1

USP54M Planning gym-based exercise

Unit reference number: K/507/5603

Level: 2

Guided Learning (GL) hours: 24

Overview

This unit provides learners with information to plan and prepare gym-based exercise programmes for apparently healthy adults (individuals and groups). This may include young people aged 14 – 16 (as part of a larger adult group), older adults, antenatal and postnatal clients and disabled clients (provided the relevant contra-indications and safety guidelines are observed). Learners will develop the knowledge and skills to collect and analyse information gathered from clients and use this to plan a gym-based exercise programme. Learners will also develop the knowledge and skills to prepare self and equipment for a gym-based exercise session.

Learning outcomes

On completion of this unit, learners will: LO1 Know how to collect and use client information to plan gym-based exercise

LO2 Know how to plan and prepare for gym-based exercise with clients

LO3 Be able to collect and use information to plan gym-based exercise

LO4 Be able to plan and prepare for safe and effective gym-based exercise with clients

Version 7

2

Assessment requirements

Learners must complete all four assessment requirements related to this unit:

1. Service portfolio 2. Graded practical assessment 3. External examination 4. Graded synoptic assessment

1. Service portfolio

Learners must produce a planning gym-based exercise service portfolio. At a minimum the service portfolio for this unit must include client consultation, health screening, informed consent and planning records covering all of the following:

Planned exercises for all clients: - Individuals

- Groups

- With specific needs

- With general health needs

- Beginners

- Experienced

Collected all client information: - Personal goals

- Lifestyle

- Medical history

- Physical activity history and preferences

- Attitude and motivation to exercise

- Current fitness level

- Psychological readiness to change physical activity/exercise behaviour

Considered all client objectives: - Improve fitness

- Improve motivation

- Address barriers to activity

- Improve skills and techniques

- Improve health

- Fun and enjoyment

Signposted clients to a minimum of 2 other professionals - Doctors

- Physiotherapists

- Psychologists

- Registered dietitians

- Registered nutritionists

- Physiologists

- Bio-mechanists

- Counsellors

- Sports therapists

3

- Massage therapists

- Specialist health/exercise professional.

Carried out all risk assessment and checks of: - Environment

- Space

- Layout

- Temperature

- Flooring

- Lighting

- Ventilation

- Equipment

- Clothing and footwear

- Health and safety legislation and organisational procedures

Considered all hazards: - Participant

- Other exercisers

- Exercise environment

- Selected equipment

- Inherent risks of exercise

Used a minimum of 4 legal and organisational procedures - Health and safety at work act (1974)

- Control of Substances Hazardous to Health

- Reporting of Injuries, Diseases and Dangerous Occurrences Regulations

- Electricity at Work Regulations

- First Aid Regulations

- Individual and organisation policies and procedures

Planned all exercises: - At least 3 cardiovascular machines

- At least 4 fixed resistance machines

- At least 4 free-weight exercises*

- At least 3 body weight exercises *Information about safe lifting (deadlift), handling and spotting techniques must be included as part of the planning for free-weight exercises.

Planned all components of the session: - At least 1 warm up component

- At least 1 cardiovascular component

- At least 1 resistance training component

- At least 1 cool-down and stretch component

- At least 1 using a circuit format Evidence from the graded practical assessment must also be presented in the service portfolio. The assessment portfolio must be completed prior to learners undertaking the practical skills test. Whilst assessment portfolios will not be graded, they may be sampled by the VTCT External Quality Assurer (EQA).

4

2. Graded practical assessment

Learners must carry out a consultation with a client to complete a gym-based exercise plan which will be observed, marked and graded by centre assessors. The grade achieved in the graded practical assessment will be the grade awarded for the unit. The graded practical assessment must take place in a real or realistic working environment on a real or realistic client (e.g. using a peer as a client). At a minimum the graded practical assessment for this unit must cover:

Consultation with a client to complete the client profile using the following information: - Client personal information

- Client goals

- PAR-Q

- Informed consent

Completion of a health and safety overview or risk assessment form listing: - Equipment checks

- Environment checks

- Clothing and footwear checks

- Organisational or individual procedures for health and safety

Gym-based exercise session plan or programme card detailing: - All components of the session

- Duration, intensity and type of exercise in each component

At least 3 cardiovascular machines

At least 4 fixed resistance machines

At least 4 free-weight exercises*

At least 3 body weight exercises *Information about safe lifting (deadlift), handling and spotting techniques must be included as part of the planning for free-weight exercises. Recorded professional discussion can also be used as an assessment method attached to the graded practical assessment and is particularly useful for gathering evidence for criteria related to considerations for special population clients, strategies used for promoting other services, reasons for referral or deferral of exercise and evaluation of the completed programme plan, e.g. selection of planned exercises, exercise intensities and session structure. Professional discussions should be planned and recorded.

3. External examination

Whilst the theory content of LO1 and LO2 may be naturally assessed in the graded practical assessment, they will be tested by an external examination at the end of the period of learning. External examinations will test knowledge and understanding from across the whole vocational area (mandatory units). Learners should use the unit content section of this unit to aid revision since exam questions will test the full breadth of this section. External examinations will be set and marked by VTCT and will contribute to the overall qualification grade.

5

4. Graded synoptic assessment

In the last term or final third of their qualification, learners will be required to undertake a graded synoptic assessment. This will require learners to carry out a range of activities from across the whole vocational area (mandatory units). Assessment coverage will vary year on year, although all services will be covered over time. VTCT will set a brief for centres which will detail the activities to be covered in the graded synoptic assessment. Grading descriptors for the synoptic assessment will also be provided by VTCT. The graded synoptic assessment will be marked and graded by centre staff and externally verified by VTCT. The graded synoptic assessment will contribute to the overall qualification grade.

6

Unit content

LO1 Know how to collect and use client information to plan gym-based exercise

Learners must know how to develop effective working relationships with clients:

Respect for equality and diversity of clients – specific needs, apparently healthy adults, young people, antenatal and postnatal clients, disabled clients, protected and other characteristics (age, gender, race, nationality, ethnic or national origin, religious or political beliefs, disability, marital status, social background, family circumstance, sexual orientation, gender reassignment, spent criminal convictions)

Importance – build rapport, value individual and diversity, mutual respect, confidence and trust, fair treatment, determine and meet client needs, establish rapport, present self and organisation positively, gain new clients (word of mouth), promote adherence, enable client to achieve goals and reach potential

Communication skills – active listening, non-judgemental, empathy, use of open questions (as appropriate), affirming and reflective statements, accessible language, positive feedback, accurate written records, awareness of non-verbal language (body language, posture, facial expressions and voice intonation)

Professional conduct – professional boundaries, scope of practice, appropriate dress/appearance, positive attitude, show respect, equal opportunities, inclusion, punctuality

Learners must know the purpose of gathering information and pre-exercise screening clients:

To identify clients readiness to participate - Apparently healthy, negative ‘no’ responses to PAR-Q

To identify clients who need to be signposted to GP or health professional and who may need to take part in exercise supervised by an exercise referral instructor, specialist exercise instructor or in a clinical setting

- Positive ‘yes’ response to one or more PAR-Q questions – signpost to GP

- Contra-indications (high blood pressure, irregular heart rate) – signpost to GP

- Multiple cardiovascular disease risk factors (CVD) – signpost to GP

- Injuries – signpost to GP, physiotherapist, sports therapist

- Client needs fall outside the limits of professional responsibility or competence at level 2 – refer to more experienced/specialist instructor, specific populations instructor – level 3 or level 4

To identify clients who need temporary deferral - Feeling unwell, minor illness (e.g. colds), minor injuries (e.g. muscle strain),

excessive fatigue

- Client presents with inappropriate clothing or equipment

To plan a safe and effective session for apparently healthy clients

To meet insurance requirements - Public liability

- Professional indemnity

To meet professional ethical and legal requirements - REPs code of ethics

- Health and safety

- Risk assessment

- Safeguarding

7

Learners must know the types of information to gather from clients:

Personal details – name, age, gender, address, contact details, preferred method of contact, emergency contact

Medical history and current health status – current or previous medical conditions / injuries that may affect participation, medications that may affect participation

Relevant lifestyle factors – smoking, alcohol, eating behaviour, physical activity levels, time spent in sedentary behaviour (home and/or work/school)

Physical activity history – past and current levels of activity, past and current exercise experience and type of activity/exercise programme undertaken

Physical activity preferences – likes and dislikes

Reasons for exercise/activity and personal goals – improved health, weight loss, increased fitness, skill, motivation, fun and enjoyment, competition, social, strength, physique

Barriers to participation – real or perceived: - Intrinsic (self-esteem, confidence, fear, lack of motivation, lack of energy)

- Extrinsic (family, work, time, finances)

Health assessments and measurements – blood pressure, heart rate, height, weight, posture, Body Mass Index (BMI), waist and hip circumferences, bioelectrical impedance analysis

Fitness assessments and measurements – flexibility, cardiovascular, strength, endurance, balance, functional – to meet client needs

Learners must know the different methods of collecting information from clients:

Interview and consultation methods – formal, informal

Questionnaire – PAR-Q, PARmedX and PARmedX for pregnancy (medical), IPAQ (activity levels), EQ-5D (well-being), health commitment statement (ukactive)

Observation – posture, gait, exercise alignment, facial expressions

Physical assessments and measurements – flexibility (range of motion assessment, sit and reach), muscular fitness (timed sit-up, timed press-up, repetition maximum testing), cardiovascular (Rockport, Step), functional (timed sit to stand)

Learners must know the purpose and process of informed consent:

Purpose – to provide the client with the information they need to make an informed decision regarding their participation, to provide the client the opportunity to reflect on verbal and written information provided, to check the client’s understandin; legally admissible evidence

Process – explain the reasons for informed consent, inform clients of the session aims and objectives, physical and technical demands (including the types of activities planned and their relevance to goals), the benefits and risks of the assessments and exercise sessions, respond to client questions, recording signed consent, secure and confidential storage of written informed consent

Content of informed consent record – aims, benefits, risks, responsibilities of client and instructor, record of questions and answers, date and signatures of client and instructor

8

Learners must know how the information gathered will affect planning:

Session structure and content - Warm-up and cool down – duration, intensity and equipment choice suited to

client needs, e.g. plan longer duration and a more gradual build up of intensity

- Approach for older adults or clients with lower fitness levels

- Main exercises – duration, intensity and equipment choice suited to client goals and needs, e.g. plan increased exercise complexity and range of movement for higher fitness or skill levels

- Exercise intensity – use evidence-based guidelines for exercise intensity prescription and monitoring, e.g. plan for lower resistances with higher repetitions for young people, plan slower exercise speeds for lower skill levels, plan lower target heart rates for lower fitness levels

Programme - Application of fitness principles to design programmes and sessions, e.g.

specificity, overload, progression, reversibility

- Use of programme variables to meet client needs and goals, e.g. frequency, intensity, duration/time, type (movement, equipment, ROM, speed), client preference and ability

Learners must know the importance of agreeing goals and objectives with clients:

To confirm client goals and objectives

To ensure planned programme meets client objectives and goals

To create goals that are SMART (specific, measureable, achievable, relevant, time-bound) and meet client’s needs, motivation, ability and commitment

- Process goals

- Outcome goals

To assist client motivation and adherence – goals can be can be monitored and reviewed at regular intervals to provide regular motivational targets with rewards for achievement

To promote adherence, goals (short-term, medium-term, long-term)

To enable responsive and flexible work with clients (modification, regression or progression of programme variables as required)

To build incentives and rewards Learners must know how to record and store client data and information:

Appropriate records (PAR-Q, informed consent, fitness assessment data, programme and session plans)

Maintain client confidentiality – according to data protection legislation (e.g. confidential paperwork securely stored in locked filing apparatus, e-information password protected, coding system used on confidential forms instead of names), according to code of ethics

When to share information, who with and how to share

9

LO2 Know how to plan and prepare for gym-based exercise with clients

Learners must know the client information that must be analysed and considered when planning gym-based exercise:

Client goals – short, medium, and long term

Client health status – responses to PAR-Q, lifestyle, motivation, barriers, preferences, results from any physical or health assessments

Client fitness, skill and experience – beginner or experienced gym equipment user, motor skill and fitness levels

Client availability – time and dates

Learners must know appropriate exercises to develop the components of fitness:

Cardiovascular fitness - Cardiovascular machines e.g. upright cycle, recumbent cycle, treadmill,

stepper, rowing machine, elliptical trainer, cross trainer

- Bodyweight cardiovascular exercises, e.g. step-ups, running on spot, sprints, mountain climbers, burpees, jumping jacks

- Variables of different machines (level, intensity, strokes per minute, revolutions per minute, kilometres per hour, step speed, incline, decline, impact, range of motion, muscle groups emphasised)

Muscular fitness - Bodyweight resistance exercises – pull ups, chin-ups, press-ups, lunge,

squat, abdominal curl, plank, back raise

- Resistance machines – seated row, shoulder press, assisted pull up, bench press, seated chest press, pec dec, seated triceps press/dip machine, seated bicep curl, leg press, total hip (adduction, abduction, flexion, extension), seated adductor, seated abductor, leg extension, lying leg curl, seated leg curl, abdominal machine, lower back machine, varying hand positions and uses of each machine

- Cable machine exercises – seated row with low pulley, lat pull-down (in front of chest), triceps push-down with high pulley, biceps curl with low pulley

- Free weights – exercise alternatives using both dumbbells (DB) and barbell (BB) where relevant – deadlift (as a safe lifting technique and as an exercise), lunge, squat (BB and DB), front raise, single arm row, single arm triceps press, bicep curl, shoulder press, lateral raise, upright row, bench press, bent arm pullover, chest flyes, prone flye, supine triceps press

Flexibility - Types – static maintenance (short duration) and developmental stretching

(extended duration – 15 – 30 seconds), dynamic (range of movement) stretching

- When – during warm up (preparatory mobilisation and stretching), at the end of a session (flexibility component of cool down), between exercises (active recovery)

- Stretching exercise positions, e.g. standing, sitting, kneeling or lying

- Muscles requiring stretching – those worked in session or identified as requiring lengthening to improve posture (e.g. pectorals, latissimus dorsi, triceps, biceps, abdominals, erector spinae, quadriceps, hip flexors, hamstrings, gluteals, adductors, abductors, gastrocnemius, soleus, tibialis anterior)

- Assisting aids – wall, step, strap, towel, gravity

Motor skills - Specific to skill – speed, agility, reaction time, power, co-ordination, balance

- Consideration to how each may be trained during other session components

10

Learners must know how to plan a gym based exercise programme:

Considerations - Client objectives – e.g. improve fitness, health, skills, weight management

- Promote adherence – build motivation, fun and enjoyment, address barriers to participation, promote client choice and autonomy, increase confidence and self-efficacy, increase competence and ability

- Instruction style – multisensory (visual, auditory and kinaesthetic) and use of appropriate instructional methods (e.g. NAMSIT/NAMSET acronym - Name the exercise, Areas worked, Muscles used, Silent demonstration, Instruction points/Explanation, Teaching cues)

- Overcome client barriers – problem solving techniques to overcome challenges, appropriate exercise and activity selection, exercise activities (ability, fitness level, enjoyment, client needs, peer group), appropriate time scheduling of exercise activities, accurate exercise information and advice, access to childcare, social support and inclusion, exercise partners/buddies

Session structure (appropriate to needs, goals and level of fitness of individual) - Warm up component – mobility, pulse raising, preparatory stretching,

induction and skill rehearsal, use of appropriate cardiovascular machines or bodyweight exercises

- Aerobic/cardiovascular component – increase heart rate, maintain heart rate in training zone, lower heart rate, mix impact, use appropriate cardiovascular machines or bodyweight exercises

- Muscular fitness components (strength and endurance) – muscle balance, appropriate exercise sequencing (large to small muscles, compound to isolation exercises), use of appropriate resistance machines, cable machines, body weight exercises, free-weights, appropriate reps, sets, rest, speed and range of motion and resistance

- Cool down component – pulse lowering after cardiovascular training, circulation boost after resistance training, core exercises as appropriate, maintenance and developmental stretching, appropriate stretch positions (primarily lying, kneeling or seated alternatives, with or without support of wall, stretching aid as appropriate)

- Application of appropriate modifications for special populations

Principles and variables applied in relation to goals, needs and level of fitness

Application of ACSM (American College of Sports Medicine) FITT guidelines (Frequency, Intensity, Time, Type) for specific components of fitness

Principles and variables of training – adherence, progressive overload, progression, adaptation, specificity, reversibility

Recording programmes – programme cards accessible for client use, appropriate language and layout, use of diagrams (as appropriate)

Working with groups - Impact of working with more than one person on planning

- How to gather information effectively if working with groups

- Planning using a circuit format: Types of circuit – aerobic, muscle strength and endurance (using

bodyweight, resistance bands, free weights, other portable equipment)

Session structure and components – warm-up, main workout, cool down

Sequencing of exercise stations, number of exercise stations, intensity of exercise stations, complexity of exercises, equipment used, exercise variables (reps, sets, resistance, rest, speed, range of motion)

11

- Skills for managing groups – voice projection, teaching position, demonstrations, observation, correction, managing more than one person, feedback and motivation

Learners must know how to prepare self and equipment for a gym-based exercise programme:

Wear appropriate clothing

Organise and check equipment prior to use

Use safe manual handling (where appropriate)

Ensure appropriate client records are available

Review client information prior to session

Learners must know how to plan to minimise any risks:

Checks to environment and equipment

Hazards and risks to be managed

Temperature, space, other gym users

Other professionals who can support with health and safety issues, e.g. first aider, health and safety officer, duty manager, gym manager

Availability of equipment

Client clothing, footwear, chewing gum, water availability

Storage of equipment – free weights, stability balls, mats, collars, benches

Organisation guidelines for reporting equipment that is faulty or requires maintenance

Undertake a risk assessment of the exercise environment, plan risk control measures (e.g. appropriate exercise selection or alternatives, safe exercise supervision), report any issues using appropriate procedures

Minimise risks from other activities happening at the same time, e.g. injury from other individuals using equipment in close proximity

Learners must know planning considerations and modifications for integrating special populations into a gym-based session:

Older adults (50+) - Definition of older adults (ACSM. 2014)

- Aged 65 and over

- Aged 50 – 64 with chronic health conditions or physical limitations

- Contra-indications – resting blood pressure 180/90, resting heart rate 90bpm, multiple CVD risk factors, combinations of symptoms of other chronic health conditions also contra-indicated, risk of falls, poor functional status

- Safe exercise guidelines – pre-exercise health screening, refer to other professionals if required, undertake longer and more gradual mobility and warm-up, undertake a gradually tapered cool down, exercise intensity must be at a challenging but health related level, use RPE scale to monitor intensity, emphasise correct exercise technique, increase duration of transitions, simplify exercise when required, learn new exercises at the most basic level, avoid extreme spinal flexion

12

Ante-natal and post-natal women - Ante-natal – three trimesters

- Post-natal – post-birth period

- Considerations – guidelines apply to normal and healthy adult women, normal and healthy pregnancy, normal and healthy birth, previously normal and healthy pregnancies and births. Anatomical and physiological changes during pregnancy should also be considered in relation to each trimester

- Contra-indications – refer to ACSM relative and absolute contra-indications

- Relative include – severe anaemia, poorly controlled type 1 diabetes, orthopaedic limitations, heavy smoker

- Absolute include – pre-eclampsia, premature labour during current pregnancy, placenta praevia after 26 week gestation

- Safety guidelines – screening tool (PARmed-X for pregnancy), non-exercisers should begin with 15 minutes continuous aerobic activity gradually increasing to 30 minutes, not exceed 45 minutes duration, maintain adequate hydration and calorie intake, avoid exercising in hot and humid conditions, use the RPE scale to monitor intensity not heart rate, avoid supine exercise after 16 weeks of pregnancy, avoid prone exercise, avoid prolonged motionless standing, avoid heavy isometric exercise, avoid leg adduction and abduction against resistance, avoid loaded forward flexion, avoid rapid changes of direction, avoid uncontrolled twisting or ballistic movements, avoid risk of falling or trauma, avoid high intensity or impact exercise, re-educate post-natal women on posture and joint alignment before progressing, avoid crunching and twisting abdominal exercises, babies should be excluded from the exercise area, ensure instructor’s first aid skills are up-to-date, follow exercise guidelines for trimesters of pregnancy

Young people (aged 14 – 16) - Definition – young people aged 14 – 16 who are apparently healthy can

participate

- Considerations – pre-screening to check health status. Individuals with medical conditions, including obesity require specialist interventions

- Contra-indications – stage of growth and development, musculoskeletal injuries (growth plates)

- Safety guidelines – wear appropriate clothing and footwear, undertake a gradual warm up and cool down, avoid heavy resistance exercises, use RPE to monitor exercise intensity, resistance training should use lighter weights and higher reps, emphasise correct exercise technique, avoid ballistic stretching, ensure adequate hydration and calorie intake

Disabled people - Contra-indications – impaired physical condition and function, impaired motor

skills, impaired neurological or cognitive function, impaired sensory function, musculoskeletal imbalances and postural deviations

- Safety guidelines – medical screening and referral prior to participation, refer to other professionals if required, consideration to equality and inclusion legislation, undertake exercise in a safe and supportive environment, make reasonable adjustments to enable access, adapt exercise for the specific disability, provide specialist assistance if required, incorporate functional and life related movement, use specialist equipment if required

13

LO3 Be able to collect and use client information to plan gym-based exercise

Collect and record information from clients using an appropriate format: Adapt and tailor interpersonal communication during client assessment to elicit information thoroughly

Personal details

Medical history and current health status

Relevant lifestyle factors

Physical activity history

Physical activity preferences

Reasons for exercise/activity and personal goals

Barriers to participation

Health assessments and measurements (where appropriate)

All information must be gathered using an effectively organised systematic approach Complete a PAR-Q screening form with the client and identify any reasons for referral or deferral: Analyse client information and identify any special considerations or reasons for referral or deferral of exercise

Clients ready to participate - Apparently healthy, negative ‘no’ responses to PAR-Q

Clients who need to be signposted or referred other professionals - Positive ‘yes’ response to one or more PAR-Q questions – signpost to GP

- Contra-indications (high blood pressure, irregular heart rate) – signpost to GP

- Multiple cardiovascular disease risk factors (CVD) - signpost to GP

- Injuries – signpost to GP, physiotherapist, sports therapist

- Client needs fall outside the limits of professional responsibility or competence at level 2 – refer to more experienced/specialist instructor, specific populations instructor – level 3 or level 4

Clients who need temporary deferral - Feeling unwell, minor illness (e.g. colds), minor injuries (e.g. muscle strain),

excessive fatigue

- Client presents with inappropriate clothing or equipment Obtain informed consent before conducting assessments and instructing exercise:

Completion of informed consent record

Explained to client

Signed and dated See LO1 and LO2

14

LO4 Be able to plan and prepare for safe and effective gym-based exercise with clients

Plan a gym-based exercise programme, covering all components of fitness to meet the stated client needs:

Considerations to all client information collected

Session structure (appropriate to needs, goals and level of fitness of individual) - Warm up component

- Aerobic/cardiovascular component

- Muscular fitness components (strength and endurance)

- Cool down component

Principles and variables applied in relation to goals, needs and level of fitness

Programme recorded using an appropriate format, e.g. gym programme card with appropriate language and layout

Consider how the planned session structure, selected exercises and equipment meet client needs, goals and preferences

Record safety checks to equipment and environment that must be conducted prior to delivering the programme:

Complete a health and safety or risk assessment report

Checks to each of the following to minimise any risks - Client clothing and footwear

- No chewing gum or jewellery

- Space available

- Water available

- Temperature and ventilation

- Machines operation

- Weight pins not left in stack

- Storage of weights

- Equipment clean

- Client inducted to all equipment

- Number of other users

- Duty first aider

- Nearest telephone

- Emergency exits clear

See LO1 and LO2

15

Employability skills to be demonstrated throughout the graded practical assessment and synoptic assessment

Professionalism

Adhere to industry codes of ethical practice, e.g. REPs, UKActive

Wear appropriate uniform (if provided)

Communication:

Adapt and tailor their communication approach for different clients, e.g. new and existing clients – special populations (young people, older adults, ante- or post-natal women, disabled people), clients who are new to exercise, clients who are experienced exercisers, clients with different levels of motivation, clients with other needs, e.g. speakers of other languages, deaf or partially hearing, blind or partially sighted

Communication considerations – speaking manner and tone of voice, being supportive, respectful, sensitive to client, use open questioning and active listening to gather information, be aware of body language, eye contact, gestures, posture, space and proximity. Sensitivity to clients with different communication styles

Customer service:

Principles of customer service – quality, keeping promises, managing customer expectations, customer satisfaction, speed of service, follow organisation procedures for meeting and greeting and inducting clients to equipment. REPs code of conduct to inform all client working practices

Examples of good practice in customer service – meeting and exceeding customer needs and expectations, adding a personal touch, providing personal attention, knowing client names, using polite language, making extra efforts to demonstrate willingness to please the customer, treating the customer as an individual

Dealing quickly and effectively with a complaint – acknowledge complaint immediately (HEAT – Hear, Empathise, Apologise, Take action), handle complaints (privately, positively, confidently, professionally, promptly, confidentially, empathetically, with trust and respect, to client’s satisfaction), follow agreed procedures to check complaint has been dealt with. Use incentives and rewards, free or reduced cost training sessions, or guest passes, gym challenges, social events, rewards, e.g. member of the month (based on attendance). Appropriate information sources to keep members up-to-date and informed about activities – timetables, noticeboard, e-mails, REPs code of conduct

The importance of customer service to a business – professional image, reputation of instructor, organisation and industry sector, exercise adherence, customer retention, customer satisfaction, customer relationships and repeat business, including word of mouth recommendations and referrals

16

Commercial awareness:

Eco-friendly and cost-efficient use of resources (e.g. time, disposal of waste, use of products and consumables)

- Provision of water for bottles but no paper/plastic cups

- Use of non-toxic and ecologically friendly cleaning products

- Recycling paper towel

- Shredding programme cards and other documents

- Turning equipment and air conditioning off overnight

Opportunities to promote and sell additional products and services: - Personal training sessions

- Lifestyle support

- Specialist courses or sessions, e.g. weight management, healthy eating, back care

- Group exercise, e.g. circuits, indoor cycling

- Training products: clothing and footwear, exercise mats, heart rate monitors, water bottles

Opportunities to promote other exercise sessions and services offered by the facility, e.g. group exercise and studio classes, swimming, racquet sports, sports massage, physiotherapist, nutritionist, café, beauty therapy

Awareness of competitors - Other gyms and fitness facilities available locally, their benefits and

disadvantages

- Different business types locally that may compete for a client’s disposable income

- Diets and weight loss services that clients may choose as an alternative to gyms or personal training

Unique selling points of products and services – combination of facilities and services offered that are not available elsewhere. Specialities and target market niches. Opportunities to differentiate self and services from competitors, e.g. other fitness instructors and personal trainers. Own experiences and achievements relevant to supporting others in a fitness capacity

17

Assessment criteria

Assessment criteria will be applied to the graded practical assessment. In order to pass this unit, learners must at a minimum achieve all pass criteria. The pass criteria relate to the proficient demonstration of skills and knowledge. All criteria within a given grade must be achieved to be awarded that grade.

Learning outcome

The learner must:

Pass

The learner can:

Merit

To achieve a merit grade, in addition to achievement of the pass criteria, the learner can:

Distinction

To achieve a distinction grade, in addition to achievement of the pass and merit criteria, the learner can:

LO3 Be able to collect and use information to plan gym-based exercise

P1 Collect and record information from clients using an appropriate format

M1 Adapt and tailor interpersonal communication during client assessment to thoroughly elicit information

M2 Display organisation skills by conducting the consultation using a systematic approach

M3 Use effective strategies to promote and sell other services

D1 Evaluate how the completed session programme card and equipment meets client needs, goals and preferences

P2 Complete a PAR-Q screening form with the client and identify any reasons for referral or deferral

P3 Obtain informed consent before conducting assessments and instructing exercise

LO4 Be able to plan and prepare for safe and effective gym-based exercise with clients

P4 Plan a gym-based exercise programme, covering all components of fitness to meet the stated client needs

P5 Record safety checks to equipment and environment that must be conducted prior to delivering the programme

18

Assessment guidance

Assessors must use the amplified assessment guidance in this section to judge whether assessment criteria have been achieved in the graded practical assessment.

P1 Collect and record information from clients using an appropriate format

Learners must gather information from clients and record this using an appropriate format, e.g. client profile record.

Information gathered should include the client’s personal information (age, gender), activity preferences, lifestyle factors, previous exercise experience, fitness and skill level, goals, previous medical history, and any special considerations that will affect planning.

All paperwork should be completed accurately and in full.

P2 Complete a PAR-Q screening form with the client and identify any reasons for referral or deferral

Learners must obtain a completed PAR-Q screening form from the client. Clients requiring referral or deferral of exercise should be identified.

Clients who need to be signposted or referred other professionals - Positive ‘yes’ response to one or more PAR-Q questions – signpost to GP

- Contra-indications (high blood pressure, irregular heart rate) – signpost to GP

- Multiple cardiovascular disease risk factors (CVD) - signpost to GP

- Injuries – signpost to GP, physiotherapist, sports therapist

- Client needs fall outside the limits of professional responsibility or competence at level 2 - refer to more experienced/specialist instructor, specific populations instructor – level 3 or level 4

Clients who need temporary deferral - Feeling unwell, minor illness (e.g. colds), minor injuries (e.g. muscle strain),

excessive fatigue

- Client presents with inappropriate clothing or equipment

All paperwork should be completed accurately and in full.

P3 Obtain informed consent before conducting assessments and instructing exercise

Learners must obtain the client’s informed consent to participate in the gym-based programme and/or any assessments that may be conducted, e.g. heart rate. The record should outline the purpose of the session, the risks and benefits of participation, safety measures to manage risks, a record of any questions asked by the client and the instructor responses, and the responsibilities of the instructor and client. Learners will obtain the signature of the client to demonstrate that the client has agreed to participate.

All paperwork should be completed accurately and in full.

19

P4 Plan a gym-based exercise programme, covering all components of fitness to meet the stated client needs

Learners must produce a fully completed programme card or session plan for the planned gym-based session that is appropriate to the needs of the client. The programme should contain an outline of the content for all components of the session – warm up, cardiovascular, resistance, cool down and stretching.

The programme card should detail all equipment listed in the assessment portfolio, e.g. the minimum required for cardiovascular machines, free weights, body weight exercises and resistance machines. The programme must also outline appropriate lifting and passing techniques.

The programme card must record timings, intensity, exercise/equipment name, reps, sets, intensity, duration, level or resistance, muscle group, realistic timings and sequences, alternatives and progressions, teaching points other information needed by the client to enable them to carry out the programme independently without supervision.

All paperwork should be completed accurately and in full.

P5 Record safety checks to equipment and environment that must be conducted prior to delivering the programme

Learners must record all safety checks to equipment and environment using a health and safety overview or risk assessment document. Checks may include – clothing and footwear, safe manual handling, equipment operation and storage, temperature, ventilation, other gym users, flooring, temperature, availability of drinking water.

The record must list the hazards identified, describe who may be harmed, and rate the severity and likelihood of the risk (use of the health and safety executive risk rating scale is optional). Control measures to manage the risk and future actions and checks must also be outlined.

All paperwork should be completed accurately and in full.

M1 Adapt and tailor interpersonal communication during client assessment to thoroughly elicit information

Learners must demonstrate appropriate communication skills and be able to adapt these skills to meet the needs of the client. Skills demonstrated should include – active listening, non-judgemental, empathy, use of open questions (as appropriate), affirming and reflective statements, accessible language, positive feedback, awareness of non-verbal language (body language, posture, facial expressions and voice intonation).

M2 Display organisation skills by conducting the consultation using a systematic approach

Learners must demonstrate effective and efficient organisational and time management skills when conducting the consultation with the client. All resources must be available and ready and the client prepared to ensure the consultation runs smoothly and professionally. All information must be collected using a logical and systematic approach. The consultation must be completed in an appropriate time frame.

20

M3 Use effective strategies to promote and sell other services

Learners must demonstrate how they use their communication skills and rapport established with the client to promote and sell other services available in a gym-based environment. Services may include – personal training, indoor cycling, circuits, clothing and footwear and or presentations/lectures to support health (e.g. healthy eating, back care, weight management).

D1 Evaluate how the complete session programme card and equipment meets client needs, goals and preferences

Learners must demonstrate that they can evaluate how the planned gym programme meets client needs, goals and preferences. Learners must provide a rationale to explain their reasons for selecting the planned exercises, equipment, programme variables and session structure.

Consideration must be demonstrated to the duration of each component, the intensity and other variables specific to each component, (including; repetitions, sets, resistance, rest, range of motion, speed of motion, order of exercises, choice of exercise positions (stretching and body weight exercises), the length of hold of stretches and purpose of stretches).

Learners should make clear links between the information gathered during the consultation and the structure and content of the planned session.

All paperwork should be completed accurately and in full.

21

Resources

The special resources required for this unit are access to a real or realistic working environment which supports the provision of opportunities to consult with clients and plan gym-based exercise. Best practice should be encouraged by giving learners the opportunity to access current research and guidelines that inform exercise science (e.g. NICE, ACSM, BASES, BHFNC, Department of Health). Recommended text books: ACSM (2014). ACSM’s Guidelines for Exercise Testing and Prescription. 9th ed. American College of Sports Medicine. Wolters Kluwer/Lippincott Williams & Wilkins. Philadelphia. USA. Coulson, M (2011) The Complete Guide to Teaching Exercise to Special Populations. Bloomsbury Publishing. London. UK. Coulson, M (2011) The Complete Guide to Personal Training. Bloomsbury Publishing. London. UK. Fleck, S.J, and Kraemer, W.J (1997) Designing Resistance Training Programmes. 2nd ed. Human Kinetics. USA. Lawrence, D and Hope, B (2011). The Complete Guide to Circuit Training. 3rd ed. Bloomsbury Publishing. London. UK. Norris, C (2007) The Complete Guide to Stretching. 2nd Edition. Bloomsbury Publishing. London. UK. NB: This list is not exhaustive. There are many other valuable text books.

Recommended websites:

National Institute for Health and Care Excellence (NICE) – www.nice.org.uk

American College of Sport Medicine (ACSM) – www.acsm.org

Department of health – www.gov.uk/government/organisations/department-of-health

British Association of Sport and Exercise Science – www.bases.org.uk

British Heart Foundation National Centre – www.bhfactive.org

22

Delivery guidance

Teachers are encouraged to use innovative, practical and engaging delivery methods to enhance the learning experience. Learners may benefit from:

Meaningful employer engagement so they relate what is being learned to the real world of work and understand planning of gym-based exercise in a real work environment

Work experience within a gym so they can practise to hone their skills in a real environment, consulting with real clients under supervision

Using interactive information and technology, systems and hardware so they can learn about concepts and theories in relation to planning gym-based exercise; and also explore software that assists collation of information collected from clients (where available) recording information

Opportunities to gather information from peers and also ‘real’ clients in a supervised or simulated working environment to develop their communication skills

Practice workshops where they can conduct a risk assessment (formal and informal) of the environment and equipment

Induction workshops, where they are inducted to each piece of equipment using an appropriate teaching sequence and are able to record the key information, e.g. muscles worked, any restrictions, key teaching points

Practice workshops, where they are able to experience the effects of working with different pieces of equipment, including the opportunity to work with peers

Opportunities to set goals and prepare programmes working with peers and then individually, using other members of the peer/learning group and/or also ‘real’ clients in a supervised or simulated working environment, when available

Interactive discussions about the components of fitness with practical demonstrations of exercises and activities to improve the components

Planning and presentation workshops where they are able to plan exercise programmes using information gathered from clients and present their programmes for group review and discussion

Opportunities to record consultations with clients and review and discuss skills with peers

23

Links with other units

This unit is closely linked with the following units:

USP51M Anatomy and physiology for exercise and health

Learners will be required to apply their knowledge of anatomy and physiology when planning and preparing for gym-based exercise sessions in a real or realistic working environment. The content of the anatomy and physiology unit should be delivered before the planning gym-based exercise unit.

USP52M Health, safety and welfare in a fitness environment

Learners will be required to apply their knowledge of health and safety when planning and preparing for gym-based exercise sessions in a real or realistic working environment. Some content of the health and safety unit (risk assessment) should be delivered before the planning gym-based exercise unit.

USP53M Principles of exercise, fitness and health

Learners will be required to apply their knowledge of the principles of exercise, fitness and health when planning and preparing for gym-based exercise sessions in a real or realistic working environment. The content of the principles unit should be delivered before the planning gym-based exercise unit.

USP55M Instructing gym-based exercise

Learners will be required to use the knowledge gained from the planning gym-based exercise unit to gather information from clients and use this to plan and deliver a gym-based session in a real or realistic working environment. The content of the planning gym-based exercise unit can be integrated with the instructing gym unit.

USP56M Programming personal training with clients

Learners will be required to use the foundation knowledge and skills gained from the planning gym-based exercise unit to develop their consultation skills and gather a broader range of information from personal training clients in a real or realistic working environment. Learners must complete the planning and instructing gym-based exercise units before the programming personal training unit is delivered.

USP57M Delivering personal training sessions

Learners will be required to use the foundation knowledge gained from the planning gym-based exercise unit to explore different approaches to training to meet the needs of personal training clients in a real or realistic working environment. Learners must complete the planning and instructing gym-based exercise units before the delivering personal training unit is delivered.

USP58M Applying the principles of nutrition to a physical activity programme

Learners will be required to use the foundation knowledge and skills gained from the planning gym-based exercise unit to develop their consultation skills and gather information that will enable them to apply the principles of nutrition to a physical activity programme in a real or realistic working environment. Learners must complete the planning and instructing gym-based exercise units before the applying the principles of nutrition unit is delivered.

USP59M Behaviour change and adherence

Learners will be required to use the foundation knowledge and skills gained from the planning gym-based exercise unit to support clients with lifestyle change and adherence in a real or realistic working environment. Learners must complete the planning and instructing gym units before the behaviour change and adherence unit is delivered.

24

Graded synoptic assessment

At the end of the qualification of which this unit forms part, there will be a graded synoptic assessment which will assess the learner’s ability to identify and use effectively in an integrated way an appropriate selection of skills, techniques, concepts, theories, and knowledge from a number of units from within the qualification. It is therefore necessary and important that units are delivered and assessed together and synoptically to prepare learners suitably for their final graded assessment.