4834 level 3 nvq instructing physical activity and … · level 3 nvq in instructing physical...

Level 3 NVQ in Instructing Physical Activity and Exercise 4834 Standards and assessment requirements

www.city-and-guilds.co.uk version0.01 May 2005

Level 3 NVQ in Instructing Physical Activity and Exercise © The City and Guilds of London Institute 2005

About City & Guilds City & Guilds is the UK’s leading provider of vocational qualifications, offering over 500 awards across a wide range of industries, and progressing from entry level to the highest levels of professional achievement. With over 8500 centres in 100 countries, City & Guilds is recognised by employers worldwide for providing qualifications that offer proof of the skills they need to get the job done. The City & Guilds Group The City & Guilds Group includes ILM (the Institute of Leadership & Management) providing management qualifications, learning materials and membership services and NPTC (National Proficiency Tests Council) which offers land based qualifications. City & Guilds also manages the Engineering Council Examinations on behalf of the Engineering Council. Equal Opportunities City & Guilds fully supports the principle of equal opportunities and we are committed to satisfying this principle in all our activities and published material. A copy of our equal opportunities policy statement ‘Access to assessment’ is available on our website or from the Customer Relations team. City & Guilds publications City & Guilds publications are available from our Publications Sales department at the address below or by phoning 020 7294 2850 or faxing 020 7294 3387. Copyright Use of the standards included in this document is subject to the conditions stipulated by SkillsActive, Sector Skills Council for Active Leisure & Learning who can be contacted at www.skillsactive.co.uk The remainder of the content of this document is, except where otherwise indicated, © The City and Guilds of London Institute 2004 and, except as indicated below, may not be copied, reproduced or distributed without its prior written consent. Accredited City & Guilds centres and candidates studying for City & Guilds qualifications may, free of charge,

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Contents

About this document .........................................................................................................4 The Sector Skills Council and the National Occupational Standards...................................5 Candidate entry and progression.......................................................................................6 Centre resource requirements...........................................................................................7 The qualification structure and standards..........................................................................8 Assessment method requirements..................................................................................10 Roles and occupational expertise requirements..............................................................13 Recording assessment and evidence...............................................................................15 Key/Core Skills mapping ...................................................................................................16 Core Level 3 Instructing Physical Activity and Exercise Knowledge Requirements ..........21 The National Occupational Standards (NOS) and unit evidence requirements.................26 Unit 301 Collect and analyse information to plan a progressive physical activity

programme .................................................................................................27 Unit 302 Plan, review and adapt a progressive physical activity programme............33 Unit 303 Plan and instruct specific physical activities................................................46 Unit 304 Provide motivation and support to clients during a progressive physical

activity programme .....................................................................................59 Unit 305 Apply the principles of nutrition and weight management to a progressive

physical activity programme .......................................................................66 Unit 306 Manage, evaluate and improve own performance in providing physical

activity.........................................................................................................73 Unit 307 Adapt a physical activity programme to the needs of older adults .............79 Unit 308 Adapt a physical activity programme to the needs of disabled clients........84 Unit 309 Adapt a physical activity programme to the needs of pre- and post-natal

clients..........................................................................................................90 Unit 310 Integrate core stability and flexibility exercises into a physical activity

programme .................................................................................................94 Unit 311 Design and implement a physical activity programme for children and

young people ..............................................................................................99 Unit 312 Adapt a physical activity programme to a specific sport...........................104 Unit 313 Plan and deliver personal training .............................................................109 Unit 314 Design, agree and adapt a physical activity programme with referred

patients/clients..........................................................................................114 Unit 315 Plan, market and sell services ...................................................................120 Appendix 1 – Example progression diagram..................................................................128 Further information........................................................................................................129


About this document

This document provides details that centres and candidates will need in order to assess, verify and collect evidence for this NVQ qualification and includes

• the requirements for occupational competence for all those involved in the assessment process

• the assessment methods and requirements • the national occupational standards and unit evidence requirements • progression routes.

It is designed to be used with the City & Guilds NVQ Guide which is made up of

• a centre guide – containing information specifically for centres • a candidate guide - containing information specifically for candidates • recording forms – containing forms that centres and candidates should use for

recording assessments and evidence. The City & Guilds website: www.city-and-guilds.co.uk, has the latest version of these guides. There are also other City & Guilds documents which contain the latest information regarding the assessment of NVQs:

• Providing City & Guilds qualifications – a guide to centre and scheme approval • Ensuring quality - containing updates on assessment and policy issues • City & Guilds centre toolkit – additional information on running City & Guilds

qualifications is given in a CD-ROM, which links to the internet for access to the latest documents, reference materials and templates.

• City & Guilds Product News available at www.city-and-guilds.co.uk Details of general regulations, registration and certification procedures, including fees, are included in the City & Guilds Directory of Awards. This information appears on the online qualification administration service for City & Guilds approved centres, the Walled Garden, at www.walled-garden.com. If there are any differences between the NVQ Centre Guide or the NVQ Candidate Guide and this Standards and Assessment Requirements (SAR) document, this document has the most up-to-date information.


The Sector Skills Council and the National Occupational Standards

Background to the National Occupational Standards (NOS) development

This qualification is based entirely on the National Occupational Standards(NOS) for Instructing Physical Activity and Exercise at Level 3 which was developed by SkillsActive and approved by the UKCG in September 2004. What are National Occupational Standards? National Occupational Standards are statements of performance that describe what competent people in a particular occupation are required to be able to do. They describe

• the critical aspects of an occupational role • what needs to be done to get the job right • the scope of things that must be able to be covered within the job role • the knowledge needed to perform the job properly • ‘best practice’ and set a benchmark for the industry.

What are National Occupational Standards used for? The standards form the basis for all sport and recreation qualifications, including the NVQs and SVQs. They are also used for

• Job descriptions • Reviewing and appraising staff • Identifying the training needs of an individual • Designing training and development programmes • Encouraging staff to increase job skills to secure more senior work roles • Ensuring that customers are given the most professional service • Improving the professionalism of all staff to ensure a successful business with improved

staff retention • Work support tools for individuals.

Contacting the Sector Skills Council

The Sector Skills Council (SSC) are responsible for having developed the National Occupational Standards (NOS) on which this NVQ is based SkillsActive Castlewood House 77-91 New Oxford Street London WC1A 1PX 0207 632 2000 www.skillsactive.co.uk


Candidate entry and progression

Candidate work role requirements

At Level 3, instructors are expected to be able to deliver more than the basic fitness coach can. This would involve planning, reviewing and adapting programmes to suit various population types, being able to motivate, educate and direct the customer, and focussing on managing and evaluating own performance. The fitness instructor would be required to evaluate the differences in dealing with pre or post-natal, disabled, referred and elderly customers, as well as market and sell services. Candidate entry requirements

Generally, there is no prescribed recommended prior knowledge, attainment or experience needed to gain access to this qualification. It is recommended that potential candidates are initially assessed on entry, so that levels of literacy, numeracy, communication skills and sector understanding can be determined. This initial assessment should consider previous qualifications and practical experience. Candidates will be employed within the industry and as such would have been through a selection process. Attainment of NVQ level 2 in Instructing Exercise and Fitness is excellent prior preparation for this qualification. Legal considerations

This qualification is not suitable for those under the age of sixteen. Progression routes

This award has been designed carefully by Skillsactive to build on the Level 2 Instructing Exercise and Fitness standards and linked NVQs. In addition to progressing up the NVQ occupational route, the candidate’s personal aims or circumstances may suggest a move across to a vocational award, where a new vocational qualification structure at Level 3 is being devised. City and Guilds will provide a vocational Level 3 award for Summer 2006. The Register for Exercise Professionals (REPS) exists as a central feature of the professionalism of the industry that is essential to giving customers, users, the public and partners in the medical professions, the necessary level of confidence in the quality of services provided by fitness professionals. REPS provides opportunities for personal trainers to continue with professional development and a definitive route for further progression. A progression route diagram can be found in the appendix.


Centre resource requirements

In addition to the resources required for centre approval some NVQ schemes have very particular needs to which centres must comply. Time constraints

It is estimated that a Level 3 NVQ should be completed with three years of registration. Registration period

Please check the Directory of Awards for the latest information on registration duration and the last registration and certification dates. Where the period of access to assessment offered by a centre is less than the period covered by the candidates’ registration with City & Guilds, centres must ensure that this is understood by the candidates.


The qualification structure and standards

Qualification structure

This document must be used with close reference to the SPRITO (SkillsActive) Assessment Strategy for this NVQ which defines the overarching principles that must inform assessment. The NVQ

The qualification consists of six mandatory units: 301 Collect and analyse information to plan a progressive physical activity programme 302 Plan, review and adapt a progressive physical activity programme 303 Plan and instruct specific physical activities 304 Provide motivation and support to clients during a progressive physical activity

programme 305 Apply the principles of nutrition and weight management to a progressive physical

activity programme 306 Manage, evaluate and improve own performance in providing physical activity To achieve the full NVQ, candidates must be successful in all six units. There are no optional units. Possible Contexts

The NVQ can be assessed in one of three contexts: Gym, Group Exercise or Yoga. Please note: the evidence requirements for units 301, 304, 305 and 306 are the same for both contexts. However, the evidence requirements for 302 and 303 are different to take account of different technical demands. These are detailed in the section ‘Assessment Guidance and Evidence Requirements for Each Unit’ later in this document. The Additional Units

There are also a number of additional units. These do not form part of the qualification, but are offered as opportunities for continuing professional development or to ensure that a candidate who works in a specific context, for example with older adults or pre- and post-natal clients, can apply their skills and knowledge competently when working in this context. The additional units are: 307 Adapt a physical activity programme to the needs of older adults 308 Adapt a physical activity programme to the needs of disabled clients 309 Adapt a physical activity programme to the needs of pre- and post-natal clients 310 Integrate core stability and flexibility exercises into a physical activity programme 311 Design and implement a physical activity programme for children and young people 312 Adapt a physical activity programme to a specific sport 313 Plan and deliver personal training 314 Design, agree and adapt a physical activity programme with referred patients/clients 315 Plan, market and sell services


It is very important to note that the additional units have been written on the assumption that candidates already are competent in the core functions described in the six units that make up the NVQ. Therefore, candidates should not attempt the additional units, until they been satisfactorily assessed against the content of units 301, 302, 303, 304, 305 and 306 either through an NVQ or another approved qualification based on the units’ content. Mandatory Units City & Guilds unit number

SSB number/ref.

Unit title

301 D437 Collect and analyse information to plan a progressive physical activity programme

302 D438 Plan, review and adapt a progressive physical activity programme

303 D439 Plan and instruct specific physical activities

304 C313 Provide motivation and support to clients during a progressive physical activity programme

305 D440 Apply the principles of nutrition and weight management to a progressive physical activity programme

306 A318 Manage, evaluate and improve own performance in providing physical activity

Optional units

307 D441 Adapt a physical activity programme to the needs of older adults

308 D442 Adapt a physical activity programme to the needs of disabled clients

309 D443 Adapt a physical activity programme to the needs of pre- and post-natal clients

310 D444 Integrate core stability and flexibility exercises into a physical activity programme

311 D445 Design and implement a physical activity programme for children and young people

312 D446 Adapt a physical activity programme to a specific sport 313 D447 Plan and deliver personal training

314 D449 Design, agree and adapt a physical activity programme with referred patients/clients

315 B224 Plan, market and sell services Availability of standards

The Standards and Assessment Requirements are available to centres and/or candidates via the City & Guilds website www.city-and-guilds.co.uk or from City & Guilds Publications (0207 294 2800)


Assessment method requirements

This guidance is based on and amplifies the assessment strategy developed for the Level 3 NVQ in Instructing Physical Activity and Exercise. External quality control

External quality control is provided by the usual City & Guilds external verification process which includes the use of the electronically scannable report form which is designed to provide an objective risk analysis of individual centre assessment and verification practice. SkillsActive (the Sector Skills Council for Active Leisure and Learning) holds an Awarding Body Forum which, amongst other things, will consider standardisation and implementation issues identified via external verification process. Accreditation of Prior Experience and Learning (APEL)

Usually evidence of candidate performance will be derived from assessor observation and/or testimony from an expert witness) of the candidate carrying out work activities in the workplace. Detailed additional guidance, is provided on a unit basis for the use of this/these or other acceptable performance assessment methods. Performance evidence requirements

The qualification and standards have been designed for advanced instructors whose primary purpose is to develop and implement programmes which bring about improvements in clients’ physical fitness and general health. Previously, candidates in this area of work were assessed against the Coaching, Teaching and Instructing (CTI) NVQs. In future the NVQ in Instructing Physical Activity and Exercise must be used for this context. Exercise and fitness will no longer be an approved context for CTI. This qualification is aimed at advanced instructors who are capable of planning, delivering and evaluating physical activity programmes independently and without direct supervision. In planning the programmes, they will be drawing on a large body of knowledge and experience and will sometimes include inputs from other professionals. It is essential that the majority of the candidates’ evidence comes from working with real equipment, facilities and clients. It is very important that most evidence is generated from real work activities, not ‘skills test’ type exercises, set up purely for the sake of assessment. Appropriate assessment methods

Assessor observations, products of work (for example, session plans or notes of meetings and correspondence) and witness testimony (drawn, for example, from experienced and technically competent advanced instructors or other colleagues who are not assessors but are technical experts) are likely to be the most appropriate sources of performance evidence. Supplementary evidence, for example, questioning, projects or assignments may be used for items under ‘What you must cover’ (range) where performance evidence (real work activity) is not needed. Supplementary evidence may also be used for some items under ‘What you must do’ (performance criteria) as detailed later in the Evidence Specifications for each unit.


The items listed under ‘What you must know and understand’ can normally be assessed by oral questioning. However, candidates must also demonstrate they have the knowledge and understanding detailed in a separate document: ‘NVQ Instructing Physical Activity and Exercise Knowledge Requirements’. The detail contained in this document may lend itself to other, more formal, assessment methodologies, for example, written questions and answers, case studies, reflective accounts, projects and assignments. Assessment of the knowledge and understanding contained in ‘NVQ Instructing Physical Activity and Exercise Knowledge Requirements’ can be undertaken independently of the units of competence and once candidates have been successfully assessed in its contents, there is no need for them to be reassessed in the context of each unit. All forms of questioning must be recorded by the assessor, in written form or by other appropriate means. Evidence Requirements

All units and elements require observation by an assessor on more than one occasion. The evidence requirements below show this in more detail. Assessors and candidates are strongly encouraged to plan assessments to fit in with the candidate’s work patterns so that the number of assessment occasions on which observation takes place can be kept to a realistic minimum (please see the section below on Assessing more than one unit on each occasion for some suggestions). These observations should not be carried out on the same day. There should be sufficient time between assessments for the assessor to satisfy themselves that the candidate will be capable of achieving the same standard on a regular and consistent basis. Separating the assessment occasions by a period of at least one month is therefore recommended. In many cases, two observations will be enough. However, more than two may be needed to ensure that there is evidence for everything specified under ‘What you must do’ (performance criteria) and ‘What you must cover’ (range). Assessing more than one unit on each occasion

Many of the units within the Instructing Physical Activity and Exercise NVQ link together in a logical way and describe a sequence of activities that a typical candidate will carry out. Assessors and candidates are encouraged to make use of these links in an efficient and creative way. In many cases there should be no need to assess on a unit-by-unit basis (unless the candidate wants unit accreditation only). It would make better use of both the assessor’s and candidate’s time to consider and plan how many units could be covered on each assessment occasion. Simulation

Simulation is allowed in only one part of this qualification: Plan and instruct specific physical activities (Gym), further details are provided under the ‘Assessment Guidance and Evidence Requirements’ section of unit 303 on pages 59-60. The overarching principle to be applied to units identified as suitable for simulation is that it should only be undertaken in a minority of cases where

• there is a high risk to the security or safety of the candidate, individuals, key people in their lives and others

• the opportunity to present evidence from work-based practice happens infrequently and therefore insisting that candidates wait for such an occurrence would be unreasonable or create blockages in the assessment system and might carry the risk of de-motivating candidates

• there would otherwise be a breach of confidentiality or privacy.


Where simulation and supplementary evidence are allowed for a limited number of items under ‘What you must do’ (performance criteria) and ‘What you must cover’ (range), these are clearly detailed in the Evidence Requirements below. Where simulation is used, this should follow the requirements of the SPRITO (SkillsActive) Assessment Strategy.


Roles and occupational expertise requirements

Assessors

• It is essential that the assessor has an in-depth working knowledge of the units of the occupational standards of the NVQs to be assessed.

• For NVQ assessment, where the assessor has not yet achieved the D32/D33 or A1/A2 units, all assessment decisions must be counter-signed by a colleague who has achieved these units. This colleague must be from the same industry sector.

• It is recommended that assessors have a thorough knowledge of the implementation of accreditation of prior learning, achievement and or experience.

• It is essential that the assessor has current occupational competence from the relevant industry sector. This will have been gained through five years in industry, in either an operational or support function. The requirements of the role of assessor would be aided by supervisory skills.

• It is essential that the assessor has relevant industrial expertise at least to the level of the NVQ qualification to be assessed.

• Updating of occupational competence is necessary to maintain currency of skills and understanding of the sector. Continuous professional development will need to prove that assessors have an up-to-date working knowledge of the sector they are assessing. This can be demonstrated by maintaining a record of evidence from occupational updating activities such as:

- internal or external work experience - internal or external work shadowing opportunities - other relevant CPD activities, for example keeping abreast of all industry changes and

developments using appropriate methods. Expert witnesses

The structure of this qualification makes it unlikely that any one assessor will have the necessary vocational competence to be able to access every unit in the qualification. Therefore the use of experts, able to contribute to the candidate’s assessment process, will be of considerable assistance to centres in providing candidate’s with access to those who can testify to their competence in the work-place. It may also ensure that privacy and confidentiality are not infringed. Expert witness testimony is therefore encouraged as the prime source of candidate performance evidence having parity with assessor observation. The role of the expert witness is to provide testimony to the competence of the candidate in meeting the National Occupational Standards as identified in any given unit. This must relate directly to having observed candidate practice in the work-place. Witnesses must be fully briefed and clear about the purpose and use of the testimony. Any relationship between the witness and the candidate should be declared and noted by the assessor and the External Verifier/Awarding Body should be informed.


There are no specific occupational expertise requirements for witnesses. Witness testimony can provide evidence to establish consistency in a candidate’s practice and/or to evidence events which are difficult to plan to observe. In order that the assessor may make an informed judgement about the contribution of the witness’ testimony to the overall evidence presented for a unit or qualification, a statement of the witness’ status should be included in the candidate’s portfolio of evidence. This can be done by using the Witness Status list (form NSVQ5) or including it as part of the witness testimony itself. The statement should indicate the relationship between the candidate and the witness and should enable the assessor, by defining the role that the witness has played in the gathering of evidence (i.e. as colleague, worker from another organisation) to judge the extent of the witness’ knowledge of the National Occupational Standards and understanding of the work roles involved. Internal verifier

This is seen as the pivotal role within the NVQ programme. The effectiveness of the internal verification process will dictate the quality of the provision. • The internal verifier should have an in-depth working knowledge of the occupational standards

of the NVQs to be verified. • For internal verification of NVQs, where the internal verifier has not yet achieved the D34 or V1

units, all verification decisions must be counter-signed by a colleague who has achieved one or other of these two units. This colleague must be from the same sector or another sector of the sport and recreation industry.

• It is essential that the internal verifier is from a relevant occupational background and desirable that they have supervisory/management skills, inter-personal and investigative skills, the ability to hold meetings and guide and plan, together with skills in administration and record-keeping. This is very much a quality monitoring role with responsibility for consistency of assessment to national standards.

• Internal verifiers should have spent at least six years’ in the relevant industry sector in either an operational or support function.

• Updating of occupational competence is necessary to maintain currency of skills and understanding of the sector. Continuous professional development will need to prove that internal verifiers have an up-to-date working knowledge of the sector they are verifying. This can be demonstrated by maintaining a record of evidence from occupational updating activities such as:

- internal or external work experience - internal or external work shadowing opportunities - other relevant CPD activities, for example keeping abreast of all industry changes and

developments using appropriate methods. Continuous Professional Development requirements

City & Guilds expects all those with formal roles in the assessment or verification process to participate in a minimum of two CPD activities per annum. This can be to update either vocational skills/knowledge or assessment/verification skills/knowledge. This can be demonstrated by maintaining a record of evidence from occupational updating activities such as: • internal or external work experience • internal or external work shadowing opportunities • other relevant CPD activities, for example keeping abreast of all industry changes and

developments using appropriate methods.


Recording assessment and evidence

Recording forms to use

City & Guilds has developed a set of “Recording forms” including examples of completed forms, for new and existing centres to use as appropriate (see NVQ Guide for centres and candidates - Recording forms, available on the City & Guilds website www.city-and-guilds.co.uk). Although it is expected that new centres will use these forms, centres may devise or customise alternative forms, which must be approved for use by the external verifier, before they are used by NVQ candidates and assessors at the centre. City & Guilds also endorses the electronic recording systems ‘Quick Step’ and ‘Paper Free’. Note: The Level 3 NVQ in Instructing Physical Activity and Exercise uses different terminology to the generic recording forms. Differences in this qualification are as follows:

Performance criteria is ‘what you must do’

Range is ‘what you must cover’

Knowledge and understanding is ‘what you must know’.


Key/Core Skills mapping

Introduction This document contains two tables that show the links between the National Occupational Standards in the SkillsActive footprint and the Key and Core Skills developed by QCA and SQA respectively. SkillsActive, the licensed Sector Skills Council hopes that these tables will be of assistance to assessors and candidates who wish to integrate Key and Core Skill achievement into workplace practice and NVQ/SVQ assessment. This signposting has been completed using QCA and SQA guidance. The analysis is based on the principle that some evidence for one or more Key and/or Core Skills is likely to arise when the candidate is carrying out the functions described by the National Occupational Standards in their work role. Readers should note that these links are not necessarily automatic or prescriptive. In some cases, evidence will only apply to some aspects of the Key or Core Skill. In others, the generation of evidence for Key and Core Skills may depend on the specific processes that a candidate follows to achieve the outcomes described in the occupational standards.


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301 Collect and analyse information to plan a progressive physical activity programme

3.1a, 2.1b, 3.2, 3.3

2.1, 2.2 3.1, 3.2, 3.1, 3.2, 3.1, 3.2, 2.3

302 Plan, review and adapt a progressive physical activity programme 3.1a, 2.1b, 3.2, 3.3

2.1, 2.2, 2.3 3.1, 3.2, 3.3 4.1, 4.2, 4.3 2.1, 2.2, 2.3

303 Plan and instruct specific physical activities 3.1a, 3.1b, 3.2, 3.3

4.1, 4.2, 4.3 3.1, 2.2, 2.3

304 Provide motivation and support to clients during a progressive physical activity programme

3.1a, 3.1b, 3.2, 3.3

4.1, 4.2, 4.3 4.1, 4.2, 4.3 3.1, 3.2, 3.3

305 Apply the principles of nutrition and weight management to a progressive physical activity programme

3.1a, 2.1b, 3.2, 3.3

2.1, 2.2, 2.3 4.1, 4.2, 4.3 2.1, 2.2, 2.3

306 Manage, evaluate and improve own performance in providing physical activity

3.1a, 2.1b, 3.2, 3.3

3.3 4.1, 4.2, 4.3

4.1, 4.2, 4.3

The following are possible additional units which may develop breadth and depth of expertise.

307 Adapt a physical activity programme to the needs of older adults 3.1a, 2.1b, 2.2, 2.3

2.1, 2.2, 2.3 3.1 4.1, 4.2, 4.3

308 Adapt a physical activity programme to the needs of disabled clients

3.1a, 2.1b,2.2, 2.3

3.1, 3.2, 3.3 4.1, 4.2, 4.3

309 Adapt a physical activity programme to the needs of pre- and post- natal clients

3.1a, 2.1b, 2.2, 2.3

2.1, 2.2, 2.3 3.1 4.1, 4.2, 4.3


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310 Integrate core stability and flexibility exercises into a physical activity programme

3.1a, 3.1b, 3.2, 2.3

2.1, 2.2, 2.3 3.1 4.1, 4.2, 4.3 3.1, 2.2, 2.3

311 Design and implement a physical activity programme for children and young people

3.1a, 3.1b, 3.2, 3.3

2.1, 2.2,2.3 3.1, 3.3 4.1, 4.2, 4.3 2.1, 2.2, 2.3

312 Adapt a physical activity programme to a specific sport 3.1a, 3.1b, 3.2, 2.3

2.1, 2.2, 2.3 3.1, 3.2, 3.3 4.1, 4.2, 4.3 3.1, 2.2, 2.3

313 Plan and deliver personal training 3.1a, 3.1b, 3.2, 2.3

2.1, 2.2, 2.3 3.1 4.1, 4.2, 4.3 3.1, 3.2, 2.3

314 Design, agree and adapt a physical activity programme with referred patients/clients

3.1a, 3.1b, 3.2, 3.3

2.1, 2.2, 2.3 3.1 4.1, 4.2, 4.3 3.1, 3.2, 2.3

315 Plan, market and sell services 4.1, 4,2, 4.3 3.1, 3.2, 3.3 4.1, 4.2, 4.3 3.1, 3.2, 3.3 3.1, 3.2, 3.3


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301 Collect and analyse information to plan a progressive physical activity programme

Intermediate 2 Intermediate 1 Intermediate 2 Intermediate 2 Intermediate 2

302 Plan, review and adapt a progressive physical activity programme

Intermediate 2 Intermediate 1 Intermediate 2 Higher Intermediate 1

303 Plan and instruct specific physical activities Intermediate 2 Higher Intermediate 1

304 Provide motivation and support to clients during a progressive physical activity programme

Intermediate 2 Higher Higher Intermediate 2

305 Apply the principles of nutrition and weight management to a progressive physical activity programme

Intermediate 2 Intermediate 1 Higher Intermediate 1

306 Manage, evaluate and improve own performance in providing physical activity

Intermediate 2 Intermediate 2 Higher

The following are possible additional units which may develop breadth and depth of expertise.

307 Adapt a physical activity programme to the needs of older adults

Intermediate 1 Intermediate 1 Intermediate 2 Higher

308 Adapt a physical activity programme to the needs of disabled clients

Intermediate 1 Intermediate 2 Higher

309 Adapt a physical activity programme to the needs of pre- and post-natal clients

Intermediate 1 Intermediate 1 Intermediate 2 Higher

310 Integrate core stability and flexibility exercises into a physical activity programme



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311 Design and implement a physical activity programme for children and young people


312 Adapt a physical activity programme to a specific sport Intermediate 2 Intermediate 1 Intermediate 2 Higher Intermediate 1

313 Plan and deliver personal training Intermediate 2 Intermediate 1 Intermediate 2 Higher Intermediate 2

314 Design, agree and adapt a physical activity programme with referred patients/clients


315 Plan, market and sell services Higher Intermediate 2 Higher Intermediate 2


Core Level 3 Instructing Physical Activity and Exercise Knowledge Requirements

NVQ Instructing Physical Activity and Exercise Knowledge Requirements The following provides the underpinning knowledge for the core units of the NVQ in Instructing Physical Activity and Exercise

1. Behaviour Change 2. Anatomy 3. Functional Kinesiology 4. Energy Systems 5. Concepts and Components of Fitness

1. Behaviour Change

• Client history and attitude to exercise

o Identifying and understanding the psychological benefits of exercise o Identifying the potential barriers to exercise participation o Principles of behavior change - Stages of Change Model (Prochaska and

DiClemente) o Determinants of behaviour change and the cognitive and behavioural processes

to progress through the stages of change o Motivational and exercise adherence strategies:

• programming/prescription strategies • the principles of motivational interviewing • behavioral and outcome goal setting • social support • social reinforcement • attentional strategies

• Intervention / Motivational methods appropriate for each stage of change of behaviour change

o Understanding why people relapse and relapse prevention strategies


2. Anatomy Bones and Joints

• Three anatomical axis and planes o Explain / label each plane and be able to describe movement in relation to the

plane • Three types of joints (fibrous, cartilaginous, synovial)

o The characteristics of each joint o Examples of each joint o Stability vs movement within each type of joint

• Structure of synovial joints o Ligaments, articular cartilage, joint cavity, synovial membrane, synovial fluid o Structure and movement potential / anatomical limitations of major joints

(shoulder, hip, knee and elbow) o Different types of synovial joints and their movement potential

• Five types of bone o Structure and proportion of compact / cancellous bone o Typical location / role within the body

• Structure of long bone o Diaphysis, Epiphysis, Epiphyseal Plate, Periosteum, Medullary Cavity, Cartilage,

Compact Bone, Cancellous Bone o Susceptibility to breakage / damage – epiphysis vs diaphysis

• Growth of a long bone o Ossification process pre-natal through childhood to adulthood o The role of osteoblasts and osteoclasts o Hormonal regulation of bone growth o Key nutrients in bone growth o Calcium regulation o Bone remodelling o Osteoporosis

• Names of all major bones o As per level 2 o Articulations and joint movements o Muscle attachment sites

• Joint actions (flexion, extension, hyper-extension, adduction, abduction, elevation, depression, lateral flexion, horizontal flexion and extension, plantar flexion, dorsiflexion, internal and external rotation, circumduction, pronation, supination, eversion, inversion)

• The skeletal system (axial and appendicular skeleton) o Structure and function of each part

• Structure of the spine, postural deviation o 5 Curves of the skeleton o Number and structure of vertebrae in each section o The vertebral foramen o Structure and function of vertebral discs o Facet joints o Kyphosis, lordosis and scoliosis o Neutral Spine o Surrounding ligaments and their role


Muscles

• Three types of muscle (cardiac, smooth, skeletal) o Cardiac

§ The myocardium § Myocardial ischaemia – immediate impact of lack of oxygen § Oxygen delivery to the myocardium during exercise

o Smooth § Autonomic nervous system regulation § Controlling blood pressure

o Skeletal § Structure and function of skeletal muscle (to include epimysium,

perimysium, endomysium) § Collagen § Proprioceptors and their function (muscle spindle cells, golgi tendon

organs) § Muscle fibre types

• Names of all major muscles and their origin and insertion • Muscle shape and actions

o Fibre direction and role of muscle • Muscle contraction

o The motor unit o Axon terminals, acetylcholine, sodium ions, the action potential, the sodium-

potassium pump o The sliding filament theory to include sarcoplasmic reticulum, calcium ions, ATP o All-or-none law of muscle physiology o Muscle fatigue and oxygen debt

• Types of muscle contraction (concentric, eccentric, isometric, isotonic and isokinetic) • Joint actions and muscle contraction • Agonists, antagonists, synergists and fixators applied to a range of exercises • Delayed onset muscle soreness (DOMS) • Three somatotypes (endomorphic, ectomorphic, mesomorphic)

Cardio-respiratory System

• Anatomy of the heart o The four chambers o Valves and control of blood flow o The cardiac cycle o Conduction Systems (autonomic and intrinsic) o Cardiac output (regulation of stroke volume and heart rate) o Cardiac circulation

• Anatomy of the lungs o Structure of lungs and airways o Inspiration and expiration (including role of the diaphragm and intercostals

muscles) o Breathing regulation (respiratory centre – hypothalamus, and cerebral cortex) o Effect of smoking on the lungs

• Structure, function and characteristics of arteries, arterioles, veins and capillaries • Coronary circulation • Systemic circulation • Pathway of oxygen from inhaled air to muscle • Pathway of carbon dioxide from muscle to exhaled air


Nervous and Endocrine Systems

• Role of the nervous system o sensory input o interpretation o major output

• Two parts of the nervous system o Central (CNS) o Peripheral (PNS) (autonomic and somatic)

• How regular activity can enhance neuromuscular connections and improve motor fitness • Endocrine glands and associated hormones involved in exercise preparation and

performance o Pancreas – regulation of blood glucose o Adrenal Glands – adrenalin

• Testosterone 3. Functional Kinesiology

• Basic biomechanical principles and movement (1st, 2nd and 3rd class levers) • Joint actions and muscle actions in relation to a range of exercises/ activities • Postural muscles and core stability • Anatomy of muscular and mechanical systems associated with Core Stability: o Sections of the spine o Function of respective sections o Local and global stabilising muscles o Fibre type overview of local and global muscles o Ligamentous structures of the spine o Pelvis structure and associated muscles and ligaments

• Fundamental principles of Core Stabilisation: o Rationale for stabilisation to exist because of excessive forces on the spine o Neutral zone control from the muscular system o Intra-abdominal pressure and it’s role in stabilisation o Thoracolumbar fascia and its role in stabilisation o Abdominal bracing and its role in stabilisation o The glute complex and its role in stabilisation of the spine and reducing the risk of low

back pain o The use of stabilisation equipment

• Local muscle changes associated with lack of specific stabilisation exercise: o Lack of postural control o Potential for back pain o Above effects due to sedentary lifestyle o Above effects due to reliance on supporting structures for posture


• Exercises associated with Core Stabilisation: o Methods of contraction of Transversus Abdominis o Methods of abdominal bracing o Stability equipment exercises o Floor based exercises o Reasons for participant exclusion

• The range of medical conditions common in back pain patients which may be aggravated by physical activity or lead to injury

4. Energy Systems

• ATP • Three energy systems

o CP, anaerobic, aerobic o Interaction of the energy systems during a range of exercises/ activities o Capacity of the three energy systems and adaptations in relation to training

modalities o Effects of exercise intensity, duration and fitness levels on the energy systems

used • Use of energy nutrients at different intensities and amount of energy nutrients used at

different intensities • METS • Monitoring exercise intensity

o RPE, talk test, lactic testing, heart rate monitoring o Benefits and limitations of each method

5. Concepts and Components of Fitness

• Definitions of fitness o physical fitness o health-related fitness o wellness)

• Components of fitness and how they can be assessed o aerobic capacity o muscular strength o muscular resistance o flexibility o body composition

• Principles of fitness including FITT principles, overload, specificity, reversibility • ACSM guidelines for developing each component of fitness • Continuum between muscular strength and muscular endurance • Rep ranges for strength, power, endurance, hypertrophy • Muscle physiology changes between exercise sessions

o Increased mitochondria, oxidative enzymes and capillaries • Heart rate training zones • Interval and fartlek training – principles and practice • Methods of flexibility training (static, ballistic, dynamic PNF and CRAC) • Principles of periodisation

o Macro, meso and micro cycles o Volume vs intensity through the cycles

• Importance of rest and signs and symptoms of over-training • Coronary heart disease risk factors • Anatomical and hormonal differences between males and females


The National Occupational Standards (NOS) and unit evidence requirements


Unit 301 Collect and analyse information to plan a progressive physical activity programme

Summary The collection and analysis of information is essential to plan successful physical activity programme. Consultation with clients at every stage of the planning process is vital to the programme’s success. This unit is about collecting and analysing information which is necessary to enable an advanced instructor to devise a fixed term programme of physical activity sessions to address short, medium and long term goals. It is vital that instructors:

• establish an effective rapport with their clients • collect information about their personal goals, lifestyle, medical and exercise

history, exercise preferences and fitness level using interviews and other techniques suitable to the clients

• record and analyse this information, identifying realistic and effective targets • identify with the clients any barriers to achieving these targets • research and identify with the clients physical activities to achieve their targets

The unit is divided into three parts. The first part describes the two things you have to do. These are:

301.1 Collect and record information about clients 301.2 Analyse information and agree goals with clients

The second part covers the unit specific knowledge and understanding you must have. This is supplemented by core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21. The third part outlines the evidence and assessment requirements for this particular unit. Target Group This unit is for advanced fitness instructors who plan, conduct and review programmes to address short, medium and long term goals. They will normally be working without direct supervision. Linked Units This unit links to 302, 303, 304, 305 and 306. Place in the NVQ Framework This unit is a core unit in the Level 3 NVQ in Instructing Physical Activity and Exercise.


Links to Key and Core Skills This unit will provide some evidence for the following QCA Key Skills:

Communication 3.1a, 2.1b, 3.2, 3.3 Application of number 2.1, 2.2 Working with others 3.1, 3.2 Problem solving 3.1, 3.2 Information and communication technology 3.1, 3.2, 3.3

and the following SQA Core Skills:

Communication Intermediate 2 Numeracy Intermediate 1 Working with others Intermediate 2 Problem solving Intermediate 2 Using information Intermediate 2


301.1 Collect and record information about clients What you must do To meet the national standard, you must: 1. establish a rapport with your clients 2. decide what information you need to collect about your clients 3. collect information about your clients using approved methods 4. show sensitivity and empathy to your clients and the information they provide 5. record the information in a way that will help you analyse it 6. identify when your clients need referral to another professional What you must cover a) You must show that you have collected and checked all of the following types of

information

1 personal goals 2 lifestyle 3 medical history 4 physical activity history 5 physical activity preferences 6 attitude and motivation to participate 7 current fitness level 8 stage of readiness

b) relating to at least four of the following clients

1 experienced 2 inexperienced 3 mixed ability 4 individuals 5 groups

c) using at least two of the following methods

1 interview 2 questionnaire 3 physical assessment 4 observation

However, you must also show that you have the necessary knowledge and skills to cover all types of the context listed above.


301.2 Analyse information and agree goals with clients What you must do To meet the national standard, you must: 1. analyse the information you collected 2. agree with your clients their needs, readiness to participate and readiness to

change behaviour 3. encourage your clients to consider the advantages of them participating in a

physical activity programme and any barriers 4. agree with your clients short, medium and long-term goals appropriate to their

needs 5. make sure the goals are specific, measurable, achievable, realistic and time bound

and reflect accepted good practice 6. record the agreed goals in a format that is clear to your clients, yourself and

others who may be involved 7. identify and agree strategies to prevent drop out or relapse 8. identify and agree review points 9. treat confidential information correctly What you must cover a) You must show that you have agreed goals and targets for at least four of the

following clients 1 experienced 2 inexperienced 3 mixed ability 4 individuals 5 groups

b) agreeing at least three of the following goals

1 physical 2 psychological 3 lifestyle 4 social 5 adherence

However, you must also show that you have the necessary knowledge ands skills to cover all the types of context listed above.


What you must know and understand To be competent in this unit, you must know and understand core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21 and the following knowledge requirements. 301.1 Collect and record information about clients K1. Why it is important to collect accurate information about your clients K2. How to decide what information to collect K3. Safe and appropriate methods you can use to collect psychological, medical,

lifestyle, physical information K4. The legal and ethical implications of collecting information K5. How to establish rapport with your clients and the communication skills you need K6. The importance of showing empathy and being sensitive to clients’ goals and

current stage of readiness K7. How to administer and interpret the Physical Activity Readiness Questionnaire (PAR-

Q) K8. Formats for recording information K9. The types of medical conditions that will prevent you from working with a client

unless you have specialist training and qualifications: coronary heart disease; respiratory conditions; type 2 diabetes; bone and joint problems; depression; and how to identify these from the PAR-Q

K10. When you should refer clients to another professional and the procedures you should follow

K11. The importance of safeguarding the confidentiality of collected information and how to do so

K12. The rationale, principles and benefits of fitness testing K13. The strengths and weaknesses of the various methods of collecting information for

different types of clients K14. How to make sure you have the informed consent of clients before you begin

collecting information K15. Legal and organisational requirements for data protection and confidentiality 301.2 Analyse information and agree goals with clients K16. Why it is important to identify and agree goals with your clients K17. The importance of long-term behaviour change and how to ensure your clients

understand and commit themselves to long-term change K18. How to organise information in a way which will help you to interpret and analyse it K19. How to analyse and interpret collected information so that you can identify client

needs and goals K20. National guidelines regarding the interpretation of collected information K21. The importance of encouraging your clients to reflect on the advantages of

participating in a physical activity programme and any obstacles they may face K22. Why it is important to base goal setting on your analysis K23. Barriers which may prevent clients achieving their goals K24. Why it is important to identify and agree short, medium and long term goals with

your clients and ensure that these take account of barriers and discrepancies, including client fears and reservations about physical activity

K25. When you should involve others, apart from your clients, in goal setting K26. How to develop, agree and record goals which are physical, psychological, lifestyle

related, socially related, adherence related K27. How to make goals are specific, measurable, achievable, realistic and time bound

and why this is important K28. Strategies which can prevent drop out or relapse


Assessment Guidance and Evidence Requirements Evidence of Real Work Activity There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work in the context of collecting information for a progressive physical activity programme (with the possible exception of items listed under ‘Use of Supplementary Evidence’ and ‘Simulation’ below). This evidence must be gathered by the assessor observing the candidate collecting information for more than one programme. The assessor will also examine products of the candidate’s work – for example Pre-Activity Readiness Questionnaires (PARQs) and other interview records. There should be sufficient observations and products of work to ensure that the candidate has met all the requirements. There must also be evidence that the candidate’s work has met the requirements listed under ‘What you must cover’. This stipulates a minimum number of items to be assessed through the candidate’s real work activities. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the candidate’s work (for example, diaries and/or reflective accounts countersigned by a more senior colleague). The remainder may be assessed through supplementary evidence (see below). Simulation Simulation is not allowed for any part of this unit. Use of Supplementary Evidence Supplementary evidence should only be used for items under ‘What you must cover’ that do not require evidence of real work activity. In addition, supplementary evidence may be used for 301.1.6 only, if no naturally occurring evidence is available. Knowledge and Understanding There must be evidence that the candidate possesses all of the knowledge and understanding shown in the section headed ‘What you must know and understand’. In most cases this can be done by the assessor questioning the candidate orally. However, other techniques, such as projects, assignments, written assessments and/or reflective accounts may also be appropriate. Assessors should note that some of the knowledge and understanding items require the candidate to show that they know and understand how to do something (for example, ‘K5 How to establish rapport with your clients and the communication skills you need’). If there is evidence from the candidate’s own work that they know and understand these techniques (as there should be), there is no requirement for them to be questioned again on this topic.


Unit 302 Plan, review and adapt a progressive physical activity programme

Summary Thorough planning and preparation are essential to a successful fitness programme, including assessing and planning how to manage health and safety risks. Once planning is complete, your plans need to be put into place in a way that is flexible and responsive to clients’ needs. This will need ongoing monitoring of your clients’ progress, regular reviews with your clients and adapting their programme to take account of progress and changing needs. The unit is divided into three parts. The first part describes the four things you have to do. These are:

302.1 Plan, prepare and manage a progressive physical activity programme 302.2 Assess and manage risk during a physical activity programme 302.3 Monitor, evaluate and review clients’ progress 302.4 Adapt a progressive physical activity programme

The second part covers the unit specific knowledge and understanding you must have. This is supplemented by core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21. The third part outlines the evidence and assessment requirements for this particular unit. Target Group This unit is for advanced fitness instructors who plan, conduct and review programmes to address short, medium and long term goals. They will normally be working without direct supervision. Linked Units This unit links to units 301, 303, 304, 305 and 306. Place in the NVQ Framework This unit is a core unit in the Level 3 NVQ Instructing Physical Activity and Exercise. Links to Key and Core Skills This unit will provide some evidence for the following QCA Key Skills:

Communication 3.1a, 2.1b, 3.2, 3.3 Application of number 2.1, 2.2, 2.3 Working with others 3.1, 3.2, 3.3 Problem solving 4.1, 4.2, 4.3 Information and communication technology 2.1, 2.2, 2.3


Communication Intermediate 2 Numeracy Intermediate 1 Working with others Intermediate 2 Problem solving Higher Using information Intermediate 1


302.1 Plan, prepare and manage a progressive physical activity programme What you must do To meet the national standard, you must: 1. research and identify a range of activities that will enable your clients to achieve

their goals 2. make sure these activities are consistent with accepted good practice 3. identify with your clients where lifestyle changes could increase activity levels 4. identify with your clients how to maintain and develop their level of motivation 5. identify the resources and facilities you need 6. apply the principles of training to help your clients to achieve short, medium and

long term goals 7. provide alternatives for your clients if they cannot take part in programmed

activities 8. choose appropriate evaluation methods and points in the programme 9. record your plans in a format that will help you, your clients and others to

implement the programme 10. explain and agree the demands of the programme with your clients What you must cover a) You must show that you have selected and agreed at least four of the following

activities 1 cardio-vascular 2 strength 3 endurance 4 flexibility 5 core stability 6 weight management

b) for at least four of the following clients

1 experienced 2 inexperienced 3 mixed ability 4 low fitness 5 individuals 6 groups

c) to address at least three of the following goals


However, you must also show that you have the necessary knowledge and skills to cover all the types of context listed above.


302.2 Assess and manage risk during a physical activity programme What you must do To meet the national standard, you must: 1 identify and take account of existing risk assessments for:

• the activities you are planning • their likely impact on the clients • the equipment and facilities you will be using

2 identify the likely hazards involved in the programme and assess the risk of these hazards causing harm

3 get advice from a competent person if there are hazards or risks you are not competent to assess yourself

4 plan how to minimise risk to a level acceptable to national and organisational guidelines

5 make sure you have information about the normal operating and emergency procedures

6 make sure that you and your clients understand and follow health, safety and relevant emergency procedures

7 identify and assess new risks during the programme and take action to manage these in line with national guidelines

8 pass on suggestions for improving health and safety to the relevant authority 9 keep all health and safety records up-to-date What you must cover a) From your work you must show that you have assessed and managed risk for at l east four of the following clients


b) assessing and planning for at least four of the following hazards

1 activities in your programme 2 other activities happening at the same time 3 equipment 4 the environments in which the programme will take place 5 staff involved 6 client behaviour 7 client particular needs

However, you must also show that you have the necessary knowledge and skills to cover all the types of context above.


302.3 Monitor, evaluate and review clients’ progress What you must do To meet the national standard, you must: 1. monitor clients progress using methods appropriate to their goals 2. review clients’ progress at agreed points in the programme 3. make sure your clients understand the purpose of review and how it fits into their

programme 4. encourage your clients to give their own views on progress 5. use agreed evaluation guidelines 6. give positive and timely feedback to your clients during their review 7. evaluate your clients’ progress in a fair and equitable manner 8. identify and agree any changes to the programme as a result of the review 9. record the review and communicate the outcomes to others involved in the

programme What you must cover a) You must show that you have reviewed the progress of at least four of the following

clients


b) using at least three of the following methods

1 interviews 2 questionnaires 3 physical assessment 4 observation

c) relating to at least three of the following goals




302.4 Adapt a progressive physical activity programme What you must do To meet the national standard, you must: 1 identify goals and activities that need to be adapted 2 where appropriate, make use of existing progression or regression plans 3 identify and agree changes to goals and activities with your clients and others 4 identify the resource implications of your refinements and provide for these 5 introduce adaptations in a way that is appropriate to your clients and their needs 6 change your plans for the programme to take account of adaptations 7 monitor the effectiveness of your adaptations and update these as necessary What you must cover a) You must show that you have modified programmes for at least four of the

following clients


b) relating to at least three of the following goals


c) and at least four of the following activities

1 cardio-vascular 2 strength 3 endurance 4 flexibility 5 core stability 6 weight management



What you must know and understand To be competent in this unit, you must know and understand core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21 and the following knowledge requirements. 302.1 Plan, prepare and manage a progressive physical activity programme K1. Why thorough planning and preparation are necessary K2. How to research and identify activities which will help clients to achieve their goals,

including cardio-vascular, resistance, flexibility, core stability and weight management

K3. How to identify accepted good practice K4. How to apply the principles of training to programme design K5. How to design a progressive programme to allow your clients to achieve short,

medium and long term goals which are physical, psychological, lifestyle related, social and adherence related

K6. How to choose resources and facilities that will help your clients to participate in the programme according to their needs

K7. How to decide on the order of activities in the programme K8. National guidelines on programme design and safe exercise K9. How to make sure the components of fitness are built into the programme K10. How to structure the sessions which make up the programme K11. How to record the programme K12. Why it is important to agree the programme with your clients K13. When it is appropriate to share the programme with other professionals 302.2 Assess and manage risk during a physical activity programme K14. The importance of risk assessment and management during a physical activity

programme K15. The principles of risk assessment and risk management K16. Sources of information on existing risk assessments for activities, intensities,

equipment and facilities and their relevance to the range of clients with whom you work

K17. How to access and where necessary adapt existing risk assessments K18. The types of hazards that may occur during physical activity programmes and how

to check for and identify these K19. Hazards that may occur with the equipment and environments you are using and

how to check for and identify these K20. The range of non-referred, low risk medical conditions you may encounter and how

to assess and plan for the risks they present for your clients K21. Sources of competent advice on hazards, risk assessment and risk management

and how to access these K22. National guidelines on risk assessment and management for the range of clients

and physical activities you work with K23. The normal and emergency operating procedures for the environments in which

you work K24. Why it is important for your clients to have the necessary information about health

and safety requirements for the programme and how to provide them with this information

K25. How to make sure your clients understand and follow health and safety requirements

K26. The procedures you should follow to make sure facilities and equipment meet health and safety requirements throughout the programme

K27. The importance of implementing the risk assessments and risk management plans you have developed for the programme and how to do so


K28. The types of new risks that may occur during a programme and the procedures you should follow for managing these

K29. Your responsibilities for the health and safety of others, apart from your clients, and how you should follow these through

K30. Why it is important to continuously improve health and safety procedures and how you can do this in collaboration with others

K31. Health and safety records that you should keep up-to-date and how to do so K32. How to carry out emergency procedures 302.3 Monitor, evaluate and review clients’ progress K33. The importance of monitoring and reviewing programmes K34. Methods of collecting, analysing and recording information that enable progress to

be reviewed against goals and initial baseline data K35. How to communicate information to your clients and provide effective feedback K36. Why it is important to encourage your clients to give their views K37. How to analyse and record clients’ progress K38. Why it is important to agree changes with your clients K39. Why it is important to communicate progress and changes to all those involved in

the programme K40. Why it is important to keep accurate records of changes and the reasons for change 302.4 Adapt a progressive physical activity programme K41. How to review short, medium and long term goals with your clients taking into

account any changes in circumstances K42. How the principles of training can be used to adapt the programme where goals are

not being achieved or new goals have been identified K43. How to communicate adaptations to your clients and other professionals


Assessment Guidance and Evidence Requirements 302 Plan, review and adapt a progressive physical activity programme (Gym) Evidence of Real Work Activity

There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work in the context of planning, reviewing and adapting a progressive physical activity programme (with the possible exception of items listed under ‘Use of Supplementary Evidence’ and ‘Simulation’ below). This evidence must be gathered by the assessor observing the candidate planning, reviewing and adapting at least one programme. The assessor will also examine products of the candidate’s work – for example programme plans, risk assessments, ongoing reviews and amendments to the plan. There should be sufficient observations and products of work to ensure that the candidate has met all the requirements. Evidence from other occasions can be gathered by one or more of the following methods: assessor observations; looking at products of the candidate’s work (other interview records, diaries or reflective accounts); witness testimony (for example from a line manager or more experienced colleague). The assessment methods used must be relevant to the items listed under ‘What you must do’. There must also be evidence that the candidate’s work has met the requirements listed under ‘What you must cover’. This stipulates a minimum number of items to be assessed through the candidate’s real work activities. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the candidate’s work (for example, diaries and/or reflective accounts countersigned by a more senior colleague). The remainder may be assessed through supplementary evidence (see below). There must be evidence that the candidate has planned for clients to use all of the following types of equipment:

− Resistance machines (minimum of five different modes) − Cardio vascular machines (minimum of three different modes) − Free weights (must include barbells and dumbbells)

and all of the following types of alternative equipment:

− Stability equipment − Angled bench − Spotting equipment − Bands

Candidates must also show they have planned for a minimum of nine exercises from the following types of joint/movement:

− Shoulder flexion − Shoulder extension − Shoulder abduction − Shoulder adduction − Shoulder horizontal flexion − Shoulder horizontal extension − Elbow extension − Elbow flexion − Trunk flexion

− Hip extension − Hip abduction − Knee extension − Knee flexion


Candidates must evidence planning for all of the following alternative body positions: − Grips

o barbell o dumbbell o neutral

− seated − standing − lying − supported − unsupported − assisted − unassisted

Candidates must also show planning for at least four resistance approaches to training (for example, supersets, pyramid sets, Delorme or Berger etc.) and two cardio vascular approaches to training (for example, interval, Fartlek, continuous or random etc.) to give an all over body approach. Simulation

Simulation is not allowed for any part of this unit. Use of Supplementary Evidence

Supplementary evidence should only be used for items under ‘What you must cover’ that do not require evidence of real work activity. In addition, supplementary evidence may be used for 302.1.7, 302.2.3, 302.2.7, 302.2.8, 302.3.9 and 302.4.2 only, if no naturally occurring evidence is available. Knowledge and Understanding

There must be evidence that the candidate possesses all of the knowledge and understanding shown in the section headed ‘What you must know and understand’. In most cases this can be done by the assessor questioning the candidate orally. However, other techniques, such as projects, assignments, written assessments and/or reflective accounts may also be appropriate. Assessors should note that some of the knowledge and understanding items require the candidate to show that they know and understand how to do something (for example, ‘K9 How to apply the principles of training to programme design’). If there is evidence from the candidate’s own work that they know and understand these techniques (as there should be), there is no requirement for them to be questioned again on this topic.


302 Plan, review and adapt a progressive physical activity programme (Group Exercise)

Evidence of Real Work Activity

There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work in the context of planning, reviewing and adapting a progressive physical activity programme (with the possible exception of items listed under ‘Use of Supplementary Evidence’ and ‘Simulation’ below). This evidence must be gathered by the assessor observing the candidate planning, reviewing and adapting at least one programme. The assessor will also examine products of the candidate’s work – for example programme plans, risk assessments, ongoing reviews and amendments to the plan. There should be sufficient observations and products of work to ensure that the candidate has met all the requirements. Evidence from other occasions can be gathered by one or more of the following methods: assessor observations; looking at products of the candidate’s work (other interview records, diaries or reflective accounts); witness testimony (for example from a line manager or more experienced colleague). The assessment methods used must be relevant to the items listed under ‘What you must do’. There must also be evidence that the candidate’s work has met the requirements listed under ‘What you must cover’. This stipulates a minimum number of items to be assessed through the candidate’s real work activities. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the candidate’s work (for example, diaries and/or reflective accounts countersigned by a more senior colleague). The remainder may be assessed through supplementary evidence (see below). There must be evidence that the candidate has planned for clients to participate in all of the following types of training (minimum 30 minutes per class):

− Step − Body conditioning − Circuits − Flexibility − Aerobics

Candidates must also show planning for at least four resistance approaches to training (for example, supersets, pyramid sets, Delorme or Berger etc.) and two cardio vascular approaches to training (for example, interval, Fartlek, continuous or random etc.) to give an all over body approach. Candidates must also show they have planned to use at least three styles of teaching, for example:

− Tap free − Layering − Command − Repetition

One of these must be layering. Candidates must show they have structured their training session to work with music beats and phrases, chosen music that is suitable for the participants and type of training and have taken account of and followed legal requirements for the use of music.


Simulation





302 Plan, review and adapt a progressive physical activity programme (Yoga) Evidence of Real Work Activity

There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work in the context of planning, reviewing and adapting a progressive physical activity programme (with the possible exception of items listed under ‘Use of Supplementary Evidence’ and ‘Simulation’ below). This evidence must be gathered by the assessor observing the candidate planning, reviewing and adapting at least one programme. The assessor will also examine products of the candidate’s work – for example programme plans, risk assessments, ongoing reviews and amendments to the plan. There should be sufficient observations and products of work to ensure that the candidate has met all the requirements. Evidence from other occasions can be gathered by one or more of the following methods: assessor observations; looking at products of the candidate’s work (other interview records, diaries or reflective accounts); witness testimony (for example from a line manager or more experienced colleague). The assessment methods used must be relevant to the items listed under ‘What you must do’. There must also be evidence that the candidate’s work has met the requirements listed under ‘What you must cover’. This stipulates a minimum number of items to be assessed through the candidate’s real work activities. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the candidate’s work (for example, diaries and/or reflective accounts countersigned by a more senior colleague). The remainder may be assessed through supplementary evidence (see below). The candidate must show evidence that they have planned for clients to participate in a class which is comprised of:

• Postures used statically or dynamically based on Patanjali’s qualities of steadiness and ease (Sthirasukhamasanam, II 46) appropriate to clients physical and psychological needs from a range of

o Forward Bends o Backward Bends o Twisting o Side bending o Inversions

The candidate must show evidence that they have planned for clients to progress with integrity into and out of a wide range of movements and yoga asanas from

o Simple to o Complex

Using either a o main posture(s) with appropriate sequencing with suitable preparation and

counter pose o Theme

The candidate must show evidence that they have planned to instruct efficient breathing habits and progress clients from

o Basic breathing to o Pranayama

The candidate must show evidence of competency in instructing

o Mudras o Bandhas


Simulation





Unit 303 Plan and instruct specific physical activities

Summary Improving people’s health and personal fitness through teaching physical activity lies at the heart of the programme. This involves thorough planning and the preparation of your clients. It will also involve teaching activities: giving clear instructions, explanations and demonstrations of skills and techniques, and providing your clients with the opportunity to practise these while correcting what they do with clear and positive feedback. The unit is divided into three parts. The first part describes the four things you have to do. These are:

303.1 Plan and prepare physical activities 303.2 Prepare clients for physical activities 303.3 Teach and adapt planned activities 303.4 Bring physical activities to an end

The second part covers the unit specific knowledge and understanding you must have. This is supplemented by core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21. The third part outlines the evidence and assessment requirements for this particular unit. Target Group This unit is for advanced fitness instructors who plan, conduct and review programmes to address short, medium and long term goals. They will normally be working without direct supervision. Linked Units This unit links to units 301, 302, 304, 305 and 306. Place in the NVQ Framework This unit is a core unit in the Level 3 NVQ in Instructing Physical Activity and Exercise. Links to Key and Core Skills This unit will provide some evidence for the following QCA Key Skills:

Communication 3.1a, 3.1b, 3.2, 3.3 Problem solving 4.1, 4.2, 4.3 Information and communication technology 3.1, 2.2, 2.3


Communication Intermediate 2 Problem solving Higher Using information Intermediate 1


303.1 Plan and prepare physical activities What you must do To meet the national standard, you must: 1. select and record objectives that are specific to your clients’ goals and programme 2. record activities that will help your clients to achieve these objectives 3. select teaching styles that are appropriate to the activities and your clients’ needs 4. plan realistic timings, intensities and sequences 5. make sure there is an effective balance of instruction, activity and discussion within the

session 6. identify, obtain and prepare the resources you need for the planned activities What you must cover a) From your work you must show that you have selected at least three of the following

objectives


b) for at least four of the following clients


c) and prepared at least two of the following resources

1 environment for the session 2 equipment for the session 3 personal clothing and equipment

d) for at least four of the following activities

1 cardio-vascular 2 strength and endurance 3 flexibility 4 core stability 5 weight management



303.2 Prepare clients for physical activities What you must do To meet the national standard, you must: 1. meet your clients punctually and make them feel welcome and at ease 2. collect any new information from your clients about their response to previous activity 3. explain the objectives and activities that you have planned for the session and how these

link to your clients’ goals 4. explain the physical and technical demands of the planned activities and how your clients

can progress and regress these to meet their goals 5. assess, agree and review your clients’ state of readiness and motivation to take part in the

planned activities 6. agree your clients’ preferred learning styles 7. negotiate, agree and record with your clients any changes to the planned activities that

will meet their goals and preferences and enable them to maintain progress What you must cover a) From your work you must show that you have prepared at least four of the following clients


b) for at least three of the following goals


c) and at least four of the following activities




303.3 Teach and adapt planned activities What you must do To meet the national standard, you must: 1. use teaching and motivational styles that are appropriate to your clients and accepted

good practice 2. provide your clients with a warm-up that is appropriate to the demands of the session 3. explain the purpose and value of a warm-up 4. provide instructions, explanations and demonstrations that are technically correct with safe

and effective alignment of exercise positions as appropriate to your clients’ needs and level of experience

5. check your clients’ understanding of instructions, explanations and demonstrations 6. adapt verbal and non-verbal communication methods to make sure your clients understand

what is required 7. ensure your clients can carry out the activities safely without direct supervision 8. observe and analyse clients’ performance, providing positive reinforcement throughout 9. use a range of teaching styles to correct techniques at appropriate points 10. progress or regress activities according to your clients’ performance What you must cover a) From your work you must show that you have taught at least four of the following clients


b) at least four of the following activities




303.4 Bring physical activities to an end What you must do To meet the national standard, you must: 1. allow sufficient time to end the activities according to your clients’ level of experience 2. end the activities using a cool down that is safe and effective for your clients 3. explain the purpose and value of a cool down 4. give your clients the opportunity to ask questions, provide feedback and think about their

performance 5. provide your clients with positive reinforcement about their performance and information

about how to manage their own future activities 6. give your clients an accurate summary of your feedback on the session 7. explain to your clients how their progress links to their short, medium and long term goals 8. follow the correct procedures for checking and dealing with any resources used 9. leave the environment in a condition suitable for future use What you must cover a) From your work you must show that you ended a session involving at least four of the

following clients


b) undertaking at least four of the following activities


c) and checked at least two of the following resources

1 environment for the session 2 equipment for the session 3 personal clothing and equipment



What you must know and understand To be competent in this unit, you must know and understand core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21 and the following knowledge requirements. 303.1 Plan and prepare physical activities K1. The importance of careful and thorough planning and preparation for physical activity K2. How to identify specific objectives from the overall programme goals K3. How timings intensities and sequences can affect outcomes K4. The importance of matching teaching and learning styles to maximise clients’ progress and

motivation K5. Why a balance of instruction, activity and discussion is necessary K6. How to utilise verbal and non-verbal communication techniques K7. How to select and prepare the equipment and environment you need 303.2 Prepare clients for physical activities K8. Why it is important to make sure your clients are properly prepared physically and

psychologically before activity begins K9. Why you should find out from your clients how they responded to previous physical activity

and if anything has changed since then K10. Why you should explain the objectives and activities you have planned to your clients K11. Why your clients need to know the physical and technical demands of the activity and how

this might affect their motivation K12. Why it may be important to negotiate and agree changes to your plans with your clients K13. Why and how any changes should be recorded K14. The health, safety and emergency procedures and requirements and why your clients need

to know these 303.3 Teach and adapt planned activities K15. The range of approved teaching and motivational styles you can use and how to vary these

according to clients’ response K16. The importance of warm-up and the range of warm-activities you can use for the activities

you are teaching K17. How to choose warm-ups appropriate to different clients and conditions K18. Why your clients should understand the purpose and value of warm-up K19. How to provide instructions, demonstrations and explanations clearly and effectively K20. The correct exercise positions for the activities you are teaching K21. How to adapt exercise positions as appropriate to individual clients and conditions K22. Why it is important to make sure your clients understand your instructions, demonstrations

and explanations and how to do so K23. The importance of non-verbal communication and the effect of body language K24. How to adapt communication to the meet clients’ needs K25. Why it is important to monitor individual progress especially if more than one clients’ are

involved K26. Methods of monitoring clients’ progress K27. When it may be necessary to adapt planned activities to meet clients’ needs and conditions

and how to do so K28. Methods of maintaining clients’ motivation especially when they are finding activities

difficult K29. The importance of correcting techniques and how to adopt appropriate teaching styles to

make sure your clients apply techniques correctly K30. How to modify the intensity of exercise to match clients’ response to physical activity


303.4 Bring physical activities to an end K31. Why it is important to allow sufficient time for your clients to end physical activity and how

you can adapt this to different levels of client needs and experience K32. The purpose and value of cool-down activities and how to select these according to the type

and intensity of physical activity and client needs and condition K33. Why your clients need to understand the value and purpose of cool-down K34. Why your clients should be given the opportunity to ask questions, provide feedback and

discuss their performance and how to make sure this happens K35. Why you should give your clients feedback on their performance and how to do this in a way

that is accurate but maintains client motivation and commitment K36. Why your clients need to see their progress against objectives in terms of their overall goals

and programme K37. Why your clients need information about future activities, either supervised or unsupervised K38. The correct procedures for dealing with equipment and the wider facility once the session is

over


Assessment Guidance and Evidence Requirements 303 Plan and instruct specific physical activities (Gym) Evidence of Real Work Activity

There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work in the context of planning and instructing sessions (with the possible exception of items listed under ‘Use of Supplementary Evidence’ and ‘Simulation’ below). This evidence must be gathered by the assessor observing the candidate instructing at least one session. Evidence from other occasions can be gathered by one or more of the following methods– : assessor observations; looking at products of the candidate’s work (for example session plans, client assessments, session records etc.); witness testimony (for example from a line manager or more experienced colleague). There should be sufficient observations and products of work to ensure that the candidate has met all the requirements. The assessment methods used must be relevant to the items listed under ‘What you must do’. There must also be evidence that the candidate’s work has met the requirements listed under ‘What you must cover’. This stipulates a minimum number of items to be assessed through the candidate’s real work activities. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the candidate’s work (for example, diaries and/or reflective accounts countersigned by a more senior colleague). The remainder may be assessed through supplementary evidence (see below). There must be evidence that the candidate has planned and instructed in the use of all of the following types of equipment:

− Resistance machines (minimum of five different modes) − Cardio vascular machines (minimum of three different modes) − Free weights (must include barbells and dumbbells)

and all of the following types of alternative equipment:

− Angled bench − Spotting equipment − Bands

Candidates must also show they have planned and instructed a minimum of nine exercises from the following types of joint/movement:

− Shoulder extension − Shoulder flexion − Shoulder abduction − Shoulder adduction − Shoulder horizontal extension − Shoulder horizontal flexion − Elbow extension

− Elbow flexion − Trunk flexion − Hip extension − Hip abduction − Knee extension − Knee flexion


Candidates must evidence planning and instructing at least four of the following alternative body positions:

− Grips o barbell o dumbbell o neutral

− seated − standing − lying − supported − unsupported − assisted − unassisted

Candidates must also show planning and instructing at least four resistance approaches to training (for example, supersets, pyramid sets, Delorme or Berger etc.) and two cardio vascular approaches to training (for example, interval, Fartlek, continuous or random etc.) to give an all over body approach. Simulation

Simulation may be used for the remaining types of joint/movement and alternative body positions detailed above. Use of Supplementary Evidence

Supplementary evidence should only be used for items under ‘What you must cover’ that do not require evidence of real work activity. In addition, supplementary evidence may be used for 303.2.7 only, if no naturally occurring evidence is available. Knowledge and Understanding

There must be evidence that the candidate possesses all of the knowledge and understanding shown in the section headed ‘What you must know and understand’. In most cases this can be done by the assessor questioning the candidate orally. However, other techniques, such as projects, assignments, written assessments and/or reflective accounts may also be appropriate. Assessors should note that some of the knowledge and understanding items require the candidate to show that they know and understand how to do something (for example, ‘K2 How to identify specific objectives from the overall programme goals’). If there is evidence from the candidate’s own work that they know and understand these techniques (as there should be), there is no requirement for them to be questioned again on this topic.


303 Plan and instruct specific physical activities (Group Exercise) Evidence of Real Work Activity

There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work in the context of planning and instructing sessions (with the possible exception of items listed under ‘Use of Supplementary Evidence’ and ‘Simulation’ below). This evidence must be gathered by the assessor observing the candidate instructing at least one session. Evidence from other occasions can be gathered by one or more of the following methods– : assessor observations; looking at products of the candidate’s work (for example session plans, client assessments, session records etc.); witness testimony (for example from a line manager or more experienced colleague). There should be sufficient observations and products of work to ensure that the candidate has met all the requirements. The assessment methods used must be relevant to the items listed under ‘What you must do’. There must also be evidence that the candidate’s work has met the requirements listed under ‘What you must cover’. This stipulates a minimum number of items to be assessed through the candidate’s real work activities. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the candidate’s work (for example, diaries and/or reflective accounts countersigned by a more senior colleague). The remainder may be assessed through supplementary evidence (see below). There must be evidence that the candidate has instructed clients in three of the following types of training (minimum 30 minutes per class):

− Step − Body conditioning − Circuits − Flexibility − Aerobics

Two of these must be Step and Aerobics.

Candidates must also show instruction in at least four resistance approaches to training (for example, supersets, pyramid sets, Delorme or Berger etc.) and two cardio vascular approaches to training (for example, interval, Fartlek, continuous or random etc.) to give an all over body approach. Candidates must also show they have instructed using at least three styles of teaching, for example:

− Tap free − Layering − Command − Repetition

One of these must be layering.

Candidates must show they have structured their training session to work with music beats and phrases, chosen music that is suitable for the participants and type of training and have taken account of and followed legal requirements for the use of music. Candidates must show that they can apply methods of voice projection and can effectively use the volume and pitch of their voice.


Candidates must be observed using effective cueing. Candidates should be observed teaching from a variety of positions in the room, demonstrating control of the participants. Simulation


Supplementary evidence should only be used for items under ‘What you must cover’ that do not require evidence of real work activity. In addition, supplementary evidence may be used for 303.2.7 only, if no naturally occurring evidence is available. Supplementary evidence may also be used to cover the remaining types of training and styles of teaching detailed above. Knowledge and Understanding



303 Plan and instruct specific physical activities (Yoga) Evidence of Real Work Activity

There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work in the context of planning and instructing sessions (with the possible exception of items listed under ‘Use of Supplementary Evidence’ and ‘Simulation’ below). This evidence must be gathered by the assessor observing the candidate instructing at least one session. Evidence from other occasions can be gathered by one or more of the following methods– : assessor observations; looking at products of the candidate’s work (for example session plans, client assessments, session records etc.); witness testimony (for example from a line manager or more experienced colleague). There should be sufficient observations and products of work to ensure that the candidate has met all the requirements. The assessment methods used must be relevant to the items listed under ‘What you must do’. There must also be evidence that the candidate’s work has met the requirements listed under ‘What you must cover’. This stipulates a minimum number of items to be assessed through the candidate’s real work activities. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the candidate’s work (for example, diaries and/or reflective accounts countersigned by a more senior colleague). The remainder may be assessed through supplementary evidence (see below). The candidate must show evidence that they have instructed clients in a class which is comprised of:

• Postures used statically or dynamically based on Patanjali’s qualities of steadiness and ease (Sthirasukhamasanam, II 46) appropriate to clients physical and psychological needs from a range of

o Forward Bends o Backward Bends o Twisting o Side bending o Inversions

The candidate must show evidence that they have instructed clients to progress with integrity into and out of a wide range of movements and yoga asanas from

o Simple to o Complex

Using either a o main posture(s) with appropriate sequencing with suitable preparation and

counter pose o Theme

The candidate must show evidence that they have recognised efficient breathing habits and instructed clients to progress their breathing habits and from

o Basic breathing to o Pranayama

The candidate must show evidence of competency in instructing

o Mudras o Bandhas

Candidates must show that they can apply methods of voice projection and can effectively use the volume and pitch of their voice.


If candidates choose to use music they must show that they have chosen suitable music for the participants to create a suitable atmosphere and have taken into account and followed legal requirements for the use of music. Candidates should be observed teaching from a variety of positions in the room, demonstrating management of participants. Simulation


Supplementary evidence should only be used for items under ‘What you must cover’ that do not require evidence of real work activity. In addition, supplementary evidence may be used for 303.2.7 only, if no naturally occurring evidence is available. Supplementary evidence may also be used to cover the remaining types of training and styles of teaching detailed above. Knowledge and Understanding



Unit 304 Provide motivation and support to clients during a progressive physical activity programme

Summary However well a physical activity programme has been planned and delivered, it is essential your clients receive your motivation and support to achieve their goals. This involves you developing effective working relationships with your clients, providing them with accurate, up-to-date information and advice when required, as well as liaising effectively with other colleagues and professionals to ensure there is a ‘joined-up’ approach to planning and co-ordinating your clients’ programmes. The unit is divided into three parts. The first part describes the three things you have to do. These are:

304.1 Establish and develop a positive and motivational relationship with your clients

304.2 Provide advice and information to your clients 304.3 Liaise effectively with colleagues and other professionals

The second part covers the unit specific knowledge and understanding you must have. This is supplemented by core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21. The third part outlines the evidence and assessment requirements for this particular unit. Target Group This unit is for advanced fitness instructors who plan, conduct and review programmes to address short, medium and long term goals. They will normally be working without direct supervision. Linked Units This unit links to 301, 302, 303, 305 and 306. Place in the NVQ Framework This unit is a core unit in the Level 3 NVQ in Instructing Physical Activity and Exercise. Links to Key and Core Skills This unit will provide some evidence for the following QCA Key Skills:

Communication 3.1a, 3.1b, 3.2, 3.3 Working with others 4.1, 4.2, 4.3 Problem solving 4.1, 4.2, 4.3 Information and communication technology 3.1, 3.2, 3.3


Communication Intermediate 2 Working with others Higher Problem solving Higher Using information Intermediate 2


304.1 Establish and develop a positive and motivational relationship with your clients What you must do To meet the national standard, you must: 1. clearly define your own role and responsibilities with your clients and those of other staff

and professionals who may be involved 2. work with your clients in a way that encourages trust, openness and a willingness to take

responsibility for their own motivation and fitness 3. use a range of methods to help your clients be enthusiastic and motivated about their goals

and progress and provide the support they need to overcome obstacles 4. help your clients to make long-term changes to their behaviour in line with their goals 5. adapt your own relationship with your clients to meet their changing needs 6. maintain a relationship with your clients which is in line with good practice, values and

ethical requirements 7. recognise the physical limits of individual clients and enable them to maintain their dignity

and self-respect 8. show that you value diversity and will challenge prejudice and discrimination if it occurs 9. maintain confidentiality agreements and requirements 10. handle any disagreements and complaints promptly, positively and in line with

organisational procedures What you must cover a) From your work you must show that you have established and developed effective working

relationships with at least four of the following clients




304.2 Provide advice and information to your clients What you must do To meet the national standard, you must: 1. identify when your clients would benefit from advice and information 2. work with your clients to agree the type of information and advice that is appropriate to

their needs 3. where necessary, carry out research to identify information and advice that meets your

clients’ needs 4. make sure the information and advice you provide is accurate, up-to-date and where

possible evidence-based 5. communicate information and advice to your clients in a way that is appropriate to them

and their needs, adapting communication methods when necessary 6. make sure the information and advice you offer is consistent with your own level of

competence 7. where necessary, refer your clients to another professional with more relevant expertise What you must cover a) From your work you must show that you have provided at least four of the following clients


b) with at least four of the following types of information and advice

1 physical 2 psychological 3 lifestyle 4 nutrition 5 social 6 adherence

c) and referred the client to at least one of the following other professionals

1 other instructors 2 health care professionals 3 other related organisations and professionals



304.3 Liaise effectively with colleagues and other professionals What you must do To meet the national standard, you must: 1. identify other professionals relevant to your work and establish effective working

relationships 2. clearly define and agree your own role and responsibilities and those of other

professionals when working with clients 3. agree common objectives and ways of working and communicating with other

professionals and respect these boundaries 4. exchange complete, accurate and up-to-date information with other professionals when it

is necessary to assist your clients 5. acknowledge your own limitations and respect the expertise and responsibilities of other

professionals whilst upholding your own professional expertise 6. maintain relationships with other professionals which are in line with good practice,

values and ethical requirements 7. handle any disagreements and complaints promptly, positively and in line with

organisational procedures and professional guidelines What you must cover a) From your work you must show that you have liaised effectively with at least one of the

following other professionals

1 other instructors 2 health care professionals 3 other related organisations and professionals



What you must know and understand To be competent in this unit, you must know and understand core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21 and the following knowledge requirements. 304.1 Establish and develop a positive and motivational relationship with your clients K1. Why the relationship between the instructor and client is important K2. The type of instructor/client relationship which will assist clients’ progress K3. The types of personal qualities that instructors need to develop in order to help and support

clients K4. Why your clients need to understand your role and responsibilities and those of other

staff/professionals who are involved K5. The extent and limitations of your own role and responsibility in respect to your clients K6. Why your clients need to understand their own responsibility for personal motivation and

fitness and how you can assist them with these K7. The range of motivational methods you can use and how to choose methods appropriate to

individual clients K8. The types of obstacles individual clients may face when undertaking physical activity and

achieving their goals, and methods you can use to help them overcome these obstacles K9. Why it is important to progress and adapt your relationship with your clients and how to do

so K10. What is meant by a ‘professional relationship’ between instructor and client and the codes

of good practice and ethics you should follow and what these mean in practice K11. Why it is important to maintain your clients dignity and self-respect and how to do this K12. What is meant by ‘valuing diversity’ in a practical context when working with clients, the

types of prejudice and discrimination that individual clients might experience and how to challenge these

K13. What is meant by ‘confidentiality’ and why it is important when working with clients, other staff and professionals

K14. Agreements concerning confidentiality and how to uphold these K15. The correct procedures to follow when there are disagreements with or complaints from

clients K16. Ethical requirements relevant to the relationship with the client 304.2 Provide advice and information to your clients K17. The types of information and advice which clients may need K18. How to identify when clients may need or benefit from information and advice even when

they do not ask for it K19. Sources of information and advice you can use when working with clients and how to access

these K20. Why it is important to check that information and advice is accurate, evidence-based and

up-to-date and how to do so K21. How to communicate information and advice to your clients according to their needs and if

necessary adapt the way you communicate so that they understand what has been conveyed

K22. The limits of your own competence when giving information and advice and why it is important to stay within these limits

K23. The types of situations in which you should refer your clients to other experts for information and advice

K24. Other sources of expertise to whom you can refer your clients and how to access these


304.3 Liaise effectively with colleagues and other professionals K25. The types of other professionals with whom you should liaise K26. Why it is important to establish and agree respective role and responsibilities with other

professionals and how to do so K27. Why it is important to agree common objectives, ways of working and communicating with

other professionals and how to do so K28. The importance of respecting professional boundaries and how to do so K29. The importance of effective communication with other professionals and how to

communicate with other professionals in a way that meets their expectations and will assist your clients

K30. Why it is important to be aware of the limitations of your own expertise and responsibilities and respect the expertise and responsibilities of other professionals

K31. When it is important to assert your own expertise when working with other professionals and how to do so in a way that will maintain an effective relationship

K32. Good practice, values and ethical requirements when liaising with other professionals K33. How to handle disagreements with other professionals


Assessment Guidance and Evidence Requirements 304 Provide motivation and support to clients during a progressive physical activity

programme (Gym), (Group Exercise) and (Yoga) Evidence of Real Work Activity

There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work in the context of motivating and supporting clients (with the possible exception of items listed under ‘Use of Supplementary Evidence’ and ‘Simulation’ below). This evidence must be gathered by the assessor observing the candidate working with clients and other professionals on at least one occasion. Evidence from other occasions can be gathered by one or more of the following methods– : assessor observations; looking at products of the candidate’s work (for example notes and correspondence exchanged with clients and other professionals); witness testimony (for example from a line manager or more experienced colleague). There should be sufficient observations and products of work to ensure that the candidate has met all the requirements. The assessment methods used must be relevant to the items listed under ‘What you must do’. There must also be evidence that the candidate’s work has met the requirements listed under ‘What you must cover’. This stipulates a minimum number of items to be assessed through the candidate’s real work activities. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the candidate’s work (for example, diaries and/or reflective accounts countersigned by a more senior colleague). The remainder may be assessed through supplementary evidence (see below). Simulation


Supplementary evidence should only be used for items under ‘What you must cover’ that do not require evidence of real work activity. In addition, supplementary evidence may be used for 304.1.8, 304.1.10, 304.2.3, 304.2.7 and 304.3.7 only, if no naturally occurring evidence is available. Knowledge and Understanding

There must be evidence that the candidate possesses all of the knowledge and understanding shown in the section headed ‘What you must know and understand’. In most cases this can be done by the assessor questioning the candidate orally. However, other techniques, such as projects, assignments, written assessments and/or reflective accounts may also be appropriate. Assessors should note that some of the knowledge and understanding items require the candidate to show that they know and understand how to do something (for example, ‘K20 How to communicate information and advice to your clients according to their needs and if necessary adapt the way you communicate so that they understand what has been conveyed’). If there is evidence from the candidate’s own work that they know and understand these techniques (as there should be), there is no requirement for them to be questioned again on this topic.


Unit 305 Apply the principles of nutrition and weight management to a progressive physical activity programme

Summary Nutrition affects general health status as well as physical performance. There are strong links between diet and physical activity with both having a major role to play in optimum health and well-being. A sound knowledge of nutrition and its relationship to physical activity and exercise has great value to the fitness instructor in providing safe and appropriate nutritional advice to clients. It is important to note that there should be no conflict between eating for health and eating for exercise. It is vital that instructors: • analyse your clients’ nutritional needs and preferences • identify and agree nutritional advice compatible with this analysis and accepted good

practice • seek and make use of competent sources of nutritional information and advice • integrate the nutritional strategy effectively into the rest of the physical activity programme • make sure your clients understand and follow the nutritional advice • evaluate and review your clients’ progress • monitor and refine the nutritional strategy within the physical activity programme • know the appropriate procedures for referral to a State Registered Dietician or other

appropriately qualified health professional Instructors must also take account of national guidelines on nutrition and their own prior experience when applying the principles of nutrition in the context of safe professional practice. The unit is divided into three parts. The first part describes the two things you have to do. These are:

305.1 Collect and analyse information and agree goals with your clients 305.2 Apply, monitor and adapt the principles of nutrition and weight management

to a physical activity programme The second part covers the unit specific knowledge and understanding you must have. This is supplemented by core Level 3 Exercise and Fitness Knowledge Requirements on page 21. The third part outlines the evidence and assessment requirements for this particular unit. Target Group This unit is for advanced fitness instructors who plan, conduct and review physical activity programmes to address short, medium and long term goals. They will normally be working without direct supervision. Linked Units This unit links to units 301, 302, 303, 304 and 306. Place in the NVQ Framework This unit is a core unit in the level 3 Instructing Physical Activity and Exercise NVQ.


Links to Key and Core Skills This unit will provide some evidence for the following QCA Key Skills:

Communication 3.1a, 2.1b, 3.2, 3.3 Application of number 2.1, 2.2, 2.3 Problem solving 4.1, 4.2, 4.3 Information and communication technology 2.1, 2.2, 2.3


Communication Intermediate 2 Numeracy Intermediate 1 Problem solving Higher Using information Intermediate 1


305.1 Collect and analyse information and agree goals with your clients What you must do To meet the national standard, you must: 1. establish a rapport with your clients 2. collect, record and analyse the information you need about your clients and their

nutritional goals 3. identify when your clients need referral to another professional 4. agree with your clients their needs and readiness to take part 5. agree with your clients short, medium and long term nutritional goals appropriate to their

needs 6. identify barriers to your clients achieving these goals 7. make sure these goals are specific, measurable, achievable, realistic and time-bound and

reflect accepted good practice 8. record the agreed goals in a format that is clear to your clients, yourself and others who

may be involved 9. identify and agree strategies to prevent non-compliance or relapse 10. identify and agree review points What you must cover a) You must show that you have collected and checked all of the following types of

information

1 personal goals 2 lifestyle 3 medical history 4 physical activity history 5 dietary history 6 dietary preferences 7 supplement use 8 nutritional knowledge, attitudes and motivation 9 stage of readiness

b) relating to at least four of the following clients


c) addressing at least two of the following goals

1 healthy eating 2 weight loss 3 weight gain 4 improved sporting performance

However, you must also show that you have the necessary knowledge and skills to cover all of the types of context listed above.


305.2 Apply, monitor and adapt the principles of nutrition and weight management to a physical activity programme What you must do To meet the national standard, you must: 1. analyse your clients’ nutritional needs and preferences in relation to their current status

and nutritional goals 2. access and make use of credible sources of information and advice in establishing these

goals 3. design and agree nutritional goals that are compatible with your analysis, accepted good

practice and national guidelines 4. identify and obtain credible resources that you and your clients require 5. assess and manage risk in relation to nutritional advice to your clients 6. make sure that the nutritional goals support and integrate with other programme

components 7. make sure that your clients understand and follow the nutritional advice safely and

effectively in their physical activity programme 8. evaluate and review your clients’ progress towards their nutritional goals 9. monitor and refine your clients’ nutritional goals during the rest of their physical activity

programme What you must cover a) From your work you must show that you have helped at least four of the following clients


b) achieve at least two of the following goals

1 healthy eating 2 weight loss 3 weight gain 4 improved sporting performance



What you must know and understand To be competent in this unit, you must know and understand core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21 and the following knowledge requirements. 305.1 Collect and analyse information and agree goals with the client K1. Why it is important to collect accurate information about your clients K2. How to decide what information to collect K3. Safe and appropriate methods which may be used to collect information which relate to

psychological, medical, lifestyle, physical and dietary status K4. The legal and ethical implications of collecting information K5. Formats for recording information K6. The importance of safeguarding the confidentiality of collected information and how to do

so K7. When you should refer clients to another professional and the procedures you should follow K8. How to make sure you have the informed consent of clients before you begin collecting

information K9. Why it is important to identify and agree nutritional goals with your clients K10. How to organise information in a way which will help you to interpret and analyse it K11. How to analyse and interpret collected information so that you can identify clients’ needs

and nutritional goals K12. National guidelines regarding the interpretation of collected information K13. Why it is important to base goal setting on the analysis of collected information K14. Why it is important to identify and agree short, medium and long term nutritional goals with

your clients K15. When you should involve others, apart from your clients, in nutritional goal setting K16. How to ensure goals are specific, measurable, achievable, realistic and time bound and why

this is important K17. Barriers which may prevent clients achieving their nutritional goals K18. Motivational strategies which can prevent non-compliance or relapse 305.2 Apply, monitor and adapt the principles of nutrition and weight management to a physical activity programme K19. The basic nutritional principles that underpin a healthy diet and the possible threats to your

clients’ diet K20. The role of nutrition in weight management K21. The role of nutrition in optimum health and well-being K22. Eating strategies that can be adopted by your clients to meet their nutritional goals K23. The practical issues that influence your clients’ eating habits and the constraints that may

prevent them from achieving their nutritional needs and goals K24. The prevalence of supplement use in health and fitness and their safety, effectiveness and

contraindications K25. Groups of clients at risk of nutritional deficiencies, including:

- those on severely energy restricted diets - those who exclude animal products from their diets - those who exclude other food groups from their diet - those who are pregnant or lactating

K26. Issues that may be sensitive and the need to maintain confidentiality of sensitive information K27. How to access reliable sources of information and interpret available information including

the distinction between evidence based knowledge versus unsubstantiated anecdote and the marketing claims of suppliers

K28. The components of energy expenditure K29. How to determine energy requirements based on physical activity levels K30. A basic understanding of the function and metabolism of the macro nutrients K31. A basic understanding of the function and metabolism of micro nutrients K32. The importance of hydration and fluid replacement


K33. A basic awareness of UK dietary reference values K34. How to identify nutritional goals and translate these into eating strategies that reflect

current national guidelines K35. Awareness of the UK National Food Guide K36. An understanding of basic dietary assessment methods K37. Main food groups and the nutrients they contribute to the diet K38. Familiarity with food labelling information and its interpretation K39. The potential heath and performance implications of energy restriction, weight loss and

weight gain K40. How to recognise the signs and symptoms of disordered eating K41. How to recognise the possible warning signs of dietary deficiencies and an awareness of the

need to involve a State Registered or Accredited Sports Dietician K42. Why detailed or complex dietary analysis that incorporates major dietary change should

always be referred to a State Registered or Accredited Sports Dietician


Assessment Guidance and Evidence Requirements 305 Apply the principles of nutrition and weight management to a progressive

physical activity programme (Gym) and (Group Exercise) Evidence of Real Work Activity

There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work in the context of advising clients on nutrition and weight management issues (with the possible exception of items listed under ‘Use of Supplementary Evidence’ and ‘Simulation’ below). This evidence must be gathered by the assessor observing the candidate working with clients on at least one occasion. Evidence from other occasions can be gathered by one or more of the following methods– : assessor observations; looking at products of the candidate’s work (.– for example nutrition and weight management plans and strategies, written information provided to clients etc); witness testimony (for example from a line manager or more experienced colleague). There should be sufficient observations and products of work to ensure that the candidate has met all the requirements. The assessment methods used must be relevant to the items listed under ‘What you must do’. There must also be evidence that the candidate’s work has met the requirements listed under ‘What you must cover’. This stipulates a minimum number of items to be assessed through the candidate’s real work activities. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the candidate’s work (for example, diaries and/or reflective accounts countersigned by a more senior colleague). The remainder may be assessed through supplementary evidence (see below). Simulation



There must be evidence that the candidate possesses all of the knowledge and understanding shown in the section headed ‘What you must know and understand’. In most cases this can be done by the assessor questioning the candidate orally. However, other techniques, such as projects, assignments, written assessments and/or reflective accounts may also be appropriate. Assessors should note that some of the knowledge and understanding items require the candidate to show that they know and understand how to do something (for example, K10 ‘How to organise information in a way which will help you to interpret and analyse it). If there is evidence from the candidate’s own work that they know and understand these techniques (as there should be), there is no requirement for them to be questioned again on this topic.


Unit 306 Manage, evaluate and improve own performance in providing physical activity

Summary Advanced instructors are constantly dealing with new clients, many of whom bring fresh and quite different needs. In addition, new approaches to developing the health and fitness of clients are constantly becoming available. Therefore advanced instructors need to continuously evaluate what they do, consider how well they meet clients’ needs and continue to develop their knowledge and understanding accordingly, a process that will help them keep up with industry trends and develop their future careers. The unit is divided into three parts. The first part describes the three things you have to do. These are:

306.1 Manage your own work and longer term career 306.2 Evaluate your own performance 306.3 Further develop your own skills and knowledge

The second part covers the unit specific knowledge and understanding you must have. This is supplemented by core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21. The third part outlines the evidence and assessment requirements for this particular unit. Target Group This unit is for advanced fitness instructors who plan, conduct and review programmes to address short, medium and long term goals. They will normally be working without direct supervision. Linked Units This unit links to units 301, 302, 303, 304 and 305. Place in the NVQ Framework This unit is a core unit in the Level 3 NVQ in Instructing Physical Activity and Exercise. Links to Key and Core Skills This unit will provide some evidence for the following QCA Key Skills:

Communication 3.1a, 2.1b, 3.2, 3.3 Working with others 3.3 Problem solving 4.1, 4.2, 4.3 Improving own learning and performance 4.1, 4.2, 4.3


Communication Intermediate 2 Working with others Intermediate 2 Problem solving Higher


306.1 Manage your own work and longer term career What you must do To meet the national standard, you must: 1. identify specific, measurable and achievable objectives for your own area of work and

future career development 2. negotiate and agree your objectives with relevant colleagues and agree when and how you

will achieve them 3. plan, prioritise and organise your work in a way that will enable you to achieve your

objectives 4. manage your time in an efficient and effective way 5. take account of changing circumstances and new demands, and reorganise your plans

flexibly 6. seek appropriate advice and support, when necessary, to help you achieve your objectives What you must cover a) You must show that you have set and agreed all of the following objectives

1 short-term 2 medium-term 3 long-term


306.2 Evaluate your own performance What you must do To meet the national standard, you must: 1 reflect on your day-to-day work and identify areas where you are not achieving your

objectives 2 seek feedback on the work that you do from relevant people 3 regularly review your session and programme evaluations 4 identify your own strengths and weaknesses in relation to the work you do 5 keep track of developments in your industry relevant to your work and career 6 identify areas of your work and career that you could develop further What you must cover a) You must show that you have evaluated your work against all of the following objectives


b) collecting feedback from at least one of the following relevant people

1 colleagues 2 line manager 3 clients



306.3 Further develop your own skills and knowledge What you must do To meet the national standard, you must: 1 prioritise learning and development objectives that will help you develop your work and

career 2 develop an action plan that will enable you to learn and develop 3 take part in learning and development activities that support your action plan 4 regularly review and update your action plan to further develop your work and career What you must cover a) You must show that you have set and agreed all of the following learning and

development objectives


b) and taken part in at least four of the following learning and development activities 1 formal training courses 2 personal research 3 attending conferences and seminars 4 work shadowing 5 receiving coaching and mentoring at work 6 achieving professional registration



What you must know and understand To be competent in this unit, you must know and understand core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21 and the following knowledge requirements. 306.1 Manage your own work and longer term career K1. Why it is important to manage your work and career in a planned and systematic way K2. How to set short, medium and longer term objectives for your work and longer term career K3. What are Specific, Measurable, Achievable, Realistic and Time-bound (S.M.A.R.T.) objectives

and why they are important in planning your work and career K4. Why it is important to agree your work and career objectives with relevant colleagues and

who these colleagues may be K5. How to plan and organise your work effectively K6. Planning aids that can help you to plan and organise your work K7. The importance of time management and how to manage your time effectively K8. Why it is important to be flexible in adapting your plans to new demands and changing

situations K9. Sources of advice and support that can help you to achieve your objectives 306.2 Evaluate your own performance K10. What ‘reflective practice’ means and how you can apply this to your day-to-day work K11. Why it is important to gain feedback on your performance from clients, colleagues and line

manager and how to do this K12. Methods you can use to collect feedback from clients, colleagues and line manager K13. How to review evaluations of your programmes and sessions and identify patterns and

trends in these evaluations that can help to identify areas of work where you could develop further

K14. Sources of information on developments in your industry and how you can use these to keep up-to-date

K15. How to identify gaps in your knowledge, understanding and skills 306.3 Further develop your own skills and knowledge K16. How to analyse the areas of work and career you need to develop further and prioritise your

learning and development objectives K17. How to develop a personal action plan K18. Sources of information and support on learning and development activities that you can use K19. Your own personal learning style and how to choose development activities that are

appropriate to you K20. Career progression routes in the industry and the qualifications necessary to enter these

routes K21. The importance of professional registration and how to achieve this K22. Why it is important to continuously seek to develop your performance further


Assessment Guidance and Evidence Requirements 306 Manage, evaluate and improve own performance in providing physical activity

(Gym), (Group Exercise) and (Yoga) Evidence of Real Work Activity

There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work in the context of managing, evaluating and improving their own work (with the possible exception of items listed under ‘Use of Supplementary Evidence’ and ‘Simulation’ below). This evidence will be gathered by the assessor through looking at products of the candidate’s work – for example records of job appraisals, notes about their own performance, career and learning plans, records of continuing professional development. There should be products of work to ensure that the candidate has met all the requirements. The assessment methods used must be relevant to the items listed under ‘What you must do’. There must also be evidence that the candidate’s work has met the requirements listed under ‘What you must cover’. This stipulates a minimum number of items to be assessed through the candidate’s real work activities. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the candidate’s work (for example, diaries and/or reflective accounts countersigned by a more senior colleague). The remainder may be assessed through supplementary evidence (see below). Simulation


Supplementary evidence should only be used for items under ‘What you must cover’ that do not require evidence of real work activity. Knowledge and Understanding

There must be evidence that the candidate possesses all of the knowledge and understanding shown in the section headed ‘What you must know and understand’. In most cases this can be done by the assessor questioning the candidate orally. However, other techniques, such as projects, assignments, written assessments and/or reflective accounts may also be appropriate. Assessors should note that some of the knowledge and understanding items require the candidate to show that they know and understand how to do something (for example, ‘K2 How to set short, medium and longer term objectives for your work and longer term career’). If there is evidence from the candidate’s own work that they know and understand these techniques (as there should be), there is no requirement for them to be questioned again on this topic.


Unit 307 Adapt a physical activity programme to the needs of older adults

Summary Physical activity can make a major contribution to the continued health and fitness of older people (those in the 50+ age range) and significantly slow down and even reverse the physical decline that comes about with old age. Older people are increasingly involved in physical activity programmes and it is vital that instructors who work with this age group understand the ageing process and its implications, and are able to apply this knowledge when developing and implementing physical activity programmes for them. Please note, this unit only covers working with apparently healthy older adults or those with low risk medical conditions. The unit is divided into three parts. The first part describes what you have to do. This is:

307.1 Adapt a physical activity programme to the needs of older adults The second part covers the unit specific knowledge and understanding you must have. This is supplemented by core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21. The third part outlines the evidence and assessment requirements for this particular unit. Target Group This unit is for advanced fitness instructors who plan, conduct and review programmes to address the needs of older adults. They will normally be working without direct supervision. Linked Units This unit should only be undertaken following successful completion of units 301, 302, 303, 304, 305 and 306. Place in the NVQ Framework This unit is an additional unit to the Level 3 NVQ in Instructing Physical Activity and Exercise. Links to Key and Core Skills This unit will provide some evidence for the following QCA Key Skills:

Communication 3.1a, 2.1b, 2.2, 2.3 Application of number 2.1, 2.2, 2.3 Working with others 3.1 Problem solving 4.1, 4.2, 4.3


Communication Intermediate 1 Numeracy Intermediate 1 Working with others Intermediate 2 Problem solving Higher


307.1 Adapt a physical activity programme to the needs of older adults What you must do To meet the national standard, you must: 1. establish and maintain an effective rapport with older clients 2. collect, record and analyse information about older clients using safe and appropriate

methods 3. if necessary, refer older clients to an appropriate health care professional before involving

them in physical activity 4. plan and agree goals that are appropriate to older clients and their current level of physical

ability 5. plan and prepare objectives, activities and teaching styles that are appropriate to older

clients’ goals and level of physical ability 6. teach planned activities to older clients, adapting activities according to their needs and

improving their performance on a sessional basis 7. maintain older clients’ motivation using safe and appropriate techniques 8. monitor progress against agreed goals and adjust the programme accordingly 9. assess, monitor and manage risk to older clients effectively throughout the programme What you must cover a) You must show that you have collected at least five of the following types of information

1 personal goals 2 medical history and medication 3 signs that may be contraindications to some types of physical activity 4 mobility and ease of movement 5 minimal strength 6 sensory impairment 7 ability to balance 8 real and perceived barriers to physical activity 9 exercise preferences


1 interview 2 questionnaire 3 adapted fitness tests 4 observation

c) planning for and working towards at least three of the following goals




What you must know and understand To be competent in this unit, you must know and understand core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21 and the following knowledge requirements. K1 Skeletal changes associated with ageing which affect physical fitness:

- decreased bone mineral content - long-term stress joints

- decreased availability of synovial fluid/calcification of cartilage - reduced joint stability and range of movement

- thinned intervertebral discs - postural problems

K2 Muscular changes associated with ageing which affect physical fitness: - reduced motor nerves - decreased size and number of muscle fibres - less fast twitch fibres - reduced concentration of protein - reduced size and number of mitochondria - reduced capillarity - increased connective tissue - reduced elasticity in ligaments and tendons - reduced strength

K3 Respiratory changes associated with ageing which affect physical fitness: - decreased gaseous exchange - decreased elasticity of the lungs - less flexibility in the thorax - reduced vital capacity

K4 Cardiovascular changes associated with ageing which affect physical fitness: - decreased cardiac muscle and heart volume - decreased maximal heart rate - reduced efficiency of the circulatory system - increased blood pressure - reduced capillary network - reduced amount of oxygen delivered to cells - reduced oxygen exchange in muscle - reduced tolerance to fatigue and acidity - reduced maximal oxygen uptake - slower recovery rate

K5 Considerations when establishing and developing an effective working relationship with older clients

K6 The types of attitudes that older clients may have to physical activity and how to take account of these

K7 The added importance of screening older adults and the legal and ethical responsibilities screening places on the instructor

K8 The range of medical conditions more common in older adults which may be aggravated by physical activity or lead to injury

K9 The types of physical limitations more common to older adults that may lead to injury K10 How to assess and manage the risks associated with these conditions and limitations during

physical activity K11 The types of information to collect when screening older adults and how to interpret this

information in a way that will help you to decide whether to proceed with a physical activity programme or refer the older adult to a health care professional

K12 The types of information you should provide to the health care professional if you need their approval for the older adult to proceed with a physical activity programme

K13 The types of tests and observations that are suitable when assessing older clients’ physical ability and readiness to participate


K14 Common physical and psychological barriers to physical activity that older people may face and how to respond to these in a way that will motivate and involve older clients

K15 The specific types of physical, psychological and social goals that older clients may have K16 The principles of training as applied to older clients in terms of: frequency, intensity, time,

type of exercise as well as adherence, accommodation, progression and reversibility K17 The guidelines to consider when designing and combining the warm-up, aerobic, stretching

and strength/endurance components of a programme for older clients K18 Motivational and other factors that may assist older clients to adhere to physical activity K19 The importance of an adequate diet for older adults K20 The importance of hydration and fluid replacement for older adults


Assessment Guidance and Evidence Requirements 307 Adapt a physical activity programme to the needs of older adults (Gym) and

(Group Exercise) Evidence of Real Work Activity

There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work in the context of adapting a physical activity programme for older adults (with the possible exception of items listed under ‘Use of Supplementary Evidence’ and ‘Simulation’ below). This evidence must be gathered by the assessor observing the candidate working on at least one programme. Evidence from other occasions can be gathered by one or more of the following methods– assessor observations; looking at products of the candidate’s work (–for example Pre-Activity Readiness Questionnaires (PARQs), other interview records, records of assessments and observations, programme plans and adaptations); witness testimony (for example from a line manager or more experienced colleague). There should be sufficient observations and products of work to ensure that the candidate has met all the requirements. The assessment methods used must be relevant to the items listed under ‘What you must do’. There must also be evidence that the candidate’s work has met the requirements listed under ‘What you must cover’. This stipulates a minimum number of items to be assessed through the candidate’s real work activities. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the candidate’s work (for example, diaries and/or reflective accounts countersigned by a more senior colleague). The remainder may be assessed through supplementary evidence (see below). Simulation



There must be evidence that the candidate possesses all of the knowledge and understanding shown in the section headed ‘What you must know and understand’. In most cases this can be done by the assessor questioning the candidate orally. However, other techniques, such as projects, assignments, written assessments and/or reflective accounts may also be appropriate. Assessors should note that some of the knowledge and understanding items require the candidate to show that they know and understand how to do something (for example, ‘K10 How to assess and manage the risks associated with these conditions and limitations during physical activity’). If there is evidence from the candidate’s own work that they know and understand these techniques (as there should be), there is no requirement for them to be questioned again on this topic.


Unit 308 Adapt a physical activity programme to the needs of disabled clients

Summary Many people who are physically disabled, have learning difficulties or sensory impairments often find it hard to get sufficient physical exercise, for either physical, social or psychological reasons. Disability should be no barrier to a person taking part in physical activity programmes. In fact regular and planned physical activity in a safe and supportive environment may help your clients in a range of ways, for example, reducing weight, increasing physical strength, improving self-image as well as providing opportunities for fun and socialisation. However, the instructor needs an understanding of a range of physical and psychological factors and be able to apply these in adapting programmes to the needs of disabled clients. The unit is divided into three parts. The first part describes what you have to do. This is:

308.1 Adapt a physical activity programme to the needs of disabled clients The second part covers the unit specific knowledge and understanding you must have. This is supplemented by core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21. The third part outlines the evidence and assessment requirements for this particular unit. Target Group This unit is for advanced fitness instructors who plan, conduct and review programmes to address the needs of disabled clients. They will normally be working without direct supervision. Linked Units This unit should only be undertaken following successful completion of units 301, 302, 303, 304, 305 and 306. Place in the NVQ Framework This unit is an additional unit to the Level 3 NVQ in Instructing Physical Activity and Exercise. Links to Key and Core Skills This unit will provide some evidence for the following QCA Key Skills:

Communication 3.1a, 2.1b, 2.2, 2.3 Working with others 3.1, 3.2, 3.3 Problem solving 4.1, 4.2, 4.3


Communication Intermediate 1 Working with others Intermediate 2 Problem solving Higher


308.1 Adapt a physical activity programme to the needs of disabled clients What you must do To meet the national standard, you must: 1. establish and maintain an effective rapport with disabled clients 2. collect, record and analyse information about disabled clients using safe and appropriate

methods 3. if necessary, seek specific advice and information from a competent source before

involving disabled clients in activity 4. plan and agree goals that are appropriate to disabled clients and their current level of

ability 5. plan and prepare objectives, activities and teaching styles that are appropriate to disabled

clients’ goals and level of ability 6. teach planned activities to disabled clients, adapting activities according to their needs and

improving their performance on a sessional basis 7. make sure disabled clients receive support for any personal or medical needs they may have

during the programme 8. work effectively with enablers/advocates 9. maintain disabled clients’ motivation using safe and appropriate techniques 10. monitor client progress against agreed goals and adjust the programme accordingly 11. assess, monitor and manage risk to disabled clients effectively throughout the programme What you must cover a) You must show that you have worked with at least two of the following disabled clients

1 with physical disabilities 2 with learning difficulties 3 with hearing impairments 4 with visual impairments

b) collected all of the following types of information

1 personal goals 2 current level of ability 3 requirements for access 4 special equipment required 5 available support 6 preferred communication methods 7 safety requirements 8 medical requirements 9 exercise history

c) using at least two of the following methods

1 consulting with the client 2 consulting with enablers/advocates 3 adapted physical assessment 4 observation


d) planning for and working towards at least three of the following goals




What you must know and understand To be competent in this unit, you must know and understand core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21 and the following knowledge requirements. K1 The basic requirements of legislation relating to disability K2 The value of physical activity to clients with physical disabilities, learning difficulties and

sensory impairment K3 The importance of working with disabled clients in a way that helps them achieve their full

potential K4 The limits of your own competence and those of other professionals when working with

disabled clients K5 Considerations when establishing and developing an effective working relationship with

disabled clients and their carers where appropriate K6 The types of attitudes and misconceptions that you and others may have towards disabled

clients and the importance of being accepting and non-judgmental K7 Common physical and psychological barriers to physical activity that disabled clients may

face and how to respond to these in a way that will motivate and involve them K8 Basic features of the following types of disabilities including:

- arthritis - amputation - sensory (visual, auditory) - learning difficulties

K9 The implications that these disabilities may have for: - co-ordination - functional range of movement - balance - proprioperception - bodily responses to physical activity - strength - endurance - intensity of exercise - flexibility and mobility

K10 The types of learning difficulties that clients may have and the implications for them participating in physical activity programmes, particularly in terms of confidence, concentration and learning

K11 The types of sensory impairments that clients may have and the implications for them participating in physical activity programmes

K12 The types of support that clients with physical disabilities, learning difficulties and sensory impairments may require

K13 Different communication methods you can use with clients who have communication difficulties

K14 Sources of information and advice on working with disabled clients K15 The importance of screening disabled clients and the legal and ethical responsibilities

screening places on the instructor K16 How to assess and manage the health and safety risks associated with the limitations that

disabled clients may have during physical activity which may include adapting the physical environment

K17 The types of information to collect when screening disabled clients and how to interpret this information in a way that will help you to decide whether to proceed with a physical activity programme or refer the client to a health care professional

K18 Confidentiality requirements when dealing with and exchanging information with others K19 The types of information you should exchange with health care professional if you need

their approval for the disabled client to proceed with a physical activity programme K20 The types of assessments and observations that are suitable when assessing disabled

clients’ physical ability and readiness to participate


K21 The specific types of physical, psychological and social goals that disabled clients may have K22 The principles of training as applied to clients with physical disabilities or learning difficulties

in terms of: frequency, intensity, time, type of exercise as well as adherence, accommodation, progression and reversibility

K23 The guidelines to consider when designing and integrating warm-up, aerobic, stretching and strength/endurance components of a programme for disabled clients

K24 Motivational and other factors that may assist disabled clients to adhere to physical activity K25 How to adapt the use of equipment to the needs of clients with physical limitations


Assessment Guidance and Evidence Requirements 308 Adapt a physical activity programme to the needs of disabled clients (Gym) and

(Group Exercise) Evidence of Real Work Activity

There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work in the context of adapting a physical activity programme for disabled clients (with the possible exception of items listed under ‘Use of Supplementary Evidence’ and ‘Simulation’ below). This evidence must be gathered by the assessor observing the candidate working on at least one programme. Evidence from other occasions can be gathered by one or more of the following methods– assessor observations; looking at products of the candidate’s work (–for example Pre-Activity Readiness Questionnaires (PARQs), other interview records, records of assessments and observations, programme plans and adaptations); witness testimony (for example from a line manager or more experienced colleague). There should be sufficient observations and products of work to ensure that the candidate has met all the requirements. The assessment methods used must be relevant to the items listed under ‘What you must do’. There must also be evidence that the candidate’s work has met the requirements listed under ‘What you must cover’. This stipulates a minimum number of items to be assessed through the candidate’s real work activities. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the candidate’s work (for example, diaries and/or reflective accounts countersigned by a more senior colleague). The remainder may be assessed through supplementary evidence (see below). Simulation



There must be evidence that the candidate possesses all of the knowledge and understanding shown in the section headed ‘What you must know and understand’. In most cases this can be done by the assessor questioning the candidate orally. However, other techniques, such as projects, assignments, written assessments and/or reflective accounts may also be appropriate. Assessors should note that some of the knowledge and understanding items require the candidate to show that they know and understand how to do something (for example, ‘K16 How to assess and manage the health and safety risks associated with the limitations that disabled clients may have during physical activity which may include adapting the physical environment’). If there is evidence from the candidate’s own work that they know and understand these techniques (as there should be), there is no requirement for them to be questioned again on this topic.


Unit 309 Adapt a physical activity programme to the needs of pre- and post-natal clients

Summary Attitudes to physical activity during pregnancy and whilst recovering from pregnancy have changed in recent years. Most studies now suggest that appropriate and safe exercise before and after pregnancy can help to maintain fitness levels, improve posture, help to prevent low back pain, assist weight control, speed up post natal recovery, assist relaxation and stress control. Some studies even suggest easier pregnancies and deliveries. However, there are a number of physiological and biomechanical changes that take place during pregnancy and in the weeks following delivery which the instructor must take account of in planning and delivering programmes. Pregnancy also brings a number of additional risks which the instructor must be able to manage competently. The unit is divided into three parts. The first part describes what you have to do. This is:

309.1 Adapt a physical activity programme to the needs of pre- and post-natal clients

The second part covers the unit specific knowledge and understanding you must have. This is supplemented by core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21. The third part outlines the evidence and assessment requirements for this particular unit. Target Group This unit is for advanced fitness instructors who plan, conduct and review programmes to address the needs of pre- and post-natal clients. They will normally be working without direct supervision. Linked Units This unit should only be undertaken following successful completion of units 301, 302, 303, 304, 305 and 306. Place in the NVQ Framework This unit is an additional unit to the level 3 Instructing Physical Activity and Exercise NVQ. Links to Key and Core Skills This unit will provide some evidence for the following QCA Key Skills:

Communication 3.1a, 2.1b, 2.2, 2.3 Application of number 2.1, 2.2, 2.3 Working with others 3.1 Problem solving 4.1, 4.2, 4.3


Communication Intermediate 1 Numeracy Intermediate 1 Working with others Intermediate 2 Problem solving Higher


309.1 Adapt a physical activity programme to the needs of pre- and post-natal clients What you must do To meet the national standard, you must: 1. establish and maintain an effective rapport with your clients 2. collect, record and analyse information about your clients using safe and appropriate

methods 3. make sure your clients have the approval of a relevant health care professional to take part

in physical activity 4. plan and agree goals that are appropriate to your clients and their level of physical ability 5. plan and prepare objectives, activities and teaching styles that are appropriate to your

clients’ goals 6. teach planned activities to your clients, adapting activities according to their needs and

improving their performance on a sessional basis 7. maintain your clients’ motivation using safe and appropriate techniques 8. monitor progress against agreed goals and adjust the programme accordingly 9. assess, monitor and manage risk to your clients effectively throughout the programme What you must cover a) You must show that you have worked with both of the following clients

1 pre-natal 2 post-natal

b) collected all of the following types of information

1 lifestyle 2 medical and pregnancy history 3 physical activity history 4 physical activity preferences 5 attitude and motivation to participate 6 current fitness level 7 stage of readiness

c) using at least three of the following methods

1 interview 2 questionnaire 3 physical assessment 4 observation

d) and planning for and working towards at least four of the following goals

1 maintenance of fitness level 2 improved posture and prevention of back pain 3 weight control 4 relaxation 5 preparation for delivery 6 faster post natal recovery



What you must know and understand To be competent in this unit, you must know and understand core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21 and the following knowledge requirements. K1 The benefits of physical activity to pre- and post-natal clients including: maintenance of

fitness level, increased body awareness and improved posture, prevention of low back pain, better weight control, faster post natal recovery, reduced stress and increased ability to cope with stress, reported easier pregnancy and delivery

K2 Considerations when establishing and developing an effective working relationship with pre- and post-natal clients

K3 The types of real and perceived barriers that pre- and post-natal clients may have to physical activity and how to take account of these

K4 Motivational and other factors that may assist pre- and post-natal clients to take up and adhere to physical activity

K5 Sources of information and advice on working with pre- and post-natal clients K6 The physiological and biomechanical changes that take place during pregnancy:

- cardiovascular system - respiratory system - musculoskeletal system – including the abdominal and pelvic floor muscles - metabolic system

K7 General guidelines on how long these changes persist after delivery K8 The implications of these changes for women taking part in pre- and post-natal activity K9 Contraindications to physical activity during pregnancy, including: pregnancy induced

hypertension, pre-term rupture of membranes, previous pre-term labour, incompetent cervix, persistent second or third trimester bleeding, intrauterine growth retardation, multiple gestation

K10 The added importance of pre-activity screening for pre- and post-natal women and of ensuring they have the approval of a relevant health care professional and the legal and ethical responsibilities screening places on the instructor

K11 The types of information you may need to provide to a health care professional about a physical activity programme for a pre- and post-natal woman

K12 General guidelines for the frequency, type, intensity and duration of physical activity for women during each trimester of pregnancy and during recovery from pregnancy

K13 Types of physical activity that should be avoided during pregnancy and recovery from pregnancy and the reasons for avoiding these

K14 Types of physical activity that are generally recommended during pregnancy and recovery from pregnancy

K15 The importance of not exercising to exhaustion and adjusting the duration and intensity of exercise to avoid this

K16 General guidelines on stretching for pre- and post-natal clients K17 The importance of pelvic floor exercises and how to teach these K18 The warning signs that women should stop exercising during pregnancy, including back or

pubic pain, dizziness, shortness of breath, nausea, palpitations, persistent contractions, vaginal bleeding, or rupture of the membranes

K19 How to respond to warning signs K20 How to assess and manage the particular risks to pre- and post-natal clients during physical

activity K21 Why pre- and post-natal clients should drink plenty of water and avoid hot and humid

conditions when exercising K22 The importance of an adequate diet for pre- and post-natal clients and why it is important to

avoid dramatic weight loss following pregnancy K23 Appropriate clothing and breast support for pre- and post-natal clients


Assessment Guidance and Evidence Requirements 309 Adapt a physical activity programme to the needs of pre and post natal clients

(Gym) and (Group Exercise) Evidence of Real Work Activity

There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work in the context of adapting a physical activity programme for pre and post natal clients (with the possible exception of items listed under ‘Use of Supplementary Evidence’ and ‘Simulation’ below). This evidence must be gathered by the assessor observing the candidate working on at least one programme. Evidence from other occasions can be gathered by one or more of the following methods– assessor observations; looking at products of the candidate’s work (–for example Pre-Activity Readiness Questionnaires (PARQs), other interview records, records of assessments and observations, programme plans and adaptations); witness testimony (for example from a line manager or more experienced colleague). There should be sufficient observations and products of work to ensure that the candidate has met all the requirements. The assessment methods used must be relevant to the items listed under ‘What you must do’. There must also be evidence that the candidate’s work has met the requirements listed under ‘What you must cover’. This stipulates a minimum number of items to be assessed through the candidate’s real work activities. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the candidate’s work (for example, diaries and/or reflective accounts countersigned by a more senior colleague). The remainder may be assessed through supplementary evidence (see below). Simulation



There must be evidence that the candidate possesses all of the knowledge and understanding shown in the section headed ‘What you must know and understand’. In most cases this can be done by the assessor questioning the candidate orally. However, other techniques, such as projects, assignments, written assessments and/or reflective accounts may also be appropriate. Assessors should note that some of the knowledge and understanding items require the candidate to show that they know and understand how to do something (for example, ‘K20 How to assess and manage the particular risks to pre- and post-natal clients during physical activity’). If there is evidence from the candidate’s own work that they know and understand these techniques (as there should be), there is no requirement for them to be questioned again on this topic.


Unit 310 Integrate core stability and flexibility exercises into a physical activity programme

Summary Core stabilisation and flexibility exercises have been shown to make a major contribution to the rehabilitation of clients with lower back pain and could be helpful in the prevention of lower back pain and improved posture. As core stability and flexibility exercises are becoming increasingly more common it is vital that instructors understand the principles on which core these exercises are based, and are able to apply this knowledge so that they can integrate suitable exercises when developing and implementing physical activity programmes. Please note, this unit only covers working with apparently healthy adults or those with low risk medical conditions. The unit is divided into three parts. The first part describes what you have to do. This is:

310.1 Integrate core stability and flexibility exercises into a physical activity programme

The second part covers the unit specific knowledge and understanding you must have. This is supplemented by core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21. The third part outlines the evidence and assessment requirements for this particular unit. Target Group This unit is for advanced fitness instructors who plan, conduct and review programmes to address the needs of healthy adults. They will normally be working without direct supervision. Linked Units This unit should only be undertaken following successful completion of units 301, 302, 303, 304, 305 and 306. Place in the NVQ Framework This unit is an additional unit to the level 3 Instructing Physical Activity and Exercise NVQ. Links to Key and Core Skills This unit will provide some evidence for the following QCA Key Skills:

Communication 3.1a, 3.1b, 3.2, 3.3 Application of number 2.1, 2.2, 2.3 Working with others 3.1 Problem solving 4.1, 4.2, 4.3 Information and communication technology 3.1, 2.2, 2.3




310.1 Integrate core stability and flexibility exercises into a physical activity programme What you must do To meet the national standard, you must: 1. collect, record and analyse information about your clients using safe and appropriate

methods 2. if necessary, refer your clients to an appropriate health care professional before involving

them in physical activity 3. plan and agree goals that are appropriate to your clients and their current level of physical

ability 4. plan and prepare objectives, activities and teaching styles that are appropriate to your

clients’ goals and level of physical ability 5. teach core stability and flexibility exercises to your clients, adapting them to client needs

and improving their performance on a sessional basis 6. maintain your clients’ motivation using safe and appropriate techniques 7. monitor progress against agreed goals and adjust the programme accordingly 8. assess, monitor and manage risk to your clients effectively throughout the programme What you must cover a) You must show that you have collected at least six of the following types of information

1 personal goals 2 medical history and medication 3 signs that may be contraindications to core stability exercises 4 mobility and ease of movement 5 minimal strength 6 postural distortion 7 sensory impairment 8 ability to balance 9 real and perceived barriers to physical activity 10 exercise preferences


1 interview 2 questionnaire 3 adapted fitness tests 4 observation

c) planning for and working towards at least three of the following goals




What you must know and understand To be competent in this unit, you must know and understand core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21 and the following knowledge requirements. K1 The benefits and importance of core stability K2 Common spinal disorders:

- Identification of common disorders - Exclusion of exercise - Benefits of exercise related to common disorders - Sources of material relating to common disorders

K3 Methods of testing for Core Stabilisation ability: - Rationale for testing - Methods of testing - Reliability and validity of bio-pressure testing methods - Testing protocol for bio-pressure testing methods - Interpretation of results - Goal setting

K4 Performance benefits of Core Stabilisation: - The impact of visual, vestibular and somatosensory inputs on balance - Increased postural control - Increased balance ability - Increased power ability - Implications of the above benefits relating to specific target groups

K5 Advanced exercises associated with Core Stabilisation: - Base of support - Increasing demand on balance input - Integration of resistance equipment - Risk assessment

K6 The types of attitudes that clients may have to the implementation of Core Stabilisation exercises for performance benefits

K7 The added importance of advanced screening for diagnosed spinal disorders and the legal and ethical responsibilities screening places on the instructor

K8 The range of common spinal disorders and the potential impact of Core Stabilisation exercises

K9 The types of information to collect when screening adults and how to interpret the information received by a health care professional

K10 The types of information you should provide to the health care professional if you need their approval for the adult to proceed with a physical activity programme

K11 Common physical and psychological barriers to Core Stability exercises relating to performance gains that people may face and how to respond to these in a way that will motivate and involve clients

K12 The specific types of physical, psychological and social goals that target specific clients may have

K13 How to measure improvements in core stability K14 How principles of training apply to Core Stability exercises as applied to target specific

clients in terms of: frequency, intensity, time, type of exercise as well as adherence, accommodation, progression and reversibility

K15 The importance of baseline testing of core stabilisation ability in relation to goal setting and programme design

K16 The purpose and benefits of flexibility training K17 Causes of muscle imbalance leading to poor flexibility


K18 The principles of muscle physiology: - all or none principle - muscle structure - elasticity - viscoelasticity - plasticity

K19 Factors limiting flexibility K20 Principles of neurophysiology: types of mechanoreceptors; stretch reflex K21 Types flexibility – principles and techniques of:

- corrective flexibility (static stretching, neuromuscular stretching) - active flexibility (active stretching, neuromuscular stretching) - functional flexibility (dynamic stretching)

K22 Assessment of muscle length: goniometric assessment K23 How to integrate flexibility and core stability when designing a physical activity programme K24 Ethical considerations including informed consent


Assessment Guidance and Evidence Requirements 310 Integrate core stability and flexibility exercises into a physical activity

programme (Gym) and (Group Exercise) Evidence of Real Work Activity

There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work in the context of integrating core stability into a physical activity programme (with the possible exception of items listed under ‘Use of Supplementary Evidence’ and ‘Simulation’ below). This evidence must be gathered by the assessor observing the candidate working on at least one programme. Evidence from other occasions can be gathered by one or more of the following methods– assessor observations; looking at products of the candidate’s work (for example Pre-Activity Readiness Questionnaires (PARQs), other interview records, records of assessments and observations, programme plans and adaptations); witness testimony (for example from a line manager or more experienced colleague). There should be sufficient observations and products of work to ensure that the candidate has met all the requirements. The assessment methods used must be relevant to the items listed under ‘What you must do’. There must also be evidence that the candidate’s work has met the requirements listed under ‘What you must cover’. This stipulates a minimum number of items to be assessed through the candidate’s real work activities. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the candidate’s work (for example, diaries and/or reflective accounts countersigned by a more senior colleague). The remainder may be assessed through supplementary evidence (see below). Simulation



There must be evidence that the candidate possesses all of the knowledge and understanding shown in the section headed ‘What you must know and understand’. In most cases this can be done by the assessor questioning the candidate orally. However, other techniques, such as projects, assignments, written assessments and/or reflective accounts may also be appropriate. Assessors should note that some of the knowledge and understanding items require the candidate to show that they know and understand how to do something (for example, ‘K13 How to measure improvements in core stability’). If there is evidence from the candidate’s own work that they know and understand these techniques (as there should be), there is no requirement for them to be questioned again on this topic.


Unit 311 Design and implement a physical activity programme for children and young people

Summary A wide range of physical activity can make a major contribution to the health and fitness of children and young people. Well planned and delivered programmes can enhance their confidence and self-esteem, establish good habits and attitudes and assist in their long term development and well-being. Most types of physical activity are appropriate to this client group, provided that programmes are designed to take account of the their stage of maturation and that levels of supervision are properly maintained. This unit covers providing physical activity programmes for younger clients in the 9 – 16 age range. Please note, this unit only covers working with apparently healthy children and young people. The unit is divided into three parts. The first part describes what you have to do. This is:

311.1 Design and implement a physical activity programme for children and young people

The second part covers the unit specific knowledge and understanding you must have. This is supplemented by core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21. The third part outlines the evidence and assessment requirements for this particular unit. Target Group This unit is for advanced fitness instructors who plan, conduct and review programmes to address the needs of children and young people 9 - 16 years of age. These instructors will normally be working without direct supervision. Linked Units This unit should only be undertaken following successful completion of units 301, 302, 303, 304, 305 and 306. Place in the NVQ Framework This unit is an additional unit to the level 3 Instructing Physical Activity and Exercise NVQ. Links to Key and Core Skills This unit will provide some evidence for the following QCA Key Skills:

Communication 3.1a, 3.1b, 3.2, 3.3 Application of number 2.1, 2.2, 2.3 Working with others 3.1, 3.3 Problem solving 4.1, 4.2, 4.3 Information and communication technology 2.1, 2.2, 2.3




311.1 Design and implement a physical activity programme for children and young people What you must do To meet the national standard, you must: 1. establish and maintain an effective rapport with the children and young people 2. collect, record and analyse information about the children and young people using safe

and appropriate methods 3. plan and agree individual goals that are appropriate to the children and young people and

their current stage of maturation 4. plan and prepare objectives, activities and teaching styles into a balanced programme

appropriate to the children and young people’s individual goals and stage of maturation 5. teach planned activities to the children and young people, adapting activities according to

their needs and improving their performance on a progressive basis 6. maintain the children and young people’s motivation using safe and appropriate techniques 7. monitor progress against agreed goals and adjust the programme accordingly 8. assess, monitor and manage risk to children and young people effectively throughout the

programme 9. involve parents and carers throughout the programme in key decisions What you must cover a) You must show that you have collected all of the following types of information

1 personal goals 2 medical history and medication 3 signs that may be contraindications to some types of physical activity 4 stage of maturation 5 real and perceived barriers to physical activity 6 exercise preferences


1 interview involving parents/carers 2 questionnaire involving parents/carers 3 adapted fitness tests 4 observation

c) planning for and working towards at least four of the following goals




What you must know and understand To be competent in this unit, you must know and understand core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21 and the following knowledge requirements. K1 The benefits to children and young people of taking part in physical activity, in terms of:

- psychological well-being - self-esteem - weight management - physical strength - flexibility - cardio-vascular fitness - bone health - reducing chronic disease factors - fun, enjoyment and socialisation

K2 The importance of promoting these benefits to children, young people and their parents and carers and how to do so

K3 Current national guidelines on children and young people’s participation in moderate intensity physical activity

K4 Current national guidelines on children and young people’s participation in physical activities aimed at enhancing strength, flexibility and bone health

K5 The key physical changes that take place in children and young people 9 – 16 years of age: - skeletal - muscular - respiratory - cardiovascular - endocrine and hormonal systems

K6 The key psychological changes that take place in children and young people 9 – 16 years of age that are relevant to their ability to take part in different types of physical activity

K7 The importance of taking account of physical and psychological maturation when designing programmes for children and young people, not just chronological age

K8 The types of assessments that are suitable when assessing children and young people’s readiness to participate and their stage of maturation

K9 The types, durations, intensities, progressions and regressions of the following kinds of physical activity appropriate to children and young people of different ages and stages of maturation:

- cardiovascular - weight-bearing - body weight - balance and co-ordination - resistance equipment

K10 The possible negative effects of physical activity on children and young people and how to avoid these

K11 Why it is important to combine a variety of types of physical activity of short duration when working with children and young people, depending on their stage of maturation

K12 Why it is important to select equipment according to a child’s height and how to do so K13 Why it is important to group children and young people according to peer groups and

stages of maturation when working with groups K14 Why it is important to provide activities that encourage fun, enjoyment and socialisation and

how to do so K15 Considerations establishing and developing an effective working relationship with children

and young people K16 The added importance of screening children and young people and the legal and ethical

responsibilities screening places on the instructor K17 The importance of involving parents/carers in decisions about physical activity


K18 The importance of involving children and young people in decisions about physical activity and developing independent expertise and good practice habits and techniques and how to do so

K19 Levels and procedures for supervision and other aspects of health and safety when working with children and young people and why these are important

K20 The importance of having emergency contacts for all participants K21 National guidelines and legal requirements on child protection (including police checks and

enhanced disclosure) and why these are important to the child/young person, parents/carers and the instructor and how to follow these

K22 The importance of rehydration and body heat regulation for children and young people and how to provide for this

K23 Common physical and psychological barriers to physical activity that children and young people may face and how to respond to these in a way that will motivate and involve younger clients

K24 The guidelines to consider when designing and combining the warm-up, aerobic, stretching and strength/endurance and cool-down components of a programme for children and young people

K25 Motivational and other factors that may assist younger clients to adhere to physical activity K26 Why it is important to promote the whole concept of health and fitness to children and

young people, including daily exercise, nutrition, wellness, play and an overall healthy lifestyle and how to do so


Assessment Guidance and Evidence Requirements 311 Design and implement a physical activity programme for children and young people (Gym) and (Group Exercise) Evidence of Real Work Activity

There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work in the context of designing and implementing a physical activity programme for younger clients (with the possible exception of items listed under ‘Use of Supplementary Evidence’ and ‘Simulation’ below). This evidence must be gathered by the assessor observing the candidate working on at least one programme Evidence from other occasions can be gathered by one or more of the following methods– assessor observations; looking at products of the candidate’s work (for example Pre-Activity Readiness Questionnaires (PARQs), other interview records, records of assessments and observations, programme plans and adaptations); witness testimony (for example from a line manager or more experienced colleague). There should be sufficient observations and products of work to ensure that the candidate has met all the requirements. The assessment methods used must be relevant to the items listed under ‘What you must do’. There must also be evidence that the candidate’s work has met the requirements listed under ‘What you must cover’. This stipulates a minimum number of items to be assessed through the candidate’s real work activities. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the candidate’s work (for example, diaries and/or reflective accounts countersigned by a more senior colleague). The remainder may be assessed through supplementary evidence (see below). Simulation



There must be evidence that the candidate possesses all of the knowledge and understanding shown in the section headed ‘What you must know and understand’. In most cases this can be done by the assessor questioning the candidate orally. However, other techniques, such as projects, assignments, written assessments and/or reflective accounts may also be appropriate.


Unit 312 Adapt a physical activity programme to a specific sport

Summary Many individuals take part in physical activity with the aim of improving their sporting performance. Individuals may take part in sport in a recreational or more serious capacity. It is important that advanced instructors have the skills and knowledge to collect information and design programmes specific to the individual’s sporting goals. Movement analysis, sports conditioning and using specific environments and equipment are important in this unit. The unit is divided into three parts. The first part describes what you have to do. This is:

312.1 Adapt a physical activity programme to a specific sport The second part covers the unit specific knowledge and understanding you must have. This is supplemented by core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21. The third part outlines the evidence and assessment requirements for this particular unit. Target Group This unit is for advanced fitness instructors who plan, conduct and review programmes to address the needs of a specific sport. They will normally be working without direct supervision. Linked Units This unit should only be undertaken following successful completion of units 301, 302, 303, 304, 305 and 306. Place in the NVQ Framework This unit is an additional unit to the Level 3 NVQ in Instructing Physical Activity and Exercise. Links to Key and Core Skills This unit will provide some evidence for the following QCA Key Skills:

Communication 3.1a, 3.1b, 3.2, 2.3 Application of number 2.1, 2.2, 2.3 Working with others 3.1, 3.2, 3.3 Problem solving 4.1, 4.2, 4.3 Information and communication technology 3.1, 2.2, 2.3




312.1 Adapt a physical activity programme to a specific sport What you must do To meet the national standard, you must: 1. collect, record and analyse information about your clients’ sport using safe and

appropriate methods 2. if necessary, refer your clients to an appropriate professional before involving them in

physical activity 3. plan and agree sporting goals that are appropriate to your clients and their current level of

physical ability 4. plan and prepare objectives, activities and teaching styles that are appropriate to your

clients’ sporting goals 5. plan and agree a periodised programme appropriate to your clients and their sport 6. teach planned conditional activities to clients, adapting activities according to their needs

and improving their performance on a sessional basis 7. maintain your clients’ motivation using safe and appropriate techniques 8. monitor progress against agreed sporting goals and adjust the programme accordingly 9. assess, monitor and manage risk to your clients effectively throughout the programme 10. liaise effectively with relevant specialists in designing, evaluating and modifying the

programme What you must cover a) You must show that you have collected at least six of the following types of information

1 personal goals 2 team goals 3 injury history 4 experience in the sport 5 team position 6 performance level 7 commitment/motivation/attitude 8 current and previous training regimes


1 interview 2 questionnaire 3 adapted fitness tests in liaison with sports science practitioners 4 observation

c) planning for and working towards at least three of the following sporting goals

1 events 2 fun recreational 3 serious recreational 4 seasonal goals, pre, in and post 5 adherence


d) relevant to at least one of the following sport

1 team sport 2 individual sport



What you must know and understand To be competent in this unit, you must know and understand core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21 and the following knowledge requirements. K1 The biomechanical demands of the sport K2 Muscle actions – relevant to movement analysis in relation to the sport K3 The role of energy systems for different sports K4 Structure function and adaptations of the nervous system related to the sport K5 Physiological adaptations of strength (power, plyometrics) and all components of fitness

related to the sport K6 The principles of specificity and progressive overload and reversibility and their relation to

the sport K7 The effects of over-training and how to identify these K8 The types of information to collect when screening and how to interpret this information in a

way that will help you to decide whether to proceed with a sport conditioning programme or refer clients’ to a relevant professional

K9 Specialist sources of information and advice on working with clients in relevant sports for example, physiotherapist, coach, sports psychologist, sports scientist, nutritionist, biomechanist

K10 Movement analysis and its relevance to designing effective sports conditioning sessions and programmes

K11 The potential advantages and disadvantages of sports specific conditioning programmes K12 The analysis of motor skills and their relevance to designing effective sports conditioning

programmes K13 Warm ups and cool downs specific to the sport K14 The use of sports equipment and its application to specific sports K15 Appropriate training environments for example, indoor, outdoor, different surfaces, pool K16 Health & safety requirements relevant to the environment and equipment K17 How to plan a sports specific periodised programme (micro, meso, macro) to include

tapering and peaking K18 The role of nutrition in the preparation for, participation in and recovery from training and

competition K19 The importance of hydration and fluid replacement in training and competition


Assessment Guidance and Evidence Requirements 312 Adapt a physical activity programme to a specific sport (Gym) and (Group Exercise) Evidence of Real Work Activity

There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work in the context of adapting a physical activity programme to meet the requirements of a sport (with the possible exception of items listed under ‘Use of Supplementary Evidence’ and ‘Simulation’ below). This evidence must be gathered by the assessor observing the candidate working on at least one programme Evidence from other occasions can be gathered by one or more of the following methods– assessor observations; looking at products of the candidate’s work (for example Pre-Activity Readiness Questionnaires (PARQs), other interview records, records of assessments and observations, programme plans and adaptations); witness testimony (for example from a line manager or more experienced colleague). There should be sufficient observations and products of work to ensure that the candidate has met all the requirements. The assessment methods used must be relevant to the items listed under ‘What you must do’. There must also be evidence that the candidate’s work has met the requirements listed under ‘What you must cover’. This stipulates a minimum number of items to be assessed through the candidate’s real work activities. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the candidate’s work (for example, diaries and/or reflective accounts countersigned by a more senior colleague). The remainder may be assessed through supplementary evidence (see below). Simulation



There must be evidence that the candidate possesses all of the knowledge and understanding shown in the section headed ‘What you must know and understand’. In most cases this can be done by the assessor questioning the candidate orally. However, other techniques, such as projects, assignments, written assessments and/or reflective accounts may also be appropriate. Assessors should note that some of the knowledge and understanding items require the candidate to show that they know and understand how to do something (for example, ‘K17 How to plan a sports specific periodised programme (micro, meso, macro) to include tapering and peaking’). If there is evidence from the candidate’s own work that they know and understand these techniques (as there should be), there is no requirement for them to be questioned again on this topic.


Unit 313 Plan and deliver personal training

Summary Personal training provides the basis for a closer and more motivational relationship between the client and trainer and the opportunity to develop much more focused activities that can be frequently adapted to maximise the client’s progress. Programmes need to be designed in a more detailed yet flexible manner and the personal trainer must be able to make the best possible use of a range of environments and equipment to achieve the best results. The unit is divided into three parts. The first part describes the two things you have to do. These are:

313.1 Plan, review and adapt a personal training programme 313.2 Deliver personal training

The second part covers the unit specific knowledge and understanding you must have. This is supplemented by core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21. The third part outlines the evidence and assessment requirements for this particular unit. Target Group This unit is for personal trainers who provide personal training services to clients. They will normally be working without direct supervision. Linked Units This unit should only be undertaken following successful completion of units 301, 302, 303, 304, 305 and 306 and in conjunction with 315. Place in the NVQ Framework This unit is an additional unit to the Level 3 NVQ in Instructing Physical Activity and Exercise. Links to Key and Core Skills This unit will provide some evidence for the following QCA Key Skills:

Communication 3.1a, 3.1b, 3.2, 2.3 Application of number 2.1, 2.2, 2.3 Working with others 3.1 Problem solving 4.1, 4.2, 4.3 Information and communication technology 3.1, 3.2, 2.3




313.1 Plan, review and adapt a personal training programme What you must do To meet the national standard, you must: 1. establish and maintain an effective rapport with your personal training clients 2. clearly define your role as a personal trainer and your responsibilities to your clients 3. collect, record and analyse information about your personal training clients using safe and

appropriate methods 4. if necessary, refer your personal training clients to an appropriate health care professional

before involving them in physical activity 5. plan and agree specific, measurable, achievable, realistic and time-bound goals that are

appropriate to your personal training clients and their current level of physical fitness 6. plan and prepare specific outcome measures, stages of achievement and activities that are

appropriate to your personal training clients’ goals and level of physical fitness 7. plan a progressive timetable of sessions with your personal training clients 8. ensure the most effective integration of all programme activities and sessions to meet

clients’ goals 9. monitor your personal training clients’ progress on a sessional basis and adapt the

programme to meet their needs as and when necessary to optimise their achievement What you must cover a) You must show that you have collected and checked all of the following information

1 personal goals 2 lifestyle 3 medical history 4 physical activity history 5 physical activity preferences 6 attitude and motivation to participate 7 current fitness level 8 posture 9 stage of readiness

b) covering at least five of the following goals

1 aerobic capacity 2 muscular strength 3 muscular resistance 4 endurance 5 flexibility 6 posture, balance and alignment 7 psychological

c) planning all of the following types of activities

1 supervised 2 unsupervised 3 advanced training techniques



313.2 Deliver personal training What you must do To meet the national standard, you must: 1. make best use of the environment in which personal training clients are exercising 2. plan and agree the focus of activities and utilise the resources available, improvising safely

where necessary 3. choose methods to monitor your clients’ performance based on their needs and goals 4. provide a range of activities to help personal training clients achieve their objectives and

goals 5. follow the relevant guidelines for hands-on contact with personal training clients 6. monitor client performance and make frequent and detailed adaptations during the session 7. use a range of motivational techniques to achieve your clients’ goals 8. discuss progress with personal training clients and plan new activities to build on their

progress 9. keep detailed records of all sessions and use these to review and enhance the overall

programme 10. maintain contact with personal training clients between sessions and maintain their

motivation What you must cover a) From your work you must show that you have provided training in at least one of the

following types of environment

1 gym 2 client’s home or other confined space 3 studio/sports hall 4 outdoors

b) provided at least two of the following activities

1 assisted activities 2 functional activities 3 assisted modifications 4 proprioperception training

c) and utilised at least two of the following resources

1 fixed equipment 2 portable equipment 3 items not designed for fitness training



What you must know and understand To be competent in this unit, you must know and understand core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21 and the following knowledge requirements. 313.1 Plan, review and adapt a personal training programme K1 The principles that underpin personal training and how personal training differs from other

types of physical activity instruction K2 The importance of a close professional and ethical relationship with the client and how to

develop this type of relationship K3 Specific types of information you may need to collect about the client to develop a personal

training programme and methods you can use to collect this information K4 The types of goals that personal training clients may have and how to plan for these K5 The importance of developing specific, measurable, achievable, realistic and time-bound

objectives for a client during personal training and how to develop these K6 What are outcome measures and stages of achievement and why these are important

during personal training K7 How to develop a progressive timetable of sessions for a client that align with their goals

and how to build in outcome measures and stages of achievement K8 The difference between planning supervised and unsupervised activities and how to build

these into a timetable of sessions K9 The frequency with which you should monitor client progress during a personal training

programme and make adaptations 313.2 Deliver personal training K10 The types of environments within which personal training may be delivered and how to

make best use of these K11 Specific health and safety issues about delivering personal training in an environment not

designed for physical activity instruction K12 How to improvise effective activities with the client according to the resources available K13 How to carry out frequent and detailed analyses of a client’s performance and make

assisted modifications and adaptations K14 The importance of detailed record keeping during personal training and how to keep the

necessary records K15 The importance of maintaining frequent contact with the client, including between sessions K16 Enhanced opportunities to maintain and develop client motivation during personal training

and how to build on these


Assessment Guidance and Evidence Requirements 313 Plan and deliver personal training Evidence of Real Work Activity

There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work in the context of planning and delivering personal training (with the possible exception of items listed under ‘Use of Supplementary Evidence’ and ‘Simulation’ below). This evidence must be gathered by the assessor observing the candidate working on at least one programme. Evidence from other occasions can be gathered by one or more of the following methods– assessor observations; looking at products of the candidate’s work (for example Pre-Activity Readiness Questionnaires (PARQs), other interview records, records of assessments and observations, programme plans and adaptations); witness testimony (for example from a line manager or more experienced colleague). There should be sufficient observations and products of work to ensure that the candidate has met all the requirements. The assessment methods used must be relevant to the items listed under ‘What you must do’. There must also be evidence that the candidate’s work has met the requirements listed under ‘What you must cover’. This stipulates a minimum number of items to be assessed through the candidate’s real work activities. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the candidate’s work (for example, diaries and/or reflective accounts countersigned by a more senior colleague). The remainder may be assessed through supplementary evidence (see below). Simulation



There must be evidence that the candidate possesses all of the knowledge and understanding shown in the section headed ‘What you must know and understand’. In most cases this can be done by the assessor questioning the candidate orally. However, other techniques, such as projects, assignments, written assessments and/or reflective accounts may also be appropriate. Assessors should note that some of the knowledge and understanding items require the candidate to show that they know and understand how to do something (for example, ‘K7 How to develop a progressive timetable of sessions for a client that align with their goals and how to build in outcome measures and stages of achievement’). If there is evidence from the candidate’s own work that they know and understand these techniques (as there should be), there is no requirement for them to be questioned again on this topic.


Unit 314 Design, agree and adapt a physical activity programme with referred patients/clients

Summary General practitioners and other healthcare professionals may specifically direct a patient/client through the referral process to personnel and facilities where a structured and tailored physical activity programme can be designed and delivered for them. General practitioners and other healthcare professionals may also recommend that a particular patient/client try to be more habitually active in order to gain health benefits. This is distinct from the referral process. Advanced instructors who are responsible for designing and delivering structured and tailored physical activity programmes for referred patients/clients or assigning them to an appropriate physical activity must have a range of knowledge and skills specific to the referral process, specified medical conditions and relevant health risk factors related to physical activity participation. Tailoring a programme for a referred patient/client will use many of the core aspects of programme design and delivery such as communication skills, principles of training and guidelines for teaching. In addition, there are specific knowledge and skills related to the referral process and the technical exercise aspects to consider in programme design including: understanding of the disease process and how it is managed; how physical activity influences the specified medical conditions; the positive and negative aspects of physical activity on medical conditions; an understanding of medications and their influence on the individual's ability to exercise; an understanding of the influence of medications on the exercise response; tailoring a physical activity programme appropriate for the specified medical conditions, and monitoring the effects of the programme on the condition. This unit is designed to cover a range of low to medium risk specific medical conditions and relevant related health risk factors and includes the fundamental skills and knowledge required to work within an exercise referral system. Further unit development is planned at Level 4 to cover more specialist competences which are required for specific medical conditions in higher risk patient/clients. The unit is divided into three parts. The first part describes the two things you have to do. These are:

314.1 Design and agree a physical activity programme with referred clients 314.2 Deliver, review and adapt a physical activity programme with referred

clients The second part covers the unit specific knowledge and understanding you must have. This is supplemented by core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21. The third part outlines the evidence and assessment requirements for this particular unit. Target Group This unit is for advanced fitness instructors who plan, conduct and review programmes to address the needs of referred patients/clients. They will normally be working without direct supervision. Linked Units This unit should only be attempted on successful completion of units 301, 302, 303, 304, 305 and 306.


314.1 Design and agree a physical activity programme with referred patients/ clients What you must do To meet the national standard, you must: 1. collect, record and interpret information about your referred patients/clients using safe

and appropriate methods 2. Appropriately risk stratify the patient/client 3. follow the correct procedures and protocols for working with health care professionals 4. establish and agree the patient/client’s readiness to participate 5. plan and agree goals that are appropriate to your referred patients/clients and their

current level of ability 6. plan and prepare objectives, activities and delivery methods that are appropriate to your

referred patients/clients’ goals and condition 7. design and agree a programme adapted to your referred patients/clients using relevant

principles of training What you must cover a) You must show that you have collected at least five of the following types of information

1 personal goals 2 referral form 3 informed consent to participate to transfer medical information 4 medical history and medication 5 physical activity history and preferences 6 social and psychological considerations 7 current fitness levels

b) dealt with at least three of the following referred patients/clients with the following medical conditions

1 cardiovascular 2 respiratory 3 neuromuscular 4 musculoskeletal 5 psychological/mental health 6 metabolic/immunological

c) and used at least three of the following methods

1 reports 2 interview 3 questionnaire 4 observation 5 functional assessments



314.2 Deliver, review and adapt a physical activity programme with referred clients What you must do To meet the national standard, you must: 1. deliver planned activities to your referred patients/clients, adapting activities according

to their needs 2. communicate and consult with your referred patients/clients on issues to do with their

physical activity programme and progress 3. support referred patients/clients in a way which will promote sustained change in

physical activity levels 4. monitor your referred patients/clients’ progress against agreed goals and adapt the

programme accordingly 5. assess, monitor and manage risk to your referred patients/clients throughout the

programme What you must cover a) You must show that you have dealt with at least three of the following conditions

1 cardiovascular 2 respiratory 3 neuromuscular 4 musculoskeletal 5 psychological/mental health 6 metabolic/immunological


What you must know and understand To be competent in this unit, you must know and understand core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21 and the following knowledge requirements. K1 Government policy and published national guidelines for exercise referral K2 How to interact appropriately with general practitioners, other health care professionals and

personnel involved in the process of exercise referral K3 The procedures and protocols to follow when dealing with referred patients/clients K4 How to identify when to refer to other physical activity or health care professionals

patients/clients whose relevant health risk factors fall outside the areas for which you are competent.

K5 Ethical considerations involved in exercise referral, including respecting inter-professional boundaries and patient/client confidentiality, and how to manage the transfer of information to colleagues involved in the exercise referral system

K6 The types of information and associated technologies used in the specific context of an exercise referral system

K7 Methods of information collection and interpretation, appropriate storage of confidential records and management processes encountered in an exercise referral system

K8 Relevant medico-legal requirements K9 Current relevant structures of the National Health Service, the names and functions of

different relevant medical organisations and service providers K10 How to set up and manage a safe physical activity environment relevant to the range of

patient/client conditions K11 The motivational processes, models and techniques involved in behavioural change for the

referred patient/client to encourage long term beneficial lifestyle changes K12 How to communicate and consult effectively with the referred patients/clients about their

programme and progress K13 The approved specified medical referral categories and conditions with particular reference

to their potential complications, and appropriate physical activities, and how the condition is managed

K14 Basic features of, and associated risk factors for, the following medical conditions: - Cardiovascular Disease - Hypertension - Hypercholesterolaemia - Respiratory - Asthma - Chronic obstructive pulmonary disease (COPD) - Neuromuscular - Stroke - Parkinson’s Disease - Multiple Sclerosis - Musculoskeletal - Osteoarthritis - Rheumatoid arthritis - Joint replacement - Back pain - Psychological/Mental Health - Depression - Stress - Anxiety - Metabolic/Immunological - Impaired Fasting Glucose - Diabetes (Type I and Type II) - Osteoporosis - Obesity


K15 How to consult the recognised disease specific guidelines for both risk stratification and absolute contraindications for the conditions listed in K14 above

K16 How physical activity may influence the conditions listed in K14 above K17 The range of relevant prescribed medications relevant to the conditions listed in K14 above

and their effect on activity K18 Beneficial effects of physical activity on the conditions listed in K14 above K19 How to access standards and guidelines for health provision, medical conditions and

recommended activity levels K20 Standard physical assessments for referred patients/clients:

- validated tests appropriate to the medical condition(s) listed in K14 above - risk factors and how to understand the underlying principles of the measurements - possible sources of error in measurements - the methodology of testing - the benefits and limitations of each test - when tests are appropriate and not appropriate

K21 The management, evaluation and reporting of information, in verbal and written formats K22 The range of normal values for the physical measurements and appropriate responses to

abnormal values K23 The reason for the assessment of exercise capacity, the advantages / disadvantages of

different methods and the difficulties that are common to all methods K24 Contra-indications, risk factors and special precautions which need to be taken into account

for each condition listed in K14 K25 Awareness of national agencies, organisations and literature relating to the conditions listed

in K14 K26 How to determine any risks which may arise from undertaking physical activity K27 Appropriate and inappropriate activities for each medical condition and risk factor K28 How to determine and adapt appropriate progressive physical activity programmes

appropriate to the condition using results from the physical / exercise assessments, medical information, national guidelines, consultation and patient/client aims

K29 How to use and adapt a system for monitoring and recording the patient/client’s progress and updating their physical activity programme

K30 How to monitor the effect of physical activity on the health condition K31 How to provide ongoing reports communicating outcomes to the referrer K32 How to respond safely and appropriately to emergencies e.g. angina, hypoglycaemia,

asthma attack, myocardial infarction (heart attack), falls, fractures and fainting K33 A basic understanding of nutritional principles in the management of the following types of

conditions: cardiovascular, respiratory, neuromuscular, musculoskeletal, psychological/mental health, metabolic/immunological


Assessment Guidance and Evidence Requirements 314 Design, agree and adapt a physical activity programme with referred

patients/clients (Gym) and (Group Exercise) Evidence of Real Work Activity

There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work in the context of adapting a physical activity programme for older adults (with the possible exception of items listed under ‘Use of Supplementary Evidence’ and ‘Simulation’ below). This evidence must be gathered by the assessor observing the candidate working on at least one programme. Evidence from other occasions can be gathered by one or more of the following methods– assessor observations; looking at products of the candidate’s work (–for example Pre-Activity Readiness Questionnaires (PARQs), other interview records, records of assessments and observations, programme plans and adaptations); witness testimony (for example from a line manager or more experienced colleague). There should be sufficient observations and products of work to ensure that the candidate has met all the requirements. The assessment methods used must be relevant to the items listed under ‘What you must do’. There must also be evidence that the candidate’s work has met the requirements listed under ‘What you must cover’. This stipulates a minimum number of items to be assessed through the candidate’s real work activities. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the candidate’s work (for example, diaries and/or reflective accounts countersigned by a more senior colleague). The remainder may be assessed through supplementary evidence (see below). Simulation



There must be evidence that the candidate possesses all of the knowledge and understanding shown in the section headed ‘What you must know and understand’. In most cases this can be done by the assessor questioning the candidate orally. However, other techniques, such as projects, assignments, written assessments and/or reflective accounts may also be appropriate. Assessors should note that some of the knowledge and understanding items require the candidate to show that they know and understand how to do something (for example, ‘K10 How to set up and manage a safe physical activity environment relevant to the range of patient/client conditions’). If there is evidence from the candidate’s own work that they know and understand these techniques (as there should be), there is no requirement for them to be questioned again on this topic.


Unit 315 Plan, market and sell services

Summary Working on a freelance basis or in a context where you are expected to generate business requires more than just technical skills. You may have the highest quality services available, but unless prospective clients are aware of these and their value, neither you, nor they, will benefit. To be successful you must be able to plan and market your services in an attractive way and be able to clinch a sale with the client. The unit is divided into three parts. The first part describes the four things you have to do. These are:

315.1 Plan your marketing and sales 315.2 Market your services 315.3 Sell your services directly to clients 315.4 Follow up marketing and client enquiries

The second part covers the unit specific knowledge and understanding you must have. This is supplemented by core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21. The third part outlines the evidence and assessment requirements for this particular unit. Target Group This unit is for freelance or employed staff who have to market and sell their services to prospective clients. They will normally be working without direct supervision. Linked Units This unit should be undertaken in conjunction with 313. Place in the NVQ/SVQ Framework This unit is an additional unit to the level 3 Instructing Physical Activity and Exercise NVQ/SVQ. Links to Key and Core Skills This unit will provide some evidence for the following QCA Key Skills:

Communication 4.1, 4.2, 4.3 Application of number 3.1, 3.2, 3.3 Problem solving 4.1, 4.2, 4.3 Improving own learning and performance 3.1, 3.2, 3.3 Information and communication technology 3.1, 3.2, 2.3


Communication Higher Numeracy Intermediate 2 Problem solving Higher Using information Intermediate 2


315.1 Plan your marketing and sales What you must do To meet the national standard, you must: 1. research the market for your services 2. identify existing and new trends in the industry 3. identify your competitors and analyse their strengths and weaknesses compared to yours 4. identify the types of client who might be interested in your services and the benefits they

are looking for 5. develop and cost services that will be attractive to your potential clients 6. test these services with other people and learn from their feedback 7. set yourself realistic and achievable marketing and sales targets within reasonable

timescales 8. decide how you are going to evaluate your marketing and sales What you must cover a) You must show that you have researched both of the following types of market

1 existing 2 new



315.2 Market your services What you must do To meet the national standard, you must: 1. identify the best ways to reach your potential clients 2. present your services so that they are attractive to potential clients 3. make sure your potential clients hear about your services and understand their value and

benefits 4. keep track of your marketing and sales and compare what you are achieving with your

targets 5. find ways of improving your marketing and sales What you must cover a) You must show that you have identified both of the following best ways to reach

potential clients

1 personally 2 through other people

b) and used at least two of the following ways to present your services

1 talking to people directly 2 using printed materials 3 electronically



315.3 Sell your services directly to clients What you must do To meet the national standard, you must: 1 identify your client’s needs and expectations 2 suggest services that meet your client’s needs and expectations 3 provide information about your services and their benefits clearly, accurately and in a way

that will motivate your client to take them up 4 give the client a full opportunity to ask questions and discuss your services and their

benefits and if necessary, think about their decision 5 identify buying signals from the client and use these to move the sale on 6 offer and agree a service that meets the client’s needs and your own 7 make sure the client is ready to commit themselves to the sale 8 agree terms with the client and make sure they are satisfied with the sale 9 make sure all relevant documents are completed What you must cover a) You must show that you have provided at least two of the following types of information

1 spoken 2 written 3 electronic



315.4 Follow up marketing and client enquiries What you must do To meet the national standard, you must: 1 develop and keep up-to-date a client service management system 2 keep in regular contact with your existing clients and with those who have made enquiries 3 provide them with information on new and existing services 4 respond promptly and positively to further enquiries and make efforts to obtain new

business 5 follow all legal and organisational requirements for data protection What you must cover a) You must show that you have provided at least two of the following types of information

1 spoken 2 written 3 electronic



What you must know and understand To be competent in this unit, you must know and understand core Level 3 Exercise and Fitness Knowledge Requirements outlined on page 21 and the following knowledge requirements. 315.1 Plan your marketing and sales K1 Why it is important to plan marketing and sales K2 Where you can find out information about your market K3 How your market is segmented – divided, for example, by age, income, lifestyle and image,

buying habits, occupation and social class, the benefits that potential clients are looking for etc.

K4 How to assess the market for your services taking account, for example, of the price of your services, how to promote the service, customer needs and expectations, trends in the industry etc.

K5 How to identify your competitors and their strengths and weaknesses K6 How to identify your own strengths and weaknesses K7 How to develop services that address a certain ‘niche’ in the market K8 How to cost your services and develop marketing and sales plans that take account of cash

flow and tax considerations K9 The importance of testing your proposed products and services with other people and how

to do so K10 The importance of having realistic (in terms of the income you need) and achievable targets

for your marketing and sales K11 How to develop sales and marketing targets K12 The importance of being able to evaluate your sales and marketing plans and how to

develop ways of monitoring and evaluating marketing and sales 315.2 Market your services K13 How to identify the best ways of reaching your potential clients, for example by approaching

likely clients directly, by using other staff to approach clients on your behalf, by advertising materials etc.

K14 The ‘image’ your clients may have of the types of services you offer and how to develop an image that is unique to you

K15 How to present your services so that they and their benefits will be attractive to clients K16 Different ways you can present your services, for example by having leaflets printed, by

preparing ‘scripts’ so that you or others can approach clients directly, by commissioning advertisements, by developing website materials

K17 The importance of being proactive in your marketing – making every effort to reach your potential clients and convincing them of the value and benefits of your services

K18 The importance of constantly monitoring your marketing and sales activities and outputs and finding ways to overcome problems and improve what you do

K19 Methods of monitoring marketing and sales 315.3 Sell your services directly to clients K20 The importance of being proactive in selling without giving the impression of ‘the hard sell’

and how to do so K21 Why it is important to correctly identify your client’s needs and expectations in relation to

the services you offer K22 How to identify services that match or come close to your client’s needs and expectations K23 The importance of having as much information, or sources of information, about your

services and their benefits available K24 How to communicate about your services and their benefits clearly and in a way that will

motivate your clients to take them up K25 The importance of being accurate in the information you provide – especially in relation to

legal requirements covering trade descriptions and sale of goods


K26 The importance of giving clients the opportunity to ask questions and discuss your services and their benefits

K27 The types of buying signals that a client might give that will help you to move the sale on and how to use these

K28 The importance of being able to negotiate services that meet the client’s needs and your own and how to negotiate a sale

K29 How to confirm the client is ready to complete the sale without making them feel rushed and why this is an important stage

K30 Why it is important to agree terms with the client and how to do so K31 The relevant documents that need to be completed and why these are important. 315.4 Follow up marketing and client enquiries K32 The importance of keeping up to date information on marketing and client enquiries K33 The features of a client service management system and how to choose a method that is

most appropriate to you and your business K34 The legal and organisational requirements for data protection and how to ensure that you

follow these


Assessment Guidance and Evidence Requirements 315 Plan, market and sell services Evidence of Real Work Activity

There must be evidence that the candidate has met all of the requirements listed under ‘What you must do’ through their own work in the context of planning, marketing and selling services (with the possible exception of items listed under ‘Use of Supplementary Evidence’ and ‘Simulation’ below). This evidence should be gathered by the assessor examining products of the candidate’s work – for example marketing and sales plans, client contact databases and follow up correspondence. The assessor should also observe the candidate selling services to at least one client. Evidence from other occasions can be gathered by one or more of the following methods– assessor observations; looking at products of the candidate’s work, witness testimony (for example from a line manager or more experienced colleague). There should be sufficient observations and products of work to ensure that the candidate has met all the requirements. The assessment methods used must be relevant to the items listed under ‘What you must do’. There must also be evidence that the candidate’s work has met the requirements listed under ‘What you must cover’. This stipulates a minimum number of items to be assessed through the candidate’s real work activities. This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the candidate’s work (for example, diaries and/or reflective accounts countersigned by a more senior colleague). The remainder may be assessed through supplementary evidence (see below). Simulation



There must be evidence that the candidate possesses all of the knowledge and understanding shown in the section headed ‘What you must know and understand’. In most cases this can be done by the assessor questioning the candidate orally. However, other techniques, such as projects, assignments, written assessments and/or reflective accounts may also be appropriate. Assessors should note that some of the knowledge and understanding items require the candidate to show that they know and understand how to do something (for example, ‘K5 How to identify your competitors and their strengths and weaknesses’). If there is evidence from the candidate’s own work that they know and understand these techniques (as there should be), there is no requirement for them to be questioned again on this topic.


Appendix 1 – Example progression diagram

Exercise and Fitness Sector Progression Routes

Occupational Relevant NQF Roles Qualifications Level Director Bachelors Degree/Certificate 5 Senior manager Higher Hons/Hons Degree Management N/SVQs Specialist Exercise Instructor HND in Exercise & Fitness Club/Centre Manager City & Guilds Higher level qualifications 4 Accounting/Admin N/SVQs Training & Development N/SVQ Business-improvement techniques NVQ Foundation Degree in Exercise & Fitness Level 3 NVQ in Instructing Physical 3 Activity and Exercise Advanced Instructor Governing Body Award Club/Centre supervisor Industry Award Level 3 City & Guilds Exercise & Fitness vocational awards Level 2 NVQ in Coaching, Teaching & 2 Instructing – Exercise and Fitness Instructor Industry Award Level 2 City & Guilds Exercise & Fitness vocational awards PTI Certificate – Armed Forces Health and Safety Certs 1 1 Level 1 Certificate in Sport & Leisure Assistant Instructor Industry Award Level 1

E N T R A N T S

W I T H

P R I O R

E X P E R I E N C E

&

Q U A L I F I C A T I O N S

ENTRY LEVEL


Further information

Further information regarding centre/scheme approval or any aspect of assessment of our qualifications should be referred to the relevant City & Guilds regional/national office:

City & Guilds region/nation

Telephone

Facsimile

Scotland

0131 226 1556

0131 226 1558

North East

0191 402 5100

0191 402 5101

North West

01925 897900

01925 897925

Yorkshire

0113 380 8500

0113 380 8525

Wales

02920 748600

02920 748625

West Midlands

0121 503 8900

0121 359 7734

East Midlands

01773 842900

01773 833030

South West

01823 722200

01823 444231

London and South East

020 7294 2468

020 7294 2419

Southern

020 7294 2468

020 7294 2412

East

01480 308300

01480 308325

Northern Ireland

028 9032 5689

028 9031 2917

City & Guilds Customer Relations Unit

020 7294 2800

020 7294 2400

General information about City & Guilds is available on our website www.city-and-guilds.co.uk or from our Customer Relations team at the address below or by phoning 020 7294 2800 or e-mailing [email protected]. City & Guilds 1 Giltspur Street London, EC1A 9DD T +44 (0)20 7294 2468 F +44 (0)20 7294 2400

Stock code: SP-01-4834

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