signs and symptoms of overtraining and potentially harmful practices

implementing intervention strategies to noted potentially harmful practices or signs and symptoms of overtraining, according to organisational policies and procedures.

Evaluate group exercise sessions by:

seeking and acknowledging feedback from clients

evaluating client response and feedback

evaluating own performance according to planned outcomes and organisational policies and procedures

Yes No N/A

indentifying potential improvements to enhance future sessions

modifying the session plan where relevant to meet client needs.

Uses safe and effective cueing.Applies contingency management techniques to deal with a range of problems and issues that may arise during the session, such as equipment failure or client overtraining, and makes adjustments in response to changing situations.

Instructs sessions that meets with client expectations (evidence provided by verbal feedback from clients during and after the session, as heard by the assessor) to deal with a range of problems and issues that arise during the session, such as equipment failure or client overtraining, and makes adjustments in response to changing situations.

Uses appropriate delivery techniques to client learning and performance.

The student’s performance was: Competent Not competent

Feedback to student:

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Comments from trainer:

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Competent/Not competent:

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Skills observation checklist for SISSTC313A Plan and deliver exercise to apparently healthy children and adolescents

Date of training/assessment visit: session 2 (incorporating the initial evaluation obtained during session 1

During the demonstration of skills, did the trainee: Yes No N/APLANNING THE SESSION: Follow organisational policies and procedures such as those relating to:

• screens children and young adolescents prior to commencement of exercise sessions and communicates results to relevant caregivers and recommends referral to appropriate medical or allied health professionals where necessary

• develops a variety of sessions for exercise that are fun, interactive and safe for a range of client groups of children and young adolescents

• provides accurate and current information about healthy eating and healthy eating options in accordance with recommended guidelines

• evaluates exercise sessions and modifies exercise plans according to feedback received from participants and own evaluation.

DELIVER THE SESSION

in an appropriate environment according to organisational policies and procedures

Learner Workbook

after explaining common types of injuries that would prevent participation in the session and confirming that clients are not affected

using a selection of exercises with appropriate methodologies, sequencing and progression

that included pre-session instructions according to effective instructional principles

while appropriately monitoring exercise intensity and making adjustments as required

using motivational techniques and arousal control to positively influence client performance

Yes No N/A

while providing constructive and positive encouragement to clients

showing sensitivity to cultural and social differences

making exercise modifications as necessary

Deliver circuit training sessions:

in an appropriate environment according to organisational policies and procedures and legislation and regulatory requirements

after checking circuit equipment was in good working order

while using energy, water and other resources effectively when preparing and maintaining equipment and activity areas to reduce negative environmental impact

after communicating session objectives and the principles and benefits of circuit training to clients

after explaining the common types of injuries that would prevent participation in the session and confirming that clients were not affected

according to a circuit training plan and organisational policies and procedures and legislation and regulatory requirements

showing the ability to demonstrate and instruct correct use of equipment

using appropriate instructional principles



ensuring monitoring of client safety, intensity and technique, suggesting modifications as required

while showing the ability to recognise the signs and symptoms of overtraining and potentially harmful practices

implementing intervention strategies to noted potentially harmful practices or signs and symptoms of overtraining, according to organisational policies and procedures.

Evaluate group exercise sessions by:

seeking and acknowledging feedback from clients

evaluating client response and feedback

evaluating own performance according to planned outcomes and organisational policies and procedures

Yes No N/A

indentifying potential improvements to enhance future sessions

modifying the session plan where relevant to meet client needs.

Uses safe and effective cueing.Applies contingency management techniques to deal with a range of problems and issues that may arise during the session, such as equipment failure or client overtraining, and makes adjustments in response to changing situations.

Documents

SRFCHA001A PLAN AND DELIVER EXERCISE FOR CHILDREN AND ...€¦ · Web viewABOUT this LEARNER WORKBOOK. The workbook covers the following unit and elements of competency . Qualification