edexcel btec level 2 certificate in fitness instructing (qcf)...in using technology to modernise...
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Edexcel BTEC Level 2 Certificate in Fitness Instructing (QCF)
Specification
BTEC specialist qualification First teaching March 2012
Edexcel, a Pearson company, is the UK's largest awarding body offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning in the UK and internationally. Qualifications include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas. Edexcel and BTEC qualifications are administered by Pearson Education Ltd.
Through initiatives such as onscreen marking and administration, Edexcel is leading the way in using technology to modernise educational assessment and support teachers and learners.
References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)
All information in this specification is correct at time of going to publication.
Authorised by Martin Stretton Prepared by Alex Martin
Publications Code BA029358
All the material in this publication is copyright © Pearson Education Limited 2012
Contents
1 Introducing BTEC Specialist qualifications 1
What are BTEC Specialist qualifications? 1
2 Qualification summary and key information 2
QCF qualification title and Qualification Number 3
Objective of the qualification 3
Apprenticeships 3
Progression opportunities through Edexcel qualifications 3
Industry support and recognition 3
Relationship with National Occupational Standards 3
3 Centre resource requirements 4
General resource requirements 4
4 Qualification structure 5
Edexcel BTEC Level 2 Certificate in Fitness Instructing (QCF) 5
5 Assessment 6
6 Recognising prior learning and achievement 7
Recognition of Prior Learning 7
Credit transfer 7
7 Quality assurance of centres 8
8 Programme delivery 9
9 Access and recruitment 10
10 Access to qualifications for learners with disabilities or specific needs 11
11 Units 12
Unit format 12
Unit title 12
Unit reference number 12
QCF level 12
Credit value 12
Guided learning hours 12
Unit aim 12
Essential resources 12
Learning outcomes 13
Assessment criteria 13
Unit amplification 13
Information for tutors 13
Unit 1: Health, Safety and Welfare in a Fitness Environment 15
Unit 2: Principles of Exercise, Fitness and Health 24
Unit 3: Know How to Support Clients who Take Part in Exercise and Physical Activity 38
Unit 4: Anatomy and Physiology for Exercise 45
Unit 5: Planning Gym-based Exercise 59
Unit 6: Instructing Gym-based exercise 69
Unit 7: Planning Group Exercise to Music Sessions 82
Unit 8: Instructing Group Exercise to Music 92
Unit 9: Planning Water-Based Exercise 106
Unit 10: Instructing Water-based Exercise 118
Unit 11: Planning Health — related Exercise and Physical Activity for Children 135
Unit 12: Instructing Health Related Exercise and Physical Activity to Children 145
12 Further information and useful publications 161
13 Professional development and training 162
Annexe A 163
Progression opportunities 163
Annexe B 166
Mapping with National Occupational Standards 166
Annexe C 168
Mapping to Level 1 Functional Skills 168
Purpose of this specification
This specification sets out:
the qualification’s objective
any other qualification which a learner must have completed before taking the qualification
any prior knowledge, skills or understanding which the learner is required to have before taking the qualification
units which a learner must have completed before the qualification will be awarded and any optional routes
any other requirements which a learner must have satisfied before the learner will be assessed or before the qualification will be awarded
the knowledge, skills and understanding which will be assessed as part of the qualification (giving a clear indication of their coverage and depth)
the method of any assessment and any associated requirements relating to it
the criteria against which learners’ level of attainment will be measured (such as assessment criteria)
any specimen materials
any specified levels of attainment.
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
1
1 Introducing BTEC Specialist qualifications
What are BTEC Specialist qualifications?
BTEC Specialist qualifications are qualifications from Entry to level 3 on the Qualifications and Credit Framework (QCF). They are work-related qualifications and are available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. They also provide career development opportunities for those already in work. These qualifications may be full time or part time courses in schools or colleges. Training centres and employers may also offer these qualifications.
Some BTEC Specialist qualifications are knowledge components in Apprenticeship Frameworks (previously known as ‘Technical Certificates’).
There are three sizes of BTEC Specialist qualification in the QCF:
Award (1 to 12 credits)
Certificate (13 to 36 credits)
Diploma (37 credits and above).
Every unit and qualification in the QCF has a credit value.
The credit value of a unit is based on:
one credit for every 10 hours of learning time
learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
2
2 Qualification summary and key information
Edexcel BTEC Level 2 Certificate in Fitness Instructing (QCF)
QCF Qualification Number (QN) 600/4355/6
Qualification framework Qualifications and Credit Framework (QCF)
Date registrations can be made 01/03/2012
Age range that the qualification is approved for
16-18
19+
Credit value minimum 23
Assessment Centre-devised assessment (internal assessment)
Guided learning hours 157-162
Grading information The qualification and units are at pass grade.
Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow the Edexcel Access and Recruitment policy (see section 9, Access and Recruitment).
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
3
QCF qualification title and Qualification Number
Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).
The qualification title, QN and URNs are on learners’ final certification documentation. Learners need to know this when they are recruited by the centre and registered with Edexcel. Further information about certification is in the Edexcel Information Manual on our website, www.edexcel.com/iwantto/Pages/info-manual.aspx
Objective of the qualification
The Edexcel BTEC Level 2 Certificate in Fitness Instructing (QCF) is for learners who work in, or want to work in the health and fitness industry.
It gives learners the opportunity to:
develop knowledge and skills related to health and fitness
achieve a nationally-recognised level 2 qualification
develop their own personal growth and engagement in learning
Apprenticeships
The Sector Skills Council (SSC), SkillsActive approve the Edexcel BTEC Level 2 Certificate in Fitness Instructing (QCF) as a knowledge component for the Intermediate Apprenticeship in Instructing Exercise and Fitness.
Progression opportunities through Edexcel qualifications
Learners who have achieved the Level 2 Certificate in Fitness Instructing (QCF) can progress to the Level 3 Certificate in Personal Training (QCF). There are also progression opportunities within the health and fitness industry at both intermediate and advanced level.
Industry support and recognition
SkillsActive, the SSC for Sport and Recreation, supports this qualification.
Relationship with National Occupational Standards
This qualification relates to the National Occupational Standards in Instructing Exercise and Fitness. The mapping document in Annexe B shows the links between the units within this qualification and the National Occupational Standards.
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
4
3 Centre resource requirements
As part of the approval process, centres must make sure that the resources requirements below are in place before offering the qualification.
General resource requirements
Centres must have appropriate physical resources (for example, equipment, IT, learning materials, teaching rooms) to support the delivery and assessment of the qualification.
Staff involved in the assessment process must have relevant expertise and occupational experience.
There must be systems in place to make sure continuing professional development for staff delivering the qualification.
Centres must have appropriate health and safety policies in place relating to the use of equipment by learners.
Centres must deliver the qualifications in accordance with current equality legislation.
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
5
4 Qualification structure
Edexcel BTEC Level 2 Certificate in Fitness Instructing (QCF)
The learner will need to meet the requirements outlined in the table below before Edexcel can award the qualification.
Minimum number of credits that must be achieved 23
Minimum number of credits that must be achieved at level 2 or above
23
Number of mandatory units that must be achieved 4
Number of optional units that must be achieved* 2
* Learners must achieve all units from a chosen pathway
Unit URN Mandatory units Level Credit GLH
1 T/600/9016 Health, safety and welfare in a fitness environment
2 2 16
2 A/600/9017 Principles of exercise, fitness and health
2 4 28
3 M/600/9015 Know how to support clients who take part in exercise and physical activity
2 2 13
4 H/600/9013 Anatomy and physiology for exercise
2 6 41
Optional Pathway P1 – Gym-Based Exercise
5 F/600/9018 Planning gym-based exercise 2 4 23
6 A/600/9020 Instructing gym-based exercise 2 6 37
Optional Pathway P2 – Exercise to Music
7 F/600/9021 Planning group exercise to music sessions
2 4 24
8 J/600/9022 Instructing group exercise to music 2 6 37
Optional Pathway P3 – Water-Based Exercise
9 L/600/9023 Planning water-based exercise 2 5 26
10 R/600/9024 Instructing water-based exercise 2 6 38
Optional Pathway P4 – Exercise and Physical Activity for Children
11 A/600/9048 Planning health-related exercise and physical activity for children
2 3 23
12 T/600/9050 Instructing health-related exercise and physical activity to children
2 6 36
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
6
5 Assessment
Assessment method
All the units in this qualification are assessed through centre-devised assessment.
Centre-devised assessment (internal assessment)
Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must meet all the assessment criteria. Centres may find it helpful if learners index and reference their evidence to the relevant learning outcomes and assessment criteria.
Centres need to write assignment briefs for the learners to show what evidence is required. Assignment briefs should indicate clearly, which assessment criteria are being targeted.
Assignment briefs and evidence produced by learners must also meet any additional requirements in the Information for tutors section of the unit.
Unless otherwise indicated within Information for tutors, the centre can decide what form assessment evidence will take (eg performance observation, presentations, projects, tests, extended writing) as long as the methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria.
Centres are encouraged to provide learners with realistic scenarios and maximise the use of practical activities in delivery and assessment.
Opportunities to link the delivery and assessment of units with other units should also be encouraged to avoid over assessment.
Further guidance about internal assessment is on the Edexcel website. See Section 12 for further details.
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
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6 Recognising prior learning and achievement
Recognition of Prior Learning
Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.
Edexcel encourages centres to recognise learners’ previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.
RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.
Further guidance is available in the policy document Recognition of Prior Learning Policy, which is on the Edexcel website.
Credit transfer
Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.
If learners achieve units with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of unit achievement.
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
8
7 Quality assurance of centres
Quality assurance is at the heart of vocational qualifications. The centre assesses BTEC qualifications. The centre will use quality assurance to make sure that their managers, internal verifiers and assessors are standardised and supported. Edexcel use quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice.
For the qualification in this specification, the Edexcel quality assurance model will follow one of the processes listed below.
1 Delivery of the qualification as part of a BTEC apprenticeship (single click registration)
an annual visit by a Standards Verifier to review centre-wide quality assurance systems and sampling of internal verification and assessor decisions.
2 Delivery of the qualification outside the apprenticeship
an annual visit to the centre by a Centre Quality Reviewer to review centre-wide quality assurance systems.
Lead Internal Verifier accreditation. This involves online training and standardisation of Lead Internal Verifiers using our OSCA platform, accessed via Edexcel Online. Please note that not all qualifications will include Lead Internal Verifier accreditation. Where this is the case, we will annually allocate a Standards Verifier to conduct postal sampling of internal verification and assessor decisions for the Principal Subject Area.
For further details, please go to the UK BTEC Quality Assurance Handbook on our website www.edexcel.com.
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
9
8 Programme delivery
Centres are free to offer the qualifications using any mode of delivery (for example full time, part time, evening only, distance learning) that meets their learners’ needs. Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units.
Those planning the programme should aim to enhance the vocational nature of the qualification by:
liaising with employers to make sure a course is relevant to learners’ specific needs
accessing and using non-confidential data and documents from learners’ workplaces
developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector
giving learners the opportunity to apply their learning in practical activities
including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment
making full use of the variety of experience of work and life that learners bring to the programme.
Centres must make sure that current legislation is taught when it is part of a unit.
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
10
9 Access and recruitment
Edexcel’s policy regarding access to our qualifications is that:
they should be available to everyone who is capable of reaching the required standards
they should be free from any barriers that restrict access and progression
there should be equal opportunities for all those wishing to access the qualifications.
Centres are required to recruit learners to BTEC specialist qualifications with integrity.
Applicants will need relevant information and advice about the qualification to make sure it meets their needs.
Centres should review the applicant’s prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.
For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 10, Access to qualifications for learners with disabilities or specific needs.
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
11
10 Access to qualifications for learners with disabilities or specific needs
Equality and fairness are central to our work. Edexcel’s Equality Policy requires that all learners should have equal opportunity to access our qualifications and assessments and that our qualifications are awarded in a way that is fair to every learner.
We are committed to making sure that:
learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic
all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.
Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.
Details on how to make adjustments for learners with protected characteristics are in the policy document Reasonable Adjustment and Special Considerations for BTEC and Edexcel NVQ Qualifications, which are on our website: www.edexcel.com/Policies/
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
12
11 Units
Unit format
Units have the following sections.
Unit title
The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).
Unit reference number
Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.
QCF level
All units and qualifications within the QCF have a level assigned to them. There are 9 levels of achievement, from Entry to level 8. The QCF Level Descriptors inform the allocation of the level.
Credit value
When a learner achieves a unit, they gain the specified number of credits.
Guided learning hours
Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in for example open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.
Unit aim
This gives a summary of what the unit aims to do.
Essential resources
This section lists any specialist resources that are needed to deliver the unit. The centre will be asked to make sure that these resources are in place when it seeks approval from Edexcel to offer the qualification.
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
13
Learning outcomes
The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.
Assessment criteria
The assessment criteria specify the standard required by the learner to achieve the learning outcome.
Unit amplification
This section gives further clarification on what a learner needs to know to achieve a learning outcome. Information in brackets gives exemplification for specific areas of knowledge.
Information for tutors
This section gives tutors information on delivery and assessment. It usually contains the following subsections.
Delivery – explains the content’s relationship to the learning outcomes and offers guidance on possible approaches to delivery.
Assessment – gives information about the evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria.
Indicative resource material – lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites.
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
14
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
15
Unit 1: Health, Safety and Welfare in a Fitness Environment
Unit code: T/600/9016
QCF level: 2
Credit value: 2
Guided learning hours: 16
Unit aim
The aim of this unit is to develop learner knowledge and understanding of the requirements for health, safety and welfare in a fitness environment. The learner will understand how to assess and control any hazards and risks that compromise the health, safety and welfare of staff and customers. The unit also aims to develop learner knowledge and understanding of safeguarding children and vulnerable adults.
Learners will explore the organisational procedures, legislation and regulations in place to ensure a healthy, safe and secure work environment for employees, customers and visitors.
Learners will have the opportunity to investigate the main hazards, how to risk assess these hazards, how to control the associated risks and the security procedures that may be in place within fitness environments.
Finally, learners will explore the associated organisational procedures and policies, and the statutory agencies responsible, for safeguarding children and vulnerable adults.
Essential resources
For this unit, centres need to give learners access to:
computers, the internet and library facilities to enable them to carry out research, for example on current legislation and regulations
information on key factors that influence health and safety, specifically in the fitness sector. This information can be obtained from the Health and Safety Executive, governing bodies, local authorities and local education authorities.
It would also be beneficial for learners to see examples of the types of tools, equipment and materials needed to deal with the hazards found in a fitness environment.
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
16
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Id
entify
the
types
of
emer
gen
cies
that
may
occ
ur
in a
fitn
ess
envi
ronm
ent
Dep
endin
g o
n t
he
type
of
work
pla
ce
Typ
es e
g f
ire,
chem
ical
lea
ks,
bom
b s
care
, pow
er c
ut,
str
uct
ura
l fa
ilure
, m
edic
al e
mer
gen
cy,
acci
den
ts,
thre
aten
ing b
ehav
iour,
mis
sing
per
sons
1.2
D
escr
ibe
the
role
s th
at d
iffe
rent
staf
f an
d e
xter
nal
ser
vice
s pla
y during a
n e
mer
gen
cy
Inte
rnal
sta
ff e
g c
onta
ctin
g a
nd a
dvi
sing e
mer
gen
cy s
ervi
ces,
in
form
ing c
olle
agues
when
em
ergen
cy s
ervi
ces
arrive
, re
spondin
g o
n
site
as
situ
atio
n o
ccurs
, re
spondin
g w
ithin
lim
its
of
ow
n c
om
pet
ence
an
d a
uth
ority
, se
ekin
g h
elp a
nd a
dvi
ce a
s ap
pro
priat
e
Spec
ific
role
s of
exte
rnal
ser
vice
s eg
par
amed
ics,
polic
e, f
ire
serv
ice
1.3
Exp
lain
the
import
ance
of
follo
win
g e
mer
gen
cy p
roce
dure
s ca
lmly
and c
orr
ectly
Import
ance
eg m
ainta
in s
afel
y of oth
er s
taff,
cust
om
ers
and v
isitors
, co
nta
ct r
elev
ant
emer
gen
cy s
ervi
ces,
res
olv
e em
ergen
cy s
ituat
ion
safe
ly a
nd q
uic
kly
1
Under
stan
d
emer
gen
cy
pro
cedure
s in
a
fitn
ess
envi
ronm
ent
1.4
D
escr
ibe
how
to m
ainta
in t
he
safe
ty o
f peo
ple
invo
lved
in
typic
al e
mer
gen
cies
, in
cludin
g
child
ren,
old
er p
eople
and
dis
able
d p
eople
Tak
e ap
pro
priat
e ac
tions
eg s
top t
he
activi
ty,
giv
e cl
ear
and c
orr
ect
inst
ruct
ions,
eva
cuat
e th
e ar
ea a
nd m
ove
peo
ple
to a
saf
e ar
ea
Ensu
re e
vacu
atio
n r
oute
acc
essi
ble
by
all eg
whee
lchai
r use
rs
Conta
ct r
elev
ant
peo
ple
eg p
aren
ts,
emer
gen
cy s
ervi
ces
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
17
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
O
utlin
e w
hy
hea
lth a
nd s
afet
y is
im
port
ant
in a
fitnes
s en
viro
nm
ent
Import
ance
eg e
nsu
re s
taff w
ork
in a
saf
e en
viro
nm
ent,
ensu
re s
afet
y of
area
s use
d b
y cu
stom
ers
and v
isitors
, en
sure
equip
men
t is
saf
e to
use
, m
inim
ise
risk
of
inju
ry a
nd a
ccid
ents
to s
taff,
cust
om
ers
and
visi
tors
Com
plia
nce
with leg
al r
equirem
ents
eg H
ealth a
nd S
afet
y Exe
cutive
guid
elin
es,
expec
ted indust
ry s
tandar
ds
2.2
Id
entify
the
legal
and r
egula
tory
re
quirem
ents
for
hea
lth a
nd
safe
ty r
elev
ant
to w
ork
ing in a
fitn
ess
envi
ronm
ent
Legis
lation a
nd r
egula
tions
eg H
ealth a
nd S
afet
y at
Work
Act
, Contr
ol
of
Subst
ance
s H
azar
dous
to H
ealth (
CO
SH
H)
Reg
ula
tions,
Man
ual
H
andlin
g O
per
atio
ns
Reg
ula
tions,
Rep
ort
ing o
f In
juries
, D
isea
ses,
and
Dan
ger
ous
Occ
urr
ence
s Reg
ula
tions
(RID
DO
R),
Man
agem
ent
of
Hea
lth
and S
afet
y at
Work
Act
(Am
endm
ent)
Reg
ula
tions
Reg
ula
tory
bodie
s eg
Hea
lth a
nd S
afet
y Exe
cutive
, Reg
iste
r of
Exe
rcis
e Pr
ofe
ssio
nal
s, loca
l au
thorities
, au
thorities
appro
priat
e to
sp
ecific
act
ivitie
s or
spec
ific
typ
es o
f ac
tivi
ties
2
Under
stan
d h
ealth
and s
afet
y re
quirem
ents
in a
fitn
ess
envi
ronm
ent
2.3
D
escr
ibe
Duty
of
Car
e an
d
pro
fess
ional
role
boundar
ies
in
rela
tion t
o s
pec
ial popula
tion
gro
ups
Spec
ial popula
tions
– 1
4-1
6 y
ear
old
s, o
lder
peo
ple
(50+
), a
nte
nat
al
and p
ost
nat
al w
om
en
Duty
of
care
— leg
al r
equirem
ent
that
indiv
idual
s ad
her
e to
a
reas
onab
le s
tandar
d o
f ca
re w
hen
car
ryin
g o
ut
activi
ties
that
could
har
m s
elf
or
oth
ers
Pro
fess
ional
boundar
ies
rela
ting t
o lac
k of
appro
priat
e qual
ific
atio
ns
eg
cannot
inst
ruct
exe
rcis
e se
ssio
ns
for
spec
ial popula
tions,
can
not
adve
rtis
e as
a s
pec
ial popula
tions
inst
ruct
or,
can
not
inst
ruct
spec
ial
popula
tion c
lients
1:1
or
in g
roups
on a
reg
ula
r or
pro
gre
ssiv
e bas
is,
cannot
pla
n p
rogre
ssiv
e lo
ng-t
erm
exe
rcis
e pro
gra
mm
es f
or
spec
ial
popula
tions,
clie
nts
to b
e m
ade
awar
e of
any
role
boundar
y is
sues
prior
to p
artici
pat
ion
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l 2012 ©
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rson E
duca
tion L
imited
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18
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.4
Id
entify
the
typic
al r
ole
s of
indiv
idual
s re
sponsi
ble
for
hea
lth
and s
afet
y in
a f
itnes
s org
anis
atio
n
Spec
ific
role
s eg
qual
ifie
d f
irst
aid
ers,
Hea
lth a
nd S
afet
y Exe
cutive
in
spec
tors
, in
tern
al h
ealth a
nd s
afet
y offic
ers,
loca
l co
unci
l hea
lth a
nd
safe
ty a
dvi
sers
, fa
cilit
y m
anag
ers,
fitnes
s in
stru
ctors
Res
ponsi
bili
ties
eg c
arry
ing o
ut
and r
evie
win
g r
isk
asse
ssm
ents
, m
onitoring h
ealth a
nd s
afet
y, e
nsu
ring a
ppro
priat
e sa
fety
chec
ks a
re
carr
ied o
ut
on f
acili
ties
and e
quip
men
t ,
mai
nta
inin
g s
afet
y during
exer
cise
ses
sions
, re
port
ing a
ny
inci
den
ts p
rom
ptly
and in lin
e w
ith
org
anis
atio
nal
pro
cedure
s
2.5
D
escr
ibe
the
types
of
secu
rity
pro
cedure
s th
at m
ay a
pply
in a
fitn
ess
envi
ronm
ent
Proce
dure
s eg
res
tric
ting a
cces
s to
cer
tain
are
as,
ensu
ring a
ll vi
sito
rs
sign in a
nd o
ut,
use
of
CCTV,
pro
cedure
s fo
r re
port
ing inci
den
ts t
o t
he
appro
priat
e per
son
Use
of
secu
re s
tora
ge
area
s eg
per
sonal
bel
ongin
gs,
cle
anin
g p
roduct
s
2.6
D
escr
ibe
the
key
hea
lth a
nd
safe
ty d
ocu
men
ts t
hat
are
re
leva
nt
in a
fitnes
s en
viro
nm
ent
For
exam
ple
org
anis
atio
nal
polic
y an
d p
roce
dure
s fo
r hea
lth a
nd
safe
ty,
risk
ass
essm
ents
, re
cord
s of ex
tern
al insp
ections,
mai
nte
nan
ce
sched
ule
s
3
Under
stan
d h
ow
to
contr
ol risk
s in
a
fitn
ess
envi
ronm
ent
3.1
Id
entify
poss
ible
haz
ards
in a
fitn
ess
envi
ronm
ent,
rel
atin
g t
o:
□
faci
litie
s
□
equip
men
t
□
work
ing p
ract
ices
, in
cludin
g
lifting a
nd h
andlin
g o
f eq
uip
men
t
□
clie
nt
beh
avio
ur
□
secu
rity
□
hyg
iene
Haz
ards
rela
ting t
o f
acili
ties
eg s
lipper
y floors
, tr
ailin
g c
able
s,
inad
equat
e firs
t ai
d f
acili
ties
Haz
ards
rela
ting t
o e
quip
men
t eg
lac
k of
regula
r te
stin
g,
uncl
ean a
nd
bad
ly m
ainta
ined
equip
men
t, e
quip
men
t bei
ng lef
t unat
tended
Haz
ards
rela
ting t
o w
ork
ing p
ract
ices
eg lac
k of
or
poor
trai
nin
g,
no
contr
ol of
haz
ardous
was
te,
untidy
work
are
a, inap
pro
priat
e/unsa
fe
lifting a
nd h
andlin
g o
f eq
uip
men
t, inap
pro
priat
e ex
erci
se t
ype
or
inte
nsi
ty
Haz
ards
rela
ting t
o c
lient
beh
avio
ur
eg p
oor
attitu
de,
unsa
fe
beh
avio
ur,
dis
regar
d f
or
hea
lth a
nd s
afet
y re
quirem
ents
and s
afet
y of
oth
ers,
aggre
ssiv
e beh
avio
ur
Haz
ards
rela
ting t
o s
ecurity
eg o
pen
gat
es,
doors
or
oth
er b
arrier
s,
unau
thorise
d u
se o
f eq
uip
men
t, s
usp
icio
us
pac
kages
or
per
sons,
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ertifica
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ialis
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ific
atio
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Fitn
ess
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ruct
ing (
QCF)
– I
ssue
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l 2012 ©
Pea
rson E
duca
tion L
imited
2012
19
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
vandal
ism
to p
rem
ises
or
equip
men
t
Haz
ards
rela
ting t
o h
ygie
ne
eg r
isk
of
infe
ctio
n,
cross
conta
min
atio
n
3.2
D
escr
ibe
how
to r
isk
asse
ss t
he
types
of
poss
ible
haz
ards
in a
fitn
ess
envi
ronm
ent
Iden
tify
ite
ms/
area
to b
e as
sess
ed e
g e
quip
men
t oper
atio
n,
public
ar
ea
Car
ry o
ut
risk
ass
essm
ent
eg iden
tify
haz
ards,
iden
tify
those
at
risk
, as
sess
chan
ce o
f haz
ard c
ausi
ng h
arm
, gra
de
risk
s, r
ecord
fin
din
gs
3.3
D
escr
ibe
how
to c
ontr
ol risk
s as
soci
ated
with h
azar
ds
in a
fitn
ess
envi
ronm
ent
Tak
e ac
tion t
o r
educe
the
risk
of a
haz
ard a
ctual
ly c
ausi
ng h
arm
eg
follo
win
g c
orr
ect
pro
cedure
s, p
utt
ing u
p w
arnin
g s
igns
when
cle
anin
g,
rem
ovi
ng a
n u
nsa
fe p
iece
of
equip
men
t fr
om
use
, do n
ot
carr
y out
an
activi
ty o
r ex
erci
se s
essi
on,
pro
vide
appro
priat
e sa
fety
equip
men
t,
pro
vide
appro
priat
e su
per
visi
on f
or
par
tici
pan
ts,
seek
advi
ce f
rom
re
leva
nt
colle
agues
3.4
Id
entify
the
appro
priat
e per
son/p
osi
tion t
o c
onta
ct w
ithin
a
fitn
ess
org
anis
atio
n w
hen
haz
ards
and r
isks
can
not
be
contr
olle
d p
erso
nal
ly
Inte
rnal
eg h
ealth a
nd s
afet
y off
icer
, su
per
viso
r, m
anag
er,
qual
ifie
d
firs
t ai
der
, re
leva
nt
colle
agues
Ext
ernal
eg loca
l au
thority
hea
lth a
nd s
afet
y ad
vise
rs,
Hea
lth a
nd
Saf
ety
Exe
cutive
offic
ers
4
Under
stan
d h
ow
to
safe
guar
d c
hild
ren
and v
uln
erab
le
adults
4.1
D
escr
ibe
what
is
mea
nt
by
safe
guar
din
g t
he
wel
fare
of
child
ren a
nd v
uln
erab
le a
dults
□
Tak
ing r
easo
nab
le m
easu
res
to e
nsu
re t
he
risk
of
har
m t
o t
he
wel
fare
of
child
ren a
nd v
uln
erab
le a
dults
is m
inim
ised
,
□
Tak
ing a
ll ap
pro
priat
e ac
tions
to a
ddre
ss c
once
rns
about
child
ren
and v
uln
erab
le a
dults
4.2
D
escr
ibe
the
resp
onsi
bili
ties
and
limitat
ions
of
a fitn
ess
inst
ruct
or
in r
egar
d t
o s
afeg
uar
din
g
child
ren a
nd v
uln
erab
le a
dults
□
Res
ponsi
bili
ties
eg d
uty
of
care
, re
port
susp
ecte
d o
r dis
close
d
abuse
to t
he
appro
priat
e per
son w
ithin
the
org
anis
atio
n
□
Lim
itat
ions
eg r
efer
ral of
susp
ecte
d o
r dis
close
d a
buse
only
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Spec
ific
atio
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Edex
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evel
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ertifica
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pec
ialis
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ific
atio
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Fitn
ess
Inst
ruct
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QCF)
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ssue
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l 2012 ©
Pea
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duca
tion L
imited
2012
20
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.3
Id
entify
the
types
of
abuse
w
hic
h a
n inst
ruct
or
may
en
counte
r: p
hys
ical
, em
otional
, neg
lect
, bully
ing a
nd s
exual
□
Phys
ical
eg h
itting,
kick
ing,
bitin
g,
forc
ed p
artici
pat
ion
□
Em
otional
eg n
egat
ive
critic
ism
, use
of
sarc
asm
, del
iber
ate
isola
tion
□
Neg
lect
eg n
o r
egar
d f
or
safe
ty
□
Bully
ing e
g c
allin
g n
ames
, del
iber
ate
hum
iliat
ion,
phys
ical
thre
ats
□
Sex
ual
eg inap
pro
priat
e se
xual
beh
avio
ur,
exp
osu
re t
o
inap
pro
priat
e im
ages
4.4
Id
entify
poss
ible
sig
ns
of
abuse
: phys
ical
, em
otional
, neg
lect
, bully
ing a
nd s
exual
□
Phys
ical
eg b
ruis
ing,
unex
pla
ined
inju
ries
, fr
actu
res,
burn
s, s
cald
s,
refu
sal to
exp
lain
inju
ries
, av
oid
ance
of
phys
ical
conta
ct
□
Em
otional
eg p
assi
ve o
r co
mplia
nt
beh
avio
ur,
withdra
wn,
aggre
ssiv
e beh
avio
ur,
low
sel
f-es
teem
□
Neg
lect
eg p
oor
hyg
iene,
dirty
clo
thes
, hunger
rel
uct
ance
to g
o
hom
e
□
Bully
ing e
g u
nex
pla
ined
inju
ries
, lo
w s
elf-
confiden
ce a
nd e
stee
m,
withdra
wn,
dis
tres
s, p
oor
appet
ite
□
Sex
ual
eg d
ispla
ys s
exual
beh
avio
ur
BA029358 –
Spec
ific
atio
n –
Edex
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evel
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ertifica
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pec
ialis
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ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
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l 2012 ©
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rson E
duca
tion L
imited
2012
21
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.5
D
escr
ibe
a fitn
ess
org
anis
atio
n’s
polic
ies
and p
roce
dure
s in
re
lation t
o s
afeg
uar
din
g c
hild
ren
and v
uln
erab
le a
dults,
incl
udin
g
typic
al r
eport
ing p
roce
dure
s
□
Cla
rifica
tion o
f ro
les
and r
esponsi
bili
ties
eg lin
es o
f co
mm
unic
atio
n,
syst
ems
for
reco
rdin
g info
rmat
ion
□
Provi
sion o
f st
aff
trai
nin
g e
g e
nsu
re s
taff
hav
e ad
equat
e in
duct
ion,
trai
nin
g a
nd u
p-t
o-d
ate
info
rmat
ion,
trai
n a
nd a
dvi
se s
taff
how
to
iden
tify
and m
anag
e risk
□
Ref
lect
rel
evan
t le
gis
lation a
nd r
egula
tions
eg S
afeg
uar
din
g
Vuln
erab
le G
roups
Act
, M
enta
l H
ealth A
ct,
Men
tal Cap
acity
Act
, Equal
ity
Act
2010,
Rac
e Rel
atio
ns
Act
, H
um
an R
ights
Act
, D
ata
Prote
ctio
n A
ct,
NSPC
C s
tandar
ds
for
safe
guar
din
g a
nd p
rote
ctin
g
□
Spec
ific
polic
ies
and p
roce
dure
s eg
act
ivity
area
s des
igned
to b
e tr
ansp
aren
t, e
nsu
re s
taffin
g lev
els
are
appro
priat
e, p
roce
dure
s fo
r re
port
ing a
ny
conce
rns
or
issu
es,
guid
ance
on c
onfiden
tial
ity
and
info
rmat
ion s
har
ing,
guid
ance
on a
ppro
priat
e/ex
pec
ted s
tandar
ds
of
beh
avio
ur,
pro
cess
es f
or
dea
ling w
ith b
ehav
iour
that
is
unac
cepta
ble
and/o
r dis
crim
inat
ory
4.6
D
escr
ibe
the
pro
cedure
s to
fo
llow
to p
rote
ct o
nes
elf
from
ac
cusa
tions
of
abuse
□
Rel
evan
t org
anis
atio
nal
polic
ies
and p
roce
dure
s
4.7
Id
entify
the
stat
uto
ry a
gen
cies
re
sponsi
ble
for
safe
guar
din
g
child
ren a
nd v
uln
erab
le a
dults
□
Rel
evan
t st
atuto
ry a
gen
cies
eg L
oca
l Saf
eguar
din
g C
hild
ren
Boar
ds,
Loca
l Adult S
afeg
uar
din
g B
oar
ds,
the
Indep
enden
t Saf
eguar
din
g A
uth
ority
(IS
A),
so
cial
ser
vice
s, p
olic
e, N
SPC
C
4.8
Exp
lain
when
it
may
be
nec
essa
ry t
o c
onta
ct s
tatu
tory
ag
enci
es
□
In c
ases
when
abuse
is
susp
ecte
d o
r has
bee
n d
iscl
ose
d
4.9
D
escr
ibe
how
to m
ainta
in t
he
confiden
tial
ity
of
info
rmat
ion
rela
ting t
o p
oss
ible
abuse
Follo
w o
rgan
isat
ional
polic
ies
and p
roce
dure
s re
gar
din
g c
onfiden
tial
ity
and info
rmat
ion s
har
ing e
g r
efer
ral to
the
appro
priat
e m
ember
of
staf
f, d
iscu
ss iss
ues
in a
n a
ppro
priat
e ar
ea
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
22
Information for tutors
Delivery
This unit should be delivered in a way that develops knowledge and understanding of health, safety and welfare within a fitness environment. Learners need to know and understand:
the requirements for health, safety and security within a fitness environment, including organisational procedures and legal and regulatory requirements
the type of emergencies that can occur within fitness environments and how to respond to them correctly
hazards and risks within a fitness environment and how to deal with them
safeguarding children and vulnerable adults, including organisational policies and procedures and the associated statutory agencies.
A useful opening would be small-group discussions, during which learners can exchange their experiences of health, safety and security within fitness environments. Tutors can take feedback on a flipchart or board to share the discussions of individual groups.
Although this unit is predominantly theoretical, it is recommended that centres combine it with a practical unit that requires learners to instruct an exercise session/physical activity. This will give learners a real situation on which to base their learning.
Learners should be encouraged to engage with employers and, where possible, other employees to gain knowledge and understanding of how to maintain health, safety and security within fitness environments.
Knowledge of issues gained through engaging with employers and employees, rather than through a purely theoretical context, is key. This should be made possible through learners working with those responsible for ensuring that any environment used for exercise and physical activities is healthy, safe and secure, for example, a gym instructor and through the use of guest speakers and video/DVD training programmes.
A presentation by a sports centre manager, will support delivery, as well as adding vocational relevance and currency by illustrating real situations that have occurred relating to health and safety. The visiting speaker could deliver a summary of the policies and procedures within their organisation relating to health, safety and security, the associated legal and regulatory requirements and the responsibilities of employers and employees to follow these procedures and meet legal requirements.
This could be supported by examples drawn from industry or through developed case studies that highlight the:
emergency situations that can occur within fitness environments, the importance of following emergency procedures calmly and correctly, and the possible consequences if this does not happen
hazards and risks that can occur in a fitness environment and the importance of carrying out appropriate risk assessments
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
23
importance of having procedures in place to safeguard children and vulnerable adults, including procedures for reporting, dealing with statutory agencies and maintaining confidentiality of information.
This unit could be delivered through distance learning. However, this will involve additional, and different, considerations, such as planning, and other measures to ensure learners can gain the required knowledge and understanding.
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
A variety of assessment methods could be used. Learners could produce written reports or give verbal presentations, supported by witness testimony. Alternatives could be logbooks or workbooks completed in the workplace or during visits.
Assessment tasks and activities should enable learners to produce valid, sufficient and reliable evidence that relates directly to the assessment criteria. Centres are encouraged to emphasise the practical application of the assessment criteria.
Indicative resource materials
Books
Crouch M – Protecting Children: A Guide for Sports People (Coachwise, 2002) ISBN 9780947850500
Duncan M, Cahill F, Heighway P – Health and Safety at Work Essentials: The One-stop Guide for Anyone Responsible for Health and Safety Issues in the Workplace (Lawpack Publishing Ltd, 5th revised edition, 2006) ISBN 9781905261246
Frosdick S et al – Safety and Security at Sports Grounds (Paragon Publishing, 2005) ISBN 9781899820146
Gervis M and Brierley J – Effective Coaching for Children (The Crowood Press, 1999) ISBN 9781861261373
Health and Safety Executive – Essentials of Health and Safety at Work (HSE Books, 2006) ISBN 9780717661794
Journals
Occupational Safety and Health
Policy and Practice in Health and Safety
Websites
Adventurous Activities Licensing Authority www.aals.org.uk
Central Council for Physical Recreation www.ccpr.org.uk
Health and Safety Executive www.hsegov.uk
National Society for the Prevention of Cruelty to Children (NSPCC) www.nspcc.org.uk
Royal Society for the Prevention of Accidents www.rospa.com
Safe Sport www.safesport.co.uk
SkillsActive www.skillsactive.com
BA029358 – Specification – Edexcel BTEC Level 3Certificate specialist qualification in Fitness Instructing – Issue 1– March 2012 © Pearson Education Limited 2012
24
Unit 2: Principles of Exercise, Fitness and Health
Unit code: A/600/9017
QCF level: 2
Credit value: 4
Guided learning hours: 28
Unit aim
The aim of this unit is to develop knowledge and understanding of the key principles of exercise, fitness and health, including the components, principles and variables of fitness, the health benefits of physical activity and the importance of healthy eating.
Learners will cover the effects of exercise on the musculoskeletal, cardiovascular and respiratory systems, including how the various body systems adapt to training and the health benefits of physical activity.
Learners will have the opportunity to investigate how the principles and variables of fitness are applied in practice, including the principles of progression, adaptation, modification and regression, and exercise contraindications and key safety guidelines for working with special populations.
Finally, learners will explore key health eating advice, key nutrients and their sources, and the health risks associated with poor nutrition.
Essential resources
For this unit, centres need to give learners access to computers, the internet and library facilities to enable them to carry out research. Centres could invite independent health and fitness experts to be guest speakers.
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
25
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
D
escr
ibe
card
iova
scula
r an
d
resp
irat
ory
adap
tations
to
endura
nce
/aer
obic
tra
inin
g
Car
dio
vasc
ula
r ad
apta
tions
eg incr
ease
d h
eart
rat
e, d
ecre
ased
blo
od
pre
ssure
, in
crea
se in s
troke
volu
me,
incr
ease
in c
ardia
c outp
ut,
dec
reas
e in
res
ting h
eart
rat
e, incr
ease
in b
lood v
olu
me,
im
pro
ved
blo
od f
low
Res
pirat
ory
adap
tations
eg incr
ease
in b
reat
hin
g r
ate,
dec
reas
e in
re
stin
g b
reat
hin
g r
ate,
incr
ease
d t
idal
volu
me,
incr
ease
d s
tren
gth
of
resp
irat
ory
musc
les,
incr
ease
in o
xygen
diffu
sion r
ate,
im
pro
ved lung
capac
ity
1.2
Id
entify
the
short
and long t
erm
ef
fect
s of
exer
cise
on b
lood
pre
ssure
Short
-ter
m e
ffec
t eg
sys
tolic
pre
ssure
ris
es,
dia
stolic
pre
ssure
sta
ys
alm
ost
the
sam
e
Long-t
erm
effec
t eg
sys
tolic
and d
iast
olic
pre
ssure
s ar
e re
duce
d
1.3
D
escr
ibe
the
‘blo
od p
oolin
g’
effe
ct f
ollo
win
g e
xerc
ise
Forc
e push
ing t
he
blo
od b
ack
to t
he
hea
rt s
tops
Blo
od a
nd w
aste
pro
duct
s st
ay in t
he
musc
les
Cau
ses
swel
ling a
nd p
ain
1
Under
stan
d t
he
effe
cts
of
exer
cise
on t
he
body
1.4
D
escr
ibe
the
effe
cts
of
exer
cise
on b
ones
and join
ts incl
udin
g t
he
signific
ance
of
wei
ght
bea
ring
exer
cise
Effec
ts e
g incr
ease
d r
ange
of
mov
emen
t, im
pro
ved b
one
den
sity
Wei
ght
bea
ring e
xerc
ise
eg r
unnin
g,
resi
stan
ce t
rain
ing;
Sig
nific
ance
eg p
reve
ntion o
f ost
eoporo
sis
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
26
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.5
D
escr
ibe
del
ayed
onse
t of
musc
le s
ore
nes
s (D
OM
S)
DO
MS e
g m
usc
le p
ain,
sore
nes
s or
stiffn
ess
occ
urr
ing in t
he
day
or
two a
fter
exe
rcis
e, s
truct
ura
l m
usc
le d
amag
e
1.6
Id
entify
exe
rcis
es o
r te
chniq
ues
lik
ely
to c
ause
del
ayed
onse
t of
musc
le s
ore
nes
s
Cau
ses
eg e
ccen
tric
exe
rcis
e, low
erin
g w
eights
, th
e dow
nw
ard
motion o
f sq
uat
s an
d p
ush
-ups,
unac
cust
om
ed o
r st
renuous
exer
cise
, dra
mat
ic incr
ease
to d
ura
tion o
r in
tensi
ty o
f an
exe
rcis
e ro
utine
1.7
D
escr
ibe
the
short
and long t
erm
ef
fect
s of
diffe
rent
types
of
exer
cise
on m
usc
le
Short
ter
m e
ffec
ts e
g h
eat
gen
erat
ion,
incr
ease
d e
last
icity,
incr
ease
d
exci
tabili
ty,
incr
ease
d p
roduct
ion o
f sy
novi
al f
luid
, im
pro
ved b
lood
flow
to m
usc
les,
im
pro
ved r
ange
of
join
t m
ove
men
t
Long-t
erm
effec
ts e
g incr
ease
d m
usc
le s
tren
gth
, in
crea
sed s
tren
gth
of
tendons
and lig
amen
ts,
incr
ease
d m
yoglo
bin
sto
res,
incr
ease
d
num
ber
of
mitoch
ondria
1.8
D
escr
ibe
diffe
rent
exer
cise
s th
at
can im
pro
ve p
ost
ure
Str
ength
enin
g c
ore
musc
les
eg b
asic
cru
nch
es,
side
pla
nks
, bac
k ex
tensi
ons
Str
etch
es e
g leg
, w
all, s
imple
ches
t
Progre
ssio
n e
g incr
ease
d r
ange
of m
otion,
incr
ease
spee
d,
com
bin
ed
move
men
ts
2.1
D
efin
e th
e co
mponen
ts o
f hea
lth
rela
ted f
itnes
s Com
ponen
ts e
g a
erobic
endura
nce
, m
usc
ula
r en
dura
nce
, flex
ibili
ty,
spee
d,
stre
ngth
, body
com
posi
tion
2.2
D
efin
e th
e co
mponen
ts o
f sk
ill
rela
ted f
itnes
s Com
ponen
ts e
g a
gili
ty,
bal
ance
, co
ord
inat
ion,
pow
er,
reac
tion t
ime
2
Under
stan
d t
he
com
ponen
ts o
f fitn
ess
2.3
Id
entify
the
fact
ors
that
aff
ect
hea
lth a
nd s
kill
rela
ted f
itnes
s Ph
ysic
al f
acto
rs e
g d
iet,
wei
ght,
gen
der
, body
type,
med
ical
his
tory
Life
styl
e fa
ctors
eg s
tres
s, a
lcohol, s
moki
ng,
dru
gs,
dem
ands
of
work
, le
vel of
activi
ty,
sport
s par
tici
pat
ion (
trai
nin
g a
nd c
om
pet
itio
n)
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
27
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
D
escr
ibe
the
phys
iolo
gic
al
implic
atio
ns
of:
□
spec
ific
ity
□
pro
gre
ssiv
e ove
rload
□
reve
rsib
ility
□
adap
tabili
ty
□
indiv
idual
ity
□
reco
very
tim
e
Spec
ific
ity
eg m
usc
les
adap
t sp
ecific
ally
to t
he
nat
ure
of
the
exer
cise
st
ress
, m
usc
le e
xerc
ised
is
the
musc
le t
hat
adap
ts t
o t
rain
ing
Progre
ssiv
e ove
rload
eg s
tim
ula
tes
musc
le h
yper
trophy,
dev
elopm
ent
of
stro
nger
and d
ense
r bones
, lig
amen
ts,
tendons
and
cart
ilage,
more
res
ponsi
ve n
erve
connec
tion b
etw
een t
he
bra
in a
nd
the
musc
les
invo
lved
Rev
ersi
bili
ty e
g e
xten
ded
res
t in
terv
als
reduce
phys
ical
fitnes
s,
phys
iolo
gic
al e
ffec
ts o
f fitn
ess
trai
nin
g d
imin
ish o
ver
tim
e, d
ecre
ased
st
rength
and m
usc
le m
ass
Adap
tabili
ty e
g b
ody
adap
ts t
o t
he
stre
ss o
f ex
erci
se w
ith incr
ease
d
fitn
ess,
musc
les
and c
ardio
resp
irat
ory
sys
tem
adap
t th
rough
consi
sten
t tr
ainin
g o
r ac
tivi
ty s
essi
ons
Indiv
idual
ity
eg p
eople
hav
e diffe
rent
phys
ical
and p
hys
iolo
gic
al
const
itutions,
tole
rate
tra
inin
g in d
iffe
rent
way
s
Rec
ove
ry t
ime
eg a
llow
s th
e body
to r
eple
nis
h e
ner
gy
store
s, r
epai
r dam
aged
tis
sues
, sh
ort
ter
m r
ecove
ry e
g im
med
iate
ly a
fter
inte
nse
ex
erci
se,
low
-inte
nsi
ty e
xerc
ise
during c
ool-
dow
n p
has
e, long t
erm
re
cove
ry e
g t
echniq
ues
that
are
built
in t
o a
sea
sonal
tra
inin
g
pro
gra
mm
e
3
Under
stan
d h
ow
to
apply
the
princi
ple
s an
d
variab
les
of
fitn
ess
to a
n e
xerc
ise
pro
gra
mm
e
3.2
Exp
lain
the
princi
ple
s of
FITT
(Fre
quen
cy,
Inte
nsi
ty,
Tim
e an
d
Typ
e)
Freq
uen
cy –
how
oft
en e
xerc
ise
is c
arried
out
Inte
nsi
ty –
how
har
d a
per
son w
ork
s during e
xerc
ise
Tim
e – len
gth
of
the
exer
cise
ses
sion
Typ
e – t
he
type
of
activi
ty/e
xerc
ise
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
28
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.3
Exp
lain
the
princi
ple
s of
a pro
gre
ssiv
e tr
ainin
g p
rogra
mm
e in
dev
elopin
g c
om
ponen
ts o
f fitn
ess
Applic
atio
n o
f FI
TT p
rinci
ple
s
Progre
ssiv
e tr
ainin
g e
g iden
tify
ing t
rain
ing n
eeds,
mak
ing p
rogre
ss
with e
ach s
essi
on,
incr
easi
ng t
he
inte
nsi
ty o
f se
ssio
ns,
incr
easi
ng
range
of
motion,
chan
gin
g s
essi
ons
(addin
g n
ew e
xerc
ises
, del
etin
g
old
ones
, ch
angin
g t
he
ord
er o
f ex
erci
ses)
, se
ttin
g S
MART g
oal
s
3.4
Exp
lain
how
to r
ecognis
e w
hen
an
d h
ow
to r
egre
ss a
tra
inin
g
pro
gra
mm
e
When
eg
when
par
tici
pan
ts a
re h
itting a
`pla
teau
’, c
om
ing b
ack
from
an inju
ry,
trai
nin
g w
ith join
t pai
n,
work
ing t
he
sam
e ro
utine
for
long p
erio
ds
of
tim
e, f
rust
rate
d o
r not
seei
ng r
esults,
hav
e bee
n
inac
tive
for
long p
erio
ds
How
eg r
ecognis
e si
gns
and s
ympto
ms,
follo
w a
ppro
priat
e guid
elin
es
to a
void
ove
r tr
ainin
g,
adap
t princi
ple
s an
d v
aria
ble
of
trai
nin
g,
stre
ss t
he
import
ance
of ad
equat
e re
cove
ry t
ime
3.5
Exp
lain
the
princi
ple
s of
adap
tation,
modific
atio
n a
nd
pro
gre
ssio
n f
or
each
com
ponen
t of
FITT (
Freq
uen
cy,
Inte
nsi
ty,
Tim
e an
d T
ype)
Modific
atio
n e
g m
akin
g a
n e
xerc
ise
more
or
less
difficu
lt,
adju
stin
g
exer
cise
to m
eet
clie
nt’s
phys
ical
cap
abili
ties
Adap
tation e
g e
xerc
ise/
trai
nin
g f
orc
es a
dap
tation t
o incr
ease
per
form
ance
, va
ries
acc
ord
ing t
o t
he
initia
l le
vel of
fitn
ess
Pro
gre
ssio
n e
g b
uild
up t
he
leve
l of w
ork
inte
nsi
ty o
ver
a per
iod o
f tim
e, p
rogre
ss t
hro
ugh incr
easi
ng lev
els
of
fitn
ess
ove
r se
vera
l w
eeks
or
month
s
3.6
D
escr
ibe
the
effe
ct o
f sp
eed o
n
post
ure
, al
ignm
ent
and inte
nsi
ty
Effec
t of
slow
spee
ds
eg b
uild
musc
le s
tren
gth
, post
ure
eas
ier
to
contr
ol, a
lignm
ent
easi
er t
o c
ontr
ol
Effec
t of
fast
er s
pee
ds
eg incr
ease
d r
isk
of
inju
ry,
incr
ease
d inte
nsi
ty
of
exer
cise
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
29
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.7
D
escr
ibe
the
effe
ct o
f le
vers
, gra
vity
and r
esis
tance
on
exer
cise
Leve
rs e
g c
lass
ific
atio
n (
clas
s 1,
clas
s 2,
clas
s 3)
Effec
ts o
f le
vers
eg t
orq
ue,
push
es,
pulls
Effec
t of
gra
vity
eg m
ove
men
t co
ntr
ol
Effec
t of
resi
stan
ce e
g inte
nsi
ty
3.8
D
escr
ibe
the
diffe
rence
s bet
wee
n p
rogra
mm
ing e
xerc
ise
for
phys
ical
fitnes
s an
d f
or
hea
lth b
enef
its
Pro
gra
mm
ing e
xerc
ise
for
phys
ical
fitnes
s eg
im
pro
ving s
kill
leve
ls,
incr
easi
ng inte
nsi
ty,
incr
easi
ng s
tren
gth
Progra
mm
ing e
xerc
ise
for
hea
lth b
enef
its
eg u
sing m
usc
les,
m
ainta
inin
g b
one
stre
ngth
, m
ainta
inin
g g
ood b
lood f
low
, co
ntr
olli
ng
blo
od p
ress
ure
4
Under
stan
d t
he
exer
cise
co
ntr
aindic
atio
ns
and k
ey s
afet
y guid
elin
es f
or
spec
ial popula
tions
4.1
D
escr
ibe
the
exer
cise
co
ntr
aindic
atio
ns
and k
ey s
afet
y guid
elin
es f
or
work
ing w
ith o
lder
peo
ple
(50 p
lus)
Abso
lute
contr
aindic
atio
ns
eg r
ecen
t ECG
chan
ges
, re
cent
hea
rt
atta
ck,
unst
able
angin
a
Rel
ativ
e co
ntr
aindic
atio
ns
eg h
igh b
lood p
ress
ure
, jo
int
stiffn
ess,
poor
bal
ance
and p
ost
ure
, se
nso
ry d
eclin
e
Key
saf
ety
guid
elin
es e
g a
ppro
priat
e sc
reen
ing p
rior
to e
xerc
ise,
se
ek/r
efer
to s
pec
ialis
t ad
vice
, lo
nger
and g
radual
war
m-u
p a
nd
cool-
dow
n,
ensu
re inte
nsi
ty lev
el is
appro
priat
e an
d s
afe,
em
phas
ise
corr
ect
use
of
exer
cise
tec
hniq
ues
, si
mplif
y/ad
apt
exer
cise
as
required
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
30
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.2
D
escr
ibe
the
exer
cise
co
ntr
aindic
atio
ns
and k
ey s
afet
y guid
elin
es f
or
work
ing w
ith
ante
nat
al a
nd p
ost
nat
al c
lients
Abso
lute
contr
aindic
atio
ns
eg h
eart
dis
ease
, a
his
tory
of
sponta
neo
us
abort
ions
or
mis
carr
iages
Rel
ativ
e co
ntr
aindic
atio
ns
eg h
igh b
lood p
ress
ure
, an
aem
ia,
dia
bet
es,
thro
mbosi
s, p
elvi
c floor
pro
ble
ms
Key
saf
ety
guid
elin
es e
g a
ppro
priat
e sc
reen
ing p
rior
to e
xerc
ise,
se
ek/r
efer
to s
pec
ialis
t ad
vice
, en
sure
the
envi
ronm
ent
is a
t th
e co
rrec
t te
mper
ature
and h
um
idity,
avo
id a
ctiv
ity
whic
h p
lace
s undue
stra
in o
n v
uln
erab
le a
reas
of
the
body,
avo
id e
xces
sive
str
etch
ing,
avoid
hea
vy r
esis
tance
exe
rcis
e, a
void
hig
h im
pac
t ex
erci
se,
min
imis
e risk
s of
falls
or
slip
s, m
onitor
if join
ts h
ave
regai
ned
st
rength
and s
tabili
ty in g
ood a
lignm
ent,
em
phas
ise
use
of
corr
ect
exer
cise
tec
hniq
ues
, re
trai
nin
g m
oto
r sk
ills
(bal
ance
, co
ord
inat
ion)
4.3
D
escr
ibe
the
exer
cise
co
ntr
aindic
atio
ns
and k
ey s
afet
y guid
elin
es f
or
work
ing w
ith
young p
eople
(14-1
6)
Contr
aindic
atio
ns
eg s
tage
of
dev
elopm
ent,
inju
ries
, fr
actu
res
Key
guid
elin
es e
g a
ppro
priat
e sc
reen
ing p
rior
to e
xerc
ise
, se
ek/r
efer
to
spec
ialis
t ad
vice
, ta
ke r
egula
r bre
aks,
em
phas
ise
use
of
corr
ect
exer
cise
tec
hniq
ues
, av
oid
hea
vy r
esis
tance
tra
inin
g,
avoid
fle
xibili
ty
trai
nin
g,
ensu
re p
artici
pan
ts h
ydra
te b
efore
, during a
nd a
fter
ex
erci
se
4.4
D
escr
ibe
the
key
safe
ty
consi
der
atio
ns
for
work
ing w
ith
dis
able
d p
eople
Consi
der
atio
ns
eg a
ppro
priat
e sc
reen
ing p
rior
to e
xerc
ise,
see
k/re
fer
to s
pec
ialis
t ad
vice
, en
sure
the
envi
ronm
ent
is a
ppro
priat
e an
d
acce
ssib
le,
ensu
re g
oal
s ar
e re
alis
tic
and m
otiva
ting,
pro
vide
appro
priat
e le
vel of
support
and s
uper
visi
on,
pro
vide
spec
ialis
t eq
uip
men
t
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
31
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5
Under
stan
d h
ow
to
safe
ly m
onitor
exer
cise
inte
nsi
ty
5.1
D
escr
ibe
the
ben
efits
and
limitat
ions
of
diffe
rent
met
hods
of
monitoring e
xerc
ise
inte
nsi
ty
incl
udin
g:
□
the
talk
tes
t
□
Rat
e of
Perc
eive
d E
xert
ion
(RPE)
□
hea
rt r
ate
monitoring a
nd
the
use
of
diffe
rent
hea
rt
rate
zones
Ben
efits
and lim
itat
ions
eg u
sed t
o m
eet
clie
nt
nee
ds,
eas
y to
ad
min
iste
r, r
elia
bili
ty o
f re
sults,
val
idity
of
resu
lts
6.1
D
escr
ibe
the
hea
lth b
enef
its
of
phys
ical
act
ivity
Red
uce
ris
k of
dev
elop
ing h
ealth c
onditio
ns
eg h
eart
dis
ease
, hyp
erte
nsi
on,
type
2 d
iabet
es,
obes
ity,
bac
k pai
n,
ost
eoporo
sis
Impro
ve o
vera
ll qual
ity
of
life
and w
ellb
eing e
g im
pro
ved c
ircu
lation,
incr
ease
d e
ner
gy,
incr
ease
d s
elf-
confiden
ce,
incr
ease
d m
oto
r sk
ills,
re
duce
d r
isk
of
inju
ry,
impro
ved p
ost
ure
6
Under
stan
d t
he
hea
lth b
enef
its
of
phys
ical
act
ivity
6.2
D
escr
ibe
the
effe
ct o
f phys
ical
ac
tivi
ty o
n t
he
cause
s of
cert
ain
dis
ease
s in
cludin
g:
□
coro
nar
y hea
rt d
isea
se
□
som
e ca
nce
rs
□
type
2 d
iabet
es
□
hyp
erte
nsi
on
□
obes
ity
□
Ost
eoporo
sis
Coro
nar
y hea
rt d
isea
se e
g s
tren
gth
ens
hea
rt m
usc
le,
low
ers
blo
od
pre
ssure
, im
pro
ves
chole
ster
ol le
vels
, im
pro
ves
blo
od f
low
Som
e ca
nce
rs e
g p
rom
ote
s lif
esty
le c
han
ges
Typ
e 2 d
iabet
es e
g r
educe
s body
fat,
im
pro
ves
regula
tion o
f in
sulin
an
d b
lood g
luco
se
Hyp
erte
nsi
on e
g low
ers
blo
od p
ress
ure
, re
duce
s body
fat,
im
pro
ves
blo
od f
low
, re
duce
s m
usc
ula
r te
nsi
on,
reduce
s st
ress
lev
el
Obes
ity
eg r
educe
s body
fat,
build
s or
pre
serv
es m
usc
le m
ass,
im
pro
ves
body'
s ab
ility
to u
se c
alories
Ost
eoporo
sis
eg w
eight-
bea
ring e
xerc
ise
pro
mote
s bone
form
atio
n,
pre
vents
bone
loss
ass
oci
ated
with a
ge,
im
pro
ves
bones
den
sity
, re
duce
s risk
of
inju
ry
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
32
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
7.1
D
escr
ibe
the
nat
ional
food
model
/guid
e □
Guid
ance
on h
ealthy
eating a
nd n
utr
itio
n e
g d
ieta
ry inta
ke
guid
elin
es,
Food S
tandar
ds
Agen
cy (
FSA)
Nutr
ient
and F
ood
Bas
ed G
uid
elin
es f
or
UK I
nst
itutions,
FSA E
atw
ell pla
te,
Hea
lth
Eat
ing –
Liv
e W
ell (
NH
S),
British
Nutr
itio
n F
oundat
ion
Guid
elin
es,
five
-a-d
ay r
ecom
men
dat
ions
7.2
D
escr
ibe
key
hea
lthy
eating
advi
ce t
hat
under
pin
s a
hea
lthy
die
t
□
Mea
l pla
ns
eg t
ype,
am
ount,
pre
par
atio
n
□
Str
ength
s an
d a
reas
for
impro
vem
ent
eg e
atin
g les
s or
more
fo
od,
eating les
s or
more
of
a par
ticu
lar
food g
roup,
eating a
t diffe
rent
tim
es,
pre
par
ing f
ood in a
diffe
rent
way
, drinki
ng m
ore
fluid
or
drinki
ng d
iffe
rent
types
of
fluid
7.3
Exp
lain
the
import
ance
of
adeq
uat
e hyd
ration
□
For
exam
ple
to m
ainta
in inte
rnal
conditio
ns
within
the
body(
hom
eost
asis
), e
nhan
ce p
erfo
rman
ce(p
hys
ical
and m
enta
l),
avoid
deh
ydra
tion,
pre
, during a
nd p
ost
-ses
sion
□
Sourc
es e
g w
ater
, sp
ort
s drinks
7.4
Exp
lain
pro
fess
ional
role
boundar
ies
in r
elat
ion t
o o
ffer
ing
nutr
itio
nal
advi
ce
□
Iden
tify
nee
d t
o r
efer
clie
nt
eg t
o G
P, r
egis
tere
d d
ietici
an
7
Under
stan
d t
he
import
ance
of
hea
lthy
eating
7.5
Exp
lain
the
die
tary
role
of
the
key
nutr
ients
□
Prote
ins
eg m
ake
enzy
mes
, an
tibodie
s, b
ody
fluid
s, h
orm
ones
, im
port
ant
in b
uild
ing ,
mai
nta
inin
g a
nd r
epai
ring
body
tiss
ues
an
d c
ells
, im
port
ant
for
gro
wth
and d
evel
opm
ent
during
child
hood,
adole
scen
ce,
and p
regnan
cy
□
Fats
eg n
eces
sary
for
good h
ealth,
mak
e ce
rtai
n v
itam
ins
(eg A
, D
, E,
K)
avai
lable
for
use
in t
he
body,
cush
ion v
ital
org
ans,
hel
p
mai
nta
in b
ody
tem
per
ature
, im
port
ant
for
pro
per
gro
wth
and
dev
elopm
ent
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
33
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
□
Fibre
eg k
eep d
iges
tive
sys
tem
hea
lthy
and f
unct
ionin
g p
roper
ly,
aids
and s
pee
ds
up t
he
excr
etio
n o
f w
aste
and t
oxi
ns
from
the
body
□
Car
bohyd
rate
s eg
pro
vide
the
body
with a
sourc
e of
fuel
and
ener
gy,
im
port
ant
for
the
corr
ect
work
ing o
f bra
in,
hea
rt a
nd t
he
ner
vous,
dig
estive
and im
mune
syst
ems
7.6
Id
entify
the
com
mon d
ieta
ry
sourc
es o
f th
e ke
y nutr
ients
Pr
ote
ins
eg lea
n m
eat
pro
duct
s, p
oultry
, fish
, eg
gs,
milk
, ch
eese
, dried
bea
ns
Fats
sat
ura
ted e
g b
utt
er,
chee
se,
whole
milk
, ic
e cr
eam
, cr
eam
, fa
tty
mea
ts;
unsa
tura
ted e
g m
ost
veg
etab
le o
ils,
fish
(sa
lmon,
tuna,
m
acke
rel, h
erring,
trout,
sar
din
es),
avo
cados,
oliv
es ,
nuts
Fibre
s in
solu
ble
eg b
ran,
whole
mea
l flour
and b
read
s, b
row
n r
ice,
w
hole
gra
in c
erea
ls,
veget
able
s, e
dib
le p
eels
of
fruit,
nuts
and s
eeds;
so
luble
eg f
ruits,
veg
etab
les,
len
tils
, pea
s, b
eans,
oat
s, b
arle
y,
oat
mea
l, p
ota
toes
, dried
fru
it,
soya
milk
and s
oya
pro
duct
s
Car
bohyd
rate
s c
om
ple
x eg
in m
ost
gra
ins,
cer
eals
, pota
toes
, bro
wn
rice
, bre
ad,
pas
ta,
legum
es a
nd c
erta
in f
ruits
and v
eget
able
s; s
imple
eg
nat
ura
l (f
ruit,
milk
), r
efin
ed (
cake
s, c
hoco
late
, ja
m,
fruit juic
e)
7.7
D
escr
ibe
the
ener
gy
bal
ance
eq
uat
ion
□
Fact
ors
affec
ting e
ner
gy
bal
ance
eg b
asal
met
abolis
m,
age,
gen
der
, cl
imat
e, p
hys
ical
act
ivity
□
Ener
gy
bal
ance
equat
ion –
diffe
rence
s bet
wee
n e
ner
gy
inta
ke
(fro
m f
ood)
and e
ner
gy
outp
ut
eg n
eutr
al e
ner
gy
bal
ance
(c
alories
tak
en in e
qual
to c
alories
exp
ended
, w
eight
is
mai
nta
ined
), p
osi
tive
ener
gy
bal
ance
(ca
lories
tak
en in a
re
gre
ater
than
cal
ories
exp
ended
, w
eight
is g
ained
, fa
t st
ore
s ar
e in
crea
sed),
neg
ativ
e en
ergy
bal
ance
(ca
lories
tak
en in a
re les
s th
an c
alories
exp
ended
)
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
34
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
7.8
Exp
lain
the
hea
lth r
isks
of
poor
nutr
itio
n
Hea
lth r
isks
eg low
er c
ore
str
ength
, in
crea
sed b
ody
fat,
slo
wer
m
enta
l pro
ble
m s
olv
ing,
less
ale
rtnes
s, s
low
er m
usc
le r
esponse
tim
e
Young a
dults-
aff
ect
pote
ntial
gro
wth
and d
evel
opm
ent
Incr
ease
d r
isk
of
dev
elop
ing s
erio
us
dis
ease
s an
d c
onditio
ns
eg t
ype
2 d
iabet
es,
hea
rt d
isea
se,
hig
h b
lood p
ress
ure
, hig
h c
hole
ster
ol,
obes
ity,
ost
eoporo
sis,
can
cer
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
35
Information for tutors
Delivery
This unit should be delivered in a way that develops knowledge and understanding of the principles of exercise, fitness and health. Learners need to know and understand:
the effects of exercise on the main body systems, including how these systems adapt to training
components of and factors affecting health and skill-related fitness
how the principles and variables of fitness can be applied in practice
the special requirements associated with working with special populations, including exercise contraindications and key guidelines
the health benefits of physical activity and importance of healthy eating.
A useful opening would be small-group discussions, during which learners can exchange their experiences of exercise, fitness and health-related issues, either as employees or clients in the sector. Tutors can take feedback on a flipchart or board to share the discussions of individual groups.
Learners can carry out activities where they identify the main nutrient(s) in a range of different foods, and discuss healthy eating guidelines and how to ensure a balanced diet.
Learners should be encouraged to engage with employers and, where possible, employees to gain knowledge and understanding of the principles of exercise, fitness and health.
Knowledge of issues gained through engaging with employers and employees, rather than through a purely theoretical context, is key. This should be made possible by learners working with others whose role it is to deliver fitness and exercise programmes to clients and work with them to maintain their health and fitness, for example a fitness instructor, where possible, and through the use of guest speakers and video/DVD training programmes.
For example, a presentation by a personal trainer will support delivery, as well as adding vocational relevance and currency. The visiting speaker could deliver a summary of the effects of exercise on the body, how the body’s systems adapt to training and the health benefits of physical activity. They could also provide real-life examples of applying the principles and variables of training and of, for example, progressing or regressing exercise/fitness programmes. This should be supported by examples drawn from industry or through developed case studies that highlight:
the components of health and skill-related fitness
working with special populations and what can happen if exercise contraindications or key guidelines are ignored
the importance of healthy eating and how a well-balanced diet contributes to health, including the effects of poor nutrition.
This unit could be delivered through distance learning. However, this will involve additional, and different, considerations, such as planning, and other measures to ensure learners can gain the required knowledge and understanding.
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
36
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
A variety of assessment methods could be used. Learners could produce written reports or give verbal presentations, supported by witness testimony. Other alternatives could be logbooks or workbooks completed in the workplace or during visits.
Assessment tasks and activities should enable learners to produce valid, sufficient and reliable evidence that relates directly to the assessment criteria. Centres are encouraged to emphasise the practical application of the assessment criteria.
Indicative resource materials
Books
Allen M B – Sports Exercise and Fitness: A Guide to Reference and Information Sources (Libraries Unlimited Inc, 2005) ISBN 9781563088193
American Council on Exercise – Exercise for Older Adults: ACE's Guide for Fitness Professionals (American Council on Exercise, 1998) ISBN 9780880119429
Bean A – Food for Fitness (A&C Black, 2008) ISBN 9780713681284
Buckley J, Holmes J and Mapp G – Exercise on Prescription: Cardiovascular Activity for Health (Butterworth-Heinemann, 1999) ISBN 9780750632881
Burke L – Practical Sports Nutrition (Human Kinetics, 2007) ISBN 9780736046954
Dalgleish J and Dollery S – The Health and Fitness Handbook (Longman, 2001) ISBN 9780582418790
DiFiore J – The Complete Guide to Postnatal Fitness (Complete Guides) (A&C Black Publishers Ltd, May 2010) ISBN 9781408124550
Griffin J – Food for Sport: Eat Well, Perform Better (Crowood, 2001) ISBN 9781861262165
Griffin S – Training the Over 50s: Developing Programmes for Older Clients (Fitness Professionals) (A&C Black Publishers Ltd, 2006) ISBN 9780713672015
Manore M et al – Sport Nutrition for Health and Performance (Human Kinetics, 2000) ISBN 9780873229395
Sharkey B J and Gaskill S E – Fitness and Health (Human Kinetics, 2006) ISBN 9780736056144
Williamson P – Exercise for Special Populations (Lippincott Williams and Wilkins, 2010) ISBN 9780781797795
Winnick P – Adapted Physical Education and Sport (Human Kinetics Publishers, October 2010) ISBN 9780736089180
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
37
Journals
American College of Sport Medicine’s Health and Fitness Journal
International Journal of Sports Nutrition
International Journal of Sports Science and Coaching
Journal of Nutrition
Journal of Sports Nutrition
Research Quarterly for Exercise and Sport
Websites
British Association of Sport and Exercise Sciences www.bases.org.uk
British Nutrition Foundation www.nutrition-org.uk
Coachwise www.1st4sport.com
Peak Performance www.pponline.co.uk
Sports Coach UK www.sportscoachuk.org
BA029358 – Specification – Edexcel BTEC Level 3Certificate specialist qualification in Fitness Instructing – Issue 1– March 2012 © Pearson Education Limited 2012
38
Unit 3: Know How to Support Clients who Take Part in Exercise and Physical Activity
Unit code: M/600/9015
QCF level: 2
Credit value: 2
Guided learning hours: 13
Unit aim
The aim of this unit is to develop knowledge and understanding of how to develop effective working relationships with clients, how to provide ongoing customer service, and how to support clients to adhere to exercise/physical activity.
This unit will give learners an overview of customer service within a fitness environment. Learners will explore the importance of meeting client needs to ensure client satisfaction, how to exceed client expectations and how to deal with client complaints promptly and effectively.
Learners will look at the communication skills that can help to motivate clients and at the importance of valuing equality and diversity when working with clients.
In this unit, leaners will consider the barriers to exercise clients face and the strategies that can be used to help clients overcome these barriers.
Essential resources
For this unit, centres need to give learners with access to computers, the internet and library facilities to enable them to carry out research.
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
39
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
why
it is
import
ant
to
form
effec
tive
work
ing
rela
tionsh
ips
with c
lients
Import
ance
eg b
uild
clie
nt
trust
and c
onfiden
ce,
clie
nts
fee
l va
lued
an
d m
otiva
ted,
clie
nts
more
lik
ely
to a
dher
e to
exe
rcis
e an
d p
hys
ical
ac
tivi
ty p
rogra
mm
es,
clie
nts
under
stan
d y
our
role
and r
esponsi
bili
ties
, dev
elop m
utu
al t
rust
and r
espec
t
Req
uirem
ents
eg in lin
e w
ith g
ood p
ract
ice,
eth
ical
req
uirem
ents
, pro
fess
ional
conduct
Char
acte
rist
ics
eg o
bje
ctiv
ity,
pat
ience
, per
sist
ence
, em
pat
hy,
ap
pro
achab
le,
consi
sten
t, c
om
mitte
d,
empow
erin
g
1.2
Exp
lain
why
it’s
im
port
ant
to
pre
sent
ones
elf
and t
he
org
anis
atio
n p
osi
tive
ly t
o c
lients
Import
ance
eg c
reat
es p
osi
tive
im
pre
ssio
n o
f th
e org
anis
atio
n a
s a
whole
, build
s tr
ust
with t
he
clie
nt,
clie
nt
feel
s at
eas
e an
d a
ssure
d,
clie
nt
confiden
ce in o
rgan
isat
ion a
nd its
ser
vice
s
Clie
nt
loya
lty
eg r
epea
t busi
nes
s, c
lient
reco
mm
endat
ions
to f
rien
ds
and f
amily
1
Under
stan
d h
ow
to
form
effec
tive
w
ork
ing
rela
tionsh
ips
with
clie
nts
1.3
D
escr
ibe
how
diffe
rent
com
munic
atio
n s
kills
can
be
use
d t
o a
ssis
t cl
ients
with
motiva
tion
Ver
bal
com
munic
atio
n e
g a
ppro
priat
e to
ne
and p
itch
of
voic
e,
languag
e ap
pro
priat
e to
clie
nt,
use
of
posi
tive
lan
guag
e ,
use
of
pra
ise
and e
nco
ura
gem
ent,
avo
id u
se o
f sl
ang/j
argon,
opport
unitie
s to
dis
cuss
clie
nt
nee
ds
Non-v
erbal
com
munic
atio
n e
g p
ost
ure
, ex
pre
ssio
n,
ges
ture
s, e
ye
conta
ct,
posi
tive
body
languag
e
List
enin
g e
g a
skin
g a
ppro
priat
e ques
tions,
see
king c
lient
view
s on
thei
r per
form
ance
Tak
ing t
he
initia
tive
in c
om
munic
atin
g w
ith c
lients
eg if
they
see
m
unsu
re,
reco
gnis
ing w
hen
clie
nts
nee
d h
elp a
nd a
ssis
tance
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
40
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.4
Exp
lain
the
import
ance
of
valu
ing e
qual
ity
and d
iver
sity
w
hen
work
ing w
ith c
lients
Com
plia
nce
with leg
al r
equirem
ents
eg R
ace
Rel
atio
ns
Act
2010,
Sex
D
iscr
imin
atio
n A
ct,
Equal
ity
Act
2010,
Gen
der
Rec
ognitio
n A
ct,
age
dis
crim
inat
ion leg
isla
tion,
REP E
xerc
ise
and F
itnes
s Code
of
Eth
ical
Pr
actice
Import
ance
eg m
ainta
in indiv
idual
's r
espec
t an
d d
ignity,
ser
ve t
he
nee
ds
of
the
whole
com
munity,
ensu
re f
air
and e
qual
tre
atm
ent,
en
sure
incl
usi
ve p
rovi
sion,
enco
ura
ge
par
tici
pat
ion,
rem
ove
bar
rier
s to
par
tici
pat
ion,
pro
vide
spec
ialis
t eq
uip
men
t to
enab
le p
artici
pat
ion
2.1
Id
entify
the
typic
al b
arrier
s to
ex
erci
se/p
hys
ical
act
ivity
that
cl
ients
exp
erie
nce
Typ
ical
bar
rier
s eg
hea
lth iss
ues
, ag
e, f
ear
of
inju
ry,
tim
e, a
cces
s,
tran
sport
, co
st,
faci
litie
s, lac
k of
self-m
otiva
tion,
lack
of
self-e
stee
m,
lack
of
self-c
onfiden
ce,
lack
of
enco
ura
gem
ent
or
support
2.2
Exp
lain
how
inco
rpora
ting
clie
nts
’ ex
erci
se/p
hys
ical
act
ivity
pre
fere
nce
s in
to t
hei
r pro
gra
mm
e ca
n s
tren
gth
en
motiva
tion a
nd a
dher
ence
Opport
unity
to iden
tify
and d
iscu
ss c
lient
pre
fere
nce
s fo
r ex
erci
se e
g
hea
lth,
fitn
ess,
soci
al
Support
s m
otiva
tion a
nd a
dher
ence
eg incr
ease
clie
nt
confiden
ce a
nd
auto
nom
y, a
llow
clie
nt
to t
ake
resp
onsi
bili
ty f
or
ow
n f
itnes
s
2.3
D
escr
ibe
diffe
rent
ince
ntive
s an
d
rew
ards
that
can
str
ength
en
clie
nts
’ m
otiva
tion a
nd
adher
ence
Ince
ntive
s eg
enjo
ymen
t, s
oci
al inte
ract
ion,
rela
ted h
ealth b
enef
its,
im
pro
vem
ent
in f
itnes
s an
d s
kill
leve
ls
Rew
ards
eg a
chie
vem
ent
of
goal
s, p
rais
e an
d e
nco
ura
gem
ent
from
oth
ers,
posi
tive
fee
dbac
k
Ser
vice
s eg
fre
e ex
erci
se s
essi
ons,
crè
che,
dis
counts
2
Under
stan
d h
ow
to
addre
ss b
arrier
s to
ex
erci
se/p
hys
ical
ac
tivi
ty t
hat
clie
nts
ex
per
ience
2.4
D
escr
ibe
diffe
rent
stra
tegie
s th
at
can h
elp c
lients
ove
rcom
e ty
pic
al
bar
rier
s to
exe
rcis
e/phys
ical
ac
tivi
ty
Str
ateg
ies
eg info
rm c
lient
of
ben
efits
of
taki
ng p
art
in e
xerc
ise
and
phys
ical
act
ivity,
look
at d
iffe
rent
types
of
phys
ical
act
ivity
appro
priat
e fo
r cl
ient,
ref
er c
lient
to o
ther
rel
evan
t pro
fess
ional
s, im
ple
men
t en
joya
ble
act
ivitie
s, h
old a
ctiv
itie
s at
appro
priat
e tim
es;
pro
vide
appro
priat
e fa
cilit
ies
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
41
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
Exp
lain
why
it is
import
ant
for
a cl
ient
to t
ake
per
sonal
re
sponsi
bili
ty f
or
thei
r ow
n
fitn
ess
and m
otiva
tion
Import
ance
eg c
lient
more
lik
ely
to a
dher
e to
exe
rcis
e, c
lient
feel
s em
pow
ered
, pro
mote
s se
lf-r
efle
ctio
n o
n p
rogre
ss a
nd iden
tifica
tion o
f an
y nec
essa
ry im
pro
vem
ents
/chan
ges
to g
oal
s
3.2
D
escr
ibe
how
to a
ssis
t cl
ients
to
dev
elop t
hei
r ow
n s
trat
egy
for
motiva
tion a
nd a
dher
ence
Dis
cuss
iss
ues
with c
lient
eg c
lient
nee
ds,
bar
rier
s to
exe
rcis
e
Build
clie
nt
confiden
ce e
g s
elec
t si
tuat
ions
or
envi
ronm
ents
they
enjo
y ex
erci
sing in,
set
achie
vable
goal
s w
ith c
lients
, pro
vide
support
and
rein
forc
emen
t, o
ffer
alter
nat
ives
and r
ewar
ds
for
achie
ving g
oal
s
3.3
Id
entify
diffe
rent
beh
avio
ur
chan
ge
appro
aches
/str
ateg
ies
to
enco
ura
ge
adher
ence
to
exer
cise
/phys
ical
act
ivity
Sta
ges
in b
ehav
iour
chan
ge
eg p
re-c
onte
mpla
tion,
conte
mpla
tion,
pre
par
atio
n,
action,
mai
nte
nan
ce,
rela
pse
Appro
aches
/str
ateg
ies
eg p
rovi
din
g p
osi
tive
fee
dbac
k, e
nco
ura
gem
ent
and s
upport
, se
ttin
g a
nd r
evie
win
g g
oal
s, w
ork
ing w
ith c
lient
to
rem
ove
bar
rier
s, p
rovi
din
g a
dvi
ce a
nd info
rmat
ion
3.4
D
escr
ibe
how
to s
et s
hort
, m
ediu
m a
nd long t
erm
SM
ART
goal
s
SM
ART (
spec
ific
, m
easu
rable
, ac
hie
vable
, re
alis
tic,
tim
e bound)
goal
s
Short
, m
ediu
m a
nd long t
erm
s goal
s eg
incr
ease
num
ber
of
pre
ss-u
ps
from
10 t
o 3
0 o
ver
two w
eek
per
iod c
om
men
cing n
ext
Sat
urd
ay
3
Under
stan
d h
ow
to
support
clie
nts
to
adher
e to
ex
erci
se/p
hys
ical
ac
tivi
ty
3.5
D
escr
ibe
how
to r
evie
w a
nd
revi
se s
hort
, m
ediu
m a
nd long
term
SM
ART g
oal
s
Rev
iew
and r
evis
e eg
agai
nst
clie
nt
targ
ets,
in r
esponse
to c
han
gin
g
clie
nt
nee
ds
and p
refe
rence
s, u
pdat
e ta
rget
s
4
Under
stan
d h
ow
to
pro
vide
ongoin
g
cust
om
er s
ervi
ce
to c
lients
4.1
Exp
lain
the
import
ance
of
clie
nt
care
both
for
the
clie
nt
and t
he
org
anis
atio
n
For
the
org
anis
atio
n e
g k
eep e
xist
ing c
lients
, re
pea
t cl
ients
and
busi
nes
s, c
lient
reco
mm
endat
ions
to f
amily
and f
rien
ds,
dev
elop a
good r
eputa
tion
For
the
clie
nt
eg c
lient
satisf
action,
ensu
re c
lient
safe
ty,
resp
onsi
ve t
o
clie
nt
nee
ds,
clie
nt
exe
rcis
e an
d f
itnes
s goal
s ar
e m
et
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
42
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.2
Exp
lain
why
it is
import
ant
to
dea
l w
ith c
lients
nee
ds
to t
hei
r sa
tisf
action
Import
ance
eg m
ainta
in c
lient
satisf
action a
nd t
rust
, cl
ient
more
lik
ely
to a
tten
d e
xerc
ise
sess
ions,
clie
nt
reco
mm
endat
ions
to f
amily
and
frie
nds
4.3
Id
entify
wher
e to
sourc
e re
leva
nt
and a
ppro
priat
e in
form
atio
n t
o m
eet
clie
nts
nee
ds
Sourc
es e
g inte
rnet
, te
xtbooks
, jo
urn
als,
REP p
ublic
atio
ns
Appro
priat
e pro
fess
ional
s eg
GP,
phys
ioth
erap
ist
4.4
Exp
lain
the
import
ance
of
dea
ling w
ith a
ny
del
ay in
mee
ting c
lients
nee
ds
tim
ely
and
effe
ctiv
ely
Import
ance
eg c
lient
is a
war
e of
pro
gre
ss,
to m
ainta
in c
lient
trust
and
confiden
ce,
to m
ainta
in c
lient
satisf
action,
to m
ainta
in p
rofe
ssio
nal
re
puta
tion o
f th
e org
anis
atio
n,
sugges
t ap
pro
priat
e al
tern
ativ
es
4.5
G
ive
exam
ple
s of
how
to e
xcee
d
cust
om
er e
xpec
tations,
when
ap
pro
priat
e
Provi
din
g a
dditio
nal
hel
p a
nd a
ssis
tance
Dea
ling p
rom
ptly
with p
roble
ms
Offer
ing d
isco
unts
or
additio
nal
pro
duct
s or
serv
ices
Exc
eptional
hel
p a
nd a
ssis
tance
for
cust
om
ers
with s
pec
ial
requirem
ents
Del
iver
ing e
xcel
lent
stan
dar
ds
of
serv
ice
and f
acili
ties
4.6
Exp
lain
the
import
ance
of
han
dlin
g c
lient
com
pla
ints
posi
tive
ly f
ollo
win
g a
n
org
anis
atio
n’s
pro
cedure
Import
ance
eg m
ainta
in c
lient
trust
and c
onfiden
ce,
mai
nta
in c
lient
satisf
action,
mai
nta
in p
rofe
ssio
nal
rep
uta
tion o
f th
e org
anis
atio
n
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
43
Information for tutors
Delivery
This unit should be delivered in a way that develops learner knowledge and understanding of supporting clients who are taking part in exercise and physical activity. Learners need to know and understand:
the importance of customer service within a fitness environment and of making a positive impression with clients
how to develop effective working relationships with clients, including valuing equality and diversity within the sector
typical barriers to exercise and physical activity, how to help clients overcome these barriers and adhere to exercise and physical activity.
A useful opening would be small-group discussions, during which learners can exchange their experiences of customer service and supporting clients within a fitness environment, including issues relating to equality and diversity. Tutors can take feedback on a flipchart or board to share the discussions of individual groups.
Learners should be encouraged to engage with employers and, where possible, employees to gain knowledge and understanding of the importance of effective customer service and of supporting clients taking part in exercise and physical activity within a fitness environment.
Knowledge of issues gained through engaging with employers and employees, rather than through a purely theoretical context, is key. This should be made possible by learners working with others who work directly with clients within a fitness environment, for example a health fitness instructor, and through the use of guest speakers and video/DVD training programmes.
A presentation by a personal trainer will support delivery, as well as adding vocational relevance and currency. The visiting speaker could deliver a summary of how they develop effective working relationships with their clients and provide ongoing customer service. They could also provide real-life examples of how they have helped clients to overcome barriers to exercise and physical activity. This should be supported by examples drawn from industry or through developed case studies that highlight:
the importance of making a positive impression on clients
the typical barriers to exercise and physical activity clients face
the different strategies that can be used to help overcome these barriers, motivate clients and support them in adhering to exercise and physical activity.
This unit could be delivered through distance learning. However, this will involve additional, and different, considerations, such as planning, and other measures to ensure learners can gain the required knowledge and understanding.
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
44
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
A variety of assessment methods could be used. Learners could produce written reports or give verbal presentations, supported by witness testimony. Alternatives could be logbooks or workbooks completed in the workplace or during visits.
Assessment tasks and activities should enable learners to produce valid, sufficient and reliable evidence that relates directly to the assessment criteria. Centres are encouraged to emphasise the practical application of the assessment criteria.
Indicative resource materials
Books
Allen M B – Sports Exercise and Fitness: A Guide to Reference and Information Sources (Libraries Unlimited Inc,2005) ISBN 9781563088193
Bird S R et al – Exercise Benefits and Prescription (Stanley Thornes, 1998) ISBN 9780743733156
Carlaw P & Deming VK – The Big Book of Customer Service Training Games (McGraw Hill, 2007) ISBN 139780077114763
Dick F W – Sports Training Principles (A&C Black, 2007) ISBN 9780713682786
Howley E T and Franks B D – Health Fitness Instructor’s Handbook (Human Kinetics Europe, 2003) ISBN 9780736042109
Jarvis, M – Sport Psychology: A Student’s Handbook (Routledge, 2006) ISBN 9781841695822
Leland K and Bailey K – Customer Service for Dummies (John Wiley & Sons, 2006) ISBN 139780471768692
Sharkey B J and Gaskill S E – Fitness and Health (Human Kinetics, 2006) ISBN 9780736056144
Timm P – Customer Service: Career Success Through Customer Loyalty (Prentice Hall, 2010) ISBN 139780135063972
Journals
Customerfirst (Institute of Customer Service)
Exercise and Sport Sciences Reviews
International Journal of Sports Science and Coaching
Websites
BBC Sport www.bbc.co.uk/sportBritish
British Association of Sport and Exercise Sciences www.bases.org.uk
Sports Coach UK www.sportscoachuk.org
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
45
Unit 4: Anatomy and Physiology for Exercise
Unit code: H/600/9013
QCF level: 2
Credit value: 6
Guided learning hours: 41
Unit aim
The aim of this unit is to develop knowledge and understanding of the anatomy and physiology of the human body and how this relates to exercise and fitness, including working with special population groups.
In this unit, learners will explore the basic anatomy and physiology of the main body systems: cardiovascular system, respiratory system, skeletal system, energy and nervous systems
Learners will also have the opportunity to investigate the life-course of the musculoskeletal system and, in particular, the implications of this when working with special populations – 14-16 year olds, over 50s and antenatal and postnatal women.
Essential resources
For this unit, centres need to provide learners with access to:
diagrams of the skeletal, muscular, cardiovascular and respiratory systems. Models of each body system would be beneficial but are not essential for unit delivery
laboratory equipment and/or models/images relating to the body systems
computers and the internet to enable them to carry out research as required.
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t
qual
ific
atio
n in F
itnes
s In
stru
ctin
g –
Iss
ue
1 –
Mar
ch 2
012 ©
Pea
rson E
duca
tion L
imited
2012
46
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Id
entify
the
loca
tion o
f th
e hea
rt
Cen
tre
of
the
circ
ula
tory
sys
tem
Mid
dle
of
the
ches
t in
bet
wee
n t
he
lungs
1.2
D
escr
ibe
the
funct
ion o
f th
e hea
rt
Circu
late
blo
od t
hro
ughout
the
body
and t
hro
ugh v
eins
and a
rter
ies
Rec
eive
and p
um
p o
ut
blo
od t
o t
he
body
and lungs
1.3
D
escr
ibe
the
stru
cture
of
the
hea
rt
Myo
card
ium
, at
ria,
ven
tric
les,
super
ior
and infe
rior
vena
cava
, se
milu
nar
val
ves
(aort
ic,
pulm
onar
y),
atriove
nticu
lar
valv
es
(bic
usp
id,
tric
usp
id),
aort
a, p
ulm
onar
y ar
tery
, pulm
onar
y ve
ins
1
Under
stan
d t
he
stru
cture
and
funct
ion o
f th
e ci
rcula
tory
sys
tem
1.4
D
escr
ibe
how
blo
od m
ove
s th
rough t
he
four
cham
ber
s of
the
hea
rt
Pulm
onar
y ci
rcula
tion,
de-
oxy
gen
ated
blo
od
Move
men
t eg
rig
ht-
han
d s
ide
of th
e hea
rt r
ecei
ves
de-
oxy
gen
ated
blo
od into
the
right
atrium
via
the
super
ior
and infe
rior
vena
cava
, blo
od p
asse
s th
rough t
he
tric
usp
id v
alve
into
the
right
ventr
icle
, blo
od p
um
ped
under
hig
her
pre
ssure
via
the
pulm
onar
y ar
tery
to t
he
lungs
Sys
tem
ic c
ircu
lation,
oxy
gen
ated
blo
od
Move
men
t eg
lef
t-han
d s
ide
of
the
hea
rt r
ecei
ves
oxy
gen
ated
blo
od
into
the
left
atr
ium
via
the
pulm
onar
y ve
ins,
blo
od p
asse
s th
rough
the
bic
usp
id v
alve
into
the
left
ven
tric
le,
blo
od p
um
ped
to t
he
aort
a under
gre
ater
pre
ssure
, blo
od d
eliv
ered
to o
ther
par
ts o
f th
e body
via
the
blo
od v
esse
ls
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
47
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.5
D
escr
ibe
syst
emic
and
pulm
onar
y ci
rcula
tion
Sys
tem
ic c
ircu
lation e
g p
art
of th
e ca
rdio
vasc
ula
r sy
stem
, ca
rrie
s oxy
gen
ated
blo
od f
rom
the
lungs
away
fro
m t
he
hea
rt t
o t
he
body,
re
turn
s deo
xygen
ated
blo
od t
o t
he
hea
rt
Pulm
onar
y ci
rcula
tion e
g p
art
of ca
rdio
vasc
ula
r sy
stem
, ca
rrie
s de-
oxy
gen
ated
blo
od a
way
fro
m t
he
hea
rt t
o t
he
lungs,
ret
urn
s oxy
gen
ated
blo
od t
o t
he
hea
rt
1.6
D
escr
ibe
the
stru
cture
and
funct
ions
of
blo
od v
esse
ls
Str
uct
ure
eg a
rter
ies
(wal
ls c
onta
in s
mooth
musc
le f
ibre
, co
ntr
olle
d
by
the
sym
pat
het
ic n
ervo
us
syst
em),
art
erio
les
(tin
y bra
nch
es o
f ar
teries
lea
din
g t
o c
apill
arie
s, c
ontr
olle
d b
y th
e sy
mpat
het
ic n
ervo
us
syst
em),
cap
illar
ies
(tin
y, e
xtre
mel
y nar
row
blo
od v
esse
ls),
vei
ns
(wal
ls c
onsi
st o
f th
ree
laye
rs o
f tiss
ues
, th
inner
and les
s el
astic
than
co
rres
pondin
g lay
ers
of
arte
ries
, co
nta
in v
alve
s),
venule
s (m
inute
ve
ssel
s, u
nite
to f
orm
a v
ein)
Funct
ions
eg a
rter
ies
(tra
nsp
ort
blo
od a
way
fro
m t
he
hea
rt,
carr
y oxy
gen
ated
blo
od),
art
erio
les
(tra
nsp
ort
blo
od f
rom
art
erie
s to
ca
pill
arie
s, c
onst
rict
and d
ilate
to r
egula
te b
lood f
low
and p
ress
ure
),
capill
arie
s (r
emove
was
te f
rom
the
surr
oundin
g c
ells
, fa
cilit
ate
exch
ange
of
nutr
ients
and g
as),
vei
ns
(tra
nsp
ort
blo
od t
o t
he
hea
rt,
carr
y de-
oxy
gen
ated
blo
od,
pre
vent
blo
od f
rom
flo
win
g in t
he
reve
rse
direc
tion),
ven
ule
s (d
rain
blo
od f
rom
cap
illar
ies
into
vei
ns
for
retu
rn t
o t
he
hea
rt)
1.7
D
efin
e blo
od p
ress
ure
D
efin
itio
n –
pre
ssure
exe
rted
by
the
blo
od o
n b
lood v
esse
l w
alls
Var
iations
eg d
ue
to s
tren
gth
of
the
hea
rtbea
t, e
last
icity
of
arte
rial
w
alls
, vo
lum
e an
d v
isco
sity
of
the
blo
od,
a per
son's
hea
lth,
age
and
phys
ical
conditio
n
Cla
ssific
atio
ns
– low
, norm
al,
hig
h-n
orm
al,
mild
hyp
erte
nsi
on
(gra
de
1),
moder
ate
hyp
erte
nsi
on (
gra
de
2),
sev
ere
hyp
erte
nsi
on
(gra
de
3)
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t
qual
ific
atio
n in F
itnes
s In
stru
ctin
g –
Iss
ue
1 –
Mar
ch 2
012 ©
Pea
rson E
duca
tion L
imited
2012
48
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Id
entify
the
loca
tion o
f th
e lu
ngs
Beh
ind a
nd e
ither
sid
e of
the
hea
rt
Ext
end f
rom
the
colla
rbone
to t
he
dia
phra
gm
2.2
D
escr
ibe
the
funct
ion o
f th
e lu
ngs
Mec
han
ics
of
bre
athin
g (
inte
rnal
and e
xter
nal
exp
irat
ion)
To
supply
oxy
gen
to
the
body
To r
emove
car
bon d
ioxi
de
2.3
D
escr
ibe
the
stru
cture
of
the
lungs
Str
uct
ure
eg lobes
(right
lung-
thre
e
lobes
, le
ft lung —
tw
o lobes
),
bro
nch
i, b
ronch
iole
s, a
lveo
li, a
lveo
lar
sacs
, ca
pill
arie
s
Prote
cted
by
the
ple
ura
(fluid
cush
ionin
g s
yste
m);
2.4
Id
entify
the
mai
n m
usc
les
invo
lved
in b
reat
hin
g
Insp
irat
ion (
inhal
atio
n)
and e
xpirat
ion (
exhal
atio
n)
eg d
iaphra
gm
, ex
tern
al inte
rcost
al m
usc
les
Forc
ed e
xpirat
ion e
g inte
rnal
inte
rcost
al m
usc
les,
abdom
inal
musc
les
Acc
esso
ry m
usc
les
eg s
tern
ocl
eidom
asto
id,
scal
ene
musc
les
2
Under
stan
d t
he
stru
cture
and
funct
ion o
f th
e re
spirat
ory
sys
tem
2.5
D
escr
ibe
the
pas
sage
of
air
thro
ugh t
he
resp
irat
ory
tra
ct
Upper
res
pirat
ory
tra
ct (
mouth
, nose
, phar
ynx)
Low
er r
espirat
ory
tra
ct (
lary
nx,
tra
chea
, bro
nch
i, b
ronch
iole
s)
2.6
D
escr
ibe
the
pro
cess
of
gas
eous
exch
ange
of
oxy
gen
and c
arbon
dio
xide
in t
he
lungs
Diffu
sion o
f oxy
gen
into
the
blo
od
Diffu
sion o
f ca
rbon d
ioxi
de
out
of
the
blo
od a
nd into
the
lungs
3
Under
stan
d t
he
stru
cture
and
funct
ion o
f th
e sk
elet
on
3.1
D
escr
ibe
the
bas
ic f
unct
ions
of
the
skel
eton
□
Prote
ctio
n,
move
men
t, s
hap
e, s
upport
, at
tach
men
t fo
r sk
elet
al
musc
le
□
Sourc
e of
blo
od c
ell pro
duct
ion
□
Sto
re o
f m
iner
als
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
49
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.2
Id
entify
the
stru
cture
s of
the
axia
l sk
elet
on
□
Upper
body
bones
□
Cra
niu
m
□
Bac
kbone/
spin
al c
olu
mn (
vert
ebra
te —
cer
vica
l (7
), t
hora
cic
(12),
lum
bar
(5),
cocc
yx,
sacr
um
)
□
Bony
thora
x (s
tern
um
, ribs)
3.3
Id
entify
the
stru
cture
s of
the
appen
dic
ula
r sk
elet
on
□
Bones
of
the
arm
s an
d leg
s
□
Upper
str
uct
ure
(hum
erus,
rad
ius,
uln
a, c
arpus,
met
acar
pal
s,
phal
anges
)
□
Low
er s
truct
ure
(pel
vis,
tib
ia,
fibula
, ta
rsal
s, m
etat
arsa
ls,
phal
anges
)
3.4
Exp
lain
the
clas
sifica
tion o
f bones
□
Flat
bones
eg s
capula
, st
ernum
, pel
vis,
rib
s
□
Long b
ones
eg f
emur,
hum
erus
□
Irre
gula
r bones
eg v
erte
bra
e, m
andib
le;
sesa
moid
bones
eg
pat
ella
□
Short
bones
eg c
arpal
s, t
arsa
ls
3.5
Exp
lain
the
stru
cture
of
long
bone
□
Dia
phys
is (
body)
, ep
iphys
is (
term
inal
par
ts),
med
ulla
ry c
avity
(conta
ins
bone
mar
row
),m
etap
hys
is (
wid
er p
art
of
a lo
ng b
one)
, per
iost
eum
(m
usc
ula
r fibre
enve
lopin
g t
he
bone)
, ar
ticu
lar
cart
ilage
(sm
ooth
res
ista
nt
elas
tic
tiss
ue
cove
ring t
he
term
inal
par
t of
the
bone)
, en
dost
eum
(th
in lay
er o
f co
nnec
tive
tis
sue
in
the
med
ulla
ry c
avity)
, co
mpac
t bon
e (d
ense
bone
tiss
ue)
, sp
ongy
bone
(tis
sue
mad
e of
bon
y co
mpar
tmen
ts),
bone
mar
row
(conta
ined
in b
one
cavi
ties
)
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t
qual
ific
atio
n in F
itnes
s In
stru
ctin
g –
Iss
ue
1 –
Mar
ch 2
012 ©
Pea
rson E
duca
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imited
2012
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.6
Exp
lain
the
stag
es o
f bone
gro
wth
□
Sta
ges
eg d
evel
opm
ent
of
cart
ilage
and c
onnec
tive
tis
sue
mem
bra
nes
, oss
ific
atio
n
□
Cel
ls invo
lved
in o
ssific
atio
n e
g o
steo
bla
sts,
ost
eocy
tes,
ost
eocl
asts
□
Fact
ors
affec
ting b
one
den
sity
eg lac
k of
calc
ium
, ag
e, g
ender
, ex
erci
se,
ost
eoporo
sis,
med
icat
ion
3.7
D
escr
ibe
post
ure
in t
erm
s of:
□
curv
es o
f th
e sp
ine
□
neu
tral
spin
e al
ignm
ent
□
pote
ntial
ran
ges
of
motion o
f th
e sp
ine
□
post
ura
l dev
iations
to incl
ude
kyphosi
s, lord
osi
s, s
colio
sis
and t
he
effe
ct o
f pre
gnan
cy
□
Nat
ura
l cu
rves
of
the
spin
e —
kyp
hotic
and p
rim
ary
curv
es
(thora
cic,
sac
ral)
, lo
rdotic
and s
econdar
y cu
rves
(ce
rvic
al,
lum
ber
)
□
Optim
um
posi
tion t
o m
ainta
in b
alan
ce a
nd p
roport
ion,
min
imis
e st
ress
to join
ts,
musc
les,
ver
tebra
e an
d t
issu
e, s
pin
e m
ainta
ined
in
its
nat
ura
l posi
tion
□
Lum
ber
and t
hora
cic
(rota
tion,
exte
nsi
on,
flex
ion,
ben
din
g);
ce
rvic
al (
rota
tion,
exte
nsi
on,
flex
ion);
sac
ral an
d c
occ
yx (
no
range
of
motion)
□
Defin
ition
s and
causes —
kypho
sis, lordo
sis, scoliosis
□
Categorie
s eg excessive, less th
an normal
4.1
D
escr
ibe
the
clas
sifica
tion o
f jo
ints
□
Cla
ssific
atio
n —
fix
ed/i
mm
ova
ble
(fibro
us)
, s
lightly
move
able
(c
artila
gin
ous)
, fr
eely
move
able
(sy
novi
al)
4
Under
stan
d join
ts
in t
he
skel
eton
4.2
D
escr
ibe
the
stru
cture
of
synovi
al join
ts
□
Syn
ovi
al c
avity,
syn
ovi
al m
embra
ne
(sec
rete
s sy
novi
al f
luid
)
□
Syn
ovi
al f
luid
(lu
brica
tion,
shock
abso
rption)
□
Art
icula
r ca
psu
le
□
Ligam
ents
(jo
int
stab
ility
)
□
Art
icula
r ca
rtila
ge
(red
uce
s fr
iction b
etw
een b
ones
, sh
ock
ab
sorp
tion)
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lifi
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4.3
D
escr
ibe
the
types
of
synovi
al
join
ts a
nd t
hei
r ra
nge
of
motion
□
Glid
ing join
ts-
glid
ing o
r sl
idin
g m
ove
men
ts o
nly
eg c
arpal
s
□
Hin
ge
join
ts —
fle
xion a
nd e
xten
sion in o
ne
pla
ne
eg t
he
elbow
□
Join
ts w
her
e one
bone
rota
tes
about
anoth
er e
g a
tlan
to-a
xial
jo
int
□
Elli
pso
idal
join
ts —
fle
xion,
exte
nsi
on,
abduct
ion,
adduct
ion e
g
the
wrist
□
Sad
dle
join
ts —
fle
xion,
exte
nsi
on,
abduct
ion,
adduct
ion e
g
thum
b b
etw
een t
he
met
acar
pal
and c
arpal
□
Bal
l an
d s
ock
et join
ts-
all m
ove
men
ts e
xcep
t glid
ing e
g t
he
should
er
4.4
D
escr
ibe
join
t m
ove
men
t pote
ntial
and join
t ac
tions
□
Flex
ion e
g b
endin
g t
he
elbow
□
Ext
ensi
on e
g s
trai
ghte
nin
g t
he
elbow
, hyp
er e
xten
sion e
g
ben
din
g b
ackw
ards
□
Horizo
nta
l flex
ion,
horizo
nta
l ex
tensi
on,
late
ral flex
ion;
□
Inve
rsio
n,
ever
sion;
rota
tion ;
adduct
ion;
abduct
ion ;
ci
rcum
duct
ion r
etra
ctio
n,
pro
trac
tion
□
Ele
vation e
g s
hould
er s
hru
gs,
dep
ress
ion e
g d
roppin
g t
he
jaw
,
5
Under
stan
d t
he
musc
ula
r sy
stem
5.1
Id
entify
the
thre
e ty
pes
of
musc
le t
issu
e □
Typ
es –
ske
leta
l, s
mooth
and c
ardia
c
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it a
mp
lifi
cati
on
5.2
D
efin
e th
e ch
arac
terist
ics
and
funct
ions
of
the
thre
e ty
pes
of
musc
le t
issu
e
□
Ske
leta
l -c
har
acte
rist
ics
eg s
tria
ted,
long,
thin
fib
res,
fib
res
with
diffe
rent
stru
cture
s an
d f
unct
ions;
funct
ions
eg p
roduce
ske
leta
l m
ove
men
t, m
ainta
in p
ost
ure
and b
ody
posi
tion,
support
soft
tiss
ues
, m
ainta
in b
ody
tem
per
ature
□
Sm
ooth
— c
har
acte
rist
ics
eg invo
lunta
ry,
no s
tria
tions,
sm
all
fibre
s; f
unct
ions
eg r
egula
te f
low
of
blo
od in t
he
arte
ries
, co
ntr
act
to p
ush
food t
hro
ugh t
he
body,
exp
el u
rine
from
the
body
□
Car
dia
c- c
har
acte
rist
ics
eg s
tria
ted,
invo
lunta
ry,
larg
e fibre
s,
work
const
antly;
funct
ions
eg p
um
p b
lood in a
nd o
ut
of
the
hea
rt
5.3
D
escr
ibe
the
bas
ic s
truct
ure
of
skel
etal
musc
le
□
Bas
ic s
truct
ure
-ep
imys
ium
(co
nnec
tive
tis
sue
around t
he
whole
m
usc
le),
per
imys
ium
(co
nnec
tive
tiss
ue
that
gro
ups
musc
le
fibre
s),
endom
ysiu
m (
connec
tive
tis
sue
surr
oundin
g m
usc
le
fibre
s),
sarc
ole
mm
a (c
ell m
embra
ne)
, fa
scic
le (
bundle
of
musc
le
fibre
s),
myo
fibril, m
yofila
men
ts,
tendons,
musc
le f
ibre
s
5.4
N
ame
and loca
te t
he
ante
rior
skel
etal
musc
les
□
Ante
rior
skel
etal
musc
les
eg b
icep
s, r
ectu
s ab
dom
inis
, obliq
ues
, tr
ansv
erse
abdom
inis
pec
tora
lis,
hip
fle
xors
maj
or,
ante
rior
del
toid
s, m
edia
l del
toid
s, q
uad
rice
ps,
adduct
ors
, an
terior
tibia
lis
5.5
N
ame
and loca
te t
he
post
erio
r sk
elet
al m
usc
les
□
Post
erio
r sk
elet
al m
usc
les
eg lat
issi
mus
dors
i, e
rect
or
spin
ae,
glu
teal
s, t
rapez
ius,
rhom
boid
s, t
rice
ps,
med
ial del
toid
s, p
ost
erio
r del
toid
s ab
duct
ors
, ham
strings,
gas
trocn
emiu
s, s
ole
us
5.6
D
escr
ibe
the
stru
cture
and
funct
ion o
f th
e pel
vic
floor
musc
les
□
Str
uct
ure
eg lev
ator
ani, c
occ
ygeu
sit
□
Funct
ions
eg s
upport
org
ans
in t
he
pel
vis
and low
er a
bdom
en,
contr
ol bla
dder
and b
ow
el m
ove
men
ts
5.7
D
escr
ibe
the
diffe
rent
types
of
musc
le a
ctio
n
□
Typ
es o
f m
usc
le c
ontr
action e
g iso
met
ric
(musc
le t
ensi
on a
nd
length
rem
ain c
onst
ant)
, is
oto
nic
(m
usc
le t
ensi
on r
emai
ns
const
ant
and m
usc
le len
gth
var
ies)
, is
oki
net
ic (
vary
ing m
usc
le
tensi
on a
nd len
gth
)
□
Funct
ions
eg a
nta
gonis
t ac
ts in c
ontr
ast
to a
gonis
t, s
tabili
ser
hold
s a
join
t in
pla
ce,
assi
stors
hel
p t
he
agonis
t
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it a
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lifi
cati
on
5.8
Id
entify
the
join
t ac
tions
bro
ught
about
by
spec
ific
musc
le g
roup
contr
actions
□
Musc
les
contr
actions
and join
t ac
tions
eg q
uad
s (h
ip a
nd k
nee
flex
ion),
glu
teus
max
imus
(hip
ext
ensi
on,
exte
rnal
rota
tion),
ad
duct
ors
(ad
duct
ion a
nd e
xter
nal
rota
tion,
adduct
ion,
flex
ion
and inte
rnal
rota
tion),
gas
trocn
emiu
s (p
lanta
r flex
ion a
t an
kle)
, re
ctus
abdom
inus
(forw
ard s
pin
al fle
xion),
ext
ernal
and inte
rnal
obliq
ues
(to
rso r
ota
tion),
ere
ctor
spin
ae (
trunk
exte
nsi
on),
pec
tora
lis m
ajor
(fle
xion,
adduct
ion,
inte
rnal
rota
tion),
□
del
toid
(flex
ion,
inte
rnal
rota
tion,
exte
nsi
on,
exte
rnal
rota
tion),
tr
apez
ius
(ele
vation,
adduct
ion ,
dep
ress
ion),
rhom
boid
maj
or
(adduct
ion a
nd e
leva
tion),
bic
eps
(elb
ow
fle
xion),
trice
ps
(ext
ensi
on a
t th
e el
bow
), lat
issi
mus
dors
i (e
xten
sion,
adduct
ion,
inte
rnal
rota
tion)
5.9
Id
entify
ske
leta
l m
usc
le f
ibre
ty
pes
and t
hei
r ch
arac
terist
ics
□
Slo
w t
witch
(Typ
e I)
eg e
ffic
ient
at u
sing o
xygen
to g
ener
ate
more
fuel
(kn
ow
n a
s ATP)
, ex
tended
musc
le c
ontr
actions
ove
r a
long p
erio
d o
f tim
e, r
esis
tance
to f
atig
ue,
slo
w c
ontr
action s
pee
d,
red in c
olo
ur,
lar
ge
amounts
of
myo
glo
bin
□
Fast
tw
itch
(Typ
e II
) eg
fat
igue
easi
ly,
fast
contr
action s
pee
d,
low
num
ber
of
myo
glo
bin
, re
lative
ly f
ew m
itoch
ondria,
rel
ativ
ely
few
blo
od c
apill
arie
s, lar
ge
amounts
of
gly
cogen
, w
hite
in c
olo
ur
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it a
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on
6
Under
stan
d t
he
life-
cours
e of
the
musc
ulo
skel
etal
sy
stem
and its
im
plic
atio
ns
for
spec
ial popula
tions
exer
cise
6.1
D
escr
ibe
the
life-
cours
e of
the
musc
ulo
skel
etal
sys
tem
, in
cludin
g r
elev
ant
tendon,
ligam
ent,
musc
le,
join
t an
d b
one
min
eral
den
sity
chan
ges
, an
d
thei
r im
plic
atio
ns
for
exer
cise
, plu
s sp
ecific
im
plic
atio
ns
for
work
ing w
ith:
□
young p
eople
in t
he
14-1
6
age
range
□
ante
nat
al a
nd p
ost
nat
al
wom
en
□
old
er p
eople
(50 p
lus)
□
Consi
der
atio
ns
incl
udin
g r
elev
ant
tendon,
ligam
ent,
musc
le,
join
t an
d b
one
min
eral
den
sity
chan
ges
□
Implic
atio
ns
for
exer
cise
□
14-1
6 y
ear
old
s eg
avo
id h
eavy
res
ista
nce
exe
rcis
es,
be
awar
e of
join
t dev
elopm
ent,
str
ess
impor
tance
of
usi
ng t
he
corr
ect
tech
niq
ues
□
Ante
nat
al a
nd p
ost
nat
al w
om
en e
g a
void
hig
h im
pac
t ex
erci
se,
reduce
ris
k of
slip
s or
falls
□
Old
er p
eople
eg e
nsu
re inte
nsi
ty o
f ex
erci
se is
appro
priat
e,
incr
ease
war
m-u
p t
ime
7.1
D
escr
ibe
how
car
bohyd
rate
s,
fats
and p
rote
ins
are
use
d in t
he
pro
duct
ion o
f en
ergy/
aden
osi
ne
trip
hosp
hat
e
□
Car
bohyd
rate
s – b
roke
n d
ow
n into
glu
cose
, use
d im
med
iate
ly b
y th
e body
or
store
d in m
usc
le a
nd liv
er
□
Fats
– b
roke
n d
ow
n into
fat
ty a
cids,
sto
rage
as a
dip
ose
tis
sue,
en
ergy
store
□
Pro
tein
s – b
roke
n d
ow
n into
am
ino a
cids,
conve
rted
into
glu
cose
, use
d w
hen
sto
res
of
oth
er n
utr
ients
are
dep
lete
d
7
Under
stan
d e
ner
gy
syst
ems
and t
hei
r re
lation t
o e
xerc
ise
7.2
Exp
lain
the
use
of
the
thre
e en
ergy
syst
ems
during a
erobic
an
d a
nae
robic
exe
rcis
e
□
Aer
obic
sys
tem
– long d
ura
tion e
ner
gy
syst
em,
low
to m
oder
ate
inte
nsi
ty
□
Cre
atin
e phosp
hst
e sy
stem
-shor
t dura
tions
of
up t
o 1
0-1
5
seco
nds,
anae
robic
, does
not
use
fat
or
carb
ohyd
rate
, u
ses
chem
ical
ener
gy
□
Gly
coly
tic
syst
em –
supplie
s en
ergy
for
exer
cise
s la
stin
g les
s th
an a
bout
two m
inute
s
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ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
8.1
D
escr
ibe
the
role
and f
unct
ions
of
the
ner
vous
syst
em
□
Role
eg c
entr
al n
ervo
us
syst
em,
per
ipher
al n
ervo
us
syst
em
(auto
nom
ic n
ervo
us
syst
em,
som
atic
ner
vous
syst
em,
sym
pat
het
ic s
yste
m,
par
asym
pat
het
ic s
yste
m)
□
Use
of
elec
tric
al a
nd c
hem
ical
mea
ns
to s
end a
nd r
ecei
ve
mes
sages
□
Funct
ions
eg c
ontr
ol of
musc
ula
r co
ntr
action,
tran
smit s
ignal
s bet
wee
n d
iffe
rent
par
ts o
f th
e bod
y an
d b
etw
een d
iffe
rent
cells
, ex
trac
ts info
rmat
ion f
rom
the
envi
ronm
ent,
pro
cess
es
info
rmat
ion,
det
erm
ines
and a
ctiv
ates
an a
ppro
priat
e re
sponse
, re
acts
to c
han
ges
insi
de
and o
uts
ide
the
body
8.2
D
escr
ibe
the
princi
ple
s of
musc
le
contr
action
□
Princi
ple
s- iso
tonic
and iso
met
ric
contr
action,
moto
r unit
recr
uitm
ent,
slid
ing f
ilam
ent
mec
han
ism
8.3
D
escr
ibe
the
‘all
or
none
law
’/m
oto
r unit r
ecru
itm
ent
□
Prin
ciple
that
the
stre
ngth
by
whic
h a
ner
ve o
r m
usc
le f
ibre
re
sponds
to a
stim
ulu
s does
not
dep
end o
n t
he
stre
ngth
of
the
stim
ulu
s
□
If a
stim
ulu
s is
above
a c
erta
in t
hre
shold
a n
erve
or
musc
le f
ibre
w
ill `
fire
’
8
Under
stan
d t
he
ner
vous
syst
em
and its
rel
atio
n t
o
exer
cise
8.4
D
escr
ibe
how
exe
rcis
e ca
n
enhan
ce n
euro
musc
ula
r co
nnec
tions
and im
pro
ve m
oto
r fitn
ess
□
Thro
ugh e
g incr
ease
d u
se o
f fa
t, im
pro
ved m
oto
r re
cruitm
ent,
st
ronger
musc
le c
ontr
actions,
bra
in m
akes
new
connec
tions
mak
ing a
ctiv
itie
s ea
sier
, gre
ater
coord
inat
ion b
etw
een m
usc
les,
im
pro
ved c
om
munic
atio
n b
etw
een b
rain
and m
usc
le f
ibre
s
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing – Issue 1 – March 2012 © Pearson Education Limited 2012
56
Information for tutors
Delivery
This unit should be delivered in a way that develops knowledge and understanding of anatomy and physiology in relation to exercise. Learners need to know and understand:
the structure and function of the four main body systems – circulatory, respiratory, skeletal and muscular
the life course of the musculoskeletal system and how it impacts on exercise for special populations – 14-16 year olds, older people (50+), antenatal and postnatal women
the energy and nervous systems and how they relate to exercise.
A useful opening would be through small-group discussions focusing on the anatomy and physiology of the body and how they relate to, and impact on, exercise. Tutors can take feedback on a flipchart or board to share the discussions of individual groups.
A wide range of delivery methods could be used including lectures, tutorials, presentations, videos, worksheets, anatomy models, laboratory work and internet research. There will be a great deal of scientific anatomical language within the unit so practical application should be used wherever possible.
Study of the skeletal system requires the use of diagrams, and preferably a life-sized, hinged model skeleton. X-rays can be used to illustrate the different bones of the skeleton.
Study of the muscular system requires pictures of, or access to, microscopes and slides of cardiac, voluntary and involuntary muscles so learners can see the differences between the tissues. Diagrams of the muscular system showing all the named muscles will also be required.
To explore the circulatory and respiratory systems learners could use laboratory work. Again, labelled diagrams and hand-drawn diagrams should be used to show the anatomical structure of the heart, circulatory and respiratory systems.
Learners should be encouraged to engage with employers and, where possible, other employees to gain a broad knowledge and understanding of the relationship between anatomy and physiology and exercise. Knowledge of issues gained through engaging with employers and employees, rather than through a purely theoretical context, is key. This should be made possible by learners working with others for whom this knowledge and understanding is a key requirement of their job role, for example a health fitness instructor, where possible, and through the use of guest speakers and video/DVD training programmes.
For example, a presentation by a health education professional will support delivery, as well as adding vocational relevance and currency. The visiting speaker could deliver a summary of the structure and functions of the human body and their implications for, and relation to, exercise and fitness, which all learners wishing to pursue a career in health and fitness need to be aware of.
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
57
This should be supported by examples drawn from industry or through developed case studies that highlight:
the life course of the musculoskeletal system and how this affects planning and delivering exercise sessions for the special populations of 14-16 year olds, over 50s and ante-natal and post-natal women
how the three energy systems are used during aerobic and anaerobic exercise
how exercise can improve neuromuscular connections and motor fitness.
This unit could be delivered through distance learning. However, this will involve additional, and different, considerations, such as planning, and other measures to ensure learners can gain the required knowledge and understanding.
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
A variety of assessment methods could be used. Learners could produce written reports or give verbal presentations, supported by witness testimony. Other alternatives could be logbooks or workbooks completed in the workplace or during visits.
Assessment tasks and activities should enable learners to produce valid, sufficient and reliable evidence that relates directly to the assessment criteria. Centres are encouraged to emphasise the practical application of the assessment criteria.
Indicative resource materials
Books
Clegg C – Exercise Physiology and Functional Anatomy (Studies in Sport & Physical Education) (Feltham Press Ltd; Revised edition, 1994) ISBN 9780952074311
Hazeldine R – Fitness for Sport (The Crowood Press, 2000) ISBN 9781861263360
Howley E T and Franks B D – Health Fitness Instructor’s Handbook (Human Kinetics Europe, 2003) ISBN 9780736042109
Palastanga N – Anatomy and Human Movement (Butterworth-Heinemann, 2006) ISBN 9780750688147
Rowett H G Q – Basic Anatomy and Physiology (Hodder Murray, 1999) ISBN 9780719585920
Sharkey B and Gaskill E – Fitness and Health (Human Kinetics, 2006) ISBN 9780736056144
Sharkey B J – Physiology of Fitness, 3rd Edition (Human Kinetics, 1990) ISBN 9780873222679
Tortora G J and Derrickson B H – Principles of Anatomy and Physiology (John Wiley and Sons, 2008) ISBN 9780470233474
Journals
Exercise and Sport Sciences Reviews
International Journal of Sports Science and Coaching
Research Quarterly for Exercise and Sport
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing – Issue 1 – March 2012 © Pearson Education Limited 2012
58
Websites
BBC Health www.bbc.co.uk/health
British Association of Sport and Exercise Sciences www.bases.org.uk
British Heart Foundation www.bhf.org.uk
Coachwise www.1st4sport.com
Health Development Agency www.nice.org.uk
NHS Information Centre www.ic.nhs.uk/
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
59
Unit 5: Planning Gym-based Exercise
Unit code: F/600/9018
QCF level: 2
Credit value: 4
Guided learning hours: 23
Unit aim
This unit aims to develop knowledge and understanding of how to plan gym-based exercise for clients, both individuals and groups. Learners will also develop the skills needed to collect and use client information and to plan safe and effective gym-based exercise programmes.
Learners will follow the planning process involved in developing gym-based exercise programmes. They will begin by exploring the methods used to collect client information prior to any gym-based exercise and the importance of this.
Learners will then have the opportunity to apply their knowledge and understanding and collect and use client information to plan safe and effective gym-based exercise to develop cardiovascular fitness, muscular fitness, flexibility and motor skills.
Essential resources
For this unit, centres need to provide learners with access to:
examples of informed consent forms and to normative data for interpreting fitness test results
computers, the internet and library facilities to enable them to carry out research as required.
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
60
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
the
pro
cess
of
info
rmed
co
nse
nt
Ensu
re c
lient
fully
aw
are
of
what
the
exer
cise
ses
sion invo
lves
eg
phys
ical
and t
echnic
al d
eman
ds,
aim
s an
d o
bje
ctiv
es,
ben
efits
of
the
exer
cise
ses
sion,
any
pote
ntial
ris
ks
Est
ablis
h c
lient
under
stan
din
g e
g g
ive
the
clie
nt
the
opport
unity
to
consi
der
info
rmat
ion p
rovi
ded
and t
o a
sk q
ues
tions
Obta
in s
igned
conse
nt
docu
men
tation
1.2
D
escr
ibe
diffe
rent
met
hods
to
colle
ct c
lient
info
rmat
ion,
incl
udin
g:
□
ques
tionnai
re
□
inte
rvie
w
□
obse
rvat
ion
□
phys
ical
mea
sure
men
ts
Typ
e of
info
rmat
ion e
g lifes
tyle
, m
edic
al h
isto
ry,
phys
ical
exe
rcis
e his
tory
, die
tary
his
tory
, per
sonal
goa
ls,
phys
ical
act
ivity
pre
fere
nce
s,
pote
ntial
bar
rier
s
Ques
tionnai
re e
g P
A-Q
, lif
esty
le
Inte
rvie
w (
ques
tionin
g,
liste
nin
g)
Obse
rvat
ion e
g c
lient
carr
ying o
ut
set
exer
cise
Phys
ical
mea
sure
men
ts e
g h
eight,
wei
ght,
rec
ord
of
BM
I
1
Under
stan
d h
ow
to
colle
ct c
lient
info
rmat
ion t
o p
lan
gym
-bas
ed
exer
cise
1.3
D
escr
ibe
how
to d
eter
min
e w
hic
h m
ethod/s
of
colle
ctin
g
info
rmat
ion a
re a
ppro
priat
e ac
cord
ing t
o t
he
indiv
idual
Appro
priat
e to
clie
nt
eg n
eeds
, obje
ctiv
es,
leve
l of
confiden
ce
Ava
ilabili
ty o
f re
sourc
es e
g t
ime,
equip
men
t, f
acili
ties
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
61
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.4
Exp
lain
the
princi
ple
s of
scre
enin
g c
lients
prior
to g
ym-
bas
ed e
xerc
ise
to incl
ude
the
use
of
the
phys
ical
act
ivity
read
ines
s ques
tionnai
re (
PARQ
)
Iden
tify
clie
nt
nee
ds,
obje
ctiv
es a
nd p
refe
rence
s, d
iscu
ss a
ny
bar
rier
s to
par
tici
pat
ion
Colle
ct info
rmat
ion t
o u
se in s
etting g
oal
s an
d o
bje
ctiv
es
Iden
tify
any
contr
aindic
atio
ns
to e
xerc
ise
eg w
ith s
pec
ial popula
tion
clie
nts
Iden
tify
any
risk
s eg
age
rela
ted,
inju
ry r
elat
ed,
spec
ific
nee
ds
2.1
D
escr
ibe
the
fact
ors
, bas
ed o
n
clie
nt
scre
enin
g,
whic
h m
ay
affe
ct s
afe
exer
cise
par
tici
pat
ion
Fact
ors
eg m
odifia
ble
and u
nm
odifia
ble
ris
k fa
ctors
of
coro
nar
y hea
rt
dis
ease
, re
lating t
o s
pec
ialis
t popula
tion g
roups
Med
ical
his
tory
/conditio
n e
g m
edic
atio
n
Inju
ry,
curr
ent
fitn
ess
leve
l
2.2
G
ive
exam
ple
s of
how
clie
nt
info
rmat
ion a
ffec
ts t
he
pla
nnin
g
of
gym
-bas
ed e
xerc
ise
Use
d t
o d
eter
min
e goal
s an
d o
bje
ctiv
es,
type,
dura
tion a
nd inte
nsi
ty
of
exer
cise
Info
rms
any
modific
atio
ns
eg t
o w
arm
-up a
nd c
ool-
dow
n s
essi
ons,
to
mai
n a
ctiv
itie
s, t
o m
eet
indiv
idual
nee
ds,
iden
tify
alter
nat
ive
exer
cise
2.3
Id
entify
the
reas
ons
for
tem
pora
ry d
efer
ral of
exer
cise
Rea
sons
eg m
inor
illnes
s or
inju
ry,
inap
pro
priat
e cl
oth
ing,
refe
rral
to
anoth
er p
rofe
ssio
nal
2
Under
stan
d h
ow
to
use
clie
nt
info
rmat
ion t
o p
lan
gym
-bas
ed
exer
cise
2.4
Exp
lain
the
reas
ons
for
refe
rrin
g
clie
nts
to o
ther
pro
fess
ional
s Com
plia
nce
with leg
al r
equirem
ents
eg o
uts
ide
leve
l of
com
pet
ence
or
auth
ority
Contr
aindic
atio
ns
to e
xerc
ise,
med
ical
conditio
ns
eg c
ardia
c,
pulm
onar
y or
met
abolic
dis
ease
, ar
thritis,
ost
eoporo
sis
Profe
ssio
nal
s eg
GP,
spec
ial popula
tions
inst
ruct
ors
, phys
ioth
erap
ists
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
62
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
D
escr
ibe
how
to p
lan g
ym-b
ased
ex
erci
se t
o m
eet
the
nee
ds
of
clie
nts
with d
iffe
rent
obje
ctiv
es
Iden
tify
obje
ctiv
es e
g im
pro
ve f
itnes
s, im
pro
ve m
otiva
tion,
addre
ss
bar
rier
s to
par
tici
pat
ion,
impro
ve s
kills
and t
echniq
ues
, opport
unitie
s fo
r fu
n a
nd e
njo
ymen
t
FITT (
freq
uen
cy,
inte
nsi
ty,
tim
e, t
ype)
Apply
princi
ple
s of
trai
nin
g e
g o
verload
, sp
ecific
ity,
pro
gre
ssio
n,
indiv
idual
diffe
rence
s, v
aria
tion,
reve
rsib
ility
Consi
der
par
tici
pan
ts e
g a
ge,
abili
ty,
gen
der
, num
ber
s, m
edic
al
issu
es,
spec
ific
nee
ds
Consi
der
ava
ilable
res
ourc
es e
g e
quip
men
t, t
ime,
envi
ronm
ent
Tak
e ac
count
of
oth
er c
onsi
der
atio
ns
eg leg
al r
equirem
ents
3.2
Exp
lain
why
it is
import
ant
to
agre
e goal
s an
d o
bje
ctiv
es f
or
gym
-bas
ed e
xerc
ise
with c
lients
Goal
s eg
short
-ter
m,
med
ium
-ter
m a
nd long-t
erm
, SM
ART g
oal
s
(spec
ific
, m
easu
reab
le,
atta
inab
le,
real
istic,
tim
e bound)
To e
nsu
re c
lient
under
stan
din
g,
incl
usi
on a
nd m
otiva
tion
3
Under
stan
d h
ow
to
pla
n g
ym-b
ased
ex
erci
se w
ith
clie
nts
3.3
Id
entify
a r
ange
of
exer
cise
s fo
r in
div
idual
clie
nts
to d
evel
op:
□
card
io-v
ascu
lar
fitn
ess
□
musc
ula
r fitn
ess
□
flex
ibili
ty
□
moto
r sk
ills
Exe
rcis
es s
afe
and a
ppro
priat
e fo
r cl
ients
Car
dio
-vas
cula
r fitn
ess
eg u
pright
cycl
e, r
ecum
ben
t cy
cle,
tre
adm
ill,
step
per
, ro
win
g m
achin
e, e
lliptica
l tr
ainer
, cr
oss
tra
iner
Musc
ula
r fitn
ess
eg p
ush
-ups,
chin
-ups,
arm
curls,
leg
lifts
, le
g
exte
nsi
on,
leg p
ress
, le
g c
urls,
bac
k ex
tensi
on.
sit
ups/
crunch
es,
ben
ch p
ress
es,
resi
stan
ce m
achin
es,
free
wei
ghts
Flex
ibili
ty —
str
etch
ing s
tatic
eg c
ool-
dow
n,
hold
for
30-6
0 s
econds,
dyn
amic
eg
arm
sw
ings,
leg
sw
ings,
join
t ro
tations
Moto
r sk
ills
– e
xerc
ises
that
invo
lve
eg a
gili
ty,
coord
inat
ion,
bal
ance
, re
action t
ime
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
63
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.4
Id
entify
a r
ange
of
card
iova
scula
r an
d r
esis
tance
m
achin
es,
and t
hei
r use
s
Car
dio
vasc
ula
r eg
upright
cycl
e, r
ecum
ben
t cy
cle,
tre
adm
ill,
step
per
, ro
win
g m
achin
e, e
lliptica
l tr
ainer
, cr
oss
tra
iner
Res
ista
nce
mac
hin
es e
g b
ench
pre
ss,
free
wei
ghts
, bar
bel
ls,
dum
bbel
ls,
utilit
y ben
ches
, se
ated
cal
f m
achin
e, p
ow
er s
quat
, se
ated
ro
win
g m
achin
e
3.5
D
escr
ibe
how
to p
lan g
ym-b
ased
ex
erci
se u
sing c
ircu
it f
orm
ats
Com
ple
tion o
f al
l pre
scribed
exe
rcis
es
Apply
princi
ple
s an
d v
aria
ble
of fitn
ess
eg inte
nsi
ty,
ord
er o
f ex
erci
se,
dura
tion,
build
in a
ppro
priat
e w
arm
-up a
nd c
ool-
dow
n
Typ
es o
f ci
rcuit f
orm
ats
eg m
achin
e, b
ody
wei
ght,
with
card
iova
scula
r ex
erci
se,
tim
ed
Use
s eg
dev
elop m
usc
le s
tren
gth
, hea
rt-l
ung f
itnes
s
4.1
U
se a
ppro
priat
e m
ethods
to
colle
ct info
rmat
ion t
o p
lan a
gym
-bas
ed p
rogra
mm
e
Info
rmat
ion:
eg p
erso
nal
goal
s, lifes
tyle
, m
edic
al h
isto
ry,
phys
ical
ac
tivi
ty h
isto
ry,
die
tary
his
tory
, phys
ical
act
ivity
pre
fere
nce
s,
pote
ntial
bar
rier
s
Ques
tionnai
re e
g P
ARQ
, lif
esty
le
inte
rvie
w (
ques
tionin
g,
liste
nin
g)
Obse
rvat
ion e
g c
lient
carr
ying o
ut
set
exer
cise
, si
gns
of
fatigue
or
dis
com
fort
Phys
ical
mea
sure
men
ts e
g h
eight,
wei
ght,
rec
ord
of
BM
I
4
Be
able
to c
olle
ct
and u
se c
lient
info
rmat
ion t
o p
lan
a gym
-bas
ed
exer
cise
pro
gra
mm
e
4.2
Chec
k th
e in
form
atio
n is
accu
rate
and u
p-t
o-d
ate
Confirm
info
rmat
ion w
ith c
lient
and a
men
d if
nec
essa
ry
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
64
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.3
Id
entify
clie
nt
nee
ds
and
pote
ntial
and a
ny
poss
ible
ris
ks
from
par
tici
pat
ion in a
gym
-bas
ed p
rogra
mm
e
Anal
yse
clie
nt
info
rmat
ion a
nd iden
tify
the
implic
atio
ns
for
gym
-bas
ed e
xerc
ise
Ref
er c
lients
as
required
In r
elat
ion t
o d
iffe
rent
types
of ex
erci
se (
card
iova
scula
r fitn
ess,
m
usc
le f
itnes
s, f
lexi
ble
, m
oto
r sk
ills)
Nee
ds
and p
ote
ntial
eg g
oal
s an
d o
bje
ctiv
es,
curr
ent
and p
ote
ntial
fitn
ess
and s
kill
leve
ls
Ris
ks e
g c
ontr
aindic
atio
ns,
med
ical
his
tory
/conditio
ns,
inju
ry
4.4
M
ainta
in c
lient
confiden
tial
ity
Follo
w o
rgan
isat
ional
pro
cedure
s
Com
plia
nce
with D
ata
Prote
ctio
n A
ct a
nd R
EP
Code
of
Eth
ical
Pra
ctic
e
5.1
Agre
e obje
ctiv
es w
ith c
lients
ap
pro
priat
e to
:
□
thei
r nee
ds
and p
ote
ntial
□
acce
pte
d g
ood p
ract
ice
in t
he
indust
ry
□
ow
n lev
el o
f co
mpet
ence
Obje
ctiv
es e
g im
pro
ve f
itnes
s, im
pro
ve m
otiva
tion,
addre
ss b
arrier
s to
par
tici
pat
ion,
impro
ve s
kills
and t
echniq
ues
, opport
unitie
s fo
r fu
n
and e
njo
ymen
t
Gai
n a
gre
emen
t eg
ensu
re c
lient
under
stan
din
g,
use
appro
priat
e co
mm
unic
atio
n a
nd inte
rper
sonal
ski
lls
5
Be
able
to p
lan a
sa
fe a
nd e
ffec
tive
gym
-bas
ed
exer
cise
pro
gra
mm
e w
ith
clie
nts
5.2
Sel
ect
gym
-bas
ed e
xerc
ises
that
w
ill h
elp c
lients
to d
evel
op:
□
card
iova
scula
r fitn
ess
□
musc
ula
r fitn
ess
□
flex
ibili
ty
□
moto
r sk
ills
Exe
rcis
es s
afe
and a
ppro
priat
e fo
r cl
ients
and m
eet
clie
nt
obje
ctiv
es
Advi
se c
lients
on a
ny
modific
atio
ns
Apply
princi
ple
s an
d v
aria
ble
s of
trai
nin
g e
g f
requen
cy,
inte
nsi
ty,
tim
e, t
ype,
adap
tation,
pro
gre
ssio
n,
variat
ion
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
65
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.3
Pl
an h
ow
to m
inim
ise
any
risk
s re
leva
nt
to t
he
pro
gra
mm
e Id
entify
haz
ards
and a
sses
s as
soci
ated
ris
ks e
g t
o t
he
clie
nt,
the
pla
nned
act
ivitie
s, s
imultan
eous
activi
ties
Ensu
re e
xerc
ises
are
saf
e an
d a
ppro
priat
e fo
r cl
ients
Car
ry o
ut
appro
priat
e risk
ass
essm
ent,
pla
n h
ow
to c
ontr
ol risk
s eg
use
of
spec
ialis
t eq
uip
men
t to
min
imis
e id
entified
ris
k
5.4
Pl
an r
ealis
tic
tim
ings
and
sequen
ces
for
exer
cise
Pl
an e
g t
o m
eet
clie
nt
nee
ds,
appro
priat
e to
the
obje
ctiv
es o
f th
e ex
erci
se p
rogra
mm
e, incl
ude
all co
mponen
ts a
nd e
xerc
ises
5.5
Rec
ord
pro
gra
mm
e pla
ns
in a
n
appro
priat
e fo
rmat
Fo
llow
org
anis
atio
nal
pro
cedure
s, c
om
ply
with indust
ry s
tandar
ds
Rec
ord
det
ails
of
all ex
erci
ses
and a
ctiv
itie
s eg
war
m-u
p,
cool-
dow
n
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
66
Information for tutors
Delivery
This unit should be delivered in a way that develops knowledge and understanding of planning gym-based exercise for a range of clients. Learners need to know and understand:
the methods used to collect client information, including the principles of screening clients prior to exercise
how to use client information to plan gym-based exercise
how to plan safe and effective gym-based exercise to develop cardiovascular fitness, motor fitness, flexibility and motor skills.
A useful opening would be small-group discussions, during which learners can exchange their experiences of gym-based exercise, either as employees in the sector or as clients. Tutors can take feedback on a flipchart or board to share the discussions of individual groups.
Learners should be encouraged to engage with employers and, where possible, other employees to gain knowledge and understanding of the importance of planning gym-based exercise correctly to meet the needs of individual clients, based on the information gathered from clients.
Knowledge of issues gained through engaging with employers and employees, rather than through a purely theoretical context, is key. This should be made possible by learners working with others for whom planning and instructing gym-based exercise is a key part of their role, for example a personal trainer, where possible, and through the use of guest speakers and video/DVD training programmes.
For example, a presentation by a health fitness instructor will support delivery, as well as adding vocational relevance and currency. The visiting speaker could deliver a summary of the methods they use to collect client information and how they use this information to plan safe and effective gym-based exercise programmes with a range of clients. They could also talk about the importance of agreeing programme objectives with clients and of minimising any potential risks associated with the gym-based exercise. This should be supported by examples drawn from industry or through developed case studies that highlight:
the importance of collecting the correct client information and what could happen if this is not carried out
how client information affects planning gym-based exercise, including temporary deferral of exercise and referring clients to other professionals
the range of exercises that can be used, cardiovascular and resistance machines and their uses, and how to use circuit formats in gym-based exercise.
To meet the practical aspect of the unit, in terms of collecting client information and using it to plan gym-based exercise, learners could either use documentation from their place of work or the tutor could supply learners with standard templates.
If learners are in work or on work placement they could be observed giving sensitive feedback to clients based on the information they have collected and communicating appropriately with clients to increase motivation.
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
67
This unit could be delivered through distance learning. However, this will involve additional, and different, considerations, such as planning, and other measures to ensure learners can gain the required knowledge and understanding.
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
There must be evidence that the learner has carried out appropriate screening (for example use of the PARQ and informed consent) and taken physical measurements to include height, weight and a record of BMI.
The learner should demonstrate the ability to provide sensitive feedback and any relevant healthy lifestyle advice to clients (within the limits of their knowledge and competence) based on collected information and test results/’norms’.
Learners must show that they are able to communicate effectively with clients using motivational styles appropriate to the individual and the exercise format.
There must be evidence that the learner has planned a safe and effective warm-up and cool-down.
There must be evidence that the learner has planned a gym-based programme by applying the principles and variables of fitness to a range of activities to meet identified client goals and/or to achieve general fitness and health gains.
Learners must show they have planned for a minimum of three body weight exercises and a minimum of four exercises from each of the following:
resistance machine lifts
free weight lifts.
A variety of assessment methods could be used. Learners could produce written reports or give verbal presentations, supported by witness testimony. Alternatives could be logbooks or workbooks completed in the workplace or during visits.
Assessment tasks and activities should enable learners to produce valid, sufficient and reliable evidence that relates directly to the assessment criteria. Centres are encouraged to emphasise the practical application of the assessment criteria.
Indicative resource materials
Books
Adams G M – Exercise Physiology Laboratory Manual: Health and Human Performance (McGraw Hill Higher Education, 2001) ISBN 9780072489125
Allen M B – Sports Exercise and Fitness: A Guide to Reference and Information Sources (Libraries Unlimited Inc, 2005) ISBN 9781563088193
Buckley J, Holmes J, Mapp G – Exercise on Prescription: Cardiovascular Activity for Health (Butterworth-Heinemann, 1999) ISBN 9780750632881
Coulson M – The Fitness Instructor’s Handbook: A Complete Guide to Health and Fitness – Fitness Professionals (A&C Black, 2007) ISBN 9780713682250
Dalgleish J, Dollery S – The Health and Fitness Handbook (Longman, 2001) ISBN 9780582418790
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
68
Franks B D and Howley E T – Fitness Leader’s Handbook (Human Kinetics Europe, 1998) ISBN 9780880116541
Howley E T and Franks B D – Health Fitness Instructor’s Handbook (Human Kinetics Europe, 2003) ISBN 9780736042109
Journals
Exercise and Sport Sciences Reviews
International Journal of Sports Science and Coaching
Journal of Physical Activity and Health
Websites
British Association of Sport and Exercise Sciences www.bases.org.uk
Human Kinetics www.humankinetics.com
Sports Coach UK www.sportscoachuk.org
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
69
Unit 6: Instructing Gym-based exercise
Unit code: A/600/9020
QCF level: 2
Credit value: 6
Guided learning hours: 37
Unit aim
The aim of this unit is to develop an understanding of and skills in instructing safe and effective gym-based exercise for individuals and groups.
Learners will develop their knowledge and understanding of providing gym-based exercise and have the opportunity to put this into practice by instructing gym-based exercise sessions with clients.
They will use appropriate methods to observe clients, respond to client needs and adapt exercises as necessary. Learners will bring the exercise session to an end safely and effectively, including using safe and effective cool-down activities.
The final part of the unit focuses on reviewing the outcomes of the exercise session, including client feedback. Learners will have the opportunity to reflect on their practice and identify how to improve their personal practice.
Essential resources
For this unit, centres need to provide learners with access to:
the appropriate fitness equipment and an appropriate area to carry out the practical activities required by this unit
computers, the internet and library facilities to enable them to carry out research as required.
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
70
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Id
entify
saf
e an
d e
ffec
tive
al
ignm
ent
for
a ra
nge
of
gym
-bas
ed e
xerc
ise
pos
itio
ns
to c
ove
r use
of:
□
card
iova
scula
r m
achin
es
□
resi
stan
ce m
achin
es
□
free
wei
ghts
Ran
ge
of
bas
ic e
xerc
ises
(ca
rdio
vasc
ula
r m
achin
es,
resi
stan
ce
mac
hin
es,
free
wei
ghts
), s
afe
and a
ppro
priat
e fo
r cl
ients
, sp
ecific
to
type
of
exer
cise
Saf
e an
d e
ffec
tive
alig
nm
ent
of ex
erci
se p
osi
tions
eg s
tandin
g,
sitt
ing,
range
of
motion,
neu
tral
spin
e al
ignm
ent,
join
t al
ignm
ent
1.2
Id
entify
diffe
rent
met
hods
of
adap
ting a
gym
-bas
ed e
xerc
ise
pro
gra
mm
e to
ensu
re
appro
priat
e pro
gre
ssio
n a
nd/o
r re
gre
ssio
n
Appro
priat
e pro
gre
ssio
n a
nd r
egre
ssio
n e
g n
um
ber
of
exer
cise
s,
ord
er o
f ex
erci
se,
spee
d,
inte
nsi
ty,
repet
itio
ns,
dura
tion
To m
eet
clie
nt
nee
ds
To m
eet
obje
ctiv
es o
f th
e ex
erci
se p
rogra
mm
e
1.3
D
escr
ibe
how
to d
evel
op c
lient
co-o
rdin
atio
n b
y build
ing
exer
cise
s/m
ove
men
ts u
p
gra
dual
ly
In t
erm
s of
eg c
om
ple
xity
, sp
eed
1
Under
stan
d h
ow
to
pro
vide
gym
-bas
ed
exer
cise
1.4
D
escr
ibe
the
princi
ple
s of
beh
avio
ur
man
agem
ent
for
gro
up induct
ions
Appro
priat
e to
the
gro
up
Exp
lain
purp
ose
of
the
induct
ion incl
udin
g p
osi
tive
com
munic
atio
n,
esta
blis
h e
ye c
onta
ct,
pro
fess
ional
sel
f-im
age
Ensu
re c
lient
under
stan
din
g
Set
gro
und r
ule
s fo
r co
nduct
within
the
gym
envi
ronm
ent
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
71
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Pr
epar
e se
lf t
o s
uper
vise
gym
-bas
ed e
xerc
ise
Colle
ct a
ll re
leva
nt
info
rmat
ion e
g n
um
ber
of
clie
nts
, ra
nge
of
clie
nts
, sp
ecia
l popula
tion c
lients
, obje
ctiv
es o
f th
e ex
erci
se s
essi
on,
appro
priat
e se
t of
pla
nned
exe
rcis
es
Profe
ssio
nal
im
age,
corr
ect
cloth
ing a
nd f
ootw
ear
2.2
Sel
ect
equip
men
t fo
r gym
-bas
ed
pro
gra
mm
es a
s ap
pro
priat
e to
cl
ient
nee
ds
Appro
priat
e to
the
obje
ctiv
es a
nd c
onte
nt
of
the
exer
cise
ses
sion
Typ
es o
f eq
uip
men
t eg
upright
cycl
e, r
ecum
ben
t cy
cle,
tre
adm
ill,
step
per
, ro
win
g m
achin
e, e
lliptica
l tr
ainer
, fr
ee w
eights
, dum
bel
ls,
bar
bel
ls
2
Be
able
to p
repar
e se
lf a
nd e
quip
men
t fo
r gym
-bas
ed
exer
cise
2.3
Pr
epar
e th
e en
viro
nm
ent
and
equip
men
t as
appro
priat
e to
cl
ient
nee
ds
Appro
priat
e to
agre
ed e
xerc
ises
(ca
rdio
vasc
ula
r fitn
ess,
musc
ula
r fitn
ess,
fle
xibili
ty,
moto
r sk
ill)
Equip
men
t eg
set
up a
nd c
hec
k, e
nsu
re s
uffic
ient
equip
men
t av
aila
ble
Envi
ronm
ent
— a
deq
uat
e sp
ace
for
num
ber
of
clie
nts
and e
xerc
ise
sess
ion,
corr
ect
tem
per
ature
, lig
hting,
ventila
tion
Iden
tify
and m
anag
e an
y haz
ards
and r
isks
within
the
envi
ronm
ent
3
Be
able
to p
repar
e cl
ients
for
gym
-bas
ed e
xerc
ise
3.1
H
elp c
lients
fee
l w
elco
me
and a
t ea
se
Profe
ssio
nal
beh
avio
ur
eg d
ress
, punct
ual
ity
Iden
tify
new
clie
nts
Adopt
appro
achab
le m
anner
eg e
nco
ura
ge
clie
nts
to a
sk q
ues
tions,
to
exp
ress
conce
rns,
pro
vide
clie
nts
with f
ull
and a
ccura
te
info
rmat
ion
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
72
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.2
Exp
lain
the
purp
ose
and v
alue
of
the
exer
cise
s, incl
udin
g w
arm
-up
and c
ool-
dow
n
Car
dio
vasc
ula
r fitn
ess
eg r
aise
met
abolic
rat
e, r
educe
ris
k of
hea
rt
dis
ease
Musc
ula
r fitn
ess
eg d
evel
op m
usc
les
and m
usc
le s
tren
gth
, im
pro
ve
bone
den
sity
Flex
ibili
ty e
g r
educe
ris
k of
inju
ry,
impro
ve p
ost
ure
Moto
r sk
ills
eg im
pro
ve,
bal
ance
, ag
ility
, co
ord
inat
ion,
reac
tion t
ime
Import
ance
of
war
m-u
p a
nd c
ool-
dow
n,
ensu
re c
lient
under
stan
din
g
War
m-u
p-
stru
cture
eg m
obili
ty,
puls
e ra
isin
g,
stat
ic s
tret
chin
g,
purp
ose
eg p
repar
e body
for
exer
cise
, en
han
ce f
lexi
bili
ty,
min
imis
e dis
com
fort
, pre
vent
inju
ry
Cool-
dow
n –
str
uct
ure
eg p
uls
e lo
wer
ing,
stat
ic s
tret
chin
g,
dev
elopm
enta
l st
retc
hin
g,
purp
ose
eg e
nhan
ce f
lexi
bili
ty,
min
imis
e dis
com
fort
, pre
vent
inju
ry,
avoid
del
ayed
onse
t of
musc
le s
ore
nes
s,
pro
vide
reco
very
tim
e
3.3
D
escr
ibe
the
exer
cise
s, incl
udin
g
thei
r phys
ical
and t
echnic
al
dem
ands
Pro
vide
clea
r in
form
atio
n a
bout
the
pla
nned
exe
rcis
e se
ssio
n e
g
purp
ose
of
exer
cise
s, c
om
ponen
ts p
art,
appro
priat
enes
s to
par
tici
pan
ts,
phys
ical
and t
echnic
al d
eman
ds
Chec
k cl
ient
under
stan
din
g a
nd g
ive
clie
nt
opport
unity
to a
sk
ques
tions
3.4
Confirm
or
revi
se p
lans
with
clie
nts
as
appro
priat
e To m
eet
clie
nt
nee
ds
Dev
elop r
ealis
tic
pla
ns
so g
oal
s ca
n b
e ac
hie
ved
Chec
k cl
ient
under
stan
din
g a
nd g
ive
clie
nt
opport
unity
to a
sk
ques
tions
Ensu
re c
lient
agre
emen
t
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
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ing
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tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.5
Advi
se c
lients
of
the
faci
lity’
s em
ergen
cy p
roce
dure
s Lo
cation o
f em
ergen
cy e
quip
men
t eg
first
aid
kit,
tele
phone,
fire
extinguis
her
s
Fire
eg e
vacu
atio
n r
oute
, fire
exi
ts,
asse
mbly
poin
t
3.6
U
se w
arm
-up a
ctiv
itie
s th
at a
re
safe
and e
ffec
tive
for
the
clie
nts
Exp
lain
im
port
ance
of
war
m-u
p a
nd e
nsu
re c
lient
under
stan
din
g
War
m-u
p a
ctiv
itie
s ap
pro
priat
e to
clie
nt
nee
ds
Str
uct
ure
eg m
obili
ty,
puls
e ra
isin
g,
stat
ic s
tret
chin
g
4.1
G
ive
expla
nat
ions
and
dem
onst
rations
that
are
te
chnic
ally
corr
ect
(with s
afe
and
effe
ctiv
e al
ignm
ent
of
exer
cise
posi
tions)
Saf
e an
d e
ffec
tive
alig
nm
ent
of
exer
cise
posi
tions
appro
priat
e to
cl
ient
nee
ds
and lev
el o
f ex
per
ience
, ap
pro
priat
e to
the
pla
nned
ex
erci
se s
essi
on
Tec
hniq
ues
eg lifting a
nd p
assi
ng t
echniq
ues
Dem
onst
rations
of
move
men
ts a
nd t
echniq
ues
appro
priat
e to
the
gym
envi
ronm
ent,
appro
priat
e sp
eed o
f m
ove
men
ts
Tec
hnic
ally
corr
ect
verb
al e
xpla
nat
ions
eg t
o r
einfo
rce
tech
niq
ue,
to
corr
ect
poor
tech
niq
ue
4
Be
able
to inst
ruct
gym
-bas
ed
exer
cise
4.2
Com
munic
ate
as a
ppro
priat
e to
cl
ient
nee
ds
and t
he
envi
ronm
ent
Appro
priat
e to
clie
nt
nee
ds
and t
he
envi
ronm
ent
Appro
priat
e to
exe
rcis
e se
ssio
n
Appro
priat
e m
ethods
of
voic
e pro
ject
ion
Effec
tive
use
of
volu
me
and p
itch
of
voic
e
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ing
ou
tco
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Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.1
Adopt
appro
priat
e posi
tions
to
obse
rve
clie
nts
and r
espond t
o
thei
r nee
ds
Appro
priat
e to
clie
nt
nee
ds
and t
he
envi
ronm
ent
Use
of
a va
riet
y of
posi
tions,
mirro
ring,
dem
onst
rating c
ontr
ol of
the
clie
nt
Corr
ect
poor
tech
niq
ue
wher
e re
quired
,
Reg
ula
r te
achin
g p
oin
ts t
o m
eet
indiv
idual
nee
ds
Move
aro
und t
he
area
to e
nsu
re a
ll cl
ients
obse
rved
and n
eeds
resp
onded
to
5.2
M
onitor
the
safe
ty a
nd inte
nsi
ty
of
exer
cise
Ensu
re c
lients
car
ry o
ut
exer
cise
s in
a s
afe
and e
ffec
tive
man
ner
Saf
e use
of
equip
men
t
Adap
t ex
erci
ses
as n
eces
sary
eg s
uitab
le p
rogre
ssio
ns
and
regre
ssio
ns,
res
pond a
ppro
priat
ely
to s
igns
of
dis
com
fort
or
inju
ry
Typ
es o
f m
onitoring e
g
rate
of
per
ceiv
ed e
xert
ion (
RPE
), t
alk
test
, ta
rget
hea
rt r
ate
zones
5
Be
able
to
super
vise
clie
nts
under
taki
ng g
ym-
bas
ed e
xerc
ise
5.3
Pr
ovi
de
feed
bac
k an
d inst
ruct
ing
poin
ts w
hic
h a
re t
imel
y, c
lear
an
d m
otiva
tional
Tim
ely,
cle
ar,
motiva
tional
Appro
priat
e to
clie
nt
nee
ds,
Provi
de
enco
ura
gem
ent
and m
otiva
tion
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t cr
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it a
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lifi
cati
on
5.4
Adap
t ex
erci
ses
with s
uitab
le
pro
gre
ssio
ns
and r
egre
ssio
ns
acco
rdin
g t
o c
lient
nee
ds
Appro
priat
e p
rogre
ssio
ns
and r
egre
ssio
ns
eg n
um
ber
of
exer
cise
s,
ord
er o
f ex
erci
se,
spee
d,
inte
nsi
ty,
repet
itio
ns,
dura
tion
To m
eet
clie
nt
nee
ds
eg f
itnes
s an
d s
kill
leve
ls,
chan
gin
g n
eeds
thro
ughout
the
sess
ion
To m
eet
obje
ctiv
es o
f th
e ex
erci
se p
rogra
mm
e
Adap
ting e
xerc
ise
for
occa
sional
spec
ial popula
tion c
lients
eg y
oung
peo
ple
aged
14-1
6 a
ge,
ante
nat
al a
nd p
ost
nat
al w
om
en,
old
er p
eople
(5
0 p
lus)
Envi
ronm
enta
l fa
ctors
eg a
vaila
ble
spac
e, a
vaila
ble
equip
men
t,
num
ber
of
par
tici
pan
ts
6.1
Allo
w s
uff
icie
nt
tim
e to
end t
he
sess
ion a
ccord
ing t
o c
lients
’ le
vel
of
exper
ience
Appro
priat
e to
clie
nt
leve
l of
exper
ience
and f
itnes
s
Plan
tim
ings
eg s
afe
and e
ffec
tive
cool-
dow
n a
ctiv
itie
s fo
r cl
ients
Opport
unity
for
clie
nt
to a
sk q
ues
tions,
Provi
de
feed
bac
k to
clie
nts
on t
he
sess
ion
6.2
U
se c
ool-
dow
n a
ctiv
itie
s th
at a
re
safe
and e
ffec
tive
for
the
clie
nts
Exp
lain
im
port
ance
of
cool-
dow
n e
g a
void
del
ayed
onse
t of
musc
le
sore
nes
s an
d e
nsu
re c
lient
under
stan
din
g
Appro
priat
e to
clie
nt
nee
d a
nd t
he
envi
ronm
ent
Str
uct
ure
eg p
uls
e lo
wer
ing s
ection,
stat
ic s
tret
chin
g,
dev
elopm
enta
l st
retc
hin
g
6
Be
able
to b
ring a
gym
-bas
ed
exer
cise
ses
sion t
o
an e
nd
6.3
G
ive
the
clie
nts
an a
ccura
te
sum
mar
y of
feed
bac
k on t
he
sess
ion
Acc
ura
te s
um
mar
y eg
pro
gre
ss,
stre
ngth
s, a
reas
for
dev
elopm
ent,
su
gges
ted a
dditio
nal
/alter
nat
ive
exer
cise
Provi
de
enco
ura
gem
ent
and m
otiva
tion
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t cr
iteri
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it a
mp
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cati
on
6.4
G
ive
the
clie
nts
the
opport
unity
to:
□
reflec
t on t
he
sess
ion
□
ask
ques
tions
□
pro
vide
feed
bac
k
□
iden
tify
furt
her
nee
ds
Ref
lect
on t
he
sess
ion e
g o
n t
hei
r pro
gre
ss,
thei
r ex
per
ience
, ef
fect
iven
ess
of
the
inst
ruct
ion
Ask
ques
tions
eg a
bout
thei
r per
form
ance
, ab
out
alte
rnat
ive
exer
cise
Provi
de
feed
bac
k eg
on t
he
effe
ctiv
enes
s of
the
inst
ruct
ion,
thei
r ex
per
ience
Iden
tify
furt
her
nee
ds
eg f
utu
re s
essi
ons,
alter
nat
ive
activi
ties
6.5
M
ake
sure
the
clie
nts
under
stan
d h
ow
to c
ontinue
thei
r pro
gra
mm
e of
gym
-bas
ed
exer
cise
without
direc
t su
per
visi
on
Pro
vide
nec
essa
ry info
rmat
ion a
nd m
otiv
atio
n e
g g
oal
s/obje
ctiv
es o
f th
e ex
erci
se s
essi
ons,
com
ponen
ts o
f th
e ex
erci
se s
essi
ons,
how
ex
erci
se/c
om
ponen
ts c
ould
be
adap
ted,
import
ance
of
not
ove
r ex
erci
sing
6.6
Le
ave
the
envi
ronm
ent
in a
co
nditio
n a
ccep
table
for
futu
re
use
Corr
ect
pro
cedure
s fo
r ch
ecki
ng a
nd d
ealin
g w
ith a
ny
equip
men
t use
d e
g c
lear
ing t
he
area
, st
oring a
nd c
lean
ing e
quip
men
t co
rrec
tly,
re
port
ing a
ny
faults
Envi
ronm
ent
eg c
lean
, sa
fe,
tidy,
info
rm a
ppro
priat
e per
son a
bout
any
hea
lth a
nd s
afet
y is
sues
7
Be
able
to r
efle
ct
on p
rovi
din
g g
ym-
bas
ed e
xerc
ise
7.1
Rev
iew
the
outc
om
es o
f w
ork
ing
with c
lients
and c
lient
feed
bac
k Rev
iew
clie
nt
pro
gre
ss e
g o
ffer
fitnes
s ad
vice
in r
esponse
to
chan
gin
g n
eeds
of
clie
nts
, in
rel
atio
n t
o g
oal
s/obje
ctiv
es
Clie
nt
opport
unity
to a
sk q
ues
tions
and p
rovi
de
feed
bac
k
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t cr
iteri
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it a
mp
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cati
on
7.2
Id
entify
:
□
how
wel
l th
e ex
erci
ses
met
cl
ient
nee
ds
□
how
effec
tive
and
motiva
tional
the
rela
tionsh
ip
with t
he
clie
nt
was
□
how
wel
l th
e in
stru
ctin
g s
tyle
m
atch
ed t
he
clie
nts
’ nee
ds
How
wel
l th
e ex
erci
ses
met
clie
nt
nee
ds
eg e
ffec
tive
nes
s of
pla
nned
ac
tivi
ties
, ac
hie
vem
ent
of
goal
/obje
ctiv
es
How
eff
ective
and m
otiva
tional
the
rela
tionsh
ip w
ith t
he
clie
nt
was
eg
clie
nt
felt s
upport
ed,
enco
ura
ged
and m
otiva
ted,
clea
r an
d
appro
priat
e co
mm
unic
atio
n,
mutu
al r
espec
t
How
wel
l th
e in
stru
ctin
g s
tyle
mat
ched
clie
nt
nee
ds
eg u
se o
f ap
pro
priat
e dem
onst
rations,
cle
ar,
accu
rate
exp
lanat
ions,
motiva
tion
and s
upport
7.3
Id
entify
how
to im
pro
ve p
erso
nal
pra
ctic
e Id
entify
str
ength
s an
d a
reas
for
impro
vem
ent
Set
SM
ART (
spec
ific
, m
easu
rable
, ac
hie
vable
, re
alis
tic,
tim
e-bound)
targ
ets
Pers
onal
dev
elopm
ent
pla
n
Dev
elopm
ent
opport
unitie
s eg
spec
ific
tra
inin
g a
nd c
ours
es;
modify
exer
cise
pro
gra
mm
es e
g f
utu
re p
lannin
g t
o e
nsu
re a
dher
ence
, ch
angin
g a
ctiv
itie
s to
mai
nta
in inte
rest
and e
nsu
re f
itnes
s pro
gre
ssio
n
7.4
Exp
lain
the
valu
e of
reflec
tive
pra
ctic
e Le
arnin
g f
rom
ow
n e
xper
ience
s
Import
ant
sourc
e of
per
sonal
pro
fess
ional
dev
elopm
ent
and
impro
vem
ent
Allo
ws
for
continuous
updat
ing o
f sk
ills
and k
now
ledge
eg t
o p
lan
and inst
ruct
more
effec
tive
exe
rcis
e se
ssio
n
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ing
ou
tco
mes
Ass
ess
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t cr
iteri
a
Un
it a
mp
lifi
cati
on
8.1
Pr
esen
t a
posi
tive
im
age
of
self
and o
rgan
isat
ion t
o c
lients
Sel
f-pre
senta
tion e
g p
erso
nal
hyg
iene,
cle
an a
nd s
mar
t uniform
/dre
ss
Org
anis
atio
n e
g k
now
ledgea
ble
sta
ff,
consi
sten
t ap
pro
ach t
aken
by
all st
aff,
sta
ff w
ork
toget
her
, cl
ear
com
mitm
ent
to p
rovi
din
g e
ffec
tive
cu
stom
er s
ervi
ce,
crea
te c
lient
confiden
ce in o
rgan
isat
ion a
nd its
se
rvic
es
8
Be
able
to s
upport
cl
ients
tak
ing p
art
in g
ym-b
ased
ex
erci
se
8.2
Est
ablis
h a
n e
ffec
tive
work
ing
rela
tionsh
ip w
ith c
lients
Build
clie
nt
trust
and c
onfiden
ce,
Clie
nts
fee
l va
lued
and m
otiva
ted
Clie
nts
more
lik
ely
to a
dher
e to
exe
rcis
e an
d p
hys
ical
act
ivity
pro
gra
mm
es
Dev
elop m
utu
al t
rust
and r
espec
t
Req
uirem
ents
eg in lin
e w
ith g
ood p
ract
ice,
eth
ical
req
uirem
ents
, pro
fess
ional
conduct
8.3
Com
munic
ate
with c
lients
in a
w
ay t
hat
mak
es t
hem
fee
l va
lued
Ver
bal
com
munic
atio
n e
g a
ppro
priat
e to
ne
and p
itch
of
voic
e,
languag
e ap
pro
priat
e to
clie
nt,
use
of
posi
tive
lan
guag
e ,
use
of
pra
ise
and e
nco
ura
gem
ent,
avo
id u
se o
f sl
ang/j
argon,
opport
unitie
s to
dis
cuss
clie
nt
nee
ds
Non-v
erbal
com
munic
atio
n e
g p
ost
ure
, ex
pre
ssio
n,
ges
ture
s, e
ye
conta
ct,
posi
tive
body
languag
e
List
enin
g e
g a
skin
g a
ppro
priat
e ques
tions,
see
king c
lient
view
s on
thei
r per
form
ance
8.4
U
se m
otiva
tional
sty
les
appro
priat
e to
the
clie
nt
and t
he
exer
cise
form
at
Appro
priat
e to
the
clie
nt
eg s
etting c
lear
, re
alis
tic
goal
s/obje
ctiv
es,
build
ing c
lient
self-c
onfiden
ce,
posi
tive
enco
ura
gem
ent,
pra
ise,
en
coura
ge
posi
tive
thin
king in c
lients
, hel
p c
lients
dev
elop a
nd f
ollo
w
thro
ugh t
hei
r ow
n m
otiva
tional
str
ateg
ies
Appro
priat
e to
the
exer
cise
form
at e
g in r
elat
ion t
o g
oal
s/obje
ctiv
e,
in r
elat
ion t
o p
lanned
ses
sions
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79
Information for tutors
Delivery
This is a practical unit and needs be delivered in a way that enables learners to demonstrate their ability to instruct gym-based exercise safely and effectively. Learners need to demonstrate that they can:
communicate effectively with clients, applying appropriate voice projection and using the tone and pitch of their voice effectively
plan and instruct safe and effective warm-up and cool-down activities
plan and instruct safe and effective gym-based exercise sessions, including the correct use of equipment and bringing the session to an end
instruct and observe clients from a variety of positions, including correcting poor technique as necessary.
A useful opening would be small-group discussions, during which learners can exchange their experiences of gym-based exercise, either as employees in the sector or as clients. Tutors can take feedback on a flipchart or board to share the discussions of individual groups.
Tutor input will need to cover the theoretical aspect of the unit relating to the principles of gym-based exercise.
Knowledge of issues gained through engaging with employers and employees, rather than through a purely theoretical context, is key. This should be made possible by learners working with others for whom planning and instructing gym-based exercise is a key part of their role, for example a personal trainer, where possible, and through the use of guest speakers and video/DVD training programmes.
Guest speakers, for example a health fitness instructor, will support delivery, as well as adding vocational relevance and currency. The visiting speaker could deliver a summary of how they prepare themselves and clients for gym-based exercise and how they ensure that the exercise sessions they instruct are safe and effective. This could include the importance of using a variety of teaching positions, of observing clients regularly to ensure their safety and of adapting exercises as necessary to take account of the changing needs of clients.
This could be supported by examples drawn from industry or through developed case studies which highlight safe and unsafe practice.
The importance of health and safety, for both clients and instructors, needs to be emphasised throughout delivery of this unit. Appropriate risk assessments must be carried out before learners undertake any practical activities.
Tutors need to ensure that there are appropriate and sufficient opportunities to observe learners instructing and supervising gym-based exercise sessions and that the appropriate records are kept to evidence learner ability and achievement.
Learners should be encouraged to reflect positively on the outcomes of the exercise session and use client feedback constructively when identifying how to improve their personal performance.
Learners can produce exemplar case studies, logbooks/diaries, witness testimonies and presentations that demonstrate their involvement in gym-based exercise sessions.
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
80
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
Learners must show that they are able to communicate effectively with clients using motivational styles appropriate to the individual and the exercise format.
There must be evidence that the learner has planned and instructed a safe and effective warm-up and cool-down.
There must be evidence that the learner has instructed participants in the use of a minimum of three of the following types of cardiovascular equipment:
upright cycle
recumbent cycle
treadmill
stepper
rowing machine
elliptical trainer
cross trainer.
Learners must show they have planned and instructed for a minimum of three body weight exercises and a minimum of four exercises from each of the following:
resistance machine lifts
free weight lifts.
Learners must demonstrate correct lifting and passing techniques, including dead lifting the barbell safely from the floor and spotting.
Learners must show accurate demonstrations of movements and techniques appropriate to the gym environment with particular attention to the speed of movements.
Learners must show that they can apply methods of voice projection and can effectively use the volume and pitch of their voice.
Learners should be observed teaching from a variety of positions using mirroring, and demonstrating control of the client.
Learners must show the ability to observe their clients/participants and correct poor technique where required, giving regular teaching points to meet individual needs.
Learners must show evidence that they have the knowledge to safely adapt sessions for the individual and occasional apparently healthy special population clients including:
young people in the 14-16 age range
antenatal and postnatal women
older people (50 plus).
A variety of assessment methods could be used. Learners could produce written reports or give verbal presentations, supported by witness testimony. Other alternatives could be logbooks or workbooks completed in the workplace or during visits.
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
81
Assessment tasks and activities should enable learners to produce valid, sufficient and reliable evidence that relates directly to the assessment criteria. Centres are encouraged to emphasise the practical application of the assessment criteria.
Indicative resource materials
Textbooks
Adams G M – Exercise Physiology Laboratory Manual: Health and Human Performance (McGraw Hill Higher Education, 2001) ISBN 9780072489125
Allen M B – Sports Exercise and Fitness: A Guide to Reference and Information Sources (Libraries Unlimited Inc, 2005) ISBN 9781563088193
Buckley J, Holmes J, Mapp G – Exercise on Prescription: Cardiovascular Activity for Health (Butterworth-Heinemann, 1999) ISBN 9780750632881
Coulson M – The Fitness Instructor’s Handbook: A Complete Guide to Health and Fitness – Fitness Professionals (A&C Black, 2007) ISBN 9780713682250
Dalgleish J and Dollery S – The Health and Fitness Handbook (Longman, 2001) ISBN 9780582418790
Franks B D and Howley E T – Fitness Leader’s Handbook (Human Kinetics Europe, 1998) ISBN 9780880116541
Howley E T and Franks B D – Health Fitness Instructor’s Handbook (Human Kinetics Europe, 2003) ISBN 9780736042109
Journals
Exercise and Sport Sciences Reviews
International Journal of Sports Science and Coaching
Journal of Physical Activity and Health
Websites
British Association of Sport and Exercise Sciences www.bases.org.uk
Human Kinetics www.humankinetics.com
Sports Coach UK www.sportscoachuk.org
BA029358 – Specification – Edexcel BTEC Level 2 Certificate , specialist qualification in Fitness Instructing – Issue 1 – March 2012 © Pearson Education Limited 2012
82
Unit 7: Planning Group Exercise to Music Sessions
Unit code: F/600/9021
QCF level: 2
Credit value: 4
Guided learning hours: 24
Unit aim
This unit aims to develop knowledge and understanding of how to plan exercise to music for groups. Learners will also develop the skills needed to identify appropriate programme objectives and to plan safe and effective group exercise to music.
In this unit, learners will follow the planning process involved in developing group exercise to music. They will begin by exploring the methods used to collect participant information prior to any exercise to music and the importance of this.
Learners will then have the opportunity to apply their knowledge and understanding. They will identify appropriate objectives for the exercise programme and select appropriate exercises in order to plan safe and effective group exercise to music, which develops cardiovascular fitness, muscular fitness, flexibility and motor skills.
Essential resources
For this unit, centres need to provide learners with access to:
examples of informed consent forms and to normative data for interpreting fitness test results
computers, the internet and library facilities to enable them to carry out research as required.
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
83
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
the
pro
cess
of
info
rmed
co
nse
nt
Ensu
re p
artici
pan
t fu
lly a
war
e of
what
the
exer
cise
ses
sion invo
lves
eg
phys
ical
and t
echnic
al d
eman
ds,
aim
s an
d o
bje
ctiv
es,
ben
efits
of
the
exer
cise
ses
sion,
any
pote
ntial
ris
ks
Est
ablis
h p
artici
pan
t under
stan
din
g e
g g
ive
par
tici
pan
t opport
unity
to
consi
der
info
rmat
ion p
rovi
ded
, par
tici
pan
t opport
unity
to a
sk
ques
tions
Obta
in s
igned
conse
nt
docu
men
tation
1.2
D
escr
ibe
diffe
rent
met
hods
to
colle
ct p
artici
pan
t in
form
atio
n:
□
ques
tionnai
re
□
inte
rvie
w
□
obse
rvat
ion
Typ
e of
info
rmat
ion e
g lifes
tyle
, m
edic
al h
isto
ry,
phys
ical
exe
rcis
e his
tory
, die
tary
his
tory
, per
sonal
goa
ls,
phys
ical
act
ivity
pre
fere
nce
s,
pote
ntial
bar
rier
s
Ques
tionnai
re e
g P
ARQ
, lif
esty
le
Inte
rvie
w e
g q
ues
tionin
g,
liste
nin
g
Obse
rvat
ion e
g p
artici
pan
t ca
rryi
ng o
ut
set
exer
cise
Phys
ical
mea
sure
men
ts e
g h
eight,
wei
ght,
rec
ord
of
BM
I
1
Under
stan
d h
ow
to
colle
ct p
artici
pan
t in
form
atio
n
1.3
D
escr
ibe
how
to d
eter
min
e w
hic
h m
ethods
of
colle
ctin
g
info
rmat
ion a
re a
ppro
priat
e ac
cord
ing t
o t
he
situ
atio
n
Appro
priat
e to
par
tici
pan
t eg
nee
ds,
obje
ctiv
es,
leve
l of
confiden
ce
Ava
ilabili
ty o
f re
sourc
es e
g t
ime,
equip
men
t, f
acili
ties
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
84
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.4
Exp
lain
the
princi
ple
s of
scre
enin
g p
artici
pan
ts p
rior
to
exer
cise
to m
usi
c to
incl
ude
the
use
of
the
phys
ical
act
ivity
read
ines
s ques
tionnai
re (
PARQ
)
□
Iden
tify
par
tici
pan
t’s
nee
ds,
obje
ctiv
es a
nd p
refe
rence
s
□
Dis
cuss
any
bar
rier
s to
par
tici
pat
ion
□
Colle
ct info
rmat
ion t
o u
se in s
etting g
oal
s an
d o
bje
ctiv
es
□
Iden
tify
any
contr
aindic
atio
ns
to e
xerc
ise
eg w
ith s
pec
ial
popula
tion c
lients
□
Iden
tify
any
risk
s eg
age
rela
ted,
inju
ry r
elat
ed,
spec
ific
nee
ds
2.1
D
escr
ibe
the
fact
ors
, bas
ed o
n
clie
nt
scre
enin
g,
whic
h a
ffec
t sa
fe e
xerc
ise
par
tici
pat
ion
Fact
ors
eg m
odifia
ble
and u
nm
odifia
ble
ris
k fa
ctors
of
coro
nar
y hea
rt
dis
ease
, re
lating t
o s
pec
ialis
t popula
tion g
roups
Med
ical
his
tory
/conditio
n e
g m
edic
atio
n
Inju
ry,
curr
ent
fitn
ess
leve
l
2.2
G
ive
exam
ple
s of
how
par
tici
pan
t in
form
atio
n c
ould
af
fect
the
pla
nnin
g o
f gro
up
exer
cise
to m
usi
c
Use
d t
o d
eter
min
e goal
s an
d o
bje
ctiv
es,
type,
dura
tion a
nd inte
nsi
ty
of
exer
cise
Iden
tify
modific
atio
ns
eg t
o w
arm
-up a
nd c
ool-
dow
n s
essi
ons,
to m
ain
activi
ties
, to
mee
t in
div
idual
nee
ds,
iden
tify
alter
nat
ive
exer
cise
2.3
Id
entify
the
reas
ons
for
tem
pora
ry d
efer
ral of
exer
cise
Rea
sons
eg m
inor
illnes
s or
inju
ry,
inap
pro
priat
e cl
oth
ing,
refe
rral
to
anoth
er p
rofe
ssio
nal
2
Under
stan
d h
ow
to
use
par
tici
pan
t in
form
atio
n t
o p
lan
gro
up e
xerc
ise
to
musi
c
2.4
Exp
lain
the
reas
ons
for
refe
rrin
g
par
tici
pan
ts t
o o
ther
pro
fess
ional
s
Com
ply
with leg
al r
equirem
ents
eg o
uts
ide
leve
l of
com
pet
ence
or
auth
ority
Contr
aindic
atio
ns
to e
xerc
ise
Med
ical
conditio
ns
eg c
ardia
c, p
ulm
onar
y or
met
abolic
dis
ease
, ar
thritis,
ost
eoporo
sis
Profe
ssio
nal
s eg
GP,
spec
ial popula
tions
inst
ruct
ors
, phys
ioth
erap
ists
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
85
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
D
escr
ibe
how
to p
lan e
xerc
ise
to
musi
c to
mee
t th
e nee
ds
of
clie
nts
with d
iffe
rent
obje
ctiv
es
Obje
ctiv
es e
g im
pro
ve f
itnes
s, im
pro
ve m
otiva
tion,
addre
ss b
arrier
s to
par
tici
pat
ion,
impro
ve s
kills
and t
echniq
ues
, opport
unitie
s fo
r fu
n a
nd
enjo
ymen
t
Bas
ed o
n c
olle
cted
info
rmat
ion;
princi
ple
s an
d v
aria
ble
s of
trai
nin
g e
g
FITT p
rinci
ple
s, o
verload
, sp
ecific
ity,
pro
gre
ssio
n,
indiv
idual
diffe
rence
s, v
aria
tion,
reve
rsib
ility
Consi
der
par
tici
pan
ts e
g a
ge,
abili
ty,
gen
der
, m
edic
al iss
ues
, sp
ecific
nee
ds,
bar
rier
s to
par
tici
pat
ion,
num
ber
s
Consi
der
ava
ilable
res
ourc
es e
g e
quip
men
t, t
ime,
envi
ronm
ent
Tak
e ac
count
of
oth
er c
onsi
der
atio
ns
eg leg
al r
equirem
ents
3.2
Id
entify
a r
ange
of
gro
up
exer
cise
s to
musi
c, t
o d
evel
op:
□
card
io-v
ascu
lar
fitn
ess
□
musc
ula
r fitn
ess
□
flex
ibili
ty
□
moto
r sk
ills
Saf
e an
d a
ppro
priat
e fo
r par
tici
pan
ts
Car
dio
vasc
ula
r fitn
ess
eg w
alki
ng,
joggin
g,
skip
pin
g,
squat
s, lunges
, st
ep a
erobic
s, s
tar
jum
ps
Musc
ula
r fitn
ess
eg s
quat
s, p
ress
es,
free
wei
ghts
Flex
ibili
ty-
stat
ic s
tret
chin
g e
g c
ool-
dow
n,
hold
for
30-6
0 s
econds,
dyn
amic
str
etch
ing e
g a
rm s
win
gs,
leg
sw
ings,
join
t ro
tations
Moto
r sk
ills
eg-
exer
cise
s th
at invo
lve
eg a
gili
ty,
coord
inat
ion,
eg
movi
ng in t
ime
to t
he
musi
c, r
eact
ion t
ime,
spee
d o
f m
ove
men
t,
bal
ance
3
Under
stan
d h
ow
to
pla
n g
roup
exer
cise
to m
usi
c
3.3
Id
entify
a r
ange
of
equip
men
t use
d in g
roup e
xerc
ise
to m
usi
c an
d its
use
s
Typ
es e
g d
um
bbel
ls,
han
d w
eights
, body
bar
s, t
ubin
g,
ban
ds,
mat
s
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
86
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.4
D
escr
ibe
how
to p
lan g
roup
exer
cise
to m
usi
c usi
ng c
ircu
it
form
ats
□
Com
ple
tion o
f pre
scribed
exe
rcis
es
□
Apply
princi
ple
s an
d v
aria
ble
s of fitn
ess
eg inte
nsi
ty,
ord
er o
f ex
erci
se,
dura
tion,
appro
priat
e w
arm
-up a
nd c
ool-
dow
n
□
Typ
es o
f ci
rcuit f
orm
at e
g w
eight,
car
dio
vasc
ula
r, t
imed
□
Use
eg d
evel
op m
usc
le s
tren
gth
, hea
rt-l
ung f
itnes
s
4.1
D
escr
ibe
how
to s
elec
t sp
eed
and t
ype
of
musi
c as
appro
priat
e to
the
par
tici
pan
ts a
nd p
has
e of
the
clas
s
Appro
priat
e to
the
par
tici
pan
ts a
nd p
has
e of
the
clas
s eg
typ
e of
exer
cise
/cla
ss,
des
ired
outc
om
e of th
e se
ssio
n,
tailo
red t
o e
xerc
ise
com
ponen
t, s
afe
and e
ffec
tive
pac
e, m
odific
atio
ns
to a
lter
ran
ge
of
motion f
or
each
exe
rcis
e
Consi
der
par
tici
pan
ts e
g a
ge,
abili
ty,
leve
l of
fitn
ess,
pre
fere
nce
s
War
m-u
p e
g e
stab
lish a
tmosp
her
e, u
plif
ting m
usi
c, 1
20-1
34 b
pm
Car
dio
vasc
ula
r fitn
ess
eg s
trong b
eat,
motiva
te p
artici
pan
ts,
allo
w f
or
variet
y of
move
men
ts ,
low
im
pac
t 125-1
40 b
pm
, hig
h im
pac
t 135-
150 b
pm
Musc
ula
r fitn
ess
eg s
trong r
egula
r bea
t, g
ood p
ace,
mai
nta
in s
pee
d
exer
cise
per
form
ed a
t, 1
10-1
25 b
pm
Cool-
dow
n e
g s
low
er p
ace,
allo
w f
or s
tret
ch p
osi
tions
to b
e hel
d,
80-
110 b
pm
4
Under
stan
d h
ow
to
use
musi
c to
en
han
ce g
roup
exer
cise
4.2
D
escr
ibe
the
legal
req
uirem
ents
co
vering t
he
use
of
musi
c Fo
r ex
ample
Pu
blic
Phonogra
phic
Lic
ence
(PP
L),
Perf
orm
ing R
ights
Soci
ety
(PRS)
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
87
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.3
D
escr
ibe
the
princi
ple
s in
volv
ed
in d
evel
opin
g c
hore
ogra
phy
for
a gro
up e
xerc
ise
sess
ion
Prin
ciple
s eg
dyn
amic
s, s
pac
e, r
elat
ionsh
ips,
act
ions,
body
par
ts
Add o
n c
hore
ogra
phy
(addin
g o
ne
move
to a
noth
er)
Ver
se a
nd c
horu
s ch
ore
ogra
phy
(diffe
rent
sequen
ce o
f m
ove
men
ts f
or
vers
e, c
horu
s an
d inst
rum
enta
l se
gm
ents
)
Laye
ring (
chan
ges
to o
rigin
al s
equen
ce o
f es
tablis
hed
move
men
t(s)
Cre
ate
pat
tern
s in
stru
ctors
can
use
eg 3
2 c
ount
phra
se (
num
ber
s of
bea
ts o
r puls
es t
hat
go b
y in
one
‘phra
se’ of
musi
c)
5.1
Id
entify
obje
ctiv
es t
hat
are
ap
pro
priat
e to
:
□
the
likel
y nee
ds
and p
ote
ntial
of
the
par
tici
pan
ts
□
acce
pte
d g
ood p
ract
ice
in t
he
indust
ry
□
ow
n lev
el o
f co
mpet
ence
Obje
ctiv
es e
g im
pro
ve f
itnes
s, im
pro
ve m
otiva
tion,
addre
ss b
arrier
s to
par
tici
pat
ion,
impro
ve s
kills
and t
echniq
ues
, in
crea
se o
pport
unitie
s fo
r fu
n a
nd e
njo
ymen
t
Gai
n a
gre
emen
t eg
ensu
re p
artici
pan
t under
stan
din
g,
use
appro
priat
e co
mm
unic
atio
n a
nd inte
rper
sonal
ski
lls
5
Be
able
to p
lan
safe
and e
ffec
tive
gro
up e
xerc
ise
to
musi
c
5.2
Sel
ect
exer
cise
s th
at w
ill h
elp
clie
nts
to d
evel
op:
□
card
iova
scula
r fitn
ess
□
musc
ula
r fitn
ess
□
flex
ibili
ty
□
moto
r sk
ills
Dev
elop c
lient
card
iova
scula
r fitn
ess,
musc
ula
r fitn
ess,
fle
xibili
ty,
moto
r sk
ills
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
88
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.3
Pl
an s
afe
and e
ffec
tive
gro
up
exer
cise
to m
usi
c to
ach
ieve
pla
nned
obje
ctiv
es f
or
the
sess
ion
To m
eet
par
tici
pan
t obje
ctiv
es
Advi
se o
n a
ny
modific
atio
ns
Dev
elop c
ardio
vasc
ula
r fitn
ess,
dev
elop m
usc
ula
r fitn
ess,
dev
elop
flex
ibili
ty,
dev
elop m
oto
r sk
ills
Apply
princi
ple
s an
d v
aria
ble
s of
trai
nin
g e
g f
requen
cy,
inte
nsi
ty,
tim
e,
type,
adap
tation,
pro
gre
ssio
n,
variat
ion
5.4
Sel
ect
a ra
nge
of
exer
cise
s th
at
are
safe
and a
ppro
priat
e fo
r par
tici
pan
ts a
nd incl
ude
poss
ible
al
tern
ativ
es
Apply
princi
ple
s an
d v
aria
ble
s o
f tr
ainin
g e
g F
ITT p
rinci
ple
s, o
verload
, sp
ecific
ity,
pro
gre
ssio
n,
indiv
idual
diffe
rence
s, v
aria
tion,
reve
rsib
ility
Eff
ective
alig
nm
ent
of
exer
cise
posi
tions,
alter
nat
ives
to p
ote
ntial
ly
har
mfu
l ex
erci
ses
5.5
Pla
n r
ealis
tic
tim
ings
and o
rigin
al
chore
ogra
phy
for
sess
ions
To m
eet
par
tici
pan
t nee
ds
Appro
priat
e to
the
obje
ctiv
es o
f th
e ex
erci
se p
rogra
mm
e, incl
ude
all
com
ponen
ts a
nd e
xerc
ises
5.6
Rec
ord
pla
ns
in a
n a
ppro
priat
e fo
rmat
□
Follo
w o
rgan
isat
ional
pro
cedure
s
□
Com
ply
with indust
ry s
tandar
ds
□
Rec
ord
det
ails
of
all ex
erci
ses
and a
ctiv
itie
s eg
war
m-u
p,
cool-
dow
n
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
89
Information for tutors
Delivery
This unit should be delivered in a way that develops knowledge and understanding of planning exercise to music programmes for a range of participants. Learners need to know and understand:
the methods used to collect participant information, including the principles of screening participants prior to exercise
how to use participant information to plan group exercise to music
how to plan safe and effective exercise to music programmes to develop cardiovascular fitness, motor fitness, flexibility and motor skills.
A useful opening would be small-group discussions during which learners can exchange their experiences of exercise to music, either as employees in the sector or as participants. Tutors can take feedback on a flipchart or board to share the discussions of individual groups.
Learners should be encouraged to engage with employers and, where possible, other employees to gain knowledge and understanding of the importance of planning exercise to music correctly to meet the needs of individual participants, based on the information gathered from participants.
Knowledge of issues gained through engaging with employers and employees, rather than through a purely theoretical context, is key. This should be made possible by learners working with others for whom planning and instructing exercise to music is a key part of their role, for example a personal trainer, where possible, and through the use of guest speakers and video/DVD training programmes.
For example, a presentation by a health fitness instructor will support delivery, as well as adding vocational relevance and currency. The visiting speaker could deliver a summary of the methods they use to collect participant information and how they use this information to plan safe and effective group exercise to music programmes with a range of participants. They could also talk about the importance of identifying appropriate programme objectives and of ensuring that all group exercise to music sessions are safe and effective. This should be supported by examples drawn from industry or through developed case studies that highlight:
the importance of collecting the correct participant information and what could happen if this is not carried out
how participant information affects planning exercise to music, including temporary deferral of exercise and referring participant to other professionals
the range of exercises that can be used, the equipment used and how to select the correct music and choreography.
To meet the practical aspect of the unit, in terms of identifying objectives and selecting exercises to plan group exercise to music, learners could use documentation from their place of work or the tutor could supply learners with standard templates.
This unit could be delivered through distance learning. However, this will involve additional, and different, considerations, such as planning, and other measures to ensure learners can gain the required knowledge and understanding.
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
90
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
Learners must show evidence that they have planned and instructed a group of clients through the following phases of the exercise to music session:
warm-up
pulse raiser incorporating static and/or dynamic stretching
mobility
main cardiovascular workout using the aerobic curve
pulse raiser
main workout
build down
muscle strength and endurance
flexibility.
Using a minimum of one of the following methods of choreography design/teaching methods:
add on
32 count phrase
verse chorus
layering.
Learners must show that they have structured their training session to work with the beats and phrases of the music (or the natural structure of the music if beats and phrases do not apply). Chosen music should be at the appropriate speed and suitable for the clients.
A variety of assessment methods could be used. Learners could produce written reports or give verbal presentations, supported by witness testimony. Alternatives could be logbooks or workbooks completed in the workplace or during visits.
Assessment tasks and activities should enable learners to produce valid, sufficient and reliable evidence that relates directly to the assessment criteria. Centres are encouraged to emphasise the practical application of the assessment criteria.
Indicative resource materials
Books
Adams G M – Exercise Physiology Laboratory Manual: Health and Human Performance (McGraw Hill Higher Education, 2001) ISBN 9780072489125
Allen M B – Sports Exercise and Fitness: A Guide to Reference and Information Sources (Libraries Unlimited Inc, 2005) ISBN 9781563088193
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
91
Buckley J, Holmes J, Mapp G – Exercise on Prescription: Cardiovascular Activity for Health (Butterworth-Heinemann, 1999) ISBN 9780750632881
Coulson M – The Fitness Instructor’s Handbook: A Complete Guide to Health and Fitness – Fitness Professionals (A&C Black, 2007) ISBN 9780713682250
Cullum R, and Mowbray L – The English YMCA Guide to Exercise to Music (Pelham Practical Sports, 1992) ISBN 9780720720211
Dalgleish J, and Dollery S – The Health and Fitness Handbook (Longman, 2001) ISBN 9780582418790
Franks B D and Howley E T – Fitness Leader’s Handbook (Human Kinetics Europe, 1998) ISBN 9780880116541
Howley E T and Franks B D – Health Fitness Instructor’s Handbook (Human Kinetics Europe, 2003) ISBN 9780736042109
Lawrence D– The Complete Guide to Exercise to Music (A & C Black Publishers Ltd, 2009) ISBN 9781408101391
Minton S C – Choreography: A Basic Approach Using Improvisation, Third Edition (Human Kinetics Europe, 2007) ISBN 9780736064767
Journals
Exercise and Sport Sciences Reviews
International Journal of Sports Science and Coaching
Journal of Physical Activity and Health
Websites
British Association of Sport and Exercise Sciences www.bases.org.uk
Human Kinetics www.humankinetics.com
Sports Coach UK www.sportscoachuk.org
BA029358 – Specification – Edexcel BTEC Level 2 Certificate , specialist qualification in Fitness Instructing – Issue 1 – March 2012 © Pearson Education Limited 2012
92
Unit 8: Instructing Group Exercise to Music
Unit code: J/600/9022
QCF level: 2
Credit value: 6
Guided learning hours: 37
Unit aim
The aim of this unit is develop understanding of and skills in instructing safe and effective group exercise to music.
Learners will develop their knowledge and understanding of providing group exercise to music and have the opportunity to put this into practice by instructing group exercise to music sessions with participants.
Learners will use appropriate methods to observe participants, respond to participant needs and adapt exercises as necessary. Learners will bring the exercise session to an end safely and effectively, including using safe and effective cool-down activities.
The final part of the unit focuses on reviewing the outcomes of the exercise session, including participant feedback. Learners will have the opportunity to reflect on their practice and identify how to improve their personal practice.
Essential resources
For this unit, centres need to provide learners with access to:
the appropriate fitness equipment and an appropriate area to carry out the physical activities required in this unit
computers, the internet and library facilities to enable them to carry out research as required.
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
93
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Id
entify
the
safe
and e
ffec
tive
al
ignm
ent
for
a ra
nge
of
gro
up
exer
cise
to m
usi
c m
ove
men
ts t
o
dev
elop:
□
card
io-v
ascu
lar
fitn
ess
□
musc
ula
r fitn
ess
□
moto
r sk
ills
Saf
e an
d a
ppro
priat
e fo
r par
tici
pan
ts
Saf
e an
d e
ffec
tive
alig
nm
ent
of
exer
cise
posi
tions
eg s
tandin
g,
sitt
ing;
range
of
motion,
neu
tral
spin
e al
ignm
ent,
join
t al
ignm
ent
1.2
Id
entify
diffe
rent
met
hods
of
adap
ting e
xerc
ise
to m
usi
c to
en
sure
appro
priat
e pro
gre
ssio
n
and r
egre
ssio
n
Appro
priat
e pro
gre
ssio
n a
nd r
egre
ssio
n e
g n
um
ber
of
exer
cise
s, o
rder
of
exer
cise
, sp
eed,
inte
nsi
ty,
repet
itio
ns,
dura
tion,
laye
ring,
hold
ing
pat
tern
s
To m
eet
par
tici
pan
t nee
ds
To m
eet
obje
ctiv
es o
f th
e ex
erci
se p
rogra
mm
e
1
Under
stan
d h
ow
to
pro
vide
gro
up
exer
cise
to m
usi
c
1.3
D
escr
ibe
how
to d
evel
op
par
tici
pan
t co
-ord
inat
ion b
y build
ing e
xerc
ises
/move
men
ts
up g
radual
ly,
to incl
ude:
□
laye
ring t
echniq
ues
□
hold
ing p
atte
rns
In t
erm
s of
eg c
om
ple
xity
, sp
eed
Use
of
laye
ring t
echniq
ues
(ad
din
g c
han
ges
to b
ase
move
s eg
rhyt
hm
, ro
tation,
direc
tion)
Use
of
hold
ing p
atte
rns
eg m
ove
men
ts a
cla
ss c
an p
erfo
rm w
hile
te
acher
dem
onst
rate
s th
e nex
t la
yer
stag
e of
that
move
men
t
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
94
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.4
D
escr
ibe
effe
ctiv
e m
ethods
of
com
bin
ing m
ove
men
ts
Use
of
diffe
rent
met
hods
of
chore
ogra
phy
eg a
dd o
n,
vers
e an
d
choru
s, 3
2 c
ount
phra
se,
laye
ring,
hold
ing p
atte
rn
1.5
D
escr
ibe
the
princi
ple
s of
gro
up
beh
avio
ur
man
agem
ent
during
exer
cise
to m
usi
c se
ssio
ns
Appro
priat
e to
the
gro
up
Exp
lain
purp
ose
of
the
induct
ion incl
udin
g p
osi
tive
com
munic
atio
n,
esta
blis
h e
ye c
onta
ct,
pro
fess
ional
sel
f-im
age
Ensu
re p
artici
pan
t under
stan
din
g
Set
gro
und r
ule
s fo
r co
nduct
within
the
gym
envi
ronm
ent
2.1
Pr
epar
e se
lf t
o inst
ruct
the
sess
ion
Colle
ct a
ll re
leva
nt
info
rmat
ion e
g n
um
ber
of
par
tici
pan
ts,
range
of
par
tici
pan
ts,
spec
ial popula
tion c
lients
, obje
ctiv
es o
f th
e ex
erci
se
sess
ion,
appro
priat
e se
t of
pla
nned
exe
rcis
es
Profe
ssio
nal
im
age,
corr
ect
cloth
ing a
nd f
ootw
ear
2.2
Pr
ovi
de
safe
and a
ppro
priat
e eq
uip
men
t su
ffic
ient
for
the
par
tici
pan
ts
Suitab
le f
or
par
tici
pan
ts
Appro
priat
e to
the
obje
ctiv
es a
nd c
onte
nt
of
the
exer
cise
ses
sion e
g
dum
bbel
ls,
han
d w
eights
, body
bar
s, t
ubin
g,
ban
ds,
mat
s
2
Be
able
to p
repar
e se
lf a
nd e
quip
men
t fo
r gro
up e
xerc
ise
to m
usi
c
2.3
O
rgan
ise
suffic
ient
spac
e fo
r sa
fe e
xerc
ise
per
form
ance
Appro
priat
e fo
r th
e num
ber
of
par
tici
pan
ts
Appro
priat
e fo
r th
e pla
nned
exe
rcis
e se
ssio
n e
g c
orr
ect
lighting,
ventila
tion,
tem
per
ature
3
Be
able
to p
repar
e par
tici
pan
ts f
or
gro
up e
xerc
ise
to
musi
c
3.1
H
elp p
artici
pan
ts f
eel w
elco
me
and a
t ea
se in t
he
exer
cise
en
viro
nm
ent
Profe
ssio
nal
beh
avio
ur
eg d
ress
, punct
ual
ity
Iden
tify
new
par
tici
pan
ts
Adopt
appro
achab
le m
anner
eg e
nco
ura
ge
par
tici
pan
ts t
o a
sk
ques
tions,
to e
xpre
ss c
once
rns,
pro
vide
par
tici
pan
ts w
ith f
ull
and
accu
rate
info
rmat
ion
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
95
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.2
Chec
k par
tici
pan
ts’ le
vel of
exper
ience
, ab
ility
and
phys
ical
/med
ical
conditio
n
Occ
asio
nal
spec
ial popula
tion c
lients
Iden
tify
new
par
tici
pan
ts
Ask
par
tici
pan
ts if
they
hav
e an
y ill
nes
ses
or
inju
ries
,
Advi
se indiv
idual
s of
any
reas
ons
for
non-p
artici
pat
ion in t
he
exer
cise
se
ssio
n
Spec
ial nee
ds
par
tici
pan
ts m
ay h
ave
3.3
Exp
lain
the
purp
ose
and v
alue
of
the
sess
ion,
incl
udin
g w
arm
-up
and c
ool-
dow
n
Car
dio
vasc
ula
r fitn
ess
eg r
aise
met
abolic
rat
e, r
educe
ris
k of
hea
rt
dis
ease
Musc
ula
r fitn
ess
eg d
evel
op m
usc
les
and m
usc
le s
tren
gth
, im
pro
ve
bone
den
sity
Flex
ibili
ty e
g r
educe
ris
k of
inju
ry,
impro
ve p
ost
ure
Moto
r sk
ills
eg im
pro
ve,
bal
ance
, ag
ility
, co
ord
inat
ion,
reac
tion t
ime
Im
port
ance
of
war
m-u
p a
nd c
ool-
dow
n
War
m-u
p e
g m
obili
ty,
puls
e ra
isin
g,
stat
ic s
tret
chin
g
Purp
ose
eg p
repar
e body
for
exer
cise
, en
han
ce f
lexi
bili
ty,
min
imis
e dis
com
fort
, pre
vent
inju
ry
Cool-
dow
n e
g p
uls
e lo
wer
ing,
stat
ic s
tret
chin
g,
dev
elopm
enta
l st
retc
hin
g
Purp
ose
eg e
nhan
ce f
lexi
bili
ty,
min
imis
e dis
com
fort
, pre
vent
inju
ry,
avoid
del
ayed
onse
t of
musc
le s
oren
ess,
pro
vide
reco
very
tim
e
3.4
D
escr
ibe
the
exer
cise
s, incl
udin
g
phys
ical
and t
echnic
al d
eman
ds
Pro
vide
clea
r in
form
atio
n a
bout
the
pla
nned
exe
rcis
e se
ssio
n e
g
purp
ose
of
exer
cise
s, c
om
ponen
ts p
art,
appro
priat
enes
s to
par
tici
pan
ts,
phys
ical
and t
echnic
al d
eman
ds
Chec
k par
tici
pan
t under
stan
din
g,
par
tici
pan
t opport
unity
to a
sk
ques
tions
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ialis
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.5
Confirm
or
revi
se p
lans
as
appro
priat
e To m
eet
par
tici
pan
t nee
ds
Dev
elop r
ealis
tic
pla
ns
so g
oal
s ca
n b
e ac
hie
ved
Chec
k par
tici
pan
t under
stan
din
g,
giv
e par
tici
pan
t opport
unity
to a
sk
ques
tions
Gai
n p
artici
pan
t ag
reem
ent
3.6
Advi
se p
artici
pan
ts o
f th
e fa
cilit
y’s
emer
gen
cy p
roce
dure
s Lo
cation o
f em
ergen
cy e
quip
men
t eg
first
aid
kit,
tele
phone,
fire
extinguis
her
s
Fire
eg e
vacu
atio
n r
oute
, fire
exi
ts a
ssem
bly
poin
t
Hea
lth a
nd s
afet
y re
quirem
ents
for
the
sess
ion
3.7
U
se w
arm
-up a
ctiv
itie
s th
at a
re
safe
and e
ffec
tive
for
the
par
tici
pan
ts
Exp
lain
im
port
ance
of
war
m-u
p a
nd e
nsu
re p
artici
pan
t under
stan
din
g
Appro
priat
e to
par
tici
pan
t nee
ds
Str
uct
ure
eg m
obili
ty,
puls
e ra
isin
g,
stat
ic s
tret
chin
g
4.1
G
ive
expla
nat
ions
and
dem
onst
rations
that
are
te
chnic
ally
corr
ect
with s
afe
and
effe
ctiv
e al
ignm
ent
of
exer
cise
posi
tions
Appro
priat
e to
par
tici
pan
t nee
ds
and lev
el o
f ex
per
ience
, ap
pro
priat
e to
the
pla
nned
exe
rcis
e se
ssio
n,
appro
priat
e to
the
ETM
envi
ronm
ent
Dem
onst
rations
eg o
f m
ove
men
ts a
nd t
echniq
ues
, sa
fe a
nd e
ffec
tive
al
ignm
ent
of
exer
cise
posi
tions,
appro
priat
e sp
eed o
f m
ove
men
ts
Tec
hnic
ally
corr
ect
verb
al e
xpla
nat
ions
eg r
einfo
rce
tech
niq
ue,
corr
ect
poor
tech
niq
ue
4.2
Com
munic
ate
as a
ppro
priat
e to
par
tici
pan
ts’ nee
ds
Appro
priat
e to
par
tici
pan
t nee
ds
and t
he
envi
ronm
ent
Appro
priat
e to
exe
rcis
e se
ssio
n
Cle
ar inst
ruct
ions
eg c
orr
ect
leve
l of
det
ail
4
Be
able
to inst
ruct
gro
up e
xerc
ise
to
musi
c
4.3
U
se v
olu
me,
pitch
and v
oic
e pro
ject
ion r
elat
ive
to t
he
musi
c,
with o
r w
ithout
a m
icro
phone
Appro
priat
e m
ethods
of
voic
e pro
ject
ion
Eff
ective
use
of
volu
me
and p
itch
of
voic
e, w
ith o
r w
ithout
a m
icro
phone
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ialis
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ing
ou
tco
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Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.4
Pr
ovi
de
cuei
ng t
o e
nab
le
par
tici
pan
ts t
o w
ork
to t
he
stru
cture
and p
hra
se o
f th
e m
usi
c
To e
nab
le p
artici
pan
ts t
o w
ork
to
the
stru
cture
and p
hra
se o
f th
e m
usi
c eg
bea
ts,
blo
cks
Typ
es e
g-v
erbal
and v
isual
Import
ance
eg g
ivin
g p
artici
pan
ts t
he
info
rmat
ion t
hey
nee
d t
o c
arry
out
the
exer
cise
s sa
fely
4.5
Var
y th
e pac
e an
d s
pee
d o
f ex
erci
se t
o e
nsu
re s
afet
y an
d
effe
ctiv
enes
s
Ensu
re s
afe
and e
ffec
tive
pac
e
Suitab
ility
of
spee
d a
nd t
ype
of
musi
c fo
r par
tici
pan
ts
Appro
priat
e to
the
sect
ion o
f th
e cl
ass
eg w
arm
-up (
esta
blis
h
atm
osp
her
e),
card
iova
scula
r fitn
ess
(str
ong b
eat,
hig
her
num
ber
of
bpm
), m
usc
ula
r fitn
ess
(str
ong r
egula
r bea
t),
cool-
dow
n (
slow
er p
ace,
al
low
for
stre
tch p
osi
tions
to b
e hel
d)
4.6
Ensu
re p
artici
pan
ts e
xerc
ise
safe
ly
Pro
vide
clea
r in
stru
ctio
ns
so p
artici
pan
ts k
now
how
to c
arry
out
exer
cise
saf
ely
Envi
ronm
enta
l is
sues
eg a
vaila
ble
spac
e, n
um
ber
of
par
tici
pan
ts,
sim
ultan
eous
exer
cise
ses
sions
Mak
e par
tici
pan
ts a
war
e if t
hey
are
car
ryin
g o
ut
exer
cise
inco
rrec
tly,
ex
pla
in s
afet
y risk
s/risk
of
inju
ry
4.7
Kee
p t
o t
he
pla
nned
tim
ings
for
the
sess
ion
For
the
sess
ion o
vera
ll
For
indiv
idual
exe
rcis
e co
mponen
ts
Ensu
re p
artici
pan
ts b
enef
it a
deq
uat
ely
from
the
exer
cise
ses
sion
5
Be
able
to im
pro
ve
par
tici
pan
ts
per
form
ance
in
gro
up e
xerc
ise
to
musi
c
5.1
Adopt
appro
priat
e posi
tions
to
obse
rve
par
tici
pan
ts a
nd
resp
ond t
o t
hei
r nee
ds
Appro
priat
e to
par
tici
pan
t nee
ds
and t
he
envi
ronm
ent
Use
of
appro
priat
e in
stru
ctio
n p
osi
tions,
var
iety
of
posi
tions
within
the
room
Move
aro
und t
he
area
to e
nsu
re a
ll par
tici
pan
ts o
bse
rved
and t
hei
r nee
ds
resp
onded
to
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ific
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ialis
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ific
atio
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ess
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ruct
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ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.2
Chec
k th
at p
artici
pan
ts c
an
per
form
the
exer
cise
s as
in
stru
cted
Car
ry o
ut
regula
r ch
ecks
Exe
rcis
es a
ppro
priat
e to
par
tici
pan
t nee
ds
and a
bili
ty
Apply
appro
priat
e pro
gre
ssio
ns
and r
egre
ssio
ns
Use
appro
priat
e te
achin
g m
ethods
to c
orr
ect
and r
einfo
rce
tech
niq
ue
Build
up e
xerc
ises
gra
dual
ly
5.3
U
se a
ppro
priat
e m
ethods
to
corr
ect
and r
einfo
rce
tech
niq
ue,
in
cludin
g
□
chan
gin
g t
each
ing p
osi
tions
□
aski
ng q
ues
tions
□
verb
al a
nd v
isual
co
mm
unic
atio
n
□
mirro
ring
Chan
ge
teac
hin
g p
ositio
ns
and m
ethods
Ask
ing q
ues
tions
Ver
bal
and v
isual
com
munic
atio
n e
g p
rovi
de
enco
ura
gem
ent
and
support
, m
irro
ring
Vis
ual
dem
onst
rations
to c
orre
ct a
nd r
einfo
rce
tech
niq
ue
Import
ance
of
corr
ecting t
echniq
ue
eg r
educe
ris
k of
par
tici
pan
t in
jury
, sa
fety
5.4
Pr
ovi
de
feed
bac
k an
d inst
ruct
ing
poin
ts w
hic
h a
re t
imel
y, c
lear
an
d m
otiva
tional
Cle
ar,
motiva
tional
, tim
ely
Appro
priat
e to
par
tici
pan
ts’ nee
ds
Provi
de
enco
ura
gem
ent
and s
upport
Rec
ognis
e diffe
rent
motiva
tional
fac
tors
Posi
tive
ver
bal
com
munic
atio
n a
nd b
ody
languag
e
Giv
e par
tici
pan
ts o
pport
unitie
s to
ask
s ques
tions,
lis
ten t
o p
artici
pan
ts
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ialis
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atio
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ess
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ou
tco
mes
Ass
ess
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t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.5
Adap
t ex
erci
ses
with s
uitab
le
pro
gre
ssio
ns
and r
egre
ssio
ns
acco
rdin
g t
o p
artici
pan
ts’ nee
ds
Appro
priat
e p
rogre
ssio
ns
and r
egre
ssio
ns
eg n
um
ber
of
exer
cise
s,
ord
er o
f ex
erci
se,
spee
d,
inte
nsi
ty,
repet
itio
ns,
dura
tion
To m
eet
par
tici
pan
ts’ nee
ds
eg f
itnes
s an
d s
kill
leve
ls,
chan
gin
g n
eeds
thro
ughout
the
sess
ion
To m
eet
obje
ctiv
es o
f th
e ex
erci
se p
rogra
mm
e
Adap
ting e
xerc
ise
for
occa
sional
spec
ial popula
tion c
lients
eg y
oung
peo
ple
aged
14-1
6 a
ge,
ante
nat
al a
nd p
ost
nat
al w
om
en,
old
er p
eople
(5
0 p
lus)
Envi
ronm
enta
l fa
ctors
eg a
vaila
ble
spac
e, a
vaila
ble
equip
men
t,
num
ber
of
par
tici
pan
ts
6.1
Allo
w s
uff
icie
nt
tim
e to
end t
he
sess
ion a
ccord
ing t
o p
artici
pan
ts’
nee
ds
Appro
priat
e to
par
tici
pan
t le
vel of
exper
ience
and f
itnes
s
Appro
priat
e to
exe
rcis
e se
ssio
n e
g, ke
ep t
o p
lanned
tim
ings,
saf
e an
d
effe
ctiv
e co
ol-
dow
n a
ctiv
itie
s fo
r par
tici
pan
ts,
opport
unity
for
par
tici
pan
ts t
o a
sk q
ues
tions,
pro
vide
feed
bac
k to
par
tici
pan
ts o
n t
he
sess
ion,
pro
vide
info
rmat
ion o
n f
utu
re s
essi
ons
6.2
U
se c
ool-
dow
n a
ctiv
itie
s th
at a
re
safe
and e
ffec
tive
for
the
par
tici
pan
ts
Exp
lain
im
port
ance
of
cool-
dow
n e
g a
void
del
ayed
onse
t of
musc
le
sore
nes
s an
d e
nsu
re p
artici
pan
t under
stan
din
g
Appro
priat
e to
par
tici
pan
t nee
ds
and t
he
envi
ronm
ent
Str
uct
ure
eg p
uls
e lo
wer
ing s
ection,
stat
ic s
tret
chin
g,
dev
elopm
enta
l st
retc
hin
g
6
Be
able
to b
ring a
gro
up e
xerc
ise
to
musi
c se
ssio
n t
o
an e
nd
6.3
G
ive
the
par
tici
pan
ts a
n a
ccura
te
sum
mar
y of
feed
bac
k on t
he
sess
ion
Acc
ura
te s
um
mar
y eg
pro
gre
ss,
stre
ngth
s, a
reas
for
dev
elopm
ent,
su
gges
ted a
dditio
nal
/alter
nat
ive
exer
cise
Provi
de
enco
ura
gem
ent
and m
otiva
tion,
posi
tive
fee
dbac
k
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ialis
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atio
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ess
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QCF)
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ssue
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l 2012 ©
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rson E
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tion L
imited
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0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
6.4
G
ive
the
par
tici
pan
ts t
he
opport
unity
to:
□
reflec
t on t
he
sess
ion
□
ask
ques
tions
□
pro
vide
feed
bac
k
□
iden
tify
furt
her
nee
ds
Ref
lect
on t
he
sess
ion e
g o
n t
hei
r pro
gre
ss,
thei
r ex
per
ience
, ef
fect
iven
ess
of
the
inst
ruct
ion
Ask
ques
tions
eg a
bout
thei
r per
form
ance
, ab
out
alte
rnat
ive
exer
cise
Provi
de
feed
bac
k eg
on t
he
effe
ctiv
enes
s of
the
inst
ruct
ion,
thei
r ex
per
ience
Iden
tify
furt
her
nee
ds
eg f
utu
re s
essi
ons,
alter
nat
ive
activi
ties
6.5
Fo
llow
the
corr
ect
pro
cedure
s fo
r ch
ecki
ng a
nd d
ealin
g w
ith a
ny
equip
men
t use
d
Chec
k eq
uip
men
t eg
funct
ional
ity,
dam
age,
bro
ken c
lean
lines
s
Dea
l w
ith e
quip
men
t in
rel
atio
n t
o c
hec
ks c
arried
out
Sto
re a
nd c
lean
equip
men
t co
rrec
tly
Rep
ort
any
faults
6.6
Le
ave
the
envi
ronm
ent
in a
co
nditio
n a
ccep
table
for
futu
re
use
Envi
ronm
ent
eg c
lean
, sa
fe,
tidy,
info
rm a
ppro
priat
e per
son a
bout
any
hea
lth a
nd s
afet
y is
sues
7
Be
able
to r
efle
ct
on p
rovi
din
g g
roup
exer
cise
to m
usi
c
7.1
Rev
iew
the
outc
om
es o
f w
ork
ing
with p
artici
pan
ts a
nd t
hei
r fe
edbac
k
Rev
iew
par
tici
pan
t pro
gre
ss e
g,
off
er f
itnes
s ad
vice
in r
esponse
to
chan
gin
g n
eeds
of
par
tici
pan
ts
In r
elat
ion t
o g
oal
s/obje
ctiv
es o
f th
e ex
erci
se s
essi
on
Giv
e par
tici
pan
ts o
pport
unity
to a
sk q
ues
tions
Giv
e par
tici
pan
ts o
pport
unity
to p
rovi
de
feed
bac
k
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ific
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ialis
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atio
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ess
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QCF)
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ssue
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rson E
duca
tion L
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1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
7.2
Id
entify
:
□
how
wel
l th
e ex
erci
ses
met
par
tici
pan
ts’ nee
ds
□
how
effec
tive
and
motiva
tional
the
rela
tionsh
ip
with t
he
par
tici
pan
ts w
as
□
how
wel
l th
e in
stru
ctin
g s
tyle
m
atch
ed t
he
par
tici
pan
ts’
nee
ds
How
wel
l th
e ex
erci
ses
met
par
tici
pan
t nee
ds
eg e
ffec
tive
nes
s of
pla
nned
act
ivitie
s, a
chie
vem
ent
of
goal
/obje
ctiv
es
How
effec
tive
and m
otiva
tional
the
rela
tionsh
ip w
ith t
he
par
tici
pan
t w
as e
g p
artici
pan
t fe
lt s
upport
ed,
enco
ura
ge
and m
otiva
ted,
clea
r an
d
appro
priat
e co
mm
unic
atio
n,
mutu
al r
espec
t
How
wel
l th
e in
stru
ctin
g s
tyle
mat
ched
par
tici
pan
t nee
ds
eg u
se o
f ap
pro
priat
e dem
onst
rations,
cle
ar,
accu
rate
exp
lanat
ions,
motiva
tion
and s
upport
7.3
Id
entify
how
to im
pro
ve p
erso
nal
pra
ctic
e Id
entify
str
ength
s an
d a
reas
for
impro
vem
ent
Set
SM
ART (
spec
ific
, m
easu
rable
, ac
hie
vable
, re
alis
tic,
tim
e-bound)
targ
ets
Pers
onal
dev
elopm
ent
pla
n
Dev
elopm
ent
opport
unitie
s eg
spec
ific
tra
inin
g a
nd c
ours
es
Modify
exer
cise
pro
gra
mm
es e
g f
utu
re p
lannin
g t
o e
nsu
re a
dher
ence
, ch
angin
g a
ctiv
itie
s to
mai
nta
in inte
rest
and e
nsu
re f
itnes
s pro
gre
ssio
n
7.4
Exp
lain
the
valu
e of
reflec
tive
pra
ctic
e Le
arnin
g f
rom
ow
n e
xper
ience
s
Import
ant
sourc
e of
per
sonal
pro
fess
ional
dev
elopm
ent
and
impro
vem
ent
Allo
ws
for
continuous
updat
ing o
f sk
ills
and k
now
ledge
eg t
o p
lan a
nd
inst
ruct
more
effec
tive
exe
rcis
e se
ssio
ns
8
Be
able
to s
upport
cl
ients
tak
ing p
art
in e
xerc
ise
to
musi
c
8.1
Pr
esen
t a
posi
tive
im
age
of
self
and o
rgan
isat
ion t
o c
lients
Sel
f-pre
senta
tion e
g p
erso
nal
hyg
iene,
cle
an a
nd s
mar
t uniform
/dre
ss
Org
anis
atio
n e
g k
now
ledgea
ble
sta
ff,
consi
sten
t ap
pro
ach t
aken
by
all
staf
f, s
taff
work
toget
her
, cl
ear
com
mitm
ent
to p
rovi
din
g e
ffec
tive
cu
stom
er s
ervi
ce,
crea
te c
lient
confiden
ce in o
rgan
isat
ion a
nd its
se
rvic
es
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
10
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
8.2
Est
ablis
h a
n e
ffec
tive
work
ing
rela
tionsh
ip w
ith c
lients
Build
clie
nt
trust
and c
onfiden
ce
Clie
nts
fee
l va
lued
and m
otiva
ted
Clie
nts
more
lik
ely
to a
dher
e to
exe
rcis
e an
d p
hys
ical
act
ivity
pro
gra
mm
es
Dev
elop m
utu
al t
rust
and r
espec
t
Req
uirem
ents
eg in lin
e w
ith g
ood p
ract
ice,
eth
ical
req
uirem
ents
, pro
fess
ional
conduct
8.3
Com
munic
ate
with c
lients
in a
w
ay t
hat
mak
es t
hem
fee
l va
lued
□
Ver
bal
com
munic
atio
n e
g a
ppro
priat
e to
ne
and p
itch
of
voic
e,
languag
e ap
pro
priat
e to
clie
nt,
use
of
posi
tive
lan
guag
e, u
se o
f pra
ise
and e
nco
ura
gem
ent,
avo
id u
se o
f sl
ang/j
argon,
opport
unitie
s to
dis
cuss
clie
nt
nee
ds
□
Non-v
erbal
com
munic
atio
n e
g p
osi
tive
body
languag
e, p
ost
ure
, ex
pre
ssio
n,
ges
ture
s, e
ye c
onta
ct
□
List
enin
g e
g a
skin
g a
ppro
priat
e ques
tions,
see
king c
lient
view
s on
thei
r per
form
ance
8.4
U
se m
otiva
tional
sty
les
appro
priat
e to
the
clie
nt
and t
he
exer
cise
form
at
Appro
priat
e to
the
clie
nts
eg s
etting c
lear
, re
alis
tic
goal
s/obje
ctiv
es,
build
ing c
lient
self-c
onfiden
ce,
posi
tive
enco
ura
gem
ent,
pra
ise,
en
coura
ge
posi
tive
thin
king in c
lients
, hel
p c
lients
dev
elop a
nd f
ollo
w
thro
ugh t
hei
r ow
n m
otiva
tional
str
ateg
ies
Appro
priat
e to
the
exer
cise
form
at e
g in r
elat
ion t
o g
oal
s/obje
ctiv
es,
in r
elat
ion t
o p
lanned
ses
sions
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
103
Information for tutors
Delivery
This is a practical unit and needs to be delivered in a way that enables learners to demonstrate their ability to instruct group exercise to music safely and effectively. Learners need to demonstrate that they can:
communicate effectively with participants, applying appropriate voice projection and using the tone and pitch of their voice effectively
structure the exercise session to work with the music and cue effectively
plan and instruct safe and effective group exercise sessions to music, including appropriate warm-up and cool-down activities, correct use of equipment, bringing the session to an end
instruct and observe participants from a variety of positions, including correcting poor technique as necessary.
A useful opening would be small-group discussions, during which learners can exchange their experiences of group exercise to music, either as employees in the sector or as clients. Tutors can take feedback on a flipchart or board to share the discussions of individual groups.
Tutor input will need to cover the theoretical aspect of the unit relating to the principles of group exercise to music.
Knowledge of issues gained through engaging with employers and employees, rather than through a purely theoretical context, is key. This should be made possible by learners working with others for whom planning and instructing group exercise to music is a key part of their role, for example a personal trainer, where possible, and through the use of guest speakers and video/DVD training programmes.
Guest speakers, for example a health fitness instructor, will support delivery, as well as adding vocational relevance and currency. The visiting speaker could deliver a summary of how they prepare themselves and clients for group exercise to music and how they ensure that the exercise sessions they instruct are safe and effective. This could include the importance of using a variety of teaching positions, of observing participants regularly to ensure their safety and of adapting exercises as necessary to take account of the changing needs of participants.
This could be supported by examples drawn from industry or through developed case studies which highlight safe and unsafe practice.
The importance of health and safety, for both clients and instructors, needs to be emphasised throughout delivery of this unit. Appropriate risk assessments must be carried out before learners undertake any practical activities.
Tutors need to ensure that there appropriate and sufficient opportunities to observe learners instructing and supervising group exercise to music sessions and that the appropriate records are kept to evidence learner ability and achievement.
Learners should be encouraged to reflect positively on the outcomes of the exercise session and use client feedback constructively when identifying how to improve their personal performance.
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
104
Learners can produce exemplar case studies, logbooks/diaries, witness testimonies and presentations that demonstrate their involvement in group exercise to music sessions.
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
Learners must show evidence that they have planned and instructed a group of clients through the following phases of the exercise to music session:
warm-up
pulse raiser incorporating static and/or dynamic stretching
mobility
main cardiovascular workout using the aerobic curve
pulse raiser
main workout
build down
muscle strength and endurance
flexibility.
Using a minimum of one of the following methods of choreography design/teaching methods:
add on
32 count phrase
verse chorus
layering.
Learners must show that they have structured their training session to work with the beats and phrases of the music (or the natural structure of the music if beats and phrases do not apply). Chosen music should be at the appropriate speed and suitable for the clients.
Learners must show that they can cue effectively to ensure the group can participate in time with the beat/phrase or structure of the music.
Learners must show accurate demonstrations of movements and techniques appropriate to the Exercise to Music, (ETM) environment with particular attention to the speed of movements.
Learners must show that they can apply methods of voice projection and can effectively use the volume and pitch of their voice.
Learners should be observed teaching from a variety of positions in the room using mirroring, and demonstrating control of the participants.
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
105
Learners must show the ability to observe their clients/participants and correct poor technique where required, giving regular teaching points to meet individual needs.
Assessment tasks and activities should enable learners to produce valid, sufficient and reliable evidence that relates directly to the assessment criteria. Centres are encouraged to emphasise the practical application of the assessment criteria.
Indicative resource materials
Books
Adams G M – Exercise Physiology Laboratory Manual: Health and Human Performance (McGraw Hill Higher Education, 2001) ISBN 9780072489125
Allen M B – Sports Exercise and Fitness: A Guide to Reference and Information Sources (Libraries Unlimited Inc, 2005) ISBN 9781563088193
Buckley J, Holmes J and Mapp G – Exercise on Prescription: Cardiovascular Activity for Health (Butterworth-Heinemann, 1999) ISBN 9780750632881
Coulson M – The Fitness Instructor’s Handbook: A Complete Guide to Health and Fitness – Fitness Professionals (A&C Black, 2007) ISBN 9780713682250
Cullum R and Mowbray L – The English YMCA Guide to Exercise to Music (Pelham Practical Sports, 1992) ISBN 9780720720211
Dalgleish J and Dollery S – The Health and Fitness Handbook (Longman, 2001) ISBN 9780582418790
Franks B D and Howley E T – Fitness Leader’s Handbook (Human Kinetics Europe, 1998)ISBN 9780880116541
Howley E T and Franks B D – Health Fitness Instructor’s Handbook (Human Kinetics Europe, 2003) ISBN 9780736042109
Lawrence D – The Complete Guide to Exercise to Music (A & C Black Publishers, 2009) ISBN 9781408101391
Minton S C – Choreography: A Basic Approach Using Improvisation, Third Edition (Human Kinetics Europe, 2007) ISBN 9780736064767
Journals
Exercise and Sport Sciences Reviews
International Journal of Sports Science and Coaching
Journal of Physical Activity and Health
Websites
British Association of Sport and Exercise Sciences www.bases.org.uk
Human Kinetics www.humankinetics.com
Sports Coach UK www.sportscoachuk.org
BA029358 – Specification – Edexcel BTEC Level 2 Certificate , specialist qualification in Fitness Instructing – Issue 1 – March 2012 © Pearson Education Limited 2012
106
Unit 9: Planning Water-Based Exercise
Unit code: L/600/9023
QCF level: 2
Credit value: 5
Guided learning hours: 26
Unit aim
This unit aims to develop knowledge and understanding of how to plan water-based exercise for clients. Learners will also develop the skills needed to identify appropriate programme objectives and to plan safe and effective water-based exercise programmes.
In this unit, learners will follow the planning process involved in developing a water-based exercise programme. They will begin by exploring the methods used to collect participant information prior to any water-based exercise and the importance of this. Learners will also look at how this information is used in the planning of water-based exercise, including how to identify session objectives and when deferral of exercise or client referral may be necessary.
Learners will then focus on how water depth and thermoregulation affect the planning of water-based exercise programmes and the factors that need to be taken into account, such as environmental factors, safety factors and the inclusion of non-swimmers.
Learners will then have the opportunity to apply their knowledge and understanding. They will identify appropriate objectives for the exercise programme and select appropriate exercises that develop cardiovascular fitness, muscular fitness, and flexibility and motor skills.
Essential resources
For this unit, centres need to provide learners with access to:
examples of informed consent forms and to normative data for interpreting fitness test results
computers, the internet and library facilities to enable them to carry out research as required.
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
10
7
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
the
pro
cess
of
info
rmed
co
nse
nt
Ensu
re p
artici
pan
t fu
lly a
war
e of
what
the
exer
cise
ses
sion invo
lves
eg
phys
ical
and t
echnic
al d
eman
ds,
aim
s an
d o
bje
ctiv
es,
ben
efits
of
the
exer
cise
ses
sion,
any
pote
ntial
ris
ks
Est
ablis
h p
artici
pan
t under
stan
din
g e
g g
ive
par
tici
pan
t opport
unity
to
consi
der
info
rmat
ion p
rovi
ded
, par
tici
pan
t opport
unity
to a
sk
ques
tions
Obta
in s
igned
conse
nt
docu
men
tation
1.2
D
escr
ibe
diffe
rent
met
hods
to
colle
ct c
lient
info
rmat
ion,
to
incl
ude:
□
ques
tionnai
re
□
inte
rvie
w
□
obse
rvat
ion
Typ
e of
info
rmat
ion e
g lifes
tyle
, m
edic
al h
isto
ry,
phys
ical
exe
rcis
e his
tory
, die
tary
his
tory
, per
sonal
goa
ls,
phys
ical
act
ivity
pre
fere
nce
s,
pote
ntial
bar
rier
s
Ques
tionnai
re e
g P
ARQ
, lif
esty
le
Inte
rvie
w e
g q
ues
tionin
g,
liste
nin
g
Obse
rvat
ion e
g p
artici
pan
t ca
rryi
ng o
ut
set
exer
cise
Phys
ical
mea
sure
men
ts e
g h
eight,
wei
ght,
rec
ord
of
BM
I
1
Under
stan
d h
ow
to
colle
ct p
artici
pan
t in
form
atio
n t
o p
lan
wat
er-b
ased
ex
erci
se
1.3
D
escr
ibe
how
to d
eter
min
e w
hic
h m
ethod/s
of
colle
ctin
g
info
rmat
ion a
re a
ppro
priat
e ac
cord
ing t
o t
he
indiv
idual
Met
hods
eg q
ues
tionnai
re,
inte
rvie
w,
obse
rvat
ion
Appro
priat
e to
par
tici
pan
t pre
fere
nce
eg n
eeds,
obje
ctiv
es,
leve
l of
confiden
ce
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
10
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.4
Exp
lain
the
princi
ple
s of
scre
enin
g c
lients
prior
to w
ater
-bas
ed e
xerc
ise
to incl
ude
the
use
of
the
phys
ical
act
ivity
read
ines
s ques
tionnai
re (
PARQ
)
Iden
tify
par
tici
pan
t’s
nee
ds,
obje
ctiv
es a
nd p
refe
rence
s
Dis
cuss
any
bar
rier
s to
par
tici
pat
ion
Colle
ct info
rmat
ion t
o u
se in s
etting g
oal
s an
d o
bje
ctiv
es
Iden
tify
any
contr
aindic
atio
ns
to e
xerc
ise
eg w
ith s
pec
ial popula
tion
clie
nts
Iden
tify
any
risk
s eg
age
rela
ted,
inju
ry r
elat
ed,
spec
ific
nee
ds
2.1
D
escr
ibe
the
fact
ors
, bas
ed o
n
clie
nt
scre
enin
g,
whic
h m
ay
affe
ct s
afe
exer
cise
par
tici
pat
ion
Fact
ors
eg m
odifia
ble
and u
nm
odifia
ble
ris
k fa
ctors
of
coro
nar
y hea
rt
dis
ease
, re
lating t
o s
pec
ialis
t popula
tion g
roups
Med
ical
his
tory
/conditio
n e
g m
edic
atio
n
Inju
ry,
curr
ent
fitn
ess
leve
l
2.2
G
ive
exam
ple
of
how
clie
nt
info
rmat
ion a
ffec
ts t
he
pla
nnin
g
of
wat
er-b
ased
exe
rcis
e
Plan
nin
g e
g u
sed t
o d
eter
min
e goa
ls a
nd o
bje
ctiv
es,
type,
dura
tion
and inte
nsi
ty o
f ex
erci
se
Iden
tify
modific
atio
ns
eg t
o w
arm
-up a
nd c
ool-
dow
n s
essi
ons,
to
mai
n a
ctiv
itie
s, t
o m
eet
indiv
idual
nee
ds,
iden
tify
alter
nat
ive
exer
cise
2.3
Id
entify
the
reas
ons
for
tem
pora
ry d
efer
ral of
exer
cise
Rea
sons
eg m
inor
illnes
s or
inju
ry,
inap
pro
priat
e cl
oth
ing,
refe
rral
to
anoth
er p
rofe
ssio
nal
2
Under
stan
d h
ow
to
use
par
tici
pan
t in
form
atio
n t
o p
lan
wat
er-b
ased
ex
erci
se
2.4
Exp
lain
the
reas
ons
for
refe
rrin
g
clie
nts
to o
ther
pro
fess
ional
s Com
ply
with leg
al r
equirem
ents
eg o
uts
ide
leve
l of
com
pet
ence
or
auth
ority
Contr
aindic
atio
ns
to e
xerc
ise
Med
ical
conditio
ns
eg c
ardia
c, p
ulm
onar
y or
met
abolic
dis
ease
, ar
thritis,
ost
eoporo
sis
Profe
ssio
nal
s eg
GP,
spec
ial popula
tions
inst
ruct
ors
, phys
ioth
erap
ists
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
10
9
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.1
D
escr
ibe
how
to p
lan w
ater
-bas
ed e
xerc
ise
to m
eet
the
nee
ds
of
clie
nts
with d
iffe
rent
obje
ctiv
es
Obje
ctiv
es e
g im
pro
ve f
itnes
s, im
pro
ve m
otiva
tion,
addre
ss b
arrier
s to
par
tici
pat
ion,
impro
ve s
kills
and t
echniq
ues
, opport
unitie
s fo
r fu
n
and e
njo
ymen
t
Bas
ed o
n c
olle
cted
info
rmat
ion
Apply
princi
ple
s an
d v
aria
ble
s of tr
ainin
g e
g F
ITT p
rinci
ple
s,
ove
rload
, sp
ecific
ity,
pro
gre
ssio
n,
indiv
idual
diffe
rence
s, v
aria
tion,
reve
rsib
ility
Consi
der
par
tici
pan
ts e
g a
ge,
abili
ty,
gen
der
, m
edic
al iss
ues
, sp
ecific
nee
ds,
bar
rier
s to
par
tici
pat
ion,
num
ber
s
Consi
der
ava
ilable
res
ourc
es e
g e
quip
men
t, t
ime,
envi
ronm
ent
Tak
e ac
count
of
oth
er c
onsi
der
atio
ns
eg leg
al r
equirem
ents
3.2
Id
entify
a r
ange
of
wat
er-b
ased
ex
erci
ses
to d
evel
op:
□
card
io-v
ascu
lar
fitn
ess
□
musc
ula
r fitn
ess
□
flex
ibili
ty
□
moto
r sk
ills
Car
dio
vasc
ula
r fitn
ess
eg w
alki
ng,
joggin
g,
mar
chin
g,
step
aer
obic
s,
jum
ps,
lea
ps
Musc
ula
r fitn
ess
eg p
ull
ups,
squat
s, lunges
, le
g e
xten
sion/r
aise
s,
knee
lifts
, la
tera
l ra
ises
, fr
ee w
eights
, re
sist
ance
equip
men
t
Flex
ibili
ty e
g —
str
etch
ing s
tatic,
dyn
amic
, ar
m s
win
gs,
join
t ro
tations
Moto
r sk
ills
— e
xerc
ises
that
invo
lve
eg a
gili
ty,
coord
inat
ion,
bal
ance
, re
action t
ime,
spee
d o
f m
ove
men
t, m
ovi
ng in t
ime
to
musi
c, b
alan
ce
3
Under
stan
d h
ow
to
pla
n w
ater
-bas
ed
exer
cise
3.3
Id
entify
the
range
of
equip
men
t use
d in w
ater
- bas
ed s
essi
ons
and t
hei
r use
s
Equip
men
t eg
buoya
nt
wat
er w
eights
, w
oggle
s, f
lota
tion b
elts
, float
s w
ater
dum
bbel
l, w
ater
bar
bel
ls,
aqua
mitts
, aq
ua
step
, ki
ckboar
ds
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.4
D
escr
ibe
the
corr
ect
pre
par
atio
n
of
the
range
of
equip
men
t use
d
in w
ater
-bas
ed s
essi
ons
Chec
k eq
uip
men
t eg
in s
afe
wor
king,
dam
age,
wea
r an
d t
ear
Corr
ect
han
dlin
g a
nd lifting o
f eq
uip
men
t
Suff
icie
nt
equip
men
t fo
r par
tici
pan
ts,
suff
icie
nt
spac
e fo
r sa
fe
exer
cise
Saf
e use
of
elec
tric
al e
quip
men
t
Follo
w o
rgan
isat
ional
pro
cedure
s eg
hea
lth a
nd s
afet
y, d
ealin
g w
ith
unsa
fe e
quip
men
t, m
anufa
cture
rs’ guid
elin
es
3.5
D
escr
ibe
how
to p
lan w
ater
-bas
ed e
xerc
ise
usi
ng c
ircu
it
form
ats
Det
erm
ine
com
ponen
ts o
f a
circ
uit
Apply
princi
ple
s an
d v
aria
ble
of fitn
ess
eg inte
nsi
ty,
range
of
move
men
ts,
ord
er o
f ex
erci
se,
build
in a
ppro
priat
e w
arm
-up a
nd
cool-
dow
n
Typ
es e
g b
ody
wei
ght,
with c
ardio
vasc
ula
r ex
erci
se,
aero
bic
, tim
ed
Use
eg d
evel
op m
usc
le s
tren
gth
, hea
rt-l
ung f
itnes
s
4.1
D
escr
ibe
how
to s
elec
t th
e sp
eed
and t
ype
of
musi
c fo
r th
e par
tici
pan
ts a
nd p
has
e of
the
clas
s
Appro
priat
e to
the
par
tici
pan
ts a
nd p
has
e of
the
clas
s eg
typ
e of
exer
cise
/cla
ss,
des
ired
outc
om
e of th
e se
ssio
n,
tailo
red t
o e
xerc
ise
com
ponen
t, s
afe
and e
ffec
tive
pac
e, m
odific
atio
ns
to a
lter
ran
ge
of
motion f
or
each
exe
rcis
e
Appro
priat
e to
the
com
ponen
t eg
war
m-u
p,
card
iova
scula
r fitn
ess,
m
usc
ula
r fitn
ess,
fle
xibili
ty,
cool-
dow
n
Par
tici
pan
ts e
g a
ge,
abili
ty,
leve
l of
fitn
ess,
pre
fere
nce
s, s
pee
d o
f m
ove
men
ts
4.2
D
escr
ibe
the
legal
req
uirem
ents
co
vering t
he
use
of
musi
c Fo
r ex
ample
Public
Phonogra
phic
Lic
ence
(PP
L),
Perf
orm
ing R
ights
Soci
ety
(PRS)
4
Under
stan
d h
ow
to
use
musi
c to
en
han
ce w
ater
-bas
ed e
xerc
ise
4.3
D
escr
ibe
the
effe
ct o
f pac
ing a
nd
spee
d o
f ex
erci
ses
in a
n a
quat
ic
envi
ronm
ent
Effec
t eg
buoya
ncy
, vi
scosi
ty a
nd d
rag r
esis
tance
, hyd
rost
atic
pre
ssure
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ialis
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ess
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ruct
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l 2012 ©
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duca
tion L
imited
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.1
D
escr
ibe
the
effe
ct o
f th
e use
of
shal
low
and d
eep w
ater
when
pla
nnin
g w
ater
-bas
ed s
essi
ons
Shal
low
wat
er e
g low
or
reduce
d im
pac
t, a
ppro
priat
e fo
r w
eak
or
non-s
wim
mer
s, r
educe
d b
uoya
ncy
, quic
ker
move
men
ts,
gre
ater
use
of
chore
ogra
phy
Dee
p w
ater
eg n
o im
pac
t, incr
ease
d e
xerc
ise
inte
nsi
ty,
incr
ease
d
resi
stan
ce f
or
the
body
to w
ork
agai
nst
, in
crea
sed b
uoya
ncy
and
flota
tion,
appro
priat
e fo
r fitt
er p
artici
pan
ts u
se o
f flota
tion e
quip
men
t (b
elt,
ves
t)
5.2
D
escr
ibe
the
import
ance
of
the
follo
win
g e
nvi
ronm
enta
l fa
ctors
w
hen
pla
nnin
g s
essi
ons:
□
wat
er t
emper
ature
and d
epth
□
hum
idity
□
air
tem
per
ature
Wat
er t
emper
ature
Indust
ry s
tandar
ds
and g
uid
elin
es f
or
reco
mm
ended
tem
per
ature
ra
nges
Dep
endin
g o
n t
he
type
of
pool eg
sw
imm
ing p
ool, c
hild
ren’s
pool
Dep
endin
g o
n t
ype
of
exer
cise
eg w
arm
er w
ater
is
ben
efic
ial fo
r M
SE
as f
ull
body
move
men
t is
lim
ited
, al
low
s body
to r
espond n
orm
ally
to
exer
cise
Dep
endin
g o
n p
artici
pan
ts e
g c
hild
ren,
spec
ial popula
tion g
roups,
w
ater
ther
apy
Wat
er d
epth
eg a
ppro
priat
e fo
r par
tici
pan
ts,
appro
priat
e fo
r ex
erci
se
pro
gra
mm
e, a
ppro
priat
e fo
r non-s
wim
mer
s
Hum
idity
Air t
emper
ature
eg s
lightly
hig
her
than
wat
er t
emper
ature
5
Under
stan
d t
he
par
ticu
lar
feat
ure
s of
the
pool
envi
ronm
ent
that
af
fect
ses
sion
pla
nnin
g
5.3
D
escr
ibe
the
effe
cts
of
ther
more
gula
tion o
n c
lass
st
ruct
ure
Wat
er a
nd a
ir t
emper
ature
, w
ater
dep
th
Tim
e par
tici
pan
ts a
re in w
ater
Par
tici
pan
ts e
g lev
el o
f in
sula
tion,
body
com
posi
tion
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ertifica
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pec
ialis
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ific
atio
n in
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ess
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ruct
ing (
QCF)
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tion L
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.4
Id
entify
the
fact
ors
to c
onsi
der
w
hen
incl
udin
g n
on-s
wim
mer
s in
a
sess
ion
Ensu
re h
ead r
emai
ns
above
wat
er
Est
ablis
h lev
el o
f co
nfiden
ce in t
he
wat
er
Ensu
re n
on-s
wim
mer
s st
ay in s
hal
low
wat
er a
nd c
lose
to p
ools
ide
Use
of
flota
tion a
ids
Adeq
uat
e aw
aren
ess
and s
uper
visi
on o
f non-s
wim
mer
s
5.5
D
escr
ibe
spec
ific
fac
tors
whic
h
can a
ffec
t sa
fety
during w
ater
-bas
ed s
essi
ons
Feat
ure
s of
the
pool en
viro
nm
ent
eg p
ool si
ze,
wat
er d
epth
, co
nst
ant
or
slopin
g p
ool floor,
wat
er q
ual
ity
Entr
y an
d e
xit
to t
he
wat
er
Ther
more
gula
tion
Mai
nta
inin
g c
ontinued
vis
ual
conta
ct w
ith p
artici
pan
ts
Appro
priat
e use
and s
tora
ge
of eq
uip
men
t, a
ppro
priat
e use
of
elec
tric
al e
quip
men
t
Appro
priat
e cl
oth
ing a
nd f
ootw
ear
Adeq
uat
e su
per
visi
on o
f par
tici
pan
ts
5.6
D
escr
ibe
how
to p
lan t
he
man
agem
ent
of
risk
s during
wat
er-b
ased
ses
sions
Follo
w o
rgan
isat
ional
pro
cedure
s sp
ecific
to p
ool en
viro
nm
ent
Iden
tify
haz
ards
eg s
lipper
y floors
, dee
per
are
as o
f th
e pool, w
ater
te
mper
ature
Ass
ess
asso
ciat
ed r
isks
eg t
o t
he
par
tici
pan
t, t
he
pla
nned
act
ivitie
s,
sim
ultan
eous
activi
ties
, ex
erci
ses
are
safe
and a
ppro
priat
e fo
r par
tici
pan
ts
Car
ry o
ut
appro
priat
e risk
ass
essm
ent,
pla
n h
ow
to c
ontr
ol risk
s eg
lo
cation o
f sa
fety
equip
men
t, u
se o
f sp
ecia
list
equip
men
t to
min
imis
e id
entified
ris
k
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ertifica
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ialis
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ess
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ruct
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QCF)
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
6.1
Id
entify
obje
ctiv
es t
hat
are
ap
pro
priat
e to
:
□
the
likel
y nee
ds
and p
ote
ntial
of
the
par
tici
pan
ts
□
acce
pte
d g
ood p
ract
ice
in t
he
indust
ry
□
ow
n lev
el o
f co
mpet
ence
Obje
ctiv
es e
g im
pro
ve f
itnes
s, im
pro
ve m
otiva
tion,
addre
ss b
arrier
s to
par
tici
pat
ion,
impro
ve s
kills
and t
echniq
ues
, opport
unitie
s fo
r fu
n
and e
njo
ymen
t
Gai
n a
gre
emen
t eg
ensu
re p
artici
pan
t under
stan
din
g,
use
ap
pro
priat
e co
mm
unic
atio
n a
nd inte
rper
sonal
ski
lls
6.2
Sel
ect
wat
er-b
ased
exe
rcis
es
that
will
hel
p c
lients
to d
evel
op:
□
card
iova
scula
r fitn
ess
□
musc
ula
r fitn
ess
□
flex
ibili
ty
□
moto
r sk
ills
Saf
e an
d a
ppro
priat
e fo
r par
tici
pan
ts
To m
eet
par
tici
pan
t obje
ctiv
es,
Obje
ctiv
es e
g t
o d
evel
op c
ardio
vasc
ula
r fitn
ess
, to
dev
elop m
usc
ula
r fitn
ess,
to d
evel
op f
lexi
bili
ty,
to d
evel
op m
oto
r sk
ills
6
Be
able
to p
lan
safe
and e
ffec
tive
w
ater
- bas
ed
exer
cise
6.3
Pl
an s
afe
and e
ffec
tive
wat
er-
bas
ed e
xerc
ise
to a
chie
ve
pla
nned
obje
ctiv
es f
or
the
sess
ion
To m
eet
par
tici
pan
ts o
bje
ctiv
es e
g im
pro
ve f
itnes
s, im
pro
ve
motiva
tion,
addre
ss b
arrier
s to
par
tici
pat
ion,
impro
ve s
kills
and
tech
niq
ues
, opport
unitie
s fo
r fu
n a
nd e
njo
ymen
t
Advi
se o
n a
ny
modific
atio
ns
Apply
princi
ple
s an
d v
aria
ble
s o
f tr
ainin
g e
g F
ITT p
rinci
ple
s,
ove
rload
, sp
ecific
ity,
pro
gre
ssio
n,
indiv
idual
diffe
rence
s, v
aria
tion,
reve
rsib
ility
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ertifica
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ialis
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ess
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ruct
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imited
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
6.4
Sel
ect
a ra
nge
of
exer
cise
s th
at
are
safe
and a
ppro
priat
e fo
r par
tici
pan
ts a
nd incl
ude
poss
ible
al
tern
ativ
es
Saf
e an
d a
ppro
priat
e ex
erci
ses
for
par
tici
pan
ts e
g s
afe
and e
ffec
tive
al
ignm
ent
of
exer
cise
posi
tions,
alter
nat
ives
to p
ote
ntial
ly h
arm
ful
exer
cise
s
Min
imis
e risk
s- iden
tify
haz
ards
and a
sses
s as
soci
ated
ris
ks e
g t
o t
he
clie
nt,
the
pla
nned
act
ivitie
s, s
imultan
eous
activi
ties
Car
ry o
ut
appro
priat
e risk
ass
essm
ent,
pla
n h
ow
to c
ontr
ol risk
s eg
use
of
spec
ialis
t eq
uip
men
t to
min
imis
e id
entified
ris
k, lifeg
uar
d
pre
sent
at a
ll tim
es
6.5
In
clude
the
use
of
musi
c w
her
e ap
pro
priat
e to
the
sess
ions’
obje
ctiv
es
Motiva
te p
artici
pan
ts,
enhan
ce p
artici
pan
t ex
per
ience
Hel
p w
ith s
essi
on p
lannin
g
6.6
Pl
an r
ealis
tic
tim
ings
and
sequen
ces
To m
eet
par
tici
pan
t nee
ds
Appro
priat
e to
the
obje
ctiv
es o
f th
e ex
erci
se p
rogra
mm
e, incl
ude
all
com
ponen
ts a
nd e
xerc
ises
6.7
Rec
ord
pla
ns
in a
n a
ppro
priat
e fo
rmat
Fo
llow
org
anis
atio
nal
pro
cedure
s, c
om
ply
with indust
ry s
tandar
ds
Rec
ord
det
ails
of
all ex
erci
ses
and a
ctiv
itie
s eg
war
m-u
p,
cool-
dow
n
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
115
Information for tutors
Delivery
This unit should be delivered in a way that develops knowledge and understanding of planning water-based exercise programmes for a range of participants. Learners need to know and understand:
the methods used to collect participant information, including the principles of screening clients prior to exercise
how to use participant information to plan water-based exercise
how to plan safe and effective water-based exercise programmes to develop cardiovascular fitness, motor fitness, flexibility and motor skills.
A useful opening would be small-group discussions during which learners can exchange their experiences of water-based exercise, either as employees in the sector or as participants. Tutors can take feedback on a flipchart or board to share the discussions of individual groups.
Learners should be encouraged to engage with employers and, where possible, other employees to gain knowledge and understanding of the importance of planning water-based exercise correctly to meet the needs of individual participants, based on the information gathered from participants.
Knowledge of issues gained through engaging with employers and employees, rather than through a purely theoretical context, is key. This should be made possible by learners working with others for whom planning and instructing water-based exercise is a key part of their role, for example a personal trainer, where possible, and through the use of guest speakers and video/DVD training programmes.
For example, a presentation by a health fitness instructor will support delivery, as well as adding vocational relevance and currency. The visiting speaker could deliver a summary of the methods they use to collect participant information and how they use this information to plan safe and effective water-based exercise with a range of participants. They could also talk about the importance of identifying appropriate objectives for the sessions and of ensuring that all water-based exercise sessions are safe and effective. This should be supported by examples drawn from industry or through developed case studies that highlight:
the importance of collecting the correct participant information and what could happen if this is not carried out
how participant information affects planning water-based exercise, including temporary deferral of exercise and referring participants to other professionals
the range of exercises that can be used, the equipment used and the associated risks
the particular features of the pool environment that must be taken into account when planning water-based exercise programmes, such as the inclusion of non-swimmers, environmental factors, safety factors, water depth and thermoregulation.
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
116
To meet the practical aspect of the unit, in terms of identifying objectives and selecting exercises to plan water-based exercise, learners could either use documentation from their place of work or the tutor could supply learners with standard templates.
This unit could be delivered through distance learning. However, this will involve additional, and different, considerations, such as planning, and other measures to ensure learners can gain the required knowledge and understanding.
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
Learners must show evidence that they have planned and instructed a group of participants in a water- based exercise session demonstrating specific considerations for the wet environment to include all of the following.
The safety and welfare of participants appropriate to the environment including:
entry and exit to the water
thermoregulation
continued visual contact with participants
use of electrical equipment
methods/movements to maintain or regain balance of their participants in the water
through all phases of the exercise session to include:
warm-up
pulse raising
dynamic stretching
main CV workout using the aerobic curve:
pulse raiser
main workout
build down
muscular conditioning
cool-down and flexibility
Demonstrating the effective use of the properties of water to include:
resistance
buoyancy
methods of increasing or lowering intensity related to the properties of
water eg increased surface area, speed of movement.
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
117
A variety of assessment methods could be used. Learners could produce written reports or give verbal presentations, supported by witness testimony. Alternatives could be logbooks or workbooks completed in the workplace or during visits.
Assessment tasks and activities should enable learners to produce valid, sufficient and reliable evidence that relates directly to the assessment criteria. Centres are encouraged to emphasise the practical application of the assessment criteria.
Indicative resource materials
Books
Adams G M – Exercise Physiology Laboratory Manual: Health and Human Performance (McGraw Hill Higher Education, 2001) ISBN 9780072489125
Allen M B – Sports Exercise and Fitness: A Guide to Reference and Information Sources (Libraries Unlimited Inc, 2005) ISBN 9781563088193
Buckley J, Holmes J, Mapp G – Exercise on Prescription: Cardiovascular Activity for Health (Butterworth- Heinemann, 1999) ISBN 9780750632881
Coulson M – The Fitness Instructor’s Handbook: A Complete Guide to Health and Fitness – Fitness Professionals (A&C Black, 2007) ISBN 9780713682250
Dalgleish J, Dollery S – The Health and Fitness Handbook (Longman, 2001) ISBN 9780582418790
Franks B D and Howley E T – Fitness Leader’s Handbook (Human Kinetics Europe, 1998) ISBN 9780880116541
Howley E T and Franks B D – Health Fitness Instructor’s Handbook (Human Kinetics Europe, 2003) ISBN 9780736042109
Lawrence D – Exercise in Water: A Complete Guide to Planning and Instruction (Fitness Professionals) (A & C Black Publishers Ltd; 2008) ISBN 9781408101407
Journals
Exercise and Sport Sciences Reviews
International Journal of Sports Science and Coaching
Journal of Physical Activity and Health
Websites
British Association of Sport and Exercise Sciences www.bases.org.uk
Human Kinetics www.humankinetics.com
Sports Coach UK www.sportscoachuk.org
BA029358 – Specification – Edexcel BTEC Level 2 Certificate , specialist qualification in Fitness Instructing – Issue 1 – March 2012 © Pearson Education Limited 2012
118
Unit 10: Instructing Water-based Exercise
Unit code: R/600/9024
QCF level: 2
Credit value: 6
Guided learning hours: 38
Unit aim
The aim of this unit is develop understanding of and skills in instructing safe and effective water-based exercise.
In this unit, learners will develop their knowledge and understanding of providing water-based exercise and have the opportunity to put it into practice by instructing group water-based exercise sessions with participants.
Initially, learners will look at the principles of instructing water-based exercise including safe and effective alignment of exercise positions and how to identify different methods of adapting water-based exercises.
Learners will carry out the necessary preparation of self, the environment, the equipment and participants, for example selecting the correct equipment, explaining the purpose, benefits and demands of the exercise and checking participants level of fitness, physical condition etc.
Ensuring that individuals participate in water-based exercise safely is a key part of an instructor’s role. In this unit, learners will use appropriate methods to observe participants, respond to participant needs and adapt exercises as necessary. Learners will bring the exercise session to an end safely and effectively, including using safe and effective cool-down activities.
The final part of the unit focuses on reviewing the outcomes of the exercise session, including participant feedback. Learners will have the opportunity to reflect on their practice and identify how to improve their personal practice.
Essential resources
For this unit, centres need to provide learners with access to:
the appropriate fitness equipment and an appropriate area to carry out the practical activities required by this unit
computers, the internet and library facilities to enable them to carry out research as required.
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
11
9
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Id
entify
the
safe
and e
ffec
tive
al
ignm
ent
for
a ra
nge
of
wat
er-
bas
ed e
xerc
ise
posi
tions
to
dev
elop:
□
card
iova
scula
r fitn
ess
□
musc
ula
r fitn
ess
□
moto
r sk
ills
Saf
e an
d a
ppro
priat
e fo
r par
tici
pan
ts
Saf
e an
d e
ffec
tive
alig
nm
ent
of ex
erci
se p
osi
tions
eg s
tandin
g,
susp
ended
Ran
ge
of
motion e
g n
eutr
al s
pin
e al
ignm
ent,
join
t al
ignm
ent
Eff
ect
of
buoya
ncy
eg s
upport
join
ts,
pro
vide
resi
stan
ce
1.2
Id
entify
diffe
rent
met
hods
of
adap
ting w
ater
- bas
ed e
xerc
ises
to
ensu
re a
ppro
priat
e pro
gre
ssio
n a
nd/o
r re
gre
ssio
n
Appro
priat
e pro
gre
ssio
n a
nd r
egre
ssio
n e
g n
um
ber
of
exer
cise
s,
ord
er o
f ex
erci
se,
spee
d,
inte
nsi
ty,
repet
itio
ns,
dura
tion
To m
eet
par
tici
pan
t nee
ds
To m
eet
obje
ctiv
es o
f th
e ex
erci
se p
rogra
mm
e
Buoya
ncy
move
s eg
lig
ht
bounce
, su
spen
ded
, pro
puls
ion
1.3
D
escr
ibe
how
to b
reak
a r
ange
of
wat
er-b
ased
exe
rcis
es a
nd
thei
r m
ove
men
ts d
ow
n t
o t
hei
r co
mponen
t par
ts
Appro
priat
e to
par
tici
pan
ts
Appro
priat
e to
the
exer
cise
pro
gra
mm
e
Adap
t or
modify
exer
cise
and m
ove
men
ts
1
Under
stan
d t
he
princi
ple
s of
inst
ruct
ing w
ater
-bas
ed e
xerc
ise
1.4
D
escr
ibe
how
to d
evel
op
par
tici
pan
t co
-ord
inat
ion b
y build
ing e
xerc
ises
/move
men
ts
up g
radual
ly
In t
erm
s of
eg c
om
ple
xity
, sp
eed,
chore
ogra
phy
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
12
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.5
D
escr
ibe
effe
ctiv
e m
ethods
of
build
ing c
om
bin
atio
ns
of
move
men
ts
For
exam
ple
use
of
diffe
rent
met
hods
of
chore
ogra
phy
1.6
D
escr
ibe
the
princi
ple
s of
gro
up
beh
avio
ur
man
agem
ent
during
wat
er-b
ased
ses
sions
Appro
priat
e to
the
gro
up
Exp
lain
purp
ose
of
the
induct
ion incl
udin
g p
osi
tive
com
munic
atio
n,
esta
blis
h e
ye c
onta
ct,
pro
fess
ional
sel
f-im
age
Ensu
re p
artici
pan
t under
stan
din
g
Set
gro
und r
ule
s fo
r co
nduct
within
the
pool en
viro
nm
ent
eg lan
e dis
ciplin
e, e
tiquet
te a
nd d
irec
tion
1.7
D
escr
ibe
the
effe
ct o
f le
vers
, gra
vity
, buoya
ncy
, float
atio
n,
turb
ule
nce
and r
esis
tance
on
wat
er-b
ased
exe
rcis
e
Leve
rs e
g lev
el o
f re
sist
ance
dep
ends
on lev
er t
ype
Gra
vity
eg r
educe
d influen
ce o
f gra
vity
in w
ater
, re
duce
d b
ody
wei
ght,
join
ts c
an e
asily
be
move
d t
hro
ugh t
he
full
range
of
motion,
reduce
d s
tres
s on join
ts,
hel
ps
to im
pro
ve f
lexi
bili
ty,
resi
stan
ce t
o
move
men
t is
incr
ease
d
Buoya
ncy
eg s
ignific
ant
deg
ree
of
wei
ghtles
snes
s (s
tandin
g in w
aist
dee
p w
ater
red
uce
s body
wei
ght
by
50%
), p
erfo
rm m
ove
men
ts w
ith
ease
, su
pport
for
the
body,
red
uce
d lik
elih
ood o
f m
usc
le,
bone
and
join
t in
juries
, fa
t m
ore
buoya
nt
in w
ater
than
musc
le,
ches
t an
d
abdom
en p
rovi
de
gre
ates
t buoya
ncy
(lo
cation o
f ai
r an
d m
ost
body
fat)
Turb
ule
nce
eg u
sed a
s re
sist
ance
to h
elp s
tren
gth
en m
usc
les,
use
of
equip
men
t ca
n incr
ease
turb
ule
nce
, pro
puls
ion
Res
ista
nce
eg incr
ease
d lev
el,
slow
er b
ody
move
men
ts
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
12
1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.8
D
escr
ibe
the
effe
ct w
ater
has
on
the
body
for
exam
ple
sta
tic
and
trav
ellin
g b
alan
ce,
gre
ater
ran
ge
of
join
t m
ove
men
t, m
obili
ty,
hyd
rost
atic
pre
ssure
on t
he
ches
t
For
exam
ple
sta
tic
and t
rave
lling b
alan
ce,
gre
ater
ran
ge
of
join
t m
ove
men
t, incr
ease
d m
obili
ty,
hyd
rost
atic
pre
ssure
on t
he
ches
t (i
ncr
ease
s w
ith d
epth
of
imm
ersi
on),
wat
er p
ress
ure
on leg
s as
sist
s in
circu
lation,
mas
sagin
g e
ffec
t
1.9
D
escr
ibe
how
wat
er-b
ased
ex
erci
se c
an a
ssis
t in
jury
re
hab
ilita
tion
Red
uce
d s
tres
s an
d im
pac
t on join
ts
Ther
apeu
tic
ben
efits
of
mas
sage
eg r
educe
pai
n,
incr
ease
circu
lation
Use
of
buoya
ncy
eg w
eightles
snes
s, a
s su
pport
, as
sist
ance
or
resi
stan
ce,
stre
tchin
g e
asie
r to
per
form
Red
uce
d g
ravi
tational
effec
t
Hel
ps
with m
obili
ty a
nd f
lexi
bili
ty
2.1
Pre
par
e se
lf t
o t
each
the
sess
ion
Colle
ct a
ll re
leva
nt
info
rmat
ion e
g n
um
ber
of
par
tici
pan
ts,
range
of
par
tici
pan
ts,
spec
ial popula
tion c
lients
, obje
ctiv
es o
f th
e ex
erci
se
sess
ion,
appro
priat
e se
t of
pla
nned
exe
rcis
es
Profe
ssio
nal
im
age,
corr
ect
cloth
ing a
nd f
ootw
ear
2
Be
able
to p
repar
e se
lf a
nd e
quip
men
t fo
r w
ater
-bas
ed
exer
cise
2.2
Pr
ovi
de
safe
and a
ppro
priat
e eq
uip
men
t su
ffic
ient
for
the
par
tici
pan
ts
Appro
priat
e to
par
tici
pan
ts
Appro
priat
e to
the
obje
ctiv
es a
nd c
onte
nt
of
the
exer
cise
ses
sion
Typ
es o
f eq
uip
men
t eg
buoya
nt
wat
er w
eights
, w
oggle
s, f
lota
tion
bel
ts w
ater
dum
bbel
l, w
ater
bar
bel
ls,
aqua
mitts
, aq
ua
step
, ki
ckboar
ds
Non-s
wim
mer
s pro
vided
with a
deq
uat
e float
atio
n d
evic
es
Saf
e use
of
elec
tric
al e
quip
men
t on t
he
pools
ide
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
12
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.3
O
rgan
ise
suffic
ient
spac
e fo
r sa
fe e
xerc
ise
per
form
ance
Appro
priat
e fo
r th
e num
ber
of
par
tici
pan
ts
Appro
priat
e fo
r th
e pla
nned
exe
rcis
e se
ssio
n e
g c
orre
ct lig
hting,
ventila
tion,
tem
per
ature
Import
ance
of
hea
lth a
nd s
afet
y in
the
faci
lity,
poss
ible
haz
ards
eg
slip
per
y su
rfac
es,
chan
ges
in w
ater
dep
th,
pool te
mper
ature
, en
trie
s an
d e
xits
of
the
pool
Sca
n a
rea
bef
ore
par
tici
pan
ts a
rriv
e, info
rm a
ll par
tici
pan
ts o
f poss
ible
haz
ards
3.1
H
elp p
artici
pan
ts f
eel w
elco
me
and a
t ea
se in t
he
pool
envi
ronm
ent
Profe
ssio
nal
beh
avio
ur
eg d
ress
, punct
ual
ity
Iden
tify
new
par
tici
pan
ts
Adopt
appro
achab
le m
anner
eg e
nco
ura
ge
par
tici
pan
ts t
o a
sk
ques
tions,
to e
xpre
ss c
once
rns,
pro
vide
par
tici
pan
ts w
ith f
ull
and
accu
rate
info
rmat
ion
3.2
Chec
k par
tici
pan
ts’ le
vel of
exper
ience
, ab
ility
and
phys
ical
/med
ical
conditio
n
Occ
asio
nal
spec
ial popula
tion c
lients
Iden
tify
if
par
tici
pan
ts a
re s
wim
mer
s or
non-s
wim
mer
s
Iden
tify
new
par
tici
pan
ts
Ask
par
tici
pan
ts if
they
hav
e an
y ill
nes
ses
or
inju
ries
,
Advi
se indiv
idual
s of
any
reas
ons
for
non-
par
tici
pat
ion in t
he
exer
cise
ses
sion
Spec
ial nee
ds
par
tici
pan
ts m
ay h
ave
3
Be
able
to p
repar
e par
tici
pan
ts f
or
wat
er-
bas
ed
exer
cise
3.3
Id
entify
the
corr
ect
attire
for
par
tici
pan
ts
Appro
priat
e fo
r th
e ex
erci
se s
essi
on
Appro
priat
e fo
r th
e pool en
viro
nm
ent
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
12
3
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.4
Exp
lain
the
purp
ose
and v
alue
of
the
exer
cise
s, incl
udin
g w
arm
-up
and c
ool-
dow
n
Car
dio
vasc
ula
r fitn
ess
eg r
aise
met
abolic
rat
e, r
educe
ris
k of
hea
rt
dis
ease
Musc
ula
r fitn
ess
eg d
evel
op m
usc
les
and m
usc
le s
tren
gth
, im
pro
ve
bone
den
sity
Flex
ibili
ty e
g r
educe
ris
k of
inju
ry,
impro
ve p
ost
ure
Moto
r sk
ills
eg im
pro
ve,
bal
ance
, ag
ility
, co
ord
inat
ion,
reac
tion t
ime
War
m-u
p e
g m
obili
ty,
puls
e ra
isin
g,
stat
ic s
tret
chin
g;
purp
ose
eg
pre
par
e body
for
exer
cise
, en
han
ce f
lexi
bili
ty,
min
imis
e dis
com
fort
, pre
vent
inju
ry
Cool-
dow
n e
g p
uls
e lo
wer
ing,
stat
ic s
tret
chin
g,
dev
elopm
enta
l st
retc
hin
g;
purp
ose
eg e
nhan
ce f
lexi
bili
ty,
min
imis
e dis
com
fort
, pre
vent
inju
ry,
avoid
del
ayed
onse
t of
musc
le s
ore
nes
s, p
rovi
de
reco
very
tim
e
3.5
Exp
lain
the
agre
ed e
xerc
ises
, in
cludin
g p
hys
ical
and t
echnic
al
dem
ands
Pro
vide
clea
r in
form
atio
n a
bout
the
pla
nned
exe
rcis
e se
ssio
n e
g
purp
ose
of
exer
cise
s, c
om
ponen
ts p
art,
appro
priat
enes
s to
par
tici
pan
ts,
phys
ical
and t
echnic
al d
eman
ds
Chec
k par
tici
pan
t under
stan
din
g,
par
tici
pan
t opport
unity
to a
sk
ques
tions
3.6
Confirm
or
revi
se p
lans
as
appro
priat
e To m
eet
par
tici
pan
t nee
ds
Dev
elop r
ealis
tic
pla
ns
so g
oal
s ca
n b
e ac
hie
ved
Chec
k par
tici
pan
t under
stan
din
g,
giv
e par
tici
pan
t opport
unity
to a
sk
ques
tions
Gai
n p
artici
pan
t ag
reem
ent
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ialis
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duca
tion L
imited
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12
4
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.7
Advi
se p
artici
pan
ts o
f th
e fa
cilit
y’s
emer
gen
cy p
roce
dure
s Lo
cation o
f em
ergen
cy e
quip
men
t eg
first
aid
kit,
tele
phone,
fire
extinguis
her
s
Fire
eg e
vacu
atio
n r
oute
, fire
exi
ts a
ssem
bly
poin
t
Hea
lth a
nd s
afet
y re
quirem
ents
for
the
sess
ion
3.8
U
se w
arm
-up a
ctiv
itie
s th
at a
re
safe
and e
ffec
tive
for
the
par
tici
pan
ts
Exp
lain
im
port
ance
of
war
m-u
p a
nd e
nsu
re p
artici
pan
t under
stan
din
g
Appro
priat
e to
par
tici
pan
t nee
ds
Str
uct
ure
eg m
obili
ty,
puls
e ra
isin
g,
stat
ic s
tret
chin
g
3.9
Advi
se p
artici
pan
ts w
her
e to
posi
tion t
hem
selv
es in t
he
pool
rele
vant
to t
hei
r le
vel of
exper
ience
Appro
priat
e to
lev
el o
f ab
ility
and c
onfiden
ce o
f par
tici
pan
ts,
num
ber
of
par
tici
pan
ts,
non-s
wim
mer
s
Appro
priat
e to
the
pla
nned
exe
rcis
e
4.1
G
ive
expla
nat
ions
and
dem
onst
rations
that
are
te
chnic
ally
corr
ect
with s
afe
and
effe
ctiv
e al
ignm
ent
and t
imin
g
and m
ove
men
t qual
ity
of
exer
cise
posi
tions
that
cle
arly
tr
ansl
ate
to p
artici
pan
ts in t
he
wat
er
Appro
priat
e to
par
tici
pan
t nee
ds
and lev
el o
f ex
per
ience
, ap
pro
priat
e to
the
pla
nned
exe
rcis
e se
ssio
n,
appro
priat
e to
the
pool en
viro
nm
ent
Dem
onst
rations
eg o
f m
ove
men
ts a
nd t
echniq
ues
, sa
fe a
nd e
ffec
tive
al
ignm
ent
of
exer
cise
posi
tions,
appro
priat
e sp
eed o
f m
ove
men
ts
Tec
hnic
ally
corr
ect
verb
al e
xpla
nat
ions
eg r
einfo
rce
tech
niq
ue,
co
rrec
t poor
tech
niq
ue
4.2
Com
munic
ate
as a
ppro
priat
e to
par
tici
pan
ts’ nee
ds
Appro
priat
e to
par
tici
pan
t nee
ds
and t
he
envi
ronm
ent
Appro
priat
e to
exe
rcis
e se
ssio
n
Cle
ar inst
ruct
ions
eg c
orr
ect
leve
l of
det
ail
4
Be
able
to inst
ruct
w
ater
-bas
ed
exer
cise
4.3
U
se v
olu
me,
pitch
and v
oic
e pro
ject
ion w
ith o
r w
ithout
a m
icro
phone
Appro
priat
e m
ethods
of
voic
e pro
ject
ion
Effec
tive
use
of
volu
me
and p
itch
of
voic
e
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.4
Pr
ovi
de
cuei
ng t
o e
nab
le
par
tici
pan
ts a
s ap
pro
priat
e to
th
e se
ssio
n
Typ
es e
g v
erbal
and v
isual
Import
ance
eg g
ivin
g p
artici
pan
ts t
he
info
rmat
ion t
hey
nee
d t
o c
arry
out
the
exer
cise
saf
ely
4.5
Var
y th
e pac
e an
d s
pee
d o
f ex
erci
se t
o e
nsu
re s
afet
y an
d
effe
ctiv
enes
s in
the
wat
er
To s
uit p
artici
pan
ts
Ensu
re p
artici
pan
ts a
re w
ork
ing t
oget
her
Ensu
re s
afe
and e
ffec
tive
pac
e, a
ppro
priat
e to
the
sect
ion o
f th
e cl
ass
Apply
modific
atio
ns
as a
ppro
priat
e
4.6
Ensu
re p
artici
pan
ts e
xerc
ise
safe
ly
Pro
vide
clea
r in
stru
ctio
ns
so p
artici
pan
ts k
now
how
to c
arry
out
exer
cise
saf
ely
Provi
de
non-s
wim
mer
s w
ith a
deq
uat
e flota
tion d
evic
es
Envi
ronm
enta
l is
sues
eg a
vaila
ble
spac
e, n
um
ber
of
par
tici
pan
ts,
sim
ultan
eous
exer
cise
ses
sions
Mak
e par
tici
pan
ts a
war
e if t
hey
are
car
ryin
g o
ut
exer
cise
inco
rrec
tly,
ex
pla
in s
afet
y risk
s/risk
of
inju
ry
4.7
Kee
p t
o t
he
tim
ings
for
the
sess
ion
For
the
sess
ion o
vera
ll
For
indiv
idual
exe
rcis
e co
mponen
ts
Ensu
re p
artici
pan
ts b
enef
it a
deq
uat
ely
from
the
exer
cise
ses
sion
5
Be
able
to im
pro
ve
par
tici
pan
ts
per
form
ance
in
wat
er-b
ased
ex
erci
se
5.1
Adopt
appro
priat
e posi
tions
to
obse
rve
all par
tici
pan
ts a
nd
resp
ond t
o t
hei
r nee
ds
Appro
priat
e to
par
tici
pan
t nee
ds
and t
he
envi
ronm
ent
Use
of
appro
priat
e in
stru
ctio
n p
osi
tions
eg p
ools
ide
teac
hin
g,
wat
er
teac
hin
g,
use
of
a va
riet
y of
posi
tions,
move
aro
und t
he
pool ar
ea t
o
ensu
re a
ll par
tici
pan
ts o
bse
rved
and t
hei
r nee
ds
resp
onded
to,
mirro
ring,
dem
onst
rating c
ontr
ol of p
artici
pan
ts,
atte
ntion t
o o
wn
wel
fare
on t
he
pools
ide
Corr
ect
poor
tech
niq
ue
wher
e re
quired
,
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ertifica
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ialis
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ific
atio
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ess
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ruct
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QCF)
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ssue
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l 2012 ©
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rson E
duca
tion L
imited
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12
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.2
Chec
k th
at p
artici
pan
ts c
an
per
form
the
exer
cise
s as
pla
nned
Car
ry o
ut
regula
r ch
ecks
Exe
rcis
es a
ppro
priat
e to
par
tici
pan
t nee
ds
and a
bili
ty e
g n
on-
swim
mer
s
Apply
appro
priat
e pro
gre
ssio
ns
and r
egre
ssio
ns
Use
appro
priat
e te
achin
g m
ethods
to c
orr
ect
and r
einfo
rce
tech
niq
ue
Build
up e
xerc
ises
gra
dual
ly
5.3
U
se a
ppro
priat
e te
achin
g
met
hods
to c
orr
ect
and r
einfo
rce
tech
niq
ue,
incl
udin
g
□
chan
gin
g t
each
ing p
osi
tions
□
aski
ng q
ues
tions
□
verb
al a
nd v
isual
co
mm
unic
atio
n
□
mirro
ring
Chan
gin
g t
each
ing p
osi
tions
and m
ethods
eg m
ovi
ng a
round t
he
pool
area
Ask
ing q
ues
tions
Ver
bal
and v
isual
com
munic
atio
n e
g p
rovi
de
enco
ura
gem
ent
and
support
, m
irro
ring
Vis
ual
dem
onst
rations
to c
orr
ect
and r
einfo
rce
tech
niq
ue
eg r
educe
risk
of
par
tici
pan
t in
jury
, sa
fety
5.4
D
evel
op e
xerc
ises
gra
dual
ly
In t
erm
s of
eg c
om
ple
xity
, in
tensi
ty,
spee
d
5.5
Pr
ovi
de
feed
bac
k an
d inst
ruct
ing
poin
ts w
hic
h a
re t
imel
y, c
lear
an
d m
otiva
tional
Cle
ar,
motiva
tional
, tim
ely
Appro
priat
e to
par
tici
pan
ts’ nee
ds
Provi
de
enco
ura
gem
ent
and s
upport
Rec
ognis
e diffe
rent
motiva
tional
fac
tors
Posi
tive
ver
bal
com
munic
atio
n a
nd b
ody
languag
e
Giv
e par
tici
pan
ts o
pport
unitie
s to
ask
s ques
tions,
lis
ten t
o
par
tici
pan
ts
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ialis
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atio
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ess
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QCF)
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tion L
imited
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.6
Adap
t ex
erci
ses
with s
uitab
le
pro
gre
ssio
ns
and r
egre
ssio
ns
acco
rdin
g t
o p
artici
pan
t nee
ds
Appro
priat
e pro
gre
ssio
ns
and r
egre
ssio
ns
eg n
um
ber
of
exer
cise
s,
ord
er o
f ex
erci
se,
spee
d,
inte
nsi
ty,
repet
itio
ns,
dura
tion
To m
eet
par
tici
pan
ts’ nee
ds
eg f
itnes
s an
d s
kill
leve
ls,
chan
gin
g
nee
ds
thro
ughout
the
sess
ion
To m
eet
obje
ctiv
es o
f th
e ex
erci
se p
rogra
mm
e
Adap
ting e
xerc
ise
for
occa
sional
spec
ial popula
tion c
lients
eg y
oung
peo
ple
aged
14-1
6 a
ge,
ante
nat
al a
nd p
ost
nat
al w
om
en,
old
er
peo
ple
(50 p
lus)
Envi
ronm
enta
l fa
ctors
eg a
vaila
ble
spac
e, a
vaila
ble
equip
men
t,
num
ber
of
par
tici
pan
ts
6.1
Allo
w s
uff
icie
nt
tim
e to
end t
he
sess
ion a
ccord
ing t
o p
artici
pan
ts’
nee
ds
Appro
priat
e to
par
tici
pan
t le
vel of
exper
ience
and f
itnes
s
Appro
priat
e to
exe
rcis
e se
ssio
n e
g,
keep
to p
lanned
tim
ings,
saf
e an
d e
ffec
tive
cool-
dow
n a
ctiv
itie
s fo
r par
tici
pan
ts,
opport
unity
for
par
tici
pan
ts t
o a
sk q
ues
tions,
pro
vide
feed
bac
k to
par
tici
pan
ts o
n t
he
sess
ion,
pro
vide
info
rmat
ion o
n f
utu
re s
essi
ons
6.2
U
se c
ool-
dow
n a
ctiv
itie
s th
at a
re
safe
and e
ffec
tive
for
the
par
tici
pan
ts
Exp
lain
im
port
ance
of
cool-
dow
n e
g a
void
del
ayed
onse
t of
musc
le
sore
nes
s an
d e
nsu
re p
artici
pan
t under
stan
din
g
Appro
priat
e to
par
tici
pan
t nee
ds
and t
he
envi
ronm
ent
Str
uct
ure
eg p
uls
e lo
wer
ing s
ection,
stat
ic s
tret
chin
g,
dev
elopm
enta
l st
retc
hin
g
6
Be
able
to b
ring a
w
ater
-bas
ed
exer
cise
ses
sion t
o
an e
nd
6.3
G
ive
the
par
tici
pan
ts a
n a
ccura
te
sum
mar
y of
feed
bac
k on t
he
sess
ion
Acc
ura
te s
um
mar
y eg
pro
gre
ss,
stre
ngth
s, a
reas
for
dev
elopm
ent,
su
gges
ted a
dditio
nal
/alter
nat
ive
exer
cise
Provi
de
enco
ura
gem
ent
and m
otiva
tion,
posi
tive
fee
dbac
k
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ialis
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atio
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ess
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ruct
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ssue
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l 2012 ©
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rson E
duca
tion L
imited
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12
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
6.4
G
ive
the
par
tici
pan
ts t
he
opport
unity
to:
□
reflec
t on t
he
sess
ion
□
ask
ques
tions
□
pro
vide
feed
bac
k
□
iden
tify
furt
her
nee
ds
Ref
lect
on t
he
sess
ion e
g o
n t
hei
r pro
gre
ss,
thei
r ex
per
ience
, ef
fect
iven
ess
of
the
inst
ruct
ion
Ask
ques
tions
eg a
bout
thei
r per
form
ance
, ab
out
alte
rnat
ive
exer
cise
Provi
de
feed
bac
k eg
on t
he
effe
ctiv
enes
s of
the
inst
ruct
ion,
thei
r ex
per
ience
Iden
tify
furt
her
nee
ds
eg f
utu
re s
essi
ons,
alter
nat
ive
activi
ties
6.5
Fo
llow
the
corr
ect
pro
cedure
s fo
r ch
ecki
ng a
nd d
ealin
g w
ith a
ny
equip
men
t use
d
Chec
k eq
uip
men
t eg
funct
ional
ity,
dam
age,
cle
anlin
ess
Dea
l w
ith e
quip
men
t in
rel
atio
n t
o c
hec
ks c
arried
out
Sto
re a
nd c
lean
equip
men
t co
rrec
tly
Rep
ort
any
faults
6.6
Le
ave
the
envi
ronm
ent
in a
co
nditio
n a
ccep
table
for
futu
re
use
Envi
ronm
ent
eg c
lean
, sa
fe,
tidy,
info
rm a
ppro
priat
e per
son a
bout
any
hea
lth a
nd s
afet
y is
sues
7
Be
able
to r
efle
ct
on p
rovi
din
g
wat
er-b
ased
ex
erci
se s
essi
ons
7.1
Rev
iew
the
outc
om
es o
f w
ork
ing
with p
artici
pan
ts a
nd t
hei
r fe
edbac
k
Rev
iew
par
tici
pan
t pro
gre
ss e
g,
off
er f
itnes
s ad
vice
in r
esponse
to
chan
gin
g n
eeds
of
par
tici
pan
ts
In r
elat
ion t
o g
oal
s/obje
ctiv
es o
f th
e ex
erci
se s
essi
on
Giv
e par
tici
pan
ts o
pport
unity
to a
sk q
ues
tions
Giv
e par
tici
pan
ts o
pport
unity
to p
rovi
de
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ific
atio
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evel
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ertifica
te s
pec
ialis
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ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
12
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
7.2
Id
entify
:
□
how
wel
l th
e ex
erci
ses
met
par
tici
pan
ts’ nee
ds
□
how
effec
tive
and
motiva
tional
the
rela
tionsh
ip
with t
he
par
tici
pan
ts w
as
□
how
wel
l th
e in
stru
ctin
g s
tyle
m
atch
ed t
he
par
tici
pan
ts’
nee
ds
How
wel
l th
e ex
erci
ses
met
par
tici
pan
t nee
ds
eg e
ffec
tive
nes
s of
pla
nned
act
ivitie
s, a
chie
vem
ent
of
goal
/obje
ctiv
es
How
effec
tive
and m
otiva
tional
the
rela
tionsh
ip w
ith t
he
par
tici
pan
t w
as e
g p
artici
pan
t fe
lt s
upport
ed,
enco
ura
ge
and m
otiva
ted,
clea
r an
d a
ppro
priat
e co
mm
unic
atio
n,
mutu
al r
espec
t
How
wel
l th
e in
stru
ctin
g s
tyle
mat
ched
par
tici
pan
t nee
ds
eg u
se o
f ap
pro
priat
e dem
onst
rations,
cle
ar,
accu
rate
exp
lanat
ions,
motiva
tion
and s
upport
7.3
Id
entify
how
to im
pro
ve p
erso
nal
pra
ctic
e Id
entify
str
ength
s an
d a
reas
for
impro
vem
ent
Set
SM
ART (
spec
ific
, m
easu
rable
, ac
hie
vable
, re
alis
tic,
tim
e-bound)
targ
ets
Pers
onal
dev
elopm
ent
pla
n
Dev
elopm
ent
opport
unitie
s eg
spec
ific
tra
inin
g a
nd c
ours
es
Modify
exer
cise
pro
gra
mm
es e
g f
utu
re p
lannin
g t
o e
nsu
re
adher
ence
, ch
angin
g a
ctiv
itie
s to
mai
nta
in inte
rest
and e
nsu
re
fitn
ess
pro
gre
ssio
n
7.4
Exp
lain
the
valu
e of
reflec
tive
pra
ctic
e Le
arnin
g f
rom
ow
n e
xper
ience
s
Import
ant
sourc
e of
per
sonal
pro
fess
ional
dev
elopm
ent
and
impro
vem
ent
Allo
ws
for
continuous
updat
ing o
f sk
ills
and k
now
ledge
eg t
o p
lan
and inst
ruct
more
effec
tive
exe
rcis
e se
ssio
ns
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
13
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
8.1
Pr
esen
t a
posi
tive
im
age
of
self
and o
rgan
isat
ion t
o c
lients
Sel
f-pre
senta
tion e
g p
erso
nal
hyg
iene,
cle
an a
nd s
mar
t uniform
/dre
ss
Org
anis
atio
n e
g k
now
ledgea
ble
sta
ff,
consi
sten
t ap
pro
ach t
aken
by
all st
aff,
sta
ff w
ork
toget
her
, cl
ear
com
mitm
ent
to p
rovi
din
g e
ffec
tive
cu
stom
er s
ervi
ce,
crea
te c
lient
confiden
ce in o
rgan
isat
ion a
nd its
se
rvic
es
8.2
Est
ablis
h a
n e
ffec
tive
work
ing
rela
tionsh
ip w
ith c
lients
Build
clie
nt
trust
and c
onfiden
ce
Clie
nts
fee
l va
lued
and m
otiva
ted
Clie
nts
more
lik
ely
to a
dher
e to
exe
rcis
e an
d p
hys
ical
act
ivity
pro
gra
mm
es
Dev
elop m
utu
al t
rust
and r
espec
t
Req
uirem
ents
eg in lin
e w
ith g
ood p
ract
ice,
eth
ical
req
uirem
ents
, pro
fess
ional
conduct
8
Be
able
to s
upport
cl
ients
tak
ing p
art
in w
ater
-bas
ed
exer
cise
ses
sions
8.3
Com
munic
ate
with c
lients
in a
w
ay t
hat
mak
es t
hem
fee
l va
lued
□
Ver
bal
com
munic
atio
n e
g a
ppro
priat
e to
ne
and p
itch
of
voic
e,
languag
e ap
pro
priat
e to
clie
nt,
use
of
posi
tive
lan
guag
e ,
use
of
pra
ise
and e
nco
ura
gem
ent,
avo
id u
se o
f sl
ang/j
argon,
opport
unitie
s to
dis
cuss
clie
nt
nee
ds
□
Non-v
erbal
com
munic
atio
n e
g p
osi
tive
body
languag
e, p
ost
ure
, ex
pre
ssio
n,
ges
ture
s, e
ye c
onta
ct
□
List
enin
g e
g a
skin
g a
ppro
priat
e ques
tions,
see
king c
lient
view
s on t
hei
r per
form
ance
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
13
1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
8.4
U
se m
otiva
tional
sty
les
appro
priat
e to
the
clie
nt
and t
he
exer
cise
form
at
Appro
priat
e to
the
clie
nts
eg s
etting c
lear
, re
alis
tic
goal
s/obje
ctiv
es,
build
ing c
lient
self-c
onfiden
ce,
posi
tive
enco
ura
gem
ent,
pra
ise,
en
coura
ge
posi
tive
thin
king in c
lients
, hel
p c
lients
dev
elop a
nd f
ollo
w
thro
ugh t
hei
r ow
n m
otiva
tional
str
ateg
ies
Appro
priat
e to
the
exer
cise
form
at e
g in r
elat
ion t
o g
oal
s/obje
ctiv
es,
in r
elat
ion t
o p
lanned
ses
sions
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
132
Information for tutors
Delivery
This is a practical unit and needs be delivered in a way that enables learners to demonstrate their ability to instruct water-based exercise safely and effectively. Learners need to demonstrate that they can:
communicate effectively with participants, applying appropriate voice projection and using the tone and pitch of their voice effectively
use the properties of water effectively within exercise sessions
plan and instruct safe and effective water-based exercise sessions, including appropriate warm-up and cool-down activities, correct use of equipment, bringing the session to an end
instruct and observe participants from a variety of positions, including correcting poor technique as necessary.
A useful opening would be small-group discussions, during which learners can exchange their experiences of water-based exercise, either as employees in the sector or as clients. Tutors can take feedback on a flipchart or board to share the discussions of individual groups.
Tutor input will need to cover the theoretical aspect of the unit relating to the principles of water-based exercise.
Knowledge of issues gained through engaging with employers and employees, rather than through a purely theoretical context, is key. This should be made possible by learners working with others for whom planning and instructing water-based exercise is a key part of their role, for example a personal trainer, where possible, and through the use of guest speakers and video/DVD training programmes.
Guest speakers, for example a health fitness instructor, will support delivery, as well as adding vocational relevance and currency. The visiting speaker could deliver a summary of how they prepare themselves and clients for water-based exercise to music, how they ensure that the exercise sessions they instruct are safe and effective and the factors which are specific to the pool environment. This could include the importance of using a variety of teaching positions, of observing participants regularly to ensure their safety and of adapting exercises as necessary to take account of the changing needs of participants.
This could be supported by examples drawn from industry or through developed case studies which highlight safe and unsafe practice.
The importance of health and safety, for both clients and instructors, needs to be emphasised throughout the unit. Appropriate risk assessments must be carried out before learners undertake any practical activities.
Tutors need to ensure that there appropriate and sufficient opportunities to observe learners instructing and supervising water-based exercise sessions and that the appropriate records are kept to evidence learner ability and achievement.
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
133
Learners should be encouraged to reflect positively on the outcomes of the exercise session and use participant feedback constructively when identifying how to improve their personal performance.
Learners can produce exemplar case studies, logbooks/diaries, witness testimonies and presentations that demonstrate their involvement in water- exercise sessions.
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
Learners must show evidence that they have planned and instructed a group of participants in a water- based exercise session demonstrating specific considerations for the wet environment to include all of the following.
The safety and welfare of participants appropriate to the environment including:
entry and exit to the water
thermoregulation
continued visual contact with participants
use of electrical equipment
methods/movements to maintain or regain balance of their participants in
the water.
Through all phases of the exercise session to include:
warm-up
pulse raising
dynamic stretching
main CV workout using the aerobic curve
pulse raiser
main workout
build down
muscular conditioning
cool-down and flexibility
Demonstrating the effective use of the properties of water to include:
resistance
buoyancy
methods of increasing or lowering intensity related to the properties of
water eg increased surface area, speed of movement.
Learners must show accurate demonstrations of movements and techniques appropriate to the water environment with particular attention to the speed of movements.
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
134
Learners must show that they can apply methods of voice projection and can effectively use the volume and pitch of their voice. Learners must show the use of communication skills appropriate to the environment.
Learners should be observed teaching from a variety of positions around the pool using mirroring, and demonstrating control of the participants whilst giving due attention to their own welfare on poolside.
Learners must show the ability to observe their clients/participants and correct poor technique where required, giving regular teaching points to meet individual needs.
Assessment tasks and activities should enable learners to produce valid, sufficient and reliable evidence that relates directly to the assessment criteria. Centres are encouraged to emphasise the practical application of the assessment criteria.
Indicative resource materials
Books
Adams G M – Exercise Physiology Laboratory Manual: Health and Human Performance (McGraw Hill Higher Education, 2001) ISBN 9780072489125
Allen M B – Sports Exercise and Fitness: A Guide to Reference and Information Sources (Libraries Unlimited Inc, 2005) ISBN 9781563088193
Buckley J, Holmes J, and Mapp G – Exercise on Prescription: Cardiovascular Activity for Health (Butterworth-Heinemann, 1999) ISBN 9780750632881
Coulson M – The Fitness Instructor’s Handbook: A Complete Guide to Health and Fitness – Fitness Professionals (A&C Black, 2007) ISBN 9780713682250
Dalgleish J, Dollery S – The Health and Fitness Handbook (Longman, 2001) ISBN 9780582418790
Franks B D and Howley E T – Fitness Leader’s Handbook (Human Kinetics Europe, 1998) ISBN 9780880116541
Howley E T and Franks B D – Health Fitness Instructor’s Handbook (Human Kinetics Europe, 2003) ISBN 9780736042109
Lawrence D – Exercise in Water: A Complete Guide to Planning and Instruction (Fitness Professionals) A & C Black Publishers Ltd, 2008) ISBN 9781408101407
Journals
Exercise and Sport Sciences Reviews
International Journal of Sports Science and Coaching
Journal of Physical Activity and Health
Websites
British Association of Sport and Exercise Sciences www.bases.org.uk
Human Kinetics www.humankinetics.com
Sports Coach UK www.sportscoachuk.org
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
135
Unit 11: Planning Health — related Exercise and Physical Activity for Children
Unit code: A/600/9048
QCF level: 2
Credit value: 3
Guided learning hours: 23
Unit aim
This unit aims to develop knowledge and understanding of how to plan health-related exercise and physical activity for children. Learners will also develop the skills needed to identify appropriate programme objectives and to plan safe and effective health-related exercise and physical activity for children.
In this unit learners will follow the planning process involved in developing health- related exercise and physical activity for children. They will begin by exploring the methods used to collect information about children before any exercise or physical activity takes place and the importance of this. Learners will also look at how this information is used in the planning process, including how to identify session objectives and when deferral of exercise or referral of children may be necessary.
Learners will then focus on how to apply the principles and variables of fitness to activities to achieve health benefits and the required levels of physical activity for children.
Learners will have the opportunity to apply their knowledge and understanding. They will identify appropriate objectives for the exercise/physical activity programme and select appropriate exercises in order to plan safe and effective health-related exercise and physical activity for children within the specified age range.
Essential resources
For this unit, centres need to provide learners with access to:
examples of informed consent forms and to normative data for interpreting fitness test results
computers, the internet and library facilities to enable them to carry out research as required.
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
13
6
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
D
escr
ibe
the
pro
cess
of
scre
enin
g a
s it a
pplie
s to
ch
ildre
n
□
How
to r
ecord
info
rmat
ion r
elev
ant
to s
cree
nin
g c
hild
ren
□
Colle
ct info
rmat
ion t
o u
se in s
etting g
oal
s an
d o
bje
ctiv
es
□
Iden
tify
any
contr
aindic
atio
ns
to e
xerc
ise
□
Iden
tify
any
risk
s fr
om
par
tici
pat
ing in e
xerc
ise/
phys
ical
act
ivity
1.2
Exp
lain
the
pro
cess
of
info
rmed
co
nse
nt
as it
applie
s to
child
ren
Fully
aw
are
of
what
the
exer
cise
se
ssio
n invo
lves
eg,
purp
ose
, phys
ical
and t
echnic
al d
eman
ds,
aim
s an
d o
bje
ctiv
es,
ben
efits
of
the
exer
cise
ses
sion,
any
pote
ntial
ris
ks
Est
ablis
hin
g c
hild
and p
aren
t/ca
rer
under
stan
din
g,
opport
unity
for
child
and p
aren
t/ca
rer
to c
onsi
der
info
rmat
ion p
rovi
ded
, opport
unity
for
child
and p
aren
t/ca
rer
to a
sk q
ues
tions
Obta
in p
aren
t/ca
rer
signed
conse
nt
docu
men
tation
1.3
D
escr
ibe
diffe
rent
met
hods
to
colle
ct info
rmat
ion:
□
ques
tionnai
re
□
inte
rvie
w
□
obse
rvat
ion
Ques
tionnai
re e
g P
ARQ
, lif
esty
le
Inte
rvie
w e
g q
ues
tionin
g,
liste
nin
g
Obse
rvat
ion e
g p
artici
pan
t ca
rryi
ng o
ut
set
exer
cise
1
Under
stan
d h
ow
to
colle
ct r
elev
ant
info
rmat
ion t
o p
lan
hea
lth r
elat
ed
exer
cise
/phys
ical
ac
tivi
ty f
or
child
ren
1.4
D
escr
ibe
how
to d
eter
min
e w
hic
h m
ethod/s
of
colle
ctin
g
info
rmat
ion a
re a
ppro
priat
e ac
cord
ing t
o t
he
indiv
idual
child
Met
hods
eg q
ues
tionnai
re,
inte
rvie
w,
obse
rvat
ion
□
Appro
priat
e to
par
tici
pan
t eg
nee
ds
, obje
ctiv
es,
leve
l of
confiden
ce
□
Ava
ilabili
ty o
f re
sourc
es e
g t
ime,
equip
men
t, f
acili
ties
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
13
7
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Colle
ct t
he
info
rmat
ion n
eeded
to
pla
n e
xerc
ise/
phys
ical
act
ivity
sess
ions
for
child
ren
□
Info
rmat
ion (
emer
gen
cy c
onta
ct d
etai
ls,
par
ent/
care
r det
ails
, per
sonal
goal
s, lifes
tyle
, m
edic
al h
isto
ry,
phys
ical
act
ivity
his
tory
, phys
ical
act
ivity
likes
and d
islik
es,
bar
rier
s to
par
tici
pat
ion)
□
Info
rmat
ion s
ourc
es (
child
, par
ents
/car
ers,
sch
ool)
2.2
M
ake
sure
the
info
rmat
ion is
accu
rate
and u
p-t
o-d
ate
□
Confirm
with c
hild
and p
aren
t/ca
rer
as a
ppro
priat
e
□
Am
end if
nec
essa
ry
2.3
G
ive
exam
ple
s of
how
par
tici
pan
t in
form
atio
n a
ffec
t th
e pla
nnin
g o
f ex
erci
se/p
hys
ical
ac
tivi
ty f
or
child
ren
□
Plan
nin
g e
g u
sed t
o d
eter
min
e goa
ls a
nd o
bje
ctiv
es,
type,
dura
tion
and inte
nsi
ty o
f ex
erci
se
□
Iden
tify
modific
atio
ns
eg t
o w
arm
-up a
nd c
ool-
dow
n s
essi
ons,
to
mai
n a
ctiv
itie
s, t
o m
eet
indiv
idual
nee
ds,
iden
tify
alter
nat
ive
exer
cise
2.4
M
ake
sure
ther
e is
info
rmed
par
enta
l/ca
rer
conse
nt
for
the
exer
cise
/phys
ical
act
ivity
sess
ions
□
Appro
priat
e par
ent/
care
r to
com
ple
te a
nd s
ign c
onse
nt
docu
men
tation p
rior
to a
ny
exer
cise
/phys
ical
act
ivity
2
Be
able
to c
olle
ct
rele
vant
info
rmat
ion t
o p
lan
safe
and e
ffec
tive
ex
erci
se/p
hys
ical
ac
tivi
ty f
or
child
ren
2.5
M
ainta
in c
onfiden
tial
ity
of
info
rmat
ion
□
Follo
w o
rgan
isat
ional
polic
ies
and p
roce
dure
s
□
Legal
req
uirem
ents
eg o
nly
shar
e in
form
atio
n o
n a
nee
d t
o k
now
bas
is
□
Sec
ure
sto
rage
of
info
rmat
ion (
pap
er b
ased
, co
mpute
r bas
ed)
3
Under
stan
d h
ow
to
use
info
rmat
ion t
o
pla
n h
ealth r
elat
ed
exer
cise
/phys
ical
ac
tivi
ty f
or
child
ren
3.1
D
escr
ibe
the
fact
ors
, bas
ed o
n
scre
enin
g,
whic
h m
ay a
ffec
t sa
fe
exer
cise
/phys
ical
act
ivity
par
tici
pat
ion f
or
child
ren
□
Med
ical
his
tory
/conditio
n e
g m
edic
atio
n
□
Sta
ge
of
mat
ura
tion
□
Inju
ry,
exer
cise
his
tory
, cu
rren
t fitn
ess
leve
l
□
Age-
rela
ted n
eeds
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
13
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.2
G
ive
exam
ple
of
how
info
rmat
ion
affe
cts
the
pla
nnin
g o
f hea
lth
rela
ted e
xerc
ise/
phys
ical
act
ivity
sess
ions
for
child
ren
Plan
nin
g e
g u
sed t
o d
eter
min
e goa
ls a
nd o
bje
ctiv
es,
type,
dura
tion
and inte
nsi
ty o
f ex
erci
se
Iden
tify
modific
atio
ns
eg t
o w
arm
-up a
nd c
ool-
dow
n s
essi
ons,
to m
ain
activi
ties
, to
mee
t in
div
idual
nee
ds,
iden
tify
alter
nat
ive
exer
cise
3.3
Id
entify
the
reas
ons
for
tem
pora
ry d
efer
ral of
exer
cise
in
child
ren
□
Rea
sons
eg m
inor
illnes
s or
inju
ry,
inap
pro
priat
e cl
oth
ing,
refe
rral
to
anoth
er p
rofe
ssio
nal
, ap
pro
priat
e par
enta
l/ca
re c
onse
nt
not
obta
ined
3.4
Exp
lain
the
reas
ons
for
refe
rrin
g
child
ren t
o o
ther
pro
fess
ional
s
3.5
D
escr
ibe
the
pro
cess
of
refe
rrin
g
child
ren t
o o
ther
pro
fess
ional
s
Com
ply
with leg
al r
equirem
ents
eg o
uts
ide
leve
l of
com
pet
ence
or
auth
ority
Contr
aindic
atio
ns
to e
xerc
ise
Med
ical
conditio
ns
eg c
ardia
c, p
ulm
onar
y or
met
abolic
dis
ease
, ar
thritis,
ost
eoporo
sis
Profe
ssio
nal
s eg
GP,
spec
ial popula
tions
inst
ruct
ors
, phys
ioth
erap
ists
4
Under
stan
d h
ow
to
pla
n s
afe
and
effe
ctiv
e ex
erci
se/p
hys
ical
ac
tivi
ty f
or
child
ren
4.1
Id
entify
the
key
stag
es in
pla
nnin
g a
nd p
repar
ing
exer
cise
/phys
ical
act
ivity
for
child
ren
□
Follo
w r
elat
ed g
uid
elin
es f
or
inst
ruct
ing e
xerc
ise
and p
hys
ical
ac
tivi
ty f
or
child
ren
□
Mee
t par
tici
pan
t obje
ctiv
es e
g a
ddre
ss b
arrier
s to
par
tici
pat
ion,
build
sel
f-co
nfiden
ce,
appro
priat
e ex
erci
se c
om
ponen
ts
□
Ensu
re a
ppro
priat
e pre
-act
ivity
scre
enin
g t
akes
pla
ce,
ensu
re
appro
priat
e co
nse
nt
is o
bta
ined
, ca
rry
out
appro
priat
e risk
as
sess
men
ts
□
Tak
e ac
count
of
spec
ific
nee
ds
eg d
yspra
xia,
gro
wth
-re
late
d
inju
ries
, ex
erci
se a
ppro
priat
e fo
r obes
e ch
ildre
n
□
Apply
princi
ple
s an
d v
aria
ble
s of tr
ainin
g e
g F
ITT p
rinci
ple
s,
ove
rload
, sp
ecific
ity,
pro
gre
ssio
n,
indiv
idual
diffe
rence
s, v
aria
tion,
reve
rsib
ility
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
13
9
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.2
O
utlin
e how
to iden
tify
obje
ctiv
es f
or
sess
ions
bas
ed o
n
colle
cted
info
rmat
ion
□
pro
mote
and e
nhan
ce a
ctiv
ity
leve
ls
□
im
pro
ve s
oci
al s
kills
□
pro
mote
per
sonal
dev
elopm
ent
□
im
pro
ve s
kills
and t
echniq
ues
□
pro
vide
opport
unitie
s fo
r fu
n a
nd e
njo
ymen
t
4.3
D
escr
ibe
how
the
use
of
musi
c ca
n e
nhan
ce e
xerc
ise/
phys
ical
ac
tivi
ty s
essi
ons
for
child
ren
□
Motiva
te c
hild
ren
□
Enhan
ce c
hild
ren’s
exp
erie
nce
□
Mak
e se
ssio
ns
fun a
nd inte
rest
ing
4.4
D
escr
ibe
how
to a
pply
the
princi
ple
s an
d v
aria
ble
s of
fitn
ess
to a
ran
ge
of
activi
ties
to
achie
ve h
ealth b
enef
its
and
required
lev
els
of
phys
ical
ac
tivi
ty in c
hild
ren
□
In t
erm
s o
f ove
rall
hea
lth a
nd f
itnes
s – p
hys
ical
, em
otional
, m
enta
l ,
dai
ly e
xerc
ise,
nutr
itio
n,
soci
al inte
ract
ion,
gen
eral
w
ellb
eing
□
In t
erm
s of
phys
ical
fitnes
s – c
ardio
vasc
ula
r, m
usc
ula
r fitn
ess
(str
ength
, en
dura
nce
), f
lexi
bili
ty,
moto
r sk
ills
□
Guid
elin
es o
n t
he
amount
of
exer
cise
/phys
ical
act
ivity
to a
chie
ve
hea
lth b
enef
its,
and m
eet
required
lev
els
of
phys
ical
4.5
Id
entify
exe
rcis
es/p
hys
ical
ac
tivi
ties
that
are
saf
e an
d
appro
priat
e fo
r ch
ildre
n o
f al
l ag
es,
and incl
ude
poss
ible
al
tern
ativ
es
□
Exe
rcis
e/phys
ical
act
ivity
that
engag
es c
hild
ren
□
Mak
e se
ssio
ns
fun a
nd inte
rest
ing e
g u
se o
f gam
es,
gro
up
activi
ties
, ro
le p
lay
□
Consi
der
atio
ns
eg im
plic
atio
ns
of
stag
e of
gro
wth
and d
evel
opm
ent
□
Prev
enta
tive
mea
sure
s to
avo
id g
row
th-r
elat
ed inju
ries
, ap
pro
priat
enes
s of
equip
men
t fo
r use
by
child
ren
□
Alter
nat
ives
to p
ote
ntial
ly h
arm
ful phys
ical
act
ivitie
s
□
Appro
priat
e fo
r sp
ecific
age
gro
ups
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
14
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.6
O
utlin
e th
e im
port
ance
and
applic
atio
n o
f w
arm
-up a
nd c
ool-
dow
n w
hen
des
ignin
g
exer
cise
/phys
ical
act
ivity
for
child
ren
□
Saf
e an
d e
ffec
tive
war
m-u
p a
nd c
ool-
dow
n a
ctiv
itie
s fo
r ch
ildre
n
eg c
orr
ect
dura
tion a
nd inte
nsi
ty,
keep
child
ren inte
rest
ed a
nd
motiva
ted,
appro
priat
e to
spec
ific
age
gro
up
□
Modific
atio
ns-
to m
eet
par
tici
pan
t nee
ds,
to m
eet
nee
ds
of
the
phys
ical
envi
ronm
ent
□
War
m-u
p
eg p
uls
e ra
isin
g,
stre
tchin
g,
mobili
ty,
pre
par
e body
for
exer
cise
, re
duce
ris
k of
inju
ry
□
Cool-
dow
n
eg s
tret
chin
g,
reco
very
tim
e, r
educe
ris
k of
inju
ry
5.1
Id
entify
obje
ctiv
es t
hat
are
ap
pro
priat
e to
:
□
the
nee
ds
and p
ote
ntial
of
child
ren
□
acce
pte
d g
ood p
ract
ice
in t
he
indust
ry
□
the
lear
ner
’s o
wn lev
el o
f co
mpet
ence
□
the
aim
s of
the
sess
ion
□
Obje
ctiv
es e
g p
rom
ote
and e
nhan
ce a
ctiv
ity
leve
ls,
impro
ve s
oci
al
skill
s, p
rom
ote
per
sonal
dev
elopm
ent,
im
pro
ve s
kills
and
tech
niq
ues
, pro
vide
opport
unitie
s fo
r fu
n a
nd e
njo
ymen
t
□
Ensu
re c
hild
ren’s
under
stan
din
g,
use
appro
priat
e co
mm
unic
atio
n
and inte
rper
sonal
ski
lls
5
Be
able
to p
lan
safe
and e
ffec
tive
ex
erci
se/p
hys
ical
ac
tivi
ty f
or
child
ren
5.2
Pl
an e
xerc
ise/
phys
ical
act
ivity
that
will
hel
p c
hild
ren t
o a
chie
ve
the
pla
nned
obje
ctiv
es
□
Apply
curr
ent
nat
ional
guid
elin
es c
ove
ring t
he
hea
lth,
safe
ty a
nd
wel
fare
of
child
ren d
uring e
xerc
ise/
phys
ical
act
ivity
□
Incl
ude
par
ents
/car
ers
□
Hea
lth a
nd e
nvi
ronm
enta
l fa
ctors
whic
h a
ffec
t gro
up/i
ndiv
idual
w
ork
ing s
pac
e
□
Iden
tify
haz
ards
and a
sses
s as
soci
ated
ris
ks e
g t
o p
artici
pan
ts,
the
pla
nned
act
ivitie
s, s
imultan
eous
activi
ties
□
Car
ry o
ut
appro
priat
e risk
ass
essm
ent,
pla
n h
ow
to c
ontr
ol risk
s
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
14
1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.3
Str
uct
ure
the
sess
ion s
o t
hat
ch
ildre
n w
ill b
e m
otiva
ted t
o
adher
e to
exe
rcis
e/phys
ical
ac
tivi
ty
□
Pro
vide
solu
tions
to h
elp b
uild
child
ren’s
confiden
ce
□
Provi
de
enco
ura
gem
ent,
pra
ise,
rea
ssura
nce
, an
d m
enta
l st
imula
tion,
pro
vide
clea
r dem
onst
rations
□
Mee
t nee
ds
of
indiv
idual
child
ren e
g o
bje
ctiv
es,
diffe
rent
motiva
tional
fac
tors
□
Mak
e se
ssio
ns
fun a
nd inte
rest
ing e
g u
se o
f gam
es,
gro
ups
activi
ties
, pai
red a
ctiv
itie
s, r
ole
pla
y, a
void
rep
etitiv
e ac
tivi
ty
□
Set
goal
s (p
erso
nal
, re
alis
tic,
ach
ieva
ble
)
□
Rec
ord
ach
ieve
men
t an
d p
rogre
ss,
rew
ard s
yste
ms
5.4
Pl
an r
ealis
tic
tim
ings
for
sess
ions
To m
eet
par
tici
pan
t nee
ds
□
Appro
priat
e to
the
obje
ctiv
es o
f th
e ex
erci
se p
rogra
mm
e, incl
ude
all co
mponen
ts a
nd e
xerc
ises
5.5
Id
entify
gro
und r
ule
s fo
r beh
avio
ur
that
will
min
imis
e risk
s to
child
ren
□
Follo
w o
rgan
isat
ional
polic
y (e
nsu
re a
ll re
leva
nt
peo
ple
are
aw
are,
polic
y av
aila
ble
to p
aren
ts/c
arer
s)
□
Exp
lain
rule
s to
child
ren a
nd e
nsu
re c
onsi
sten
t ap
plic
atio
n o
f ru
les,
□
Cre
ate
a posi
tive
, en
coura
gin
g e
nvi
ronm
ent,
model
posi
tive
beh
avio
ur
5.6
Rec
ord
pla
ns
in a
n a
ppro
priat
e fo
rmat
Fo
llow
org
anis
atio
nal
pro
cedure
s, c
om
ply
with indust
ry s
tandar
ds
□
Rec
ord
det
ails
of
all ex
erci
ses
and a
ctiv
itie
s eg
war
m-u
p,
cool-
dow
n
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
142
Information for tutors
Delivery
This unit should be delivered in a way that develops knowledge and understanding of planning health-related exercise and physical activity for children. Learners need to know and understand:
the methods used to collect information, including the principles of screening children prior to exercise
how to use information about children to plan exercise and physical activity
how to plan safe and effective exercise and physical activity to meet the objectives of the session, motivate children and promote adherence.
A useful opening would be small-group discussions during which learners can exchange their experiences of health-related exercise and physical activity for children, either as employees in the sector or from their previous experiences as children themselves. Tutors can take feedback on a flipchart or board to share the discussions of individual groups.
Learners should be encouraged to engage with employers and, where possible, other employees to gain knowledge and understanding of the importance of planning exercise and physical activity for children correctly to meet the needs of individual children, based on the information gathered from children.
Knowledge of issues gained through engaging with employers and employees, rather than through a purely theoretical context, is key. This should be made possible by learners working with others for whom planning and instructing health-related exercise and physical activity for children is a key part of their role, where possible, and through the use of guest speakers and video/DVD training programmes.
For example, a presentation by a health fitness instructor will support delivery, as well as adding vocational relevance and currency. The visiting speaker could deliver a summary of the methods they use to collect information about children and how they use this information to plan safe and effective health-related exercise and physical activity with a range of children. They could also talk about the importance of identifying appropriate objectives for the sessions and of ensuring that all exercise and physical activity sessions are safe and effective. This should be supported by examples drawn from industry or through developed case studies that highlight:
the importance of collecting the correct information and what could happen if this is not carried out
how information collected about children affects planning exercise and physical activity, including temporary deferral of exercise and referring children to other professionals
safe and effective exercises and physical activities that are, how to apply the principles and variable of fitness and the importance of warm-up and cool-down when designing exercise and physical activities for children.
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
143
To meet the practical aspect of the unit, in terms of identifying objectives and selecting exercises to plan health-related exercise and physical activity for children, learners could either use documentation from their place of work or the tutor could supply learners with standard templates.
This unit could be delivered through distance learning. However, this will involve additional, and different, considerations, such as planning, and other measures to ensure learners can gain the required knowledge and understanding.
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
Learners must show evidence that they have planned and instructed a group of children (aged 5-15) in a health-related exercise/physical activity session following appropriate procedures (for example collecting appropriate information according to the individual child, registering children’s attendance, monitoring that children take part in the session in a safe manner).
The session must include:
a safe and effective warm-up
a range of physical activities that are safe and appropriate for children (for example that take account of the implications of growth and development during the various stages of child development and preventative measures to avoid growth- related injuries)
cool-down activities that are safe and effective for children.
A variety of assessment methods could be used. Learners could produce written reports or give verbal presentations, supported by witness testimony. Other alternatives could be logbooks or workbooks completed in the workplace or during visits.
Assessment tasks and activities should enable learners to produce valid, sufficient and reliable evidence that relates directly to the assessment criteria. Centres are encouraged to emphasise the practical application of the assessment criteria.
Indicative resource materials
Books
Adams G M – Exercise Physiology Laboratory Manual: Health and Human Performance (McGraw Hill Higher Education, 2001) ISBN 9780072489125
Allen M B – Sports Exercise and Fitness: A Guide to Reference and Information Sources (Libraries Unlimited Inc, 2005) ISBN 9781563088193
Buckley J, Holmes and J, Mapp G – Exercise on Prescription: Cardiovascular Activity for Health (Butterworth-Heinemann, 1999) ISBN 9780750632881
Coulson M – Teaching Exercise to Children: A Complete Guide to Theory and Practice (A & C Black Publishers Ltd, 2010) ISBN 9781408115633
Coulson M – The Fitness Instructor’s Handbook: A Complete Guide to Health and Fitness – Fitness Professionals (A&C Black, 2007) ISBN 9780713682250
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
144
Dalgleish J and Dollery S – The Health and Fitness Handbook (Longman, 2001) ISBN 9780582418790
Franks B D and Howley E T – Fitness Leader’s Handbook (Human Kinetics Europe, 1998)ISBN 9780880116541
Gervis M and Brierley J – Effective Coaching for Children (The Crowood Press, 1999) ISBN 9781861261373
Howley E T and Franks B D – Health Fitness Instructor’s Handbook (Human Kinetics Europe, 2003) ISBN 9780736042109
Malina R and Bouchard C and Bar-Or O – Growth, Maturation and Physical Activity (Human Kinetics, 2004) ISBN 9780880118828
Rowland T – Children's Exercise Physiology (Human Kinetics, 2004) ISBN 9780736051446
Journals
The British Journal of Teaching Physical Education
Exercise and Sport Sciences Reviews
International Journal of Sports Science and Coaching
Journal of Physical Activity and Health
Websites
Association for Physical Education www.afpe.org.uk
British Association of Sport and Exercise Sciences www.bases.org.uk
Human Kinetics www.humankinetics.com
NSPCC www.nspcc.org.uk
Sports Coach UK www.sportscoachuk.org
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
145
Unit 12: Instructing Health Related Exercise and Physical Activity to Children
Unit code: T/600/9050
QCF level: 2
Credit value: 6
Guided learning hours: 36
Unit aim
The aim of this unit is to develop understanding of and skills in instructing health-related exercise and physical activity to children in the age range 5-15 inclusive.
In this unit learners will develop their knowledge and understanding of providing health-related exercises and physical activities for children and have the opportunity to put this into practice by instructing health-related exercises and physical activities for children.
Initially, learners will look at the principles of health-related exercises and physical activities for children including safe and effective alignment of exercise, how to identify different methods of adapting health-related exercises and physical activities for children and the principles of motivating children to adhere to exercise.
Learners will carry out the necessary preparation of themselves, the environment, the equipment and participants, for example explaining the purpose, benefits and demands of the exercise, checking children’s level of fitness, physical condition etc. and establishing clear ground rules for the exercise session.
Ensuring that children participate in exercise and physical activity safely is a key part of an instructor’s role. In this unit learners will use appropriate motivational styles, respond to children’s needs and adapt exercises as necessary. Learners will bring the exercise session to an end safely and effectively, including using safe and effective cool-down activities and providing motivational feedback.
The final part of the unit focuses on reviewing the outcomes of the exercise session, including feedback from children and parents/carers. Learners will have the opportunity to reflect on their practice and identify how to improve their personal practice.
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
146
Essential resources
For this unit, centres need to provide learners with access to:
the appropriate fitness equipment and an appropriate area carry out the practical activities required by this unit
computers, the internet and library facilities to enable them to carry out research as required.
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
14
7
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Id
entify
the
safe
and e
ffec
tive
al
ignm
ent
for
a ra
nge
of
hea
lth
rela
ted e
xerc
ises
/phys
ical
ac
tivi
ties
for
child
ren
Ran
ge
of
bas
ic e
xerc
ises
/phys
ical
act
ivitie
s
Saf
e an
d a
ppro
priat
e fo
r ch
ildre
n
Saf
e an
d e
ffec
tive
alig
nm
ent
of ex
erci
se p
osi
tions
eg s
tandin
g,
sitt
ing,
range
of
motion,
neu
tral
spin
e al
ignm
ent,
join
t al
ignm
ent
1.2
Id
entify
diffe
rent
met
hods
of
adap
ting h
ealth r
elat
ed
exer
cise
/phys
ical
act
ivity
to t
he
nee
ds
of
child
ren
Appro
priat
e to
the
nee
ds
of
the
child
ren
To m
eet
obje
ctiv
es o
f th
e ex
erci
se p
rogra
mm
e
Appro
priat
e pro
gre
ssio
n a
nd r
egre
ssio
n e
g n
um
ber
of
exer
cise
s,
ord
er o
f ex
erci
se,
spee
d,
inte
nsi
ty,
repet
itio
ns,
dura
tion
1.3
D
escr
ibe
how
to d
evel
op
child
ren’s
co-o
rdin
atio
n b
y build
ing e
xerc
ises
/move
men
ts
up g
radual
ly
Build
exe
rcis
es a
nd m
ove
men
ts u
p g
radual
ly e
g c
om
ple
xity
, sp
eed
1
Under
stan
d t
he
princi
ple
s of
inst
ruct
ing h
ealth
rela
ted
exer
cise
/phys
ical
ac
tivi
ty t
o c
hild
ren
1.4
D
escr
ibe
the
princi
ple
s of
gro
up
beh
avio
ur
man
agem
ent
when
w
ork
ing w
ith c
hild
ren in t
he
age
range
5-1
5
Work
ing w
ith c
hild
ren in t
he
age
range
5-1
5 e
g m
ainta
in f
un a
nd
motiva
tion
Appro
priat
e to
the
gro
up
Exp
lain
purp
ose
of
the
induct
ion incl
udin
g p
osi
tive
com
munic
atio
n,
esta
blis
h e
ye c
onta
ct,
pro
fess
ional
sel
f-im
age
Ensu
re c
hild
ren’s
under
stan
din
g
Set
gro
und r
ule
s fo
r co
nduct
within
the
exer
cise
envi
ronm
ent
Est
ablis
h e
ffec
tive
rel
atio
nsh
ips
with p
aren
t/ca
rers
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
14
8
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.1
Exp
lain
why
child
ren n
eed t
o
take
per
sonal
res
ponsi
bili
ty f
or
thei
r ow
n f
itnes
s an
d m
otiva
tion
For
exam
ple
sen
se o
f au
tonom
y, r
ecognis
e hea
lth b
enef
its
of
exer
cise
/phys
ical
act
ivity
Opport
unitie
s to
mak
e dec
isio
ns
eg r
elat
ed t
o t
hei
r ow
n h
ealth a
nd
fitn
ess
goal
s, a
bout
thei
r ac
tivi
ty p
refe
rence
s
2.2
Id
entify
the
typic
al b
arrier
s to
ex
erci
se/p
hys
ical
act
ivity
that
ch
ildre
n e
xper
ience
Phys
ical
and p
sych
olo
gic
al
Oth
er o
blig
atio
ns
eg h
om
ework
Per
sonal
/indiv
idual
bar
rier
s eg
lac
k of
inte
rest
, do n
ot
enjo
y ex
erci
se,
body
consc
iousn
ess,
lac
k of
self-c
onfiden
ce
Lack
of
par
enta
l/ca
rer
support
eg e
nco
ura
gem
ent,
tra
nsp
ort
atio
n t
o
phys
ical
act
ivity
Res
ourc
e bar
rier
s e
g lac
k of
acce
ss t
o f
acili
ties
, la
ck o
f eq
uip
men
t,
cost
2.3
D
escr
ibe
stra
tegie
s th
at c
an h
elp
child
ren o
verc
om
e th
ese
bar
rier
s Ensu
re c
hild
ren f
eel lis
tened
to a
nd t
aken
ser
iousl
y
Exp
lore
alter
nat
ive
way
s of
acce
ssin
g e
xerc
ise/
phys
ical
act
ivity
Ensu
re t
ime
to a
sk q
ues
tions
2
Under
stan
d t
he
princi
ple
s of
motiva
ting c
hild
ren
to a
dher
e to
ex
erci
se/p
hys
ical
ac
tivi
ty
2.4
Exp
lain
how
ince
ntive
s an
d
rew
ards,
appro
priat
e to
a r
ange
of
child
ren,
can b
e use
d t
o
stre
ngth
en m
otiva
tion a
nd
adher
ence
Appro
priat
e to
a r
ange
of
child
ren
To s
tren
gth
en m
otiva
tion a
nd a
dher
ence
Ince
ntive
s an
d p
osi
tive
rei
nfo
rcem
ents
eg p
rais
e an
d e
nco
ura
gem
ent,
se
t ac
hie
vable
goal
s/obje
ctiv
es,
cert
ific
ates
Rew
ard e
ffort
and a
chie
vem
ent-
eg t
hose
who c
om
ple
te a
pro
gra
mm
e or
show
incr
ease
d f
itnes
s le
vels
as
wel
l as
those
who a
chie
ve
des
irab
le lev
els
of
fitn
ess
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
14
9
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.5
Exp
lain
how
child
ren’s
ex
erci
se/p
hys
ical
act
ivity
pre
fere
nce
s ca
n b
e use
d t
o
stre
ngth
en m
otiva
tion a
nd
adher
ence
Appro
priat
e to
the
age
gro
up e
g g
ames
, ra
ces,
var
y ac
tivi
ties
Str
ength
en m
otiva
tion a
nd a
dher
ence
Succ
ess-
orien
tate
d a
ctiv
itie
s (i
f ch
ildre
n f
eel su
cces
sful th
ey r
epea
t ac
tivi
ties
)
2.6
D
escr
ibe
how
to a
ssis
t ch
ildre
n
to d
evel
op t
hei
r ow
n s
trat
egy
for
motiva
tion a
nd a
dher
ence
ap
pro
priat
e to
thei
r ag
e
For
motiva
tion a
nd a
dher
ence
eg t
he
exer
cise
/act
ivitie
s th
ey e
njo
y
Dev
elop c
hild
ren’s
confiden
ce a
nd s
elf-
este
em
Child
ren u
nder
stan
d b
enef
its
of
taki
ng p
art
in e
xerc
ise/
activi
ties
3.1
H
elp c
hild
ren f
eel w
elco
me
and
at e
ase
in t
he
exer
cise
en
viro
nm
ent
Profe
ssio
nal
beh
avio
ur
eg d
ress
, punct
ual
ity,
adopt
appro
achab
le
man
ner
eg e
nco
ura
ge
child
ren t
o a
sk q
ues
tions,
to e
xpre
ss c
once
rns,
giv
e ch
ildre
n f
ull
and a
ccura
te info
rmat
ion;
pro
mote
a s
afe,
su
pport
ive,
non-t
hre
aten
ing e
nvi
ronm
ent
3.2
Pr
ovi
de
suffic
ient
and
appro
priat
e re
sourc
es f
or
the
sess
ion
Appro
priat
e to
the
age
gro
up
Appro
priat
e fo
r th
e num
ber
of
child
ren
Appro
priat
e fo
r th
e pla
nned
exe
rcis
e se
ssio
n
Equip
men
t ap
pro
priat
e fo
r use
by
child
ren
3.3
Fo
llow
the
corr
ect
pro
cedure
s fo
r re
gis
tering c
hild
ren’s
att
endan
ce
Use
appro
priat
e docu
men
tation
Ensu
re a
ll ch
ildre
n incl
uded
Colle
ct r
elev
ant
info
rmat
ion e
g d
etai
ls o
f se
ssio
ns
atte
nded
, ch
ild’s
nam
e an
d a
ddre
ss,
emer
gen
cy c
onta
ct d
etai
ls
3
Be
able
to p
repar
e ch
ildre
n f
or
exer
cise
/ phys
ical
ac
tivi
ty
3.4
Chec
k ch
ildre
n’s
lev
el o
f ex
per
ience
, ab
ility
and
phys
ical
/med
ical
conditio
n
Pare
nts
/car
er s
ign a
ppro
priat
e co
nse
nt
docu
men
tation
Ask
par
ents
/car
ers
if c
hild
ren h
ave
any
illnes
ses
or
inju
ries
Advi
se c
hild
ren/p
aren
ts/c
ares
of
any
reas
ons
for
non-
par
tici
pat
ion in
the
exer
cise
ses
sion
Spec
ial nee
ds
that
child
ren m
ay h
ave
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
15
0
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.5
Confirm
or
revi
se p
lans
in t
he
light
of
new
info
rmat
ion
To m
eet
child
’s n
eeds,
rea
listic
so g
oal
s ac
hie
ved
Chec
k ch
ildre
n’s
under
stan
din
g,
opport
unity
for
child
ren t
o a
sk
ques
tions
3.6
Exp
lain
the
purp
ose
and v
alue
of
the
exer
cise
s/phys
ical
act
ivitie
s,
incl
udin
g t
he
war
m-u
p a
nd c
ool-
dow
n
Car
dio
vasc
ula
r fitn
ess
eg r
aise
ra
te,
reduce
ris
k of
hea
rt d
isea
se
Musc
ula
r fitn
ess
dev
elop m
usc
les
and m
usc
le s
tren
gth
, im
pro
ve b
one
den
sity
Flex
ibili
ty e
g r
educe
ris
k of
inju
ry,
impro
ve p
ost
ure
Moto
r sk
ills
eg im
pro
ve,
bal
ance
, ag
ility
, co
ord
inat
ion,
reac
tion t
ime
War
m-u
p
stru
cture
eg m
obili
ty,
puls
e ra
isin
g,
stat
ic s
tret
chin
g,
purp
ose
eg p
repar
e body
for
exer
cise
, en
han
ce f
lexi
bili
ty,
min
imis
e dis
com
fort
, pre
vent
inju
ry
Cool-
dow
n –
str
uct
ure
eg p
uls
e lo
wer
ing,
stat
ic s
tret
chin
g,
dev
elopm
enta
l st
retc
hin
g,
purp
ose
eg e
nhan
ce f
lexi
bili
ty,
min
imis
e dis
com
fort
, pre
vent
inju
ry,
avoid
del
ayed
onse
t of
musc
le s
ore
nes
s,
pro
vide
reco
very
tim
e
3.7
Exp
lain
the
agre
ed
exer
cise
s/phys
ical
act
ivitie
s,
incl
udin
g p
hys
ical
and t
echnic
al
dem
ands
Purp
ose
of
exer
cise
,
Com
ponen
t par
ts
Appro
priat
enes
s to
child
ren
Chec
k ch
ildre
n’s
under
stan
din
g,
opport
unity
for
child
ren t
o a
sk
ques
tions
3.8
Pro
vide
clea
r in
form
atio
n t
o
child
ren a
bout
the
gro
und r
ule
s fo
r beh
avio
ur
and t
he
reas
ons
for
thes
e
Cle
ar info
rmat
ion e
g r
easo
ns
for
gro
und r
ule
s, h
ealth a
nd s
afet
y is
sues
; ch
eck
child
ren’s
under
stan
din
g,
opport
unity
for
child
ren t
o a
sk
ques
tions
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
15
1
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.9
Advi
se c
hild
ren,
par
ents
and
care
rs o
f th
e fa
cilit
y’s
emer
gen
cy
pro
cedure
s
Loca
tion o
f e
mer
gen
cy e
quip
men
t eg
first
aid
kit,
tele
phone,
fire
extinguis
her
s
Fire
eg e
vacu
atio
n r
oute
, fire
exi
ts,
asse
mbly
poin
t
4.1
Chec
k th
at c
hild
ren a
re
appro
priat
ely
dre
ssed
for
exer
cise
/phys
ical
act
ivity
Corr
ect
cloth
ing a
nd f
ootw
ear
Rem
ove
pote
ntial
ly u
nsa
fe jew
elle
ry
Dre
ss a
ppro
priat
e fo
r th
e en
viro
nm
ent
and e
xerc
ise
sess
ion
4.2
D
evel
op a
nd m
ainta
in a
n
atm
osp
her
e of
fun a
nd
enjo
ymen
t
Envi
ronm
ent
seen
as
safe
, su
pport
ive,
exc
itin
g a
nd inte
ract
ive
Dev
elop p
osi
tive
att
itude
tow
ards
activi
ties
Use
exe
rcis
e/ac
tivi
ties
to c
reat
e a
fun a
nd e
njo
yable
atm
osp
her
e
4.3
Pr
epar
e ch
ildre
n f
or
the
sess
ion
usi
ng s
afe
and e
ffec
tive
war
m-
ups
Exp
lain
im
port
ance
of
war
m-u
p
Ensu
re c
hild
ren’s
under
stan
din
g,
Appro
priat
e to
child
ren’s
nee
ds,
mai
nta
in inte
rest
Str
uct
ure
eg m
obili
ty,
puls
e ra
isin
g,
stre
tchin
g
4.4
G
ive
expla
nat
ions
and
dem
onst
rations
that
are
te
chnic
ally
corr
ect
and
appro
priat
e to
the
nee
ds
and
leve
l of
exper
ience
of
child
ren
Saf
e an
d e
ffec
tive
alig
nm
ent
of
exer
cise
posi
tions
Dem
onst
rations
eg lifting a
nd p
assi
ng t
echniq
ues
, m
ove
men
ts a
nd
tech
niq
ues
, ap
pro
priat
e sp
eed o
f m
ove
men
ts,
appro
priat
e to
the
exer
cise
envi
ronm
ent,
Tec
hnic
ally
corr
ect
verb
al e
xpla
nat
ions
eg t
o r
einfo
rce
or
corr
ect
tech
niq
ue
4
Be
able
to inst
ruct
ex
erci
se/p
hys
ical
ac
tivi
ty t
o c
hild
ren
4.5
Com
munic
ate
with c
hild
ren in a
w
ay t
hat
:
□
is a
ppro
priat
e to
thei
r nee
ds
□
is f
un
□
motiva
tes
them
to t
ake
par
t
Appro
priat
e to
the
envi
ronm
ent
Appro
priat
e to
exe
rcis
e se
ssio
n
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
15
2
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.6
M
onitor
that
child
ren t
ake
par
t in
th
e se
ssio
n in a
saf
e m
anner
Child
ren c
arry
out
exer
cise
s in
a s
afe
and e
ffec
tive
man
ner
eg s
afe
use
of
equip
men
t
Adap
t ex
erci
ses
as n
eces
sary
eg s
uitab
le p
rogre
ssio
ns
and
regre
ssio
ns,
res
pond a
ppro
priat
ely
to s
igns
of
dis
com
fort
or
inju
ry
Typ
es o
f m
onitoring e
g r
ate
of
per
ceiv
ed e
xert
ion (
RPE
), t
alk
test
, ta
rget
hea
rt r
ate
zones
4.7
Kee
p t
o t
he
pla
nned
tim
ings
for
the
sess
ion
For
the
sess
ion o
vera
ll
For
indiv
idual
exe
rcis
e co
mponen
ts
Ensu
re c
hild
ren b
enef
it a
deq
uat
ely
from
the
exer
cise
ses
sion
4.8
U
se a
ppro
priat
e vo
lum
e, p
itch
an
d v
oic
e pro
ject
ion a
ccord
ing t
o
the
exer
cise
/phys
ical
act
ivity
Appro
priat
e m
ethods
of
voic
e pro
ject
ion
Effec
tive
use
of
volu
me
and p
itch
of
voic
e
4.9
Pro
vide
cuei
ng t
o e
nab
le c
hild
ren
to w
ork
to t
he
stru
cture
and
phra
se o
f th
e m
usi
c, w
her
e re
leva
nt
Ver
bal
and v
isual
Motiva
te c
hild
ren,
mai
nta
in t
hei
r in
tere
st
5
Be
able
to s
upport
ch
ildre
n t
o t
ake
par
t in
ex
erci
se/p
hys
ical
ac
tivi
ty
5.1
Pr
esen
t a
posi
tive
im
age
of
self
and o
rgan
isat
ion t
o c
hild
ren
Sel
f eg
per
sonal
hyg
iene,
model
pos
itiv
e beh
avio
ur,
follo
w a
ppro
priat
e in
dust
ry s
tandar
ds
and c
odes
of
ethic
s
Org
anis
atio
n e
g k
now
ledgea
ble
and a
ppro
achab
le s
taff,
child
ren f
eel
com
fort
able
in t
he
envi
ronm
ent,
child
ren’s
confiden
ce in o
rgan
isat
ion
and its
ser
vice
s
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Ass
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t cr
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a
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it a
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cati
on
5.2
Est
ablis
h a
n e
ffec
tive
work
ing
rela
tionsh
ip w
ith c
hild
ren
Build
child
ren’s
confiden
ce
Child
ren m
ore
lik
ely
to a
dher
e to
exe
rcis
e an
d p
hys
ical
act
ivity
pro
gra
mm
es
Work
to o
verc
om
e bar
rier
s to
par
tici
pat
ion
Work
with p
aren
ts/c
arer
s et
c
Req
uirem
ents
eg in lin
e w
ith g
ood p
ract
ice,
eth
ical
req
uirem
ents
, pro
fess
ional
conduct
Model
posi
tive
exe
rcis
e beh
avio
ur
5.3
Com
munic
ate
with c
hild
ren in a
w
ay t
hat
mak
es t
hem
fee
l va
lued
Ver
bal
com
munic
atio
n e
g a
ppro
priat
e to
ne
and p
itch
of
voic
e,
languag
e ap
pro
priat
e to
the
child
ren,
use
of
posi
tive
lan
guag
e ,
use
of
pra
ise
and e
nco
ura
gem
ent,
avo
id u
se o
f sl
ang/j
argon
Non-v
erbal
com
munic
atio
n e
g p
ost
ure
, ex
pre
ssio
n,
ges
ture
s, e
ye
conta
ct,
posi
tive
body
languag
e
List
enin
g e
g a
skin
g a
ppro
priat
e ques
tions,
see
king c
hild
ren’s
vie
ws
on
thei
r per
form
ance
5.4
U
se m
otiva
tional
sty
les
appro
priat
e to
child
ren a
nd t
he
exer
cise
/phys
ical
act
ivity
form
at
Appro
priat
e to
the
child
ren e
g s
etting c
lear
, re
alis
tic
goal
s/obje
ctiv
es,
build
ing c
hild
ren’s
sel
f-co
nfiden
ce,
posi
tive
enco
ura
gem
ent,
pra
ise,
en
coura
ge
posi
tive
thin
king in c
hild
ren,
hel
p c
hild
ren d
evel
op a
nd
follo
w t
hro
ugh t
hei
r ow
n m
otiva
tional
str
ateg
ies,
att
ention a
nd
motiva
tion a
s ap
pro
priat
e to
child
ren’s
nee
ds
Appro
priat
e to
the
exer
cise
/phys
ical
act
ivity
eg in r
elat
ion t
o
goal
s/obje
ctiv
e, in r
elat
ion t
o p
lanned
ses
sions;
5.5
G
ive
the
child
ren a
tten
tion a
nd
motiva
tion a
s ap
pro
priat
e to
th
eir
nee
ds
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it a
mp
lifi
cati
on
5.6
Pr
ovi
de
appro
priat
e pro
gre
ssio
ns
and r
egre
ssio
ns
For
exam
ple
num
ber
of
exer
cise
s, o
rder
of
exer
cise
, sp
eed,
inte
nsi
ty,
repet
itio
ns,
dura
tion
To m
eet
child
ren’s
nee
ds
To m
eet
obje
ctiv
es o
f th
e ex
erci
se p
rogra
mm
e
5.7
U
se a
ppro
priat
e m
ethods
to
corr
ect
and r
einfo
rce
tech
niq
ue,
in
cludin
g:
□
chan
gin
g p
osi
tions
□
aski
ng q
ues
tions
□
mak
ing a
dap
tations/
offer
ing
alte
rnat
ives
□
usi
ng v
erbal
com
munic
atio
ns
□
usi
ng v
isual
com
munic
atio
ns
Chan
gin
g t
each
ing p
osi
tions
eg m
ove
aro
und t
he
room
Ask
ing q
ues
tions
eg t
o c
hec
k ch
ildre
n’s
under
stat
ing
Mak
e ad
apta
tions,
offer
alter
nat
ives
Ver
bal
and v
isual
com
munic
atio
ns
Corr
ect
tech
niq
ues
as
appro
priat
e
Provi
de
enco
ura
gem
ent
and c
onst
ruct
ive
feed
bac
k
5.8
Build
exe
rcis
es/p
hys
ical
ac
tivi
ties
gra
dual
ly a
s ap
pro
priat
e fo
r ch
ildre
n
In t
erm
s of
eg c
om
ple
xity
, sp
eed
5.9
M
anag
e ch
ildre
n’s
beh
avio
ur
thro
ughout
the
sess
ion
Est
ablis
h g
round r
ule
s fo
r co
nduct
within
the
exer
cise
envi
ronm
ent
Est
ablis
h c
hild
ren’s
under
stan
din
g
Ensu
re a
ll ch
ildre
n o
bse
rved
thro
ughou
t th
e se
ssio
n e
g iden
tify
when
ch
ildre
n h
ave
stopped
par
tici
pat
ing,
iden
tify
when
child
ren a
re
dis
trac
ted
Adap
t ex
erci
se s
essi
on if
child
ren b
ecom
e bore
d o
r dem
otiva
ted
5.1
0
Provi
de
guid
ance
and f
eedbac
k w
hic
h is
tim
ely,
cle
ar a
nd h
elps
child
ren a
chie
ve t
he
obje
ctiv
es
Appro
priat
e to
child
ren’s
nee
ds
Provi
de
enco
ura
gem
ent
and m
otiva
tion e
g p
osi
tive
ver
bal
and n
on-
verb
al c
om
munic
atio
n,
active
lis
tenin
g
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Ass
ess
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t cr
iteri
a
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it a
mp
lifi
cati
on
5.1
1
Adap
t th
e ex
erci
ses/
phys
ical
ac
tivi
ties
to t
he
chan
gin
g n
eeds
of
child
ren d
uring t
he
sess
ion
Appro
priat
e pro
gre
ssio
ns
and r
egre
ssio
ns
eg n
um
ber
of
exer
cise
s,
ord
er o
f ex
erci
se,
spee
d,
inte
nsi
ty,
repet
itio
ns,
dura
tion
To m
eet
child
ren’s
nee
ds,
ensu
re inte
rest
mai
nta
ined
To m
eet
obje
ctiv
es o
f th
e ex
erci
se p
rogra
mm
e
6.1
Allo
w s
uff
icie
nt
tim
e to
end t
he
sess
ion
Appro
priat
e to
child
ren’s
lev
el o
f ex
per
ience
and f
itnes
s
Kee
p t
o p
lanned
tim
ings,
Saf
e an
d e
ffec
tive
cool-
dow
n a
ctiv
itie
s fo
r ch
ildre
n
Opport
unity
for
child
ren t
o a
sk q
ues
tions,
pro
vide
feed
bac
k to
child
ren
on t
he
sess
ion
6.2
End t
he
sess
ion u
sing c
ool-
dow
n
activi
ties
that
are
saf
e an
d
effe
ctiv
e fo
r ch
ildre
n
Exp
lain
im
port
ance
of
cool-
dow
n e
g a
void
del
ayed
onse
t of
musc
le
sore
nes
s
Ensu
re c
hild
ren’s
under
stan
din
g
Appro
priat
e to
the
child
ren a
nd t
he
envi
ronm
ent
Str
uct
ure
eg p
uls
e lo
wer
ing s
ection,
stat
ic s
tret
chin
g,
dev
elopm
enta
l st
retc
hin
g
6.3
Pr
ovi
de
motiva
tional
fee
dbac
k on t
he
sess
ion t
o c
hild
ren
Feed
bac
k eg
pro
gre
ss,
stre
ngth
s, s
ugges
ted a
dditio
nal
/alter
nat
ive
exer
cise
, pro
vide
enco
ura
gem
ent,
motiva
tion a
nd p
osi
tive
pra
ise
6
Be
able
to b
ring a
n
exer
cise
/phys
ical
ac
tivi
ty s
essi
on t
o
an e
nd
6.4
Pro
vide
child
ren w
ith t
he
opport
unity
to:
□
thin
k ab
out
the
sess
ion
□
ask
ques
tions
□
pro
vide
feed
bac
k
Thin
k ab
out
the
sess
ion e
g o
n t
hei
r pro
gre
ss,
thei
r ex
per
ience
, ef
fect
iven
ess
of
the
inst
ruct
ion;
Ask
ques
tions
eg a
bout
thei
r per
form
ance
, ab
out
alte
rnat
ive
exer
cise
Provi
de
feed
bac
k eg
on t
he
effe
ctiv
enes
s of
the
inst
ruct
ion,
thei
r ex
per
ience
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ing
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Ass
ess
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t cr
iteri
a
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it a
mp
lifi
cati
on
6.5
Fo
llow
the
corr
ect
pro
cedure
s fo
r ch
ecki
ng a
nd d
ealin
g w
ith a
ny
equip
men
t use
d
Chec
k eq
uip
men
t eg
funct
ional
ity,
dam
age,
cle
anlin
ess
Dea
l w
ith e
quip
men
t in
rel
atio
n t
o c
hec
ks c
arried
out
Sto
re a
nd c
lean
equip
men
t co
rrec
tly
Rep
ort
any
faults
6.6
Le
ave
the
envi
ronm
ent
in a
co
nditio
n a
ccep
table
for
futu
re
use
Envi
ronm
ent
eg c
lean
, sa
fe,
tidy,
info
rm a
ppro
priat
e per
son a
bout
any
hea
lth a
nd s
afet
y is
sues
7.1
Rev
iew
the
outc
om
es o
f w
ork
ing
with c
hild
ren,
thei
r fe
edbac
k an
d
feed
bac
k fr
om
oth
er
adults/
care
rs
Rev
iew
child
ren’s
pro
gre
ss,
offer
fitnes
s ad
vice
in r
esponse
to
chan
gin
g n
eeds
of
child
ren;
Ach
ieve
d g
oal
s/obje
ctiv
es
Child
ren’s
opport
unity
to a
sk q
ues
tions
7
Be
able
to r
efle
ct
on p
rovi
din
g
hea
lth r
elat
ed
exer
cise
/phys
ical
ac
tivi
ty f
or
child
ren
7.2
Id
entify
:
□
how
wel
l th
e ex
erci
ses/
phys
ical
act
ivitie
s m
et c
hild
ren’s
nee
ds
□
how
effec
tive
and
motiva
tional
the
rela
tionsh
ip
with t
he
child
ren w
as
□
how
wel
l th
e in
stru
ctin
g s
tyle
m
atch
ed c
hild
ren’s
nee
ds
How
wel
l th
e ex
erci
ses/
phys
ical
act
ivitie
s m
et c
hild
ren’s
nee
ds
eg
effe
ctiv
enes
s of
pla
nned
act
ivitie
s, a
chie
vem
ent
of
goal
/obje
ctiv
es
How
effec
tive
and m
otiva
tional
the
rela
tionsh
ip w
ith t
he
child
ren w
as
eg c
hild
ren f
elt
support
ed,
enco
ura
ge
and m
otiva
ted,
clea
r an
d
appro
priat
e co
mm
unic
atio
n,
mutu
al r
espec
t
How
wel
l th
e in
stru
ctin
g s
tyle
mat
ched
child
ren’s
nee
ds
eg u
se o
f ap
pro
priat
e dem
onst
rations,
cle
ar,
accu
rate
exp
lanat
ions,
motiva
tion
and s
upport
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ing
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tco
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Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
7.3
Id
entify
how
to im
pro
ve p
erso
nal
pra
ctic
e □
Iden
tify
str
ength
s an
d a
reas
for
impro
vem
ent
□
Set
SM
ART (
spec
ific
, m
easu
rable
, ac
hie
vable
, re
alis
tic,
tim
e-bound)
targ
ets
□
Pers
onal
dev
elopm
ent
pla
n
□
Dev
elopm
ent
opport
unitie
s eg
spec
ific
tra
inin
g a
nd c
ours
es;
modify
exer
cise
pro
gra
mm
es e
g f
utu
re p
lannin
g t
o e
nsu
re
adher
ence
, ch
angin
g a
ctiv
itie
s to
mai
nta
in inte
rest
and e
nsu
re
fitn
ess
pro
gre
ssio
n
7.4
Exp
lain
the
valu
e of
reflec
tive
pra
ctic
e Le
arnin
g f
rom
ow
n e
xper
ience
s
Import
ant
sourc
e of
per
sonal
pro
fess
ional
dev
elopm
ent
and
impro
vem
ent
Allo
ws
for
continuous
updat
ing o
f sk
ills
and k
now
ledge
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
158
Information for tutors
Delivery
This is a practical unit and needs be delivered in a way that enables learners to demonstrate their ability to instruct health-related exercise and physical activity to children safely and effectively. Learners need to demonstrate that they can:
communicate effectively with children in ways that are fun and motivate children to participate, applying appropriate voice projection, tone and pitch
structure the exercise session to develop a fun atmosphere and to motivate children to participate throughout
plan and instruct safe and effective exercise/physical activity sessions for children, including appropriate warm-up and cool-down activities, bringing the session to an end
monitor, support and motivate children to ensure they are participating safely and effectively.
A useful opening would be through small-group discussions, during which learners can exchange their experiences of health-related exercise and physical activity for children, either as employees in the sector or from their previous experiences as children themselves. Tutors can take feedback on a flipchart or board to share the discussions of individual groups.
Tutor input will need to cover the theoretical aspect of the unit relating to the principles of instructing exercise and physical activity to children and of motiving children to adhere to exercise/physical activity.
Knowledge of issues gained through engaging with employers and employees, rather than through a purely theoretical context, is key. This should be made possible by learners working with others for whom planning and instructing exercise and physical activity for children is a key part of their role, where possible, and through the use of guest speakers and video/DVD training programmes.
Guest speakers, for example a health fitness instructor, will support delivery, as well as adding vocational relevance and currency. The visiting speaker could deliver a summary of how they prepare children for exercise and physical activity and how they ensure that the exercise sessions they instruct are safe and effective. This could include the importance of supporting children to take part in exercise and physical activity, including using appropriate communication methods and motivational styles to correct and reinforce techniques.
This could be supported by examples drawn from industry or through developed case studies which highlight safe and unsafe practice.
The importance of health and safety, for both children and instructors, needs to be emphasised throughout delivery of this unit. Appropriate risk assessments must be carried out before learners undertake any practical activities.
Tutors need to ensure that there appropriate and sufficient opportunities to observe learners instructing and supervising exercise/physical activity sessions for children and that the appropriate records are kept to evidence learner ability and achievement.
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
159
Learners should be encouraged to reflect positively on the outcomes of the exercise session and use feedback constructively when identifying how to improve their personal performance.
Learners can produce exemplar case studies, logbooks/diaries, witness testimonies and presentations that demonstrate their involvement in exercise/physical activity sessions with children.
Assessment
The centre will devise and mark the assessment for this unit.
Learners must meet all assessment criteria to pass the unit.
Learners must show evidence that they have planned and instructed a group of children (aged 5-15) in a health related exercise/physical activity session following appropriate procedures (eg collecting appropriate information according to the individual child, registering children’s attendance, monitoring that children take part in the session in a safe manner).
The session must include:
a safe and effective warm-up
a range of physical activities that are safe and appropriate for children (eg that take account of the implications of growth and development during the various stages of child development and preventative measures to avoid growth- related injuries)
cool-down activities that are safe and effective for children.
Learners must demonstrate effective group behaviour management.
Learners must give explanations appropriate to the needs and experience of children. They should show demonstrations of exercises/movements that are technically correct to enable children to develop co‐ordination by building exercises/movements up gradually.
Learners must show examples of how to adapt the exercises/physical activities to the changing needs of children during the session.
Learners must show the ability to observe their clients/participants and correct poor technique where required, giving regular teaching points to meet individual needs.
Learners must show that they can apply methods of voice projection and can effectively use the volume and pitch of their voice according to the exercise/physical activity.
Learners must show the use of communication skills and appropriate incentives and rewards that are:
appropriate to the needs of children
fun
motivating.
Assessment tasks and activities should enable learners to produce valid, sufficient and reliable evidence that relates directly to the assessment criteria. Centres are encouraged to emphasise the practical application of the assessment criteria.
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
160
Indicative resource materials
Books
Adams G M – Exercise Physiology Laboratory Manual: Health and Human Performance (McGraw Hill Higher Education, 2001) ISBN 9780072489125
Allen M B – Sports Exercise and Fitness: A Guide to Reference and Information Sources (Libraries Unlimited Inc, 2005) ISBN 9781563088193
Buckley J, Holmes J, Mapp G – Exercise on Prescription: Cardiovascular Activity for Health (Butterworth-Heinemann, 1999) ISBN 9780750632881
Coulson M – Teaching Exercise to Children: A Complete Guide to Theory and Practice (A & C Black Publishers Ltd, 2010) ISBN 9781408115633
Coulson M – The Fitness Instructor’s Handbook: A Complete Guide to Health and Fitness – Fitness Professionals (A&C Black, 2007) ISBN 9780713682250
Dalgleish J, Dollery S – The Health and Fitness Handbook (Longman, 2001) ISBN 9780582418790
Franks B D and Howley E T – Fitness Leader’s Handbook (Human Kinetics Europe, 1998) ISBN 9780880116541
Howley E T and Franks B D – Health Fitness Instructor’s Handbook (Human Kinetics Europe, 2003) ISBN 9780736042109
Malina R, Bouchard C, Oded Bar O – Growth, Maturation and Physical Activity (Human Kinetics, 2004) ISBN 9780880118828
Rowland T – Children's Exercise Physiology (Human Kinetics, 2004) ISBN 9780736051446
Journals
Exercise and Sport Sciences Reviews
International Journal of Sports Science and Coaching
Journal of Physical Activity and Health
Websites
British Association of Sport and Exercise Sciences www.bases.org.uk
Human Kinetics www.humankinetics.com
Sports Coach UK www.sportscoachuk.org
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
161
12 Further information and useful publications
For further information about the qualification(s) featured in this specification, or other Edexcel qualifications, please call Customer Services on 0844 576 0026 (calls may monitored for quality and training purposes) or visit our website (www.edexcel.com).
Related information and publications include:
Equality Policy
Information Manual (updated annually)
Reasonable Adjustment and Special Considerations for BTEC and Edexcel NVQ Qualifications
Recognition of Prior Learning Policy
Quality Assurance Handbook (updated annually).
Publications on the quality assurance of BTEC qualifications is on our website at www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx
Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/publications/home.aspx
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
162
13 Professional development and training
Edexcel supports UK and international customers with training related to BTEC qualifications. This support is available through a choice of training options offered in our published training directory or through customised training at your centre.
The support we offer focuses on a range of issues including:
planning for the delivery of a new programme
planning for assessment and grading
developing effective assignments
building your team and teamwork skills
developing student-centred learning and teaching approaches
building functional skills into your programme
building in effective and efficient quality assurance systems.
The national programme of training we offer is on our website www.edexcel.com/training. You can request customised training through the website or by contacting one of our advisers in the Training from Edexcel team via Customer Services to discuss your training needs.
Our customer service numbers are:
BTEC and NVQ 0844 576 0026
GCSE 0844 576 0027
GCE 0844 576 0025
The Diploma 0844 576 0028
DiDA and other qualifications 0844 576 0031
Edexcel may monitor calls for quality and training purposes.
The training we provide:
is practical – ideas are developed and applied
is designed to be supportive and thought provoking
builds on best practice.
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
16
3
An
nexe A
Pro
gre
ssio
n o
pp
ort
un
itie
s
Thes
e ar
e ex
ample
s of
pro
gre
ssio
n o
pport
unitie
s to
oth
er E
dex
cel qual
ific
atio
ns
within
the
Hea
lth a
nd F
itnes
s se
ctor.
Level
Gen
era
l q
uali
fica
tio
ns
(GC
SEs,
GC
Es)
B
TEC
Fir
sts/
Nati
on
als
/
Hig
her
Nati
on
als
B
TEC
Sp
eci
ali
st/
P
rofe
ssio
nal q
uali
fica
tio
ns
NV
Q/
com
pete
nce
-base
d
qu
ali
fica
tio
ns
8
7
6
5
Edex
cel BTEC L
evel
5 H
ND
D
iplo
ma
in S
port
and E
xerc
ise
Sci
ence
s (Q
CF)
Edex
cel BTEC L
evel
5 H
ND
D
iplo
ma
in S
port
(Coac
hin
g
and S
port
s D
evel
opm
ent)
(Q
CF)
Edex
cel BTEC L
evel
5 H
ND
D
iplo
ma
in S
port
(Le
isure
M
anag
emen
t) (
QCF)
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
16
4
Level
Gen
era
l q
uali
fica
tio
ns
(GC
SEs,
GC
Es)
B
TEC
Fir
sts/
Nati
on
als
/
Hig
her
Nati
on
als
B
TEC
Sp
eci
ali
st/
P
rofe
ssio
nal q
uali
fica
tio
ns
NV
Q/
com
pete
nce
-base
d
qu
ali
fica
tio
ns
4
Edex
cel BTEC L
evel
4 H
NC
Dip
lom
a in
Sport
(H
ealth,
Fitn
ess
and E
xerc
ise)
(Q
CF)
Edex
cel BTEC L
evel
4 H
NC
Dip
lom
a in
Sport
(Coac
hin
g
and S
port
s D
evel
opm
ent)
(Q
CF)
Edex
cel BTEC L
evel
4 H
NC
Dip
lom
a in
Sport
(Le
isure
M
anag
emen
t) (
QCF)
3
Adva
nce
d S
ubsi
dia
ry G
CEs
Phys
ical
Educa
tion a
nd
Leis
ure
Stu
die
s
Adva
nce
d G
CEs
Phys
ical
Educa
tion a
nd L
eisu
re S
tudie
s
Edex
cel BTEC L
evel
3
Cer
tifica
te in S
port
(Q
CF)
Edex
cel BTEC L
evel
3
Subsi
dia
ry D
iplo
ma
in S
port
(Q
CF)
Edex
cel BTEC L
evel
3 D
iplo
ma
in S
port
(Q
CF)
Edex
cel BTEC L
evel
3
Ext
ended
Dip
lom
a in
Sport
(Q
CF)
Edex
cel BTEC L
evel
3 T
ech
Cer
t in
Per
sonal
Tra
inin
g
(QCF)
Edex
cel BTEC L
evel
3 T
ech
Cer
t in
Lei
sure
Oper
atio
ns
(QCF)
Edex
cel Le
vel 3 N
VQ
in
Outd
oor
Progra
mm
es (
QCF)
NVQ
s in
Sport
s D
evel
opm
ent,
Le
isure
Man
agem
ent,
Ach
ievi
ng E
xcel
lence
in S
port
s Pe
rform
ance
, an
d S
pec
tato
r Saf
ety
2
GCSE P
hys
ical
Educa
tion (
full
and s
hort
cours
e)
Edex
cel BTEC L
evel
2
Cer
tifica
te in S
port
(Q
CF)
Edex
cel BTEC L
evel
2
Ext
ended
Cer
tifica
te in S
port
(Q
CF)
Edex
cel BTEC L
evel
2 D
iplo
ma
in S
port
(Q
CF)
Edex
cel BTEC L
evel
2 T
ech
Cer
t in
Lei
sure
Oper
atio
ns
(QCF)
BTEC L
evel
2 S
ubsi
dia
ry
Cer
tifica
te a
nd C
ertifica
te in
Sai
ling a
nd W
ater
sport
s (Q
CF)
NVQ
s in
Coac
hin
g,
Tea
chin
g
and I
nst
ruct
ing,
Act
ivity
Lead
ersh
ip,
Inst
ruct
ing
Exe
rcis
e an
d F
itnes
s,
Oper
atio
nal
Ser
vice
s, a
nd
Spec
tato
r Saf
ety
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
16
5
Level
Gen
era
l q
uali
fica
tio
ns
(GC
SEs,
GC
Es)
B
TEC
Fir
sts/
Nati
on
als
/
Hig
her
Nati
on
als
B
TEC
Sp
eci
ali
st/
P
rofe
ssio
nal q
uali
fica
tio
ns
NV
Q/
com
pete
nce
-base
d
qu
ali
fica
tio
ns
1
BTEC I
ntr
oduct
ory
Cer
tifica
te
and D
iplo
ma
in S
port
and
Leis
ure
BTEC
Aw
ard/C
ertifica
te/D
iplo
ma
in
Sport
and A
ctiv
e Le
isure
NVQ
in S
port
, Rec
reat
ion a
nd
Alli
ed O
ccupat
ions
En
try
Entr
y Le
vel Cer
tifica
te in
Phys
ical
Educa
tion
Entr
y le
vel Cer
tifica
te in S
kills
fo
r W
ork
ing L
ife
(Sport
and
Rec
reat
ion)
Entr
y le
vel BTEC A
war
d in
Sport
and A
ctiv
e Le
isure
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
16
6
An
nexe B
Map
pin
g w
ith
Nati
on
al O
ccu
pati
on
al S
tan
dard
s
The
grid b
elow
map
s th
e kn
ow
ledge
cove
red in t
he
Edex
cel BTEC L
evel
2 S
pec
ialis
t qual
ific
atio
ns
in F
itnes
s In
stru
ctin
g a
gai
nst
the
under
pin
nin
g k
now
ledge
of
the
Nat
ional
Occ
upat
ional
Sta
ndar
ds
in I
nst
ruct
ing E
xerc
ise
and F
itnes
s. C
entr
es c
an u
se t
his
map
pin
g w
hen
pla
nnin
g h
olis
tic
del
iver
y an
d a
sses
smen
t ac
tivi
ties
.
KEY
in
dic
ates
par
tial
cove
rage
of
know
ledge
in t
he
NO
S u
nit
A b
lank
spac
e in
dic
ates
no c
ove
rage
of
the
know
ledge
NO
S
BTEC
Sp
eci
alist
un
its
A355
C22
C316
D451
D452
D453
D454
D455
D456
D457
D458
1
Hea
lth,
safe
ty a
nd w
elfa
re in a
fitnes
s en
viro
nm
ent
2
Prin
ciple
s of
exer
cise
, fitn
ess
and h
ealth
3
Know
how
to s
upport
clie
nts
who t
ake
par
t in
exe
rcis
e an
d p
hys
ical
act
ivity
4
Anat
om
y an
d P
hys
iolo
gy
for
Exe
rcis
e
5
Plan
nin
g g
ym-b
ased
exe
rcis
e
6
Inst
ruct
ing g
ym-b
ased
exe
rcis
e
7
Plan
nin
g g
roup e
xerc
ise
to m
usi
c se
ssio
ns
8
Inst
ruct
ing g
roup e
xerc
ise
to m
usi
c
9
Plan
nin
g w
ater
-bas
ed e
xerc
ise
BA029358 –
Spec
ific
atio
n –
Edex
cel BTEC L
evel
2 C
ertifica
te s
pec
ialis
t qual
ific
atio
n in
Fitn
ess
Inst
ruct
ing (
QCF)
– I
ssue
1 –
Apri
l 2012 ©
Pea
rson E
duca
tion L
imited
2012
16
7
NO
S
BTEC
Sp
eci
alist
un
its
A355
C22
C316
D451
D452
D453
D454
D455
D456
D457
D458
10
In
stru
ctin
g w
ater
-bas
ed e
xerc
ise
11
Pl
annin
g h
ealth r
elat
ed e
xerc
ise
and
phys
ical
act
ivity
for
child
ren
12
In
stru
ctin
g h
ealth r
elat
ed e
xerc
ise
and
phys
ical
act
ivity
to c
hild
ren
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
168
Annexe C
Mapping to Level 1 Functional Skills
Level 1 Unit Number
English — Speaking, Listening and Communication 1 2 3 4 5 6 7 8 9 10 11 12
Take full part in formal and informal discussions and exchanges that include unfamiliar subjects
English — Reading
Read and understand a range of straightforward texts
English — Writing
Write a range of texts to communicate information, ideas and opinions, using formats and styles suitable for their purpose and audience
Level 1 Unit Number
Mathematics — representing 1 2 3 4 5 6 7 8 9 10 11 12
Understand practical problems in familiar and unfamiliar contexts and situations, some of which are non-routine
Identify and obtain necessary information to tackle the problem
Select mathematics in an organised way to find solutions
Mathematics — analysing
Apply mathematics in an organised way to find solutions to straightforward practical problems for different purposes
Use appropriate checking procedures at each stage
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
169
Level 1 Unit Number
Mathematics — interpreting 1 2 3 4 5 6 7 8 9 10 11 12
Interpret and communicate solutions to practical problems, drawing simple conclusions and giving explanations
Level 1 Unit Number
ICT — using ICT 1 2 3 4 5 6 7 8 9 10 11 12
Identify the ICT requirements of a straightforward task
Interact with and use ICT systems to meet requirements of a straightforward task in a familiar context
Manage information storage
Follow and demonstrate understanding of the need for safety and security practices
ICT — finding and selecting information
Use search techniques to locate and select relevant information
Select information from a variety of ICT sources for a straightforward task
ICT — developing, presenting and communicating information
Enter, develop and refine information using appropriate software to meet the requirements of straightforward tasks
Use appropriate software to meet requirements of straightforward data-handling task
Use communications software to meet requirements of a straightforward task
BA029358 – Specification – Edexcel BTEC Level 2 Certificate specialist qualification in Fitness Instructing (QCF) – Issue 1 – April 2012 © Pearson Education Limited 2012
170
Level 1 Unit Number
ICT — developing, presenting and communicating information (continued) 1 2 3 4 5 6 7 8 9 10 11 12
Combine information within a publication for a familiar audience and purpose
Evaluate own use of ICT tools
ma300412\LT\PD\Specialist quals\BA029358 BTEC L2 Cert in Fitness Instructing.doc.1-177/0
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