btec first sport unit 15 - pearson education · 1 btec first sport unit 15 designing exercise...

When I shadowed a fitness instructor recently, I saw how she had to speak with a new client to find out what the client wanted to achieve. She then went away and designed a programme that the client would enjoy and that would help them achieve their goals.

Hannah, 16-year-old aspiring gym instructor

After completing this unit you should:

A know the principles of exercise programme design

B plan exercise programmes for selected individuals

C monitor the progress of individuals undertaking exercise programmes

D review the success of exercise programmes undertaken.

Learning aimsAssessment: This unit will be assessed by a series of assignments set by your teacher/tutor.

People are concerned now, more than ever, about their health and fitness. There are over 51,000 people working in the health and fitness sector (approximately 29 per cent of these employees are aged 16–24).

To be part of this growing industry as a sports coach, fitness instructor or personal trainer, you must be able to plan, monitor and review exercise programmes for people with a range of goals and needs. After completing this unit you will understand the principles of programme design, including goal-setting, warming up and cooling down. You will know how to design safe and effective programmes and monitor the progress of the individuals who are following them. Finally, you will learn how to review whether the programme has been a success and if there are areas that need to be improved.

Introduction

1 BTEC First Sport

UnIt 15 Designing Exercise Programmes

15

Designing Exercise Programmes

2

This table shows you what you must do in order to achieve a Pass, Merit or Distinction grade, and where you can find activities to help you.Assessment Zone

BTEC

Assessment criteria

Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction

Learning aim A: Know the principles of exercise programme design

1A.1 Outline the functions and structure of a warm-up and cool down.

2A.P1

Explain the functions and structure of a warm-up and cool down. See Assessment activity 15.1

1A.2 Outline two different social and two different health-related benefits of exercise.

2A.P2

Explain three different social and three different health-related benefits of exercise. See Assessment activity 15.1

1A.3 Describe the application of the FITT principle using relevant examples.

2A.P3

Describe how the principles of training may be applied in the planning of an exercise programme. See Assessment activity 15.1

Learning aim B: Plan exercise programmes for selected individuals

1B.4 Collect and summarise information for exercise programme design, from each of two selected individuals, with support.

2B.P4

Independently collect and summarise information for exercise programme design, from each of two selected individuals. See Assessment activity 15.2

1B.5 Design appropriate, safe and effective two-week exercise programmes for each of two selected individuals, with support.

2B.P5

Independently design appropriate, safe and effective four-week exercise programmes for each of two selected individuals. See Assessment activity 15.2

2B.M1

Explain the design of the four-week exercise programmes for each of two selected individuals. See Assessment activity 15.2

2B.D1

Justify the design of the four-week exercise programmes for two selected individuals. See Assessment activity 15.2

Learning aim C: Monitor the progress of individuals undertaking exercise programmes

1C.6 Monitor two selected individuals undertaking two-week exercise programmes, using training diaries to outline progress.

2C.P6

Monitor two selected individuals undertaking four-week exercise programmes, using training diaries to describe progress. See Assessment activity 15.3

2C.M2

Explain, using relevant examples, the progress of two selected individuals undertaking four-week exercise programmes. See Assessment activity 15.3

2C.D2

Assess the progress of two selected individuals undertaking four-week exercise programmes. See Assessment activity 15.3

1A.1 2A.P1

1A.2 2A.P2

1A.3 2A.P3

1B.4 English2B.P4

1B.5 English2B.P5 English2B.M1 English2B.D1

1C.6 Maths2C.P6 Maths2C.M2 Maths2D.D2

3 BTEC First Sport

UnIt 15 Designing Exercise Programmes

How you will be assessedThis unit will be assessed through a series of assignments set by your teacher/tutor. You will be expected to show an understanding of how exercise programmes are designed. You will need to collect information about the current fitness and goals for two chosen individuals, so that you can design programmes that are safe and effective and meet their needs. You will be monitoring the progress of your chosen clients as they carry out the programme for four weeks. After this you will be assessed on your ability to review the programmes to see which parts worked well and make suggestions on how they could be improved.

Your assessment could take the form of:

• presentations

• written reports

• written exercise programmes

• diaries/logbooks

• teacher/tutor observation records.

Assessment criteria

Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction

Learning aim D: Review the success of exercise programmes undertaken

1D.7 Review two-week exercise programmes for each of two selected individuals, identifying strengths and areas for improvement.

2D.P7

Review four-week exercise programmes for each of two selected individuals, describing strengths and areas for improvement. See Assessment activity 15.4

2D.M3

Explain strengths of each four-week exercise programme and areas for improvement, describing recommendations for future training. See Assessment activity 15.4

2D.D3

Evaluate the four-week exercise programmes for two selected individuals, comparing progress and justifying recommendations for future training. See Assessment activity 15.4

1D.7 2D.P7 2D.M3 2D.D3

Opportunity to practise English skills Opportunity to practise mathematical skillsEnglish Maths

4

Assessment Zone Unit 15

Exercise can have many social benefits.

]Benefits of exercise Exercise has a number of important benefits for everyone. These benefits can be split into:

• social and developmental well-being

• health-related benefits.

Social and developmental well-beingSocial benefits include meeting new people, for example at an exercise class. Having a group of friends is important for a sense of well-being; no one likes to feel they have no friends. Developmental benefits are those that help a person to grow and change. By attending an exercise class, you might learn new skills, or because you become fitter and healthier, you are likely to feel better about yourself. This is about your self-esteem – how you feel about yourself.

Think about what you do before playing sport or exercising. What activities do you carry out at the start and end of a match or training session? Can you think why?

Getting started

Think about the parts of an exercise programme or session you have taken part in. What were they and why were they important? Discuss these with a partner and then share your ideas with the rest of the class.

Discussion point

Health-related benefitsRegular exercise is proven to help improve many health issues including stress, levels of cholesterol and obesity. It also has a beneficial effect on the heart and the respiratory system. People who take regular exercise are also less likely to suffer from mental illness, as they tend to have a better self-image and higher self-esteem.

To find out more about the benefits of exercise from Bupa, you can access this website by going to www.pearsonhotlinks.co.uk and searching for the BTEC First Sport title.

Take it further

5 BTEC First Sport

IntroductionIn these topics you will learn about how an exercise programme is designed, the factors that must be taken into account and why they are important. If these principles are not applied correctly, an exercise programme is likely to be unsuccessful.

A.3A.2 A.1 toPIC

Exercise benefits, warm-up and cool down

Gradually reducing speed on a treadmill helps your muscles to cool down.

‘Exercise can reduce your risk of heart disease and stroke. Every year in the UK, around 40,000 people die from stroke and 90,000 from coronary heart disease. Inactive people have almost double the risk of dying from heart disease. Even doing a little more physical activity can help reduce your risk of these conditions.’

Source: www.bupa.co.uk

Did you know?

]Warm-up and cool downAn exercise programme must have two key parts:

• the warm-up • the cool down.

Warm-upA warm-up is important because it prepares the body for exercise, raising your heart rate and body temperature and increasing how alert you are. This helps to reduce injury, as warm muscles and joints are less likely to be damaged when you take part in exercise.

A warm-up must include activities that make your heart beat faster, make you breathe more often and get your body warmer. Once you have completed a pulse-raiser (a jog, fast walk or similar) it is important that you complete some dynamic stretching. This is where you stretch while moving so that you do not cool down too much.

Cool downAt the end of an exercise session, it is important to cool down. This is where you gradually bring your heart rate back to its resting level, gradually reduce your body’s temperature and complete some static stretching (stretches for which you are stationary and that you hold for 30 seconds, for example, side bends or a calf stretch) so that the body can clear the waste products that are produced during exercise. A suitable activity might be to start with a slow jog, which gradually reduces to a walk. You could also finish on an exercise bike or treadmill and do the same thing: gradually slow down to a stop over a period of 4–5 minutes. This reduces any soreness or aching the following day. Finally, some developmental stretching should be completed to help improve your flexibility and mobility.

Make a list of activities that you could include in a warm-up. Place these under the following headings:

• pulse-raiser

• dynamic stretch

• mobility exercise.

Now repeat this for a cool down using the following headings:

• pulse-lowering activity

• static stretch

• developmental stretch.

Activity 15.1 Warm-up/cool down

1 What are the three things a warm-up should include?

2 What should a cool down include?

3 What are the purposes of the warm-up and cool down?

Just checking

Developmental stretching – static stretches held for a total of 30 seconds where you increase the stretch every 10 seconds.

Mobility exercise – exercises used to prepare athletes to prevent injury.

Key terms

6

Designing Exercise Programmes UNIT 15

]Basic principles of training (FITT)Any training programme must follow certain basic principles if it is to be effective. These principles are easy to remember using the FITT principle:

• Frequency – this means how many times you train per week, month or year. It could also refer to the number of repetitions during a session. Clearly the more you train the greater effect the training will have.

• Intensity – this relates to how hard the training is. If you want to improve the efficiency of your heart, you need to exercise at a set level of intensity. Too low and your heart will not improve very much. Too high and you will not be able to exercise long enough for there to be a long-term effect.

• Time – this relates to how long your training session is. It is important that you exercise for long enough for you to experience the potential benefits of your programme.

• Type – this refers to the type of training you carry out. If you want to be stronger you should take part in weight training, not long-distance running.

]Additional principles of trainingIn addition to FITT, there are other training principles you need to bear in mind when designing an exercise programme:

• Specificity – training should be specific to your preferred sport, activity or physical/skill-related fitness goals. Someone who wishes to run in the London Marathon must undertake training that will help to achieve this – long-distance runs that last 1–2 hours at a steady pace. A sprinter, who needs to be strong and powerful to run fast, needs to take part in weight training and activities that develop power, such as plyometrics.

• Progression – This means that over time, your training must get harder otherwise your health and fitness will not develop. You might achieve progression by running further or more often or lifting heavier weights than you did the previous month.

• Individual differences/needs – the programme should be designed to meet your training goals, needs, ability, level of fitness, skill level, age, gender and exercise likes/dislikes.

• Variation – it is important to maintain interest; this helps an individual keep to their training schedule. Vary your training programme to avoid boredom and maintain enjoyment.

7 BTEC First Sport

IntroductionIn this section you will learn more about the principles of training. These must be applied when you design an exercise programme.

A.5A.4 toPIC

The principles of training

In small groups, and using flip chart paper or similar, produce a mind map that identifies different reasons a person might undertake a training programme. Think about the factors that will help the individual achieve the goals they have set for themselves, such as increased strength or specific skill development.

Now think about the number of times a person trains or practises a skill – what has this to do with making a programme successful or a person good at a skill?

Getting started

Can you think of factors that will help an exercise programme to work? It might help to think about the sport you play. How did you become better at this sport? What factors helped this to happen?

Discussion point

Plyometrics – repeated rapid stretching and contracting of muscles.

Key term

Rafael Nadal takes a break from playing tennis.

• Reversibility – if you stop training, or the intensity of training is not sufficient to cause adaption, training effects are reversed. Reversibility is also known as de-training.

• Overload – this is where you ask your body to perform beyond what it would normally do. An athlete may already lift weights but they would be required to manipulate the FITT principles to adapt to the demands and improve performance. Regularly doing this makes the body adapt so it is able to cope with the demands placed on it.

Although progression and overload are sometimes listed separately they can be thought of and discussed as one principle, that of progressive overload. Progressive overload is when training gets harder, helping to improve sports performance and overall health.

Applying these principlesHow might you apply these different principles when designing an exercise programme? For example, if you are starting a person off with brisk walking, then you could add 1 minute every day until they get up to 30 minutes. Change where they walk to introduce some variation. Increase the number of walks they take in any week and perhaps mix up fast walks over a short distance with longer walks that are taken at a slower pace.

You are working as an assistant fitness instructor at your local gym. They have asked you to update their website so it includes information for clients on:

• the functions and structure of a warm-up and cool down

• three social and health-related benefits of exercise

• the principles of training and how these can be incorporated into an exercise programme.

Assessment activity 15.1 2A.P1 | 2A.P2 | 2A.P3

TipTake each of the fitness principles in turn and decide how it could be applied. For instance, frequency refers to the number of times per week or month that you exercise. How many sessions would you expect a beginner to do? What about a more experienced client? When during the week would they exercise? Repeat this for each fitness principle.

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]Collecting information When planning an exercise programme for a client, you will need to find out the following:

• Lifestyle summary – what is their lifestyle history? How much sleep do they get at night? What type of job do they have? Do they smoke? If so, how much?

• Physical activity summary – how active have they been? How active are they now? What do they do?

• Personal goals and needs – why do they want an exercise programme? What do they want to achieve? By when?

• Attitudes to exercise, and motivation – what are their current attitudes to exercise? What likes and dislikes do they have?

• Health screening – before they undertake any exercise programme, the selected client should complete a health screening questionnaire and check for any current injuries.

• Consent form – clients should sign this to confirm that they have given true and accurate information about themselves and their current situation and exercise routine.

• Barriers to exercise and ways to overcome them – what barriers exist that are preventing your client from exercising? Time? Money? Lack of facilities?

It is important for you to understand why the client wants to have an exercise programme. Is it to allow them to play their current sport to a higher level? Are they currently feeling under stress at work? Do they simply want to make new friends? Do they have a medical issue that exercise might help? Many people join a gym after Christmas to help them lose weight.

One way to collect this information is by having a face-to-face meeting with your chosen client where you ask them specific questions about themselves and the programme they want. Another method is to ask the client to complete a questionnaire, on paper or online. Remember to put your chosen client at their ease and complete this task in a confidential manner.

9 BTEC First Sport

IntroductionFor this unit, you will be required to design an exercise programme for two selected individuals (not including yourself). These could include people in your group, friends or members of your family. You will need to take your selected clients through a four-week programme so it is important that they are nearby and able to undertake this.

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Planning an exercise programme

Imagine you are going to help a family member or friend to achieve a fitness goal – for instance, completing a fun run for charity.

What different factors can you think of that will influence the type of training programme that they follow?

Getting started

What information do you think you might need from someone in order to design an exercise programme? Have you any experience of joining a sports club or gym? What information did you have to provide?

Discussion point

B.2B.1

This is an example of part of a health screening questionnaire that you might use when gathering information about your client. Can you think of some reasons why these questions have been asked?

Confidential health questionnaire

Have you ever/do you currently suffer from any of the following? Please give details where applicable.

Condition Yes/No Details

Asthma

Angina

Diabetes

High cholesterol

High blood pressure

Low blood pressure

Epilepsy

Dizziness

Heart disease

Heart palpitations

Shortness of breath

Migraines

Joint pain

With a partner, find some examples of lifestyle questionnaires used by health clubs to screen new clients. What types of questions are common to all of your examples? Why do you think this is so?

Take it further

10


Gardening can be more strenuous than you might think.

] Exercise programme designOnce you have gathered information about your client, you must use it to assess their current status and training needs/requirements. What level of fitness do they currently have? What are their goals or aspirations? When do they need to have achieved their stated goal by? What are their current likes and dislikes? Have they a particular need or circumstance that must be taken into account? This might be financial, social or physical.

Once you have a picture of your client, you can proceed with designing a suitable programme using the principles already described.

FITTFITT is an easy way to remember the four principles of exercise that should be built into every exercise programme: frequency, intensity, time and type.

Use target heart rate zonesIt is important to understand how to decide on the level of intensity of the programme.

For an activity designed to improve a client’s aerobic endurance, they should exercise at between 60 per cent and 80 per cent of the safe maximum heart rate. This is calculated as follows:

220 – age × 0.60 (or 0.80 if they are already fairly fit and active)

For a person who is 48 years old and has been inactive for some time, the intensity level would therefore be:

220 – 48 × 0.60 = 172 × 0.60 = 103 bpm (beats per minute)

So if they were to take part in running or cycling, for example, they would run or cycle at a speed that made their heart beat at this rate, give or take a few bpm, for approximately 30 minutes. This can be monitored using a heart rate monitor or other similar equipment if necessary.More information about heart

rate training zones can be found in Unit 1, Topic A.4.

Link

Select appropriate activitiesIt is important to design an exercise programme that meets all the needs of your client. They must find it enjoyable, be able to comfortably afford it and it should be easily accessible to them in terms of transport, time and so on. For instance, suggesting to your client that they walk to and from work is an easy way to fit in with their working day, but not if work is 10 miles from home! Taking up gardening will help your client be more active but may not be a good idea if they have a back problem. Buying a dog will get them out walking but may be too costly financially.

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11 BTEC First Sport

Planning an exercise programme B.1 B.2toPIC

Figure 15.1 The Borg (1970) 6–20 RPE scale.

Rating of Perceived Exertion (RPE) scaleAnother way of determining intensity is to use the RPE scale, by asking the client (once they are exercising) how hard they feel they are working on a scale of 6–20 (see Figure 15.1). If the number they give is too high or low the client can be asked to increase or decrease their effort. Remember, though, that this is a subjective method – this means it applies only to that individual. For the same level of activity, a fitter person would give a lower number than a less fit client.

6

no exertionat all

extremelylight

verylight

light

somewhathard

hard(heavy)

veryhard

extremelyhard

maximalexertion

7 8 9 10 11 12 13 14 16 17 18 19 2015

Within the fitness facility in which you work, there are clients of different ages and levels of fitness. You have been asked to produce an exercise heart-rate guide for clients so that they know what heart-rate they should exercise at, depending on their level of fitness and activity. The client ages are as follows:

• 23

• 37

• 42

• 55

• 61

Produce an information card for each client, providing a quick guide to their target zone for cardiovascular health and their estimated heart rate values. Use the RPE scale where intensity is identified as 11 (light) and 15 (hard). Don’t forget, that the RPE scale should only be used as a guide for your clients.

Activity 15.2 Exercise heart-rate guide

1 In what two ways could you monitor the intensity of an exercise programme?

2 What would you do if the level of intensity was too high or too low?

3 How do you calculate the safe range of a person’s maximum heart rate?

Just checking

Table 15.1 Calculating intensity levels

Rating of Perceived Exertion

Intensity

6 No exertion at all

7 Extremely light

8

9 Very light

10

11 Light

12

13 Somewhat hard

14

15 Hard (heavy)

16

17 Very hard

18

19 Extremely hard

20 Maximal exertion

12


There are six main fitness components:

1 Aerobic endurance – the ability of the cardiorespiratory system to work efficiently, supplying nutrients and oxygen to working muscles during sustained physical activity.

2 Flexibility – the ability to move all joints fluidly through their complete range of movement.

3 Muscular endurance – the ability of the muscular system to work efficiently, so that a muscle can repeatedly contract over a period of time against a light to moderate fixed resistance.

4 Power – the work done in a unit of time. It is calculated in the following way:

Power = Force (kg) × Distance (m)/time (min or s).

This is expressed as kilogram-metres per minute (kgm/min) or kilogram-metres per second (kgm/s).

5 Speed – distance divided by the time taken, measured in metres per second (m/s). There are three basic types of speed: accelerative speed (sprints up to 30 metres), pure speed (sprints up to 60 metres) and speed endurance (sprints with a short recovery period in between).

6 Strength – the maximum force a muscle or group of muscles can exert.

] Training methodsEach of the fitness components requires a special type of training to improve it. Look at Table 15.2. Which training methods have you used in the past? Can you think why?

See Unit 1: Fitness for Sport and Exercise for more information about training methods.

Link

Assessment activity 15.2 2B.P4 | 2B.P5 | 2B.M1 | 2B.D1

Think about the following two activities – running the London Marathon and playing a team game of your choice.

1 Make a list of the different fitness needs for each activity, for example speed, endurance, strength, etc.

2 For each activity and for each fitness component, think about what you could do to improve them for the event.

3 Can you think of a TYPE of training you have completed that targets EACH fitness component listed in question 2 above?

TipWhen thinking about the two activities, you may want to consider any safety hazards involved. For example, runners competing in the London Marathon would have to be aware of any hazards on the roads.

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13 BTEC First Sport

CoNTINuED

Planning an exercise programme B.2B.1

]Components of fitnessBefore you can design an exercise programme, it is important that you know what fitness component you are trying to train for and how you train for it. Training for aerobic endurance is completely different from training for strength or power.

Table 15.2 Components of fitness

Fitness component

Training method Examples

Aerobic endurance

• Continuous training

• Fartlek training

• Interval training

• Exercising at a slow steady speed for a set period of time

• Running for a period of time with sprints and rest periods of different lengths and intensities

• Running a set distance and speed for a number of times followed by a set rest period. This is then repeated. Intensity and work period will vary depending on the component of fitness to be improved

Flexibility • Static stretching

• PNF stretching

• Ballistic stretching

• Stretches performed at a standstill

• Stretching often performed with a partner who provides resistance to movement

• Stretching where the movement of the limb aids the stretching activity

Muscular endurance

• Plyometrics

• Circuit training

• Resistance training

• Jumping and bounding exercises

Power • Plyometrics


• Resistance training

• Activities that often include hopping or bounding or the use of heavy medicine balls, press-ups with a clap, etc.

Speed • Fartlek training

• Interval training

• Hollow sprints

• A sprint from a rolling start followed by a jog then a final sprint at the end

Strength • Resistance (weight) training


• Parachute training

• Lifting weights using either free weights or resistance machine

• A series of stations where a specific exercise is performed for a set time followed by a set rest period. The complete circuit may be repeated two or three times

• Running with a small parachute attached which provides resistance to be overcome while running

You are preparing for a job interview as an assistant fitness instructor at your local fitness centre. You have been asked to show that you are able to design appropriate exercise programmes for two individuals. You should:

1 Select two individuals. These could be peers, friends or family.

2 Sit down with each individual and gather the

information you will need to design an appropriate programme.

3 Use this information to design a programme for a minimum of four weeks for each individual.

4 Once the programmes are ready, you will need to prepare a presentation for your job interview, giving information on the individuals you selected, the programmes you designed and your reasons behind the designs.

Assessment activity 15.3 English 2B.P4 | 2B.P5 | 2B.M1 | 2B.D1

Tips• You will need to make sure that your two individuals are able to carry

out an exercise programme for four weeks so that you can complete later assignments in this unit.

•Make sure you summarise what the individuals told you about what

they wanted from their training programme – their likes and dislikes and so on.

•Give clear reasons for each activity in the programme: Why is it included? What will it achieve? How will it help achieve the client’s aims or goals? Is it more suitable? Cheaper? More effective? … and so on.

14


A heart rate monitor (worn on the wrist) is an accurate way of measuring the intensity of exercise.

Discuss in a small group how you monitor your progress in the following situations.

1. Success and progress when playing a computer game of some sort.

2. Success in a sport you play.

Can you think of reasons why the methods you listed are used?

Getting started

Think of ways your sports progress at school or college is monitored. Do you keep a diary or logbook? Do you have a tracking sheet of some description? Could similar methods be used to monitor an exercise programme?

Discussion point

Monitor your selected individuals to make sure they always warm up and cool down, and that the equipment they use is always checked before use. Make sure they know how to use the equipment and always wear suitable clothing and footwear.

Remember

]What should you monitor?There are a number of things you will need to monitor during the training programme:

• the clothes the individual wears

• the number of sessions completed

• the techniques used when the individual exercises

• the warm-up and cool down used

• levels of motivation and enjoyment

• changes in fitness levels

• developmental changes

• achievement of programme goals or targets.

]Monitoring individuals using training zones and RPEWhile exercising, you must make sure that your client is working at the right intensity level – neither too hard nor too gently. You have already seen how you can use the individual’s heart rate to do this, or their RPE (Rating of Perceived Exertion).

Progressive overload, activity selection and training methodsIt is important to check that the programme being followed is still meeting the individual’s needs. The programme must show an element of progression; the programme must get harder over time. This might mean the individual trains more often, for longer or with greater intensity.

Ask if they are still finding the programme enjoyable, affordable and appropriate to their needs and goals. If they are not, perhaps they could change the training method from running to cycling or swimming.

Is the training programme improving the areas targeted at the start? For instance, is strength improving? If not, as the trainer, you may need to change the training method. Perhaps the principles of training are not being employed correctly or the wrong exercises are being used.

15 BTEC First Sport

IntroductionIt is important that you monitor your selected individuals while they are completing their exercise programme. This ensures that the programme is effective and that the individuals are exercising safely.

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Monitoring the progress of individualsC.3C.2 C.1

Figure 15.2 A typical training diary

] Training diariesOne way to monitor progress is for individuals to keep a diary where they record the details of each session they complete. They can record:

• the date and time of the session

• what they did

• their levels of motivation

• whether their targets and goals are being achieved

• how they felt (before, during and after training).

All of this information will help you to monitor the individuals and the effectiveness of their exercise programmes.

MONDAY09:00–12:00. Gym work at The Cube.Power work (upper body) followed by cool down on exercise bike.17:00–19:00. 3 x 300m fast followedby technique work on hurdles 5–10.

TUESDAY10:00–12:00. Track session. SpeedEndurance work. 5 sets of 4 x 80m sprints.17:00–19:00. Race start session.Hurdles 1–3 x 5.

THURSDAY09:00–11:00. Track session. Sprintdrills followed by speed endurancesession. 500m, 400m, 300m, 200m,100m with full recovery.18:00–20:00. Hurdle technique andflexibility session.

WEDNESDAY09:00–12:00. Gym session at The Cube.Power session (lower body) followed bycool down on treadmill.Evening. Rest

FRIDAYRest day

SATURDAYCounty Championships, City Stadium.Heats 11am. Final 2pm.

SUNDAYCool down session. Gentle 4 mile runfollowed by flexibility session.

Revisit Assessment activity 15.3, in which you designed training programmes for two individuals as part of your application for a job as an assistant fitness instructor. You have now been asked to show that you are able to monitor the progress of these individuals throughout their four-week programmes.

Assessment activity 15.4 Maths 2C.P6 | 2C.M2 | 2D.D2

Tips• You will need to decide which method to use to monitor your clients – perhaps they will complete a training

diary or training log after each training session. Think about what you want to record to help you monitor and later review.

•Make sure you have all the information and examples you need in order to show your effectiveness in monitoring the individuals’ progress.

16


Think back to a training programme you have taken part in. This might have been for the sport you play, or in the gym. How did you find it? Was it enjoyable? Did you achieve your goals?

Getting started

]Gaining feedback during and after the programmeIt is important to seek feedback from the participants, both during the programme and after its completion. This information can be taken from:

How will you decide what needs to be improved? What would you do if one of your selected individuals found part of the programme boring, too expensive or ineffective?

Discussion point

]Recommendations for future trainingOnce an exercise programme has been completed, it is important that the instructor and client review the programme together and decide what the next step should be. The client or instructor might suggest that a different training method would provide more enjoyment. As the client becomes fitter, it will be necessary for the intensity to be raised to continue to provide progression. This could be by working at a higher RPE or heart rate, exercising for longer in each session or completing more sessions per week.

You now need to sit down with each of your two selected individuals and talk about the training programme they have completed. Find out what they enjoyed and disliked, what worked and what did not. These are the strengths and weaknesses of the programme.

Agree with the individuals what they would like to achieve next and modify their programme for future training.

Assessment activity 15.5 2D.P7 | 2D.M3 | 2D.D3

Tips•Make sure that you gather plenty of information

about the good points and bad points of each programme by talking with each of the individuals.

• Refer to the training diaries or logbooks to help you review the whole programme.

• Encourage each individual to tell you what they felt were strengths and weaknesses.

•Ask: what would they change and why would they change it?

• a diary, if the individual has been asked to keep one

• fitness testing

• a face-to-face interview at the end of the programme

• individual’s records

• baseline measures.

] Strengths and areas for improvementWhere improvements have been measured, you can conclude that the programme has been a success. For instance, were there areas that the individual particularly enjoyed? Has their fitness improved? Have their goals been reached?

Where a fitness component has not improved at all, or not as much as was planned, improvements to the programme will be needed. Perhaps the training method was incorrect or the level of intensity was not high enough. Perhaps the individual found an aspect of the programme boring and so did not make the required effort.

Baseline measures – fitness tests carried out at the beginning of a programme, and re-tested at the end for comparison.

Key term

17 BTEC First Sport

IntroductionReviewing the whole programme will allow you, with your participants, to look back and reflect on what worked and what did not.

toPIC

Reviewing exercise programmes D.1

WorkSpace

18


Think about it7 What qualities do you think a

fitness instructor needs to have?

8 Which of these qualities do you feel you have, and which do you need to develop further?

9 How might clients’ aims, age or available time affect the design of their programme?

] Shane LongFitness instructorI am a fitness instructor in a busy health and fitness club in a major city centre. I work with a number of other instructors, both male and female, a senior gym instructor, several personal trainers, a team of receptionists, two assistant managers and a general manager. I work in a well-designed health and fitness suite equipped with up-to-date equipment, which includes cardiovascular, resistance, free weights and fitness testing equipment. My main tasks are to meet and greet clients, carry out inductions, design training programmes and monitor the progress and satisfaction of all our clients. I am also asked for information regarding diet and how to prepare for a variety of activities from fun runs to marathons.

In addition, I carry out a variety of fitness tests to make sure that I design the right programme for each client. I regularly sit down with clients to review how their programmes are going and what might need to be changed or altered in some way. I then update the records that are kept for each client. At the start and end of each day, I help open up the club and lock up the club, as well as making sure all the machines and equipment are cleaned and ready to be used by our customers. This is the part I least enjoy!

However, I really enjoy what I do. I meet lots of different people, and get a real sense of job satisfaction when I help them achieve their goals. I love motivating people and I have been told I am really enthusiastic and inspire my clients to try their hardest and keep going even when they might not feel like it. Working different shifts also gives me a varied working life.

19 BTEC First Sport

BBaseline measures – fitness tests carried out at the

beginning of a programme and re-tested at the end for comparison.

DDevelopmental stretching – static stretches held for a

total of 30 seconds where you increase the stretch every 10 seconds.

MMobility exercise – exercises used to prepare athletes to

prevent injury.

PPlyometrics – repeated rapid stretching and contracting of

muscles.

Glossary

AcknowledgementsThe publisher would like to thank the following for their kind permission to reproduce their photographs:

(Key: b-bottom; c-centre; l-left; r-right; t-top)

unit 15 Getty Images: Manuel Queimadelos (8). Shutterstock.com: Vasiliy Koval (1); Tomasz Trojanowski (6); StockLite (18); Peter Bernik (4, 5, 7, 9, 15, 17); Losevsky Pavel (5/b); jcjgphotography (15/b); Adrian Britton (11). Veer/Corbis: Rui Vale de Sousa (3)

Cover images: Front: Getty Images: OJO Images / Paul Bradbury

All other images © Pearson Education

Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication.

Published by Pearson Education Limited, Edinburgh Gate, Harlow, Essex, CM20 2JE.

www.pearsonschoolsandfecolleges.co.uk

Text copyright © Pearson Education Limited 2013.Typeset by Phoenix Photosetting, Chatham, Kent, UKOriginal illustrations © Pearson Education Limited 2013Illustrated by Vicky Woodgate, Phoenix Photosetting and Oxford Designers and IllustratorsPicture research by Harriet Merry and Caitlin Swain

The rights of Bob Harris to be identified as author of this work have been asserted by him in accordance with the Copyright, Designs and Patents Act 1988.

First published 2013.

17 16 15 14 1310 9 8 7 6 5 4 3 2 1

British Library Cataloguing in Publication DataA catalogue record for this book is available from the British Library

ISBN 978 1 446901 61 8

Copyright noticeAll rights reserved. No part of this publication may be reproduced in any form or by any means (including photocopying or storing it in any medium by electronic means and whether or not transiently or incidentally to some other use of this publication) without the written permission of the copyright owner, except in accordance with the provisions of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency, Saffron House, 6 –10 Kirby Street, London EC1N 8TS (www.cla.co.uk). Applications for the copyright owner’s written permission should be addressed to the publisher.

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Copies of official specifications for all Pearson qualifications may be found on: www.edexcel.com A note from the publisherIn order to ensure that this resource offers high-quality support for the associated BTEC qualification, it has been through a review process by the awarding organisation to confirm that it fully covers the teaching and learning content of the specification or part of a specification at which it is aimed, and demonstrates an appropriate balance between the development of subject skills, knowledge and understanding, in addition to preparation for assessment.

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