Level 3 Personal Training - NOS

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Portfolio Index
Page 4-5 6 8 9 10 Section Assessment / IV Progress Group Award - Unit Overview Qualification Structure Parties Involved Candidate CV Unit Standards 11 12 - 14 15 17 18 - 19 20 23 - 26 27 30 31 34 35 36 37 - 38 39 40 44 45 - 48 49 - 51 52 53 54 56 57 59 60 61 65 Unit A355 - Summary Element A355.1 Element A355.2 A355 Whole Unit Unit C22 - Summary Element C22.1 Element C22.2 Element C22.3 Element C22.4 C22 Whole Unit Unit C317 Summary Element C317.1 Element C317.2 Element C317.3 C317 Whole Unit Unit D459 - Summary Element D459.1 Element D459.2 Unit D460 Summary Element D460.1 Page 66 69 70 - 74 75 79 80 82 83 84 87 88 91 92 96 97 100 101 102 107 108 114 115 - 117 Section Element D460.2 Element D460.3 Element D460.4 Element D460.5 Unit D461 Summary Element D461.1 Element D461.2 Element D461.3 Element D461.4 Unit D462 Summary Element D462.1 Element D462.2 Evidence Reference
Assessment Progress Level 3 Personal Trainer Candidate: Number:
IV Initial
Date
Unit A355 - Reflect on and develop own practice in providing exercise and physical activity
Element A355.1 - Reflect on your own professional practice
Element A355.2 - Improve your own professional practice and career opportunities
Unit C22 - Promote health, safety and welfare in active leisure and recreation
Element C22.1 - Help to control risks in the sport and activity environment
Element C22.2 - Help to safeguard and protect children and vulnerable adults
Element C22.3 - Deal with injuries and signs of illness
Element C22.4 - Follow emergency procedures
Unit C317 - Motivate clients to maintain long term adherence to exercise and physical activity
Element C317.1 - Establish and maintain an effective relationship with your clients
Element C317.2 - Work with clients to develop and maintain adherence strategies
Element C317.3 - Provide ongoing customer service to clients
Unit D459 Evaluate exercise and physical activity programmes
Element D459.1 - Work with clients to evaluate exercise and physical activity programmes
Element D459.2 - Identify lessons for future practice
Date
Mandatory Unit/Element
Assr Initial
Unit D460 Design, manage and adapt a personal training programme with clients
Element D460.1 - Collect and record information about clients
Element D460.2 - Analyse information and agree goals with clients
Element D460.3 - Plan, prepare and manage a personal training programme with clients
Element D460.4 - Review progress with clients
Element D460.5 - Adapt a personal training programme with clients
Unit D461 Deliver exercise and physical activity as part of a personal training programme
Element D461.1 - Plan and prepare individualised exercise sessions
Element D461.2 - Prepare clients for individualised exercise sessions
Element D461.3 - Teach and adapt planned exercises
D461.4 - Bring exercise sessions to an end
D462 Apply the principles of nutrition to support client goals as part of an exercise and physical activity programme
Element D462.1 - Collect and analyse information and agree goals with your clients
Element D462.2 - Apply, monitor and adapt the principles of nutrition and weight management to an exercise and physical activity programme
Level 3 Personal Trainer Award Unit Overview

A355 Reflect on and develop own practice in providing exercise and physical activity This unit involves evaluating the exercise and physical activity they have planned and delivered, identifying their strengths and weaknesses and learning lessons for the future. They must also keep up-to-date with developments in health-related exercise and physical activity C22 Promote health, safety and welfare in active leisure and recreation This unit covers identifying hazards, assessing and controlling risks as they occur and dealing with incidents and emergencies. The unit also has an important element on safeguarding children and other vulnerable people. C317 Motivate clients to maintain long term adherence to exercise and physical activity This unit is about working with clients to develop and maintain their strategies for adhering to exercise and physical activity. D459 Evaluate exercise and physical activity programmes This unit is very important for instructors and looks at how we evaluate physical activity programmes, assess how effective they have been for clients and to learn lessons for future practice. D460 Design, manage and adapt a personal training programme with clients This unit covers the competence that personal trainers require to develop and manage a physical activity programme with apparently healthy adults of all ages. This may include young people in the 14-16 age range, provided they are part of a larger adult group. The standard also covers working with individual older adults, ante and postnatal clients and disabled clients, provided the relevant contraindications and guidelines are observed. D461 Deliver exercise and physical activity as part of a personal training programme This unit covers the competence that personal trainers require to deliver exercise and physical activity as part of a programme for apparently healthy adults of all ages. This may include young people in the 14-16 age range, provided they are part of a larger adult group. The standard also covers working with individual older adults, ante and postnatal clients and disabled clients, provided the relevant contraindications and guidelines are observed. This standard, however, does not cover running specialist whole classes for young people, older adults, ante and postnatal and disabled clients. D462 Apply the principles of nutrition to support client goals as part of an exercise and physical activity programme This unit looks at nutrition and the affects of general health as well as physical performance. There are strong links between diet and physical activity with both having a major role to play in optimum health and wellbeing. A sound knowledge of nutrition and its relationship to physical activity and exercise has great value to the personal trainer in providing safe and appropriate nutritional advice to clients. It is important to note that there should be no conflict between eating for health and eating for exercise. Personal Trainers and other Level 3 instructors must also take account of national guidelines on nutrition, their own prior experience and professional role boundaries when applying the principles of nutrition in the context of safe professional practice.
SkillsActive - Active Leisure and Learning Instructing Exercise and Fitness, Personal Trainer NVQ/SVQ Level 3 Qualification Structure
This NVQ/SVQ consists of seven (7) mandatory units and one optional
Mandatory Units
A355 - Reflect on and develop own practice in providing exercise and physical activity C22 - Promote health, safety and welfare in active leisure and recreation C317 - Motivate clients to maintain long term adherence to exercise and physical activity D459 - Evaluate exercise and physical activity programmes D460 - Design, manage and adapt a personal training programme with clients D461 - Deliver exercise and physical activity as part of a personal training programme D462 - Apply the principles of nutrition to support client goals as part of an exercise and physical activity programme
Parties Involved
Candidate:
Candidate Number:
Centre: Angus College
Assessor(s):
Chris Simpson/ Sarah Ramminger Steve Oakley/David McGinlay
Adviser/Internal Verifier:
Steve Oakley/Stephen McGregor
Name:
Address:
Phone:
Position Held
Employment
Related Qualifications
Current Responsibilities
Venue/Facility
Relevant Employment Experience / Qualifications
Please note your own CV can be added in place of this document
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Unit Summary - A355 Reflect on and develop own practice in providing exercise and physical activity
Instructors should always try to improve what they do. This involves evaluating the exercise and physical activity they have planned and delivered, identifying their strengths and weaknesses and learning lessons for the future. They must also keep up-to-date with developments in health-related exercise and physical activity and take part in continuing professional development to improve their practice even further. The section is divided into two elements. The first part describes the two things you have to do. These are: A355.1 Reflect on your own professional practice A355.2 Improve your own professional practice and career opportunities
After completing this unit describe below what you did to satisfy the Standards
Candidate Signature: Assessor Signature:
Date: Date:
11
Unit - A355
A355.1 Reflect on your own professional practice
What you must do

To meet the national standard, you must:
Performance Criteria
Planned Evidence Case study 1 Case study 2 Case study group Peer evaluations Induction evaluation Self reflection Case study 1 Case study 2 Case study group Peer evaluations Induction evaluation Self reflection
Portfolio Reference
1.
Review the outcomes of working with clients, their feedback and feedback from other staff
2.
Identify: how effective physical activities were how effective and motivational your relationship with the client was how well you implemented professional codes of ethics when working with clients how well your instructing style matched clients needs how well you managed the clients exercise, including their health, safety and welfare how well you interact and work with other members of staff
3.
Identify ways in which you can improve future practice
Self reflection SWOT analysis Personal action plan
8f
4.
Discuss your ideas with another
Case study reflective diary Personal action plan
12
Range a) clients 1. individuals 2. groups
Planned Evidence
Portfolio Reference
Case study 1 + 2 Case study groups
What you must know and understand

To be competent in this standard, you must know and understand the following
Knowledge
K8 The aspects of your professional practice that you should reflect on
Planned Evidence Formative task 3.5b Case study 1 Case study 2 Case study group
Portfolio Reference
K9
Information that you should use
Formative task 3.5b Case study 1 Case study 2 Case study group
K10
Different methods of collecting information and how to interpret it
K11
How to reflect on your own practice
Formative task 3.5b Case study 1 Case study 2 Case study group Formative task 8f
K12
How to identify key lessons and how to make use of these in the future
Case study 1 Case study 2 Case study group Personal action plan Formative task 8f
13
K13
The importance of discussing your ideas with another professional
Formative task 8f
Candidate Signature Assessor Signature Internal Verifier Signature
Date Date Date
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Unit - A355
A355.2 Improve your own professional practice and career opportunities
What you must do

Performance Criteria 1 Review your own professional practice on a regular basis exercise and physical activity
Planned Evidence Initial swot analysis Second swot analysis Formative task 3.5a
Portfolio Reference
Keep up-to-date with developments in the industry
Formative task 3.5a Formative task 8f
Consider your own career goals
Personal action plan
Identify areas where you need to develop your professional practice further
Develop a personal action plan that will help you to improve your professional practice and further your career
Initial swot analysis Second swot analysis Personal action plan Case study 1 Case study 2 Case study group Personal action plan Formative task 3.5a Initial swot analysis Second swot analysis
Take part in relevant development activities as part of your personal action plan
Personal action plan Review of action plan Second swot analysis
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Review your progress in developing your professional practice and career plan and update your personal action plan accordingly
Updated action plan
Range
a aspects of professional practice 1 planning exercise 2 instructing exercise 3 observing and supporting clients 4 use of resources 5 communicating with clients 6 motivating clients
Planned Evidence
Portfolio Reference
All case studies All case studies All case studies All case studies All case studies All case studies

Knowledge
K14 How often you should review your professional practice
Planned Evidence Formative task 3.5a Second swot analysis
Portfolio Reference
K15
How to access information on developments in exercise and physical activity
Formative task 3.5a
K16
How to identify areas in which you need to develop your professional practice further
Formative task 8f
16
K17
The importance of having a personal action plan for your development
Formative task 3.5c
K18
The types of development activities that are available to you and how to access these
Formative task 8f Personal action plan
K19
The importance of regularly reviewing and updating your personal action plan
Formative task 3.5c
Date Date Date
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Unit - A355
Whole Unit

Knowledge
K1 The values or codes of practice relevant to the work you are carrying out and their importance
Planned Evidence Formative task 3.2a
Portfolio Reference
K2
The role of the fitness professional in the industry
Assessor questioning
K3
The importance of reflection and continuing professional development in helping you to develop client fitness and motivation
Formative task 3.5b
K4
The structure of the industry
K5
Industry organisations and their relevance to the fitness professional
18
K6
Appropriate registration systems and continuing professional development requirements
K7
Employment opportunities in different sectors of the industry
Date Date Date
19
Unit Summary C22 Promote health, safety and welfare in active leisure and recreation
This unit covers identifying hazards, assessing and controlling risks as they occur and dealing with incidents and emergencies. The unit also has an important element on safeguarding children and other vulnerable people.
The section is divided into four elements. These are

C22.1 Help to control risks in the sport and activity environment C22.2 Help to safeguard and protect children and vulnerable adults C22.3 Deal with injuries and signs of illness C22.4 Follow emergency procedures
Date: Date:
20
What We Mean By Some of the Words Used in this unit
Casualty Controlling risk
the person who has suffered the injury or illness taking action to reduce the risk of a hazard actually causing harm for example, following correct procedures putting up warning signs when cleaning, removing an unsafe piece of equipment from use or carefully supervising a splash pool depending on the type of workplace, any situation that creates a serious threat to the health and safety of participants, public or members of staff and requires immediate action for example, drowning, fires, threatening behaviour, missing persons, chemical leaks, etc. the ambulance, police, fire service, or coastguards for example, the buildings and outdoor areas used for sport or activities something that could cause harm to yourself, colleagues, customers or members of the public, for example, lifting and moving heavy equipment, activity equipment being left unattended, wet floors, trailing cables etc for example, cleaning agents, pool chemicals, fuel, oil etc. risk is the likelihood of a hazard actually causing harm; for example a trailing cable is a hazard; if it is lying across a corridor, the risk of an accident occurring is great; if it lies along the wall out of the way of people using the corridor, the risk of an accident is much less. legal requirements such as the Health and Safety at Work Act, Control of Substances Hazardous to Health or Manual Handling regulations, Reporting of Injuries, Diseases, and Dangerous Occurrences Regulations (RIDDOR), the Activity Centres (Young Persons Safety) Act, manufacturers guidelines and instructions for the use of equipment or substances etc. these may be other members of staff or other customers/participants and members of the public apart from the casualty for example, people with disabilities or medical conditions which may mean they need special attention following accidents and emergencies
Emergency
Emergency services Facility
Hazard .
Hazardous substances
Risk
Health and safety Requirements
Other people involved
People with particular needs
21
Qualified assistance Security breaches
someone who has a recognised first aid qualification or the emergency services for example, doors which should be locked being left open, suspicious strangers etc. for example, bullying or intimidation
Situations likely to cause emotional distress Unsafe behaviour for example, diving into the shallow end of a pool, breaking the ground rules for an activity, vandalism
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Unit C22
C22.1 Help to control risks in the sport and activity environment
What you must do

Performance Criteria 1 Have relevant and up-to-date, health and safety information available
Planned Evidence
C22 workbook
Portfolio Reference
Follow the relevant health and safety requirements at all times
C22 workbook
Carry out health and safety checks as required
C22 workbook
Identify hazards
C22 workbook
Assess and control risks using your organisations procedures
C22 workbook
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Get advice from relevant colleagues when you are not sure about hazards and risks
C22 workbook
Pass on suggestions for improving health and safety to the relevant colleague
C22 workbook
Range
a Hazards 1 unsafe facilities or environment 2 unsafe equipment 3 unsafe working practices 4 unsafe behaviour 5 use of hazardous substances 6 security breaches 7 situations likely to cause emotional distress b Methods of control 1 dealing with the hazard personally 2 reporting the hazard to the relevant colleague 3 protecting others from harm
Planned Evidence
Portfolio Reference
24

Knowledge
K7 The types of hazards that are likely to occur in your area of work and the accidents and injuries they could cause
Planned Evidence
C22 workbook
Portfolio Reference
K8
How to identify hazards
C22 workbook
K9
Health, safety and security checks you should follow
C22 workbook
K10
How to carry out basic risk assessments of the types of hazards that may occur
C22 workbook
K11
Why it is important to get advice from a relevant colleague if you are unsure about hazards and risks in your workplace and who you should ask
C22 workbook
K12
How to deal correctly with the types of hazards that may occur in your workplace, taking account of their risks
C22 workbook
K13
Documents relating to health and safety that you may have to complete and how to complete them correctly
C22 workbook
25
K14
Why you should encourage your colleagues and customers to behave in a safe manner and how to do so
C22 workbook
K15
Why it is important to make suggestions about health and safety issues and how to do so
C22 workbook
K16
Why it is important to identify and report any differences between health and safety requirements and your workplaces policies and procedures and how to do so
C22 workbook
Date Date Date
26
Unit C22
C22.2 Help to safeguard and protect children and vulnerable adults
What you must do

Performance Criteria 1 Have up-to-date information on guidelines for safeguarding and protecting children and vulnerable adults
Planned Evidence
C22 workbook
Portfolio Reference
Identify what the policies and procedures mean for your job and area of work
C22 workbook
Follow the relevant procedures for: safeguarding and protecting children and vulnerable adults at all times protecting yourself from potential accusations C22 workbook
C22 workbook
Be alert to possible signs of abuse
C22 workbook
Identify, record and report any concerns you may have about the welfare of children and vulnerable
C22 workbook
27
Range
a abuse 1 physical 2 emotional 3 neglect 4 sexual 5 bullying
Planned Evidence
Portfolio Reference

Knowledge
K17 What is meant by safeguarding and protecting the welfare of children and vulnerable adults
Planned Evidence
C22 workbook
Portfolio Reference
K18
Your own role and responsibilities for safeguarding and protecting children and vulnerable adults
C22 workbook
K19
The range of types of abuse: physical, emotional, neglect and sexual
C22 workbook
K20
The basic indicators and impact of abuse: physical, emotional, neglect and sexual
C22 workbook
K21
The risks that individual abusers or potential abusers pose to children and vulnerable adults
C22 workbook
28
K22
Your organisations policies and procedures in relation to safeguarding and protecting, including the reporting procedures
C22 workbook
K23
What to do if you have concerns about possible abuse
C22 workbook
K24
How to respond to a child or someone else disclosing abuse or concerns about abuse
C22 workbook
K25
What you should do if there are barriers to reporting your concerns
C22 workbook
K26
Statutory agencies with responsibilities for safeguarding and protecting, when and how you should contact them
C22 workbook
K27
Why it is important to share concerns about possible abuse with others
C22 workbook
29
K28
The limits of your own competence in regard to safeguarding and protecting and why it is important to involve others
C22 workbook
K29
Why it is important to treat information about possible abuse confidentially
C22 workbook
Date Date Date
30
Unit C22
C22.3 Deal with injuries and signs of illness
What you must do

Performance Criteria 1 Remain calm and follow your organisations Procedures
Planned Evidence
C22 workbook
Portfolio Reference
Protect the casualty and other people from further risk
C22 workbook
Call for qualified assistance appropriate to the casualtys condition
C22 workbook
Provide reassurance and comfort to the people involved
C22 workbook
Give the qualified assistance clear and accurate information about what happened
C22 workbook
Follow the relevant accident reporting procedures
C22 workbook
31
Range
a casualty 1 adult 2 child 3 person with particular needs b qualified assistance 1 qualified first aider 2 emergency services c condition 1 minor injury that can be dealt with on-site 2 minor illness that can be dealt with on-site 3 major injury requiring medical attention 4 major illness requiring medical attention 5 emotional distress
Planned Evidence
Portfolio Reference

Knowledge
K30 The types of accidents, injuries and illnesses that may occur in your area of work
Planned Evidence
C22 workbook
Portfolio Reference
K31
How to respond correctly to emotional distress
C22 workbook
32
K32
How to deal with these before qualified assistance arrives
C22 workbook
K33
How to decide whether to contact the on-site first aider or immediately call the emergency services
C22 workbook
K34
Who is the on-site first aider and how to contact them
C22 workbook
K35
The procedures you should follow to contact the emergency services
C22 workbook
K36
Why it is important to protect the casualty and others involved from further harm
C22 workbook
K37
The procedures you should follow to protect the casualty and others
C22 workbook
K38
Why it is important to provide comfort and reassurance and how to do so
C22 workbook
33
K39
Your responsibilities for reporting accidents and the procedures you should follow
C22 workbook
Date Date Date
34
Unit C22
C22.4 Follow emergency procedures
What you must do

Performance Criteria 1 Give the people involved clear and correct instructions procedures calmly and correctly
Planned Evidence
C22 workbook
Portfolio Reference
Carry out your role in the emergency
C22 workbook
Maintain the safety of the people involved
C22 workbook
Follow the correct procedures for reporting the emergency
C22 workbook
Report any problems with the emergency procedures to the relevant colleague
C22 workbook
35
Range
a people involved 1 adults 2 children 3 people with disabilities
Planned Evidence
Portfolio Reference

Knowledge
K40 The emergency procedures in your place of work
Planned Evidence
C22 workbook
Portfolio Reference
K41
What instructions you must give to the people involved
C22 workbook
K42
Your organisations reporting procedures for emergencies
C22 workbook
K43
The types of problems that may occur when you are carrying out emergency procedures, why you should report them and who you should report them to
C22 workbook
Date Date Date
36
Unit C22
Whole Unit

Knowledge
K1 The values or codes of practice relevant to the work you are carrying out
Planned Evidence
C22 workbook
Portfolio Reference
K2
The requirements for health, safety and welfare that are relevant to your work, for example: your organisations health and safety policies and procedures, principles and best practice for safeguarding and protecting children, the Health and Safety at Work Act, requirements for activities in the scope of National Governing Bodies, requirements for activities in the scope of the Activity Centre (Young Persons Safety) Act, Manual Handling regulations, Control of Substances Hazardous to Health regulations Manufacturers guidelines and instructions for the use of facilities and equipment
C22 workbook
K3
C22 workbook
K4
Why health, safety and welfare are important in a sport and activity environment
C22 workbook
37
K5
The persons responsible for health and safety in your workplace
C22 workbook
K6
Your organisations security procedures
C22 workbook
Date Date Date
38
Unit Summary C317 Motivate clients to maintain long term adherence to exercise and physical activity.
This unit is about working with clients to develop and maintain their strategies for adhering to exercise and physical activity. This unit is divided into four sections. These are
C317.1 Establish and maintain an effective relationship with your clients C317.2 Work with clients to develop and maintain adherence strategies C317.3 Provide ongoing customer service to clients
Date: Date:
39
Unit C317 Motivate clients to maintain long term adherence to exercise and physical activity
C317.1 Establish and maintain an effective relationship with your clients
What you must do

Performance Criteria 1 Present a positive image of yourself and your organisation to clients
Planned Evidence
Portfolio Reference
Assessor observations
Develop an effective working relationship with your clients
Assessor observations Formative task 3.2
Clearly define your own role and responsibilities with your clients and the roles and responsibilities of other professionals who may be involved
Assessor observations Formative task 3.2
Communicate clearly with clients in a Assessor observations way that makes them feel valued Formative task 3.2
Use instructing styles that match clients needs
Assessor observations Formative task 3.2 Case study 1 Case study 2 Case study group Assessor observations Formative task 3.2 Case study 1 Case study 2 40
Adapt your relationship with your clients to meet their changing needs
Ensure your relationship with clients follows good practice and ethical requirements
Show that you value diversity and equal opportunities for all clients
Maintain confidentiality requirements
Case study group Assessor observations Formative task 3.2 Case study 1 Case study 2 Case study group Assessor observations Formative task 3.2 Case study 1 Case study 2 Case study group Assessor observations - questioning Formative task 4.1 Case study 1 Case study 2 Case study group Assessor observations - questioning
10
Handle any disagreements and complaints promptly, positively and according to organisational procedures
Range a
clients 1 individuals 2 groups 3 with specific fitness needs 4 with general health needs
Planned Evidence
Portfolio Reference
Case study 1 + 2 Case study group Case study ? Case study ?

Knowledge
K3 How to present a positive image of yourself and your organisation
Planned Evidence
Formative task 3.2 Assessor Observation
Portfolio Reference
41
K4
Why the relationship between the instructor and client is important
Formative task 3.2
K5
The type of instructor/client relationship which will assist client progress and adherence to physical activity
Formative task 3.2
K6
The types of personal qualities that instructors need to develop in order to help and support clients
K7
Why your clients need to understand your role and responsibilities and the roles and responsibilities of other professionals
Formative task 3.2
K8
The extent and limitations of your own role and responsibility when working with your clients
Formative task 3.2
K9
How to select and use a range of communication strategies to communicate with different clients
K10
How to show that you value the client
42
K11
How to adapt your relationship with the client to take account of changing needs and circumstances
Formative task 3.2
K12
What is meant by a professional relationship between instructor and client
K13
What is meant by valuing diversity in a practical context when working with clients
Formative task 3.2
K14
The types of prejudice and discrimination that individual clients might experience and how to overcome these
Formative task 3.2
K15
What is meant by confidentiality and why it is important when working with clients, other staff and professionals
Formative task 3.2
K16
The types of information that may be covered by confidentiality agreements
Assessor Observations questioning
K17
How to maintain confidentiality
Formative task 4.1
43
K18
How to manage conflict and disagreements with colleagues
K19
Procedures to follow in the event of client complaints
Date Date Date
44
Unit C317 Motivate clients to maintain long term adherence to exercise and physical activity C317.2 Work with clients to develop and maintain adherence strategies
What you must do

Performance Criteria 1 Work with your clients to encourage mutual trust, openness and a willingness to take responsibility for their own fitness and behaviour change
Planned Evidence
Portfolio Reference
Case study 1 Case study 2 Case study group
Identify the clients goals for taking part in regular physical activity and readiness to change behaviour
Analyse the clients lifestyle and identify opportunities for exercise and physical activity and potential barriers
Identify the clients preferences for exercise
identify appropriate incentives and rewards for the clients taking part in physical activity
Work with the clients to develop a long term strategy to adhere to exercise and physical activity, building on opportunities, preferences and incentives and minimising barriers
45
Monitor the clients adherence to exercise and physical activity
Provide support to the clients adherence strategy to achieve longterm behaviour change in line with their goals
Work with the clients to adapt and refine their adherence strategy
Range
a clients 1 individuals 2 groups 3 with specific fitness needs 4 with general health needs
Planned Evidence
Portfolio Reference
Case study 1 + 2 Case study group Case study? Case study?

Knowledge
K20 Why it is important to develop a relationship with the client based on mutual trust and Openness
Planned Evidence Case study 1 Case study 2 Case study group
Portfolio Reference
K21
Why it is important for the client to take responsibility for their own fitness and behaviour change
46
K22
Behavioural psychology and different approaches to behaviour change
Behaviour change assessment
K23
Different strategies to enable clients to change their behaviour and achieve their goals
Behaviour change assessment Case study 1 Case study 2 Case study group
K24
The typical goals and expectations that clients have
K25
The types of barriers individual clients may face when undertaking physical activity and achieving their goals
K26
How you can help clients overcome these barriers
K27
The types of incentives and rewards that may be appropriate to a range of different clients
Case study 1 Case study 2 Case study group Behavioural change assessment
K28
The types of exercise preferences that different clients may have
47
K29
How to assist clients to develop their own adherence strategies
K30
How to monitor and adapt a clients adherence strategy
K31
The communication skills needed to assist clients with motivation: techniques responses including body language and other forms of behaviour especially when undertaking physical activity means of summarising gathered information how to ask open ended questions active listening skills personal information
Assessor observations Case study 1 Case study 2 Case study group
Date Date Date
48
Unit C317 Motivate clients to maintain long term adherence to exercise and physical activity C317.3 Provide ongoing customer service to clients
What you must do

Performance Criteria 1 Engage with clients during exercise
Planned Evidence
Portfolio Reference
Case study 1 Case study 2 Case study group Assessor observations
Respond positively to clients
Gather as much information as possible about clients needs and expectations
Listen to and ask the clients questions to check your understanding
Discuss with the clients different ways of meeting their needs and expectations
Always try to meet clients needs and expectations to the best of your ability and in line with accepted good practice
49
If clients needs and expectations are beyond your level of competence, consult another professional
Provide the clients with clear information and advice when they need it
Case study 1 Case study 2 Case study group Assessor observations Case study 1 Case study 2 Case study group
Find out how well your solutions work and provide alternative guidance if necessary
10
Handle client complaints positively and following agreed procedures
Assessor observations questioning Case study reflection
Range a
Planned Evidence
Portfolio Reference
Case study 1 + 2 Case study group Case study? Case study?

Knowledge
K32 The importance of client care both to the client and the organisation
Planned Evidence Customer care session
Portfolio Reference
50
K33
Why it is important to deal effectively with client/individual needs
Customer care session
K34
The types of information which clients usually need
K35
How to respond to requests according to the organisations procedures
K36
Where to source relevant information to meet client needs
K37
What types of issues may need to be referred to another professional, when to refer them and who this professional may be in different situations
Case study 1 Case study 2 Case study group Case study reflection
K38
The importance of explaining any delay in dealing with clients and how to do so effectively
Date Date Date
51
Unit C317 Motivate clients to maintain long term adherence to exercise and physical activity C317 Whole Unit

Knowledge
K1 The Exercise and Fitness Code of Ethical Practice ensuring equal opportunities are reflected during the exercise session and diversity is respected
Planned Evidence Case study 1 Case study 2 Case study group Assessor observations
Portfolio Reference
K2
The difference between advising on exercise participation and lifestyle physical activity
Date Date Date
52
Unit Summary - D459 Evaluate exercise and physical activity programmes
This unit looks at how we evaluate physical activity programmes, assess how effective they have been for clients and to learn lessons for future practice.
The section is divided into two elements. : D459.1 Work with clients to evaluate exercise and physical activity programmes D459.2 Identify lessons for future practice
Date: Date:
53
Unit D459.1 Work with clients to evaluate exercise and physical activity programmes
What you must do

Performance Criteria 1 Collate all available information regarding the planned programme and client objectives
Planned Evidence
Portfolio Reference
Collate information regarding client progress, adaptations to the programme and the reasons for adaptation
Collate information regarding client adherence
Collect structured feedback from the client
Analyse available information and feedback
Draw preliminary conclusions about the effectiveness of the programme
54
Discuss preliminary conclusions with the client and take account of their views
Range
a objectives 1 short-term 2 medium-term 3 long-term
Planned Evidence
Portfolio Reference
All case studies All case studies All case studies

Knowledge
K1 Why it is important to evaluate progressive physical activity programmes
Planned Evidence Case study reflection
Portfolio Reference
K2
The principles of evaluation in the context of physical activity
K3
What information is needed to evaluate physical activity programmes
K4
Methods you can use to collect the required information
Formative task 8f Case study 1 Case study 2 Case study group
55
K5
Why it is important to evaluate all stages and components of the programme
Case study reflection
K6
Methods you can use to organise information so that you can analyse it
K7
Methods you can use to get structured feedback from clients
K8
Why structured feedback is important
K9
How to analyse information and client feedback
K10
Why it is important to discuss preliminary conclusions with the client
K11
Why the clients views are important
Date Date Date
56
Unit D459.2 Identify lessons for future practice
What you must do

Performance Criteria 1 Identify the relative success of each programme component
Planned Evidence
Portfolio Reference
Prioritise those programme components that are vital to improving practice
Identify how programme components could be improved
Share your conclusions with relevant people and take account of their feedback
If necessary, undertake further research and development to improve programme components
Note lessons for future practice
57
Range
a programme component 1 information gathering 2 planning 3 selection and structure of activities 4 programme management 5 programme monitoring 6 programme adaptation and progression 7 client relationship 8 client motivation and adherence 9 client satisfaction b relevant people 1 colleagues 2 line manager 3 clients
Planned Evidence
Portfolio Reference

Knowledge
K12 Why continuous improvement is important for physical activity instructors
Planned Evidence Formative task 3.5
Portfolio Reference
K13
Why it is important to prioritise the improvement of some programme components
58
K14
How to prioritise which programme components to work on
K15
Sources of information, advice and best practice on how to improve programme components
K16
Why it is important to share your conclusions about improving your own practice with other people
K17
Who you can share your ideas for improvement with
K18
How to make use of improvements in the future
Date Date Date
59
Unit Summary - D460 Design, manage and adapt a personal training programme with clients
This unit covers the competence that personal trainers require to develop and manage a physical activity programme with apparently healthy adults of all ages. This may include young people in the 14-16 age range, provided they are part of a larger adult group The section is divided into five elements. These are: D460.1 Collect and record information about clients D460.2 Analyse information and agree goals with clients D460.3 Plan, prepare and manage a personal training programme with clients D460.4 Review progress with clients D460.5 Adapt a personal training programme with clients
Date: Date:
60
D460.1 Collect and record information about clients
What you must do

Performance Criteria 1 Establish a rapport with your clients
Planned Evidence
Portfolio Reference
Explain your role and responsibilities to the clients
Decide what information you need to collect about your clients
Collect information about your clients using appropriate methods
Case study 1 Case study 2 Case study group Formative task 4.1b
Show sensitivity and empathy to your clients and the information they provide
Record the information in a way that will help you analyse it
Case study 1 Case study 2 Case study group Formative task 4.1b Assessor observations
61
Identify when your clients need referral to another professional
Case study if applicable Formative task 4.1b Case study reflection
Treat confidential information correctly
Formative task 4.1b
Range
a information 1 personal goals 2 lifestyle 3 medical history 4 physical activity history 5 physical activity likes and dislikes 6 attitude, motivation to participate and barriers to participation 7 current fitness level 8 stage of readiness 9 posture and alignment 10 functional ability b clients 1 individuals 2 groups 3 with specific fitness needs 4 with general health needs
Planned Evidence
Portfolio Reference
62
methods 1 interview 2 questionnaire 3 observation 4 physical/fitness assessments

Knowledge
K1 Why it is important to collect accurate information about your clients
Planned Evidence Formative task 4.1b
Portfolio Reference
K2
How to decide what information to collect
K3
Safe and appropriate methods you can use to collect the information you need to plan personal training programmes
K4
The legal and ethical implications of collecting information about clients
Formative task 4.1b
K5
How to establish rapport with your clients and the communication skills you need
Formative task 4.1d Assessor observations
K6
The importance of showing empathy and being sensitive to clients goals and current stage of readiness
Assessor observations Formative task 4.1d Case study 1 Case study 2 Case study group
63
K7
How to administer and interpret the Physical Activity Readiness Questionnaire (PAR-Q)
K8
Formats for recording information
Formative task 4.1b Formative task 4.1c
K9
K10
The types of medical conditions that will prevent you from working with a client unless you have specialist training and qualifications, for example: coronary heart disease; respiratory conditions; type 2 diabetes; bone and joint problems; depression; and how to identify these The life-course of the musculoskeletal system (including bone) and its implications for working with young people, ante and postnatal women, disabled people and older people (i.e. tendon, ligament and BMD changes and their effect on posture and postural stability for all the above) Contraindications and key safety guidelines for working with older clients
Formative 4.1b Case study (if applicable)
K11
K12
Contraindications and key safety guidelines for working with ante and postnatal clients
64
K13
How to give guidance to encourage special population clients* to follow the key safety guidelines and to discourage them from anything deemed to be potentially hazardous/contraindicated to enable them to take part in sessions *Special population clients including: -16 year old young people
Case study reflection Case study (if applicable)
ante and postnatal women K14 When you should refer clients to another professional and the procedures you should follow
K15
The importance of safeguarding the confidentiality of collected information and how to do
Formative 4.1b
K16
The strengths and weaknesses of the various methods of collecting information for different types of clients
Formative 4.1b
K17
How to make sure you have the informed consent of clients before you begin collecting information
K18
Legal and organisational requirements for data protection and confidentiality
Formative 4.1b
Candidate Signature Assessor Signature Internal Verifier Signature 65
Date Date Date
D460.2 Analyse information and agree goals with clients
What you must do

Performance Criteria 1 Analyse the information you collected
Planned Evidence
Portfolio Reference
Identify any barriers to participation and encourage your clients to find a solution
Case study 1 Case study 2 Case study group Formative task 4.1b
Agree with your clients their needs and readiness to participate
Case study 1 Case study 2 Case study group Formative task 4.1b Assessor observations Case study 1 Case study 2 Case study group Formative task 4.1b Assessor observations Case study 1 Case study 2 Case study group Formative task 4.1b Assessor observations Case study reflection Case study 1 Case study 2 Case study group Formative task 4.1b Assessor observations
Work with your clients to agree short, medium and long-term goals appropriate to their needs
Make sure the goals are specific, measurable, achievable, realistic and time bound and reflect accepted good practice
Record the agreed goals in a format that is clear to your clients, yourself and others who may be involved in the programme
66
Identify and agree strategies to prevent drop out or relapse
Case study 1 Case study 2 Case study group Case study diary Assessor observations
Range
a clients 1 individuals 2 groups 3 with specific fitness needs 4 with general health needs b goals 1 general health and fitness 2 physiological 3 psychological 4 lifestyle 5 social 6 functional ability
Planned Evidence
Portfolio Reference

Knowledge
K19 Why it is important to work together with clients to agree goals and activities
Planned Evidence Formative task 4.1b
Portfolio Reference
K20
The importance of long-term behaviour change and how to ensure your clients understand and commit themselves to long-term change
Behavioural change assessment
67
K21
How to organise information in a way which will help you to interpret and analyse it
Formative task 4.1b Formative task 4.1c Formative task 4.1d
K22
How to analyse and interpret collected information so that you can identify client needs and goals
Formative task 4.1d
K23
The importance of your clients understanding the advantages of taking part in a personal training programme and identifying any obstacles they may face Why it is important to base goal setting on your analysis of clients needs
Formative task 4.1d
K24
Formative task 4.1b
K25
Barriers which may prevent clients achieving their goals
Formative task 4.1d Behavioural change assessment
K26
Why it is important to identify and agree short, medium and long term goals with your clients and ensure that these take account of barriers and discrepancies, including client fears and reservations about physical activity When you should involve others, apart from your clients, in goal setting
Formative task 4.1d
K27
Formative task 4.1b
68
K28
How to develop, agree and record goals which are appropriate to your clients
Formative task 4.1b Formative task 4.1c
K29
How to make goals are specific, measurable, achievable, realistic and time bound and why this is important
Formative task 4.1b Case study reflection
K30
Strategies which can prevent drop out or relapse
Behavioural change assessment Case study diary
Date Date Date
69
D460.3 Plan, prepare and manage a personal training programme with clients
What you must do

Performance Criteria 1 Plan specific outcome measures, stages of achievement and exercises/physical activities that are appropriate to your clients goals and level of fitness
Planned Evidence
Portfolio Reference
Make sure exercises/physical activities are consistent with accepted good practice
Explain and agree the demands of the programme with your clients
Plan and agree a progressive timetable of sessions with your client
Case study 1 Case study 2 Case study group Case study diary
Agree appropriate evaluation methods and review dates
Identify the resources you and your clients need, making best use of the environments in which your clients will exercise
70
Apply the principles of training to help your clients to achieve short, medium and long term goals
Ensure effective integration of all programme exercises/physical activities and sessions
Provide alternatives to the programmed exercises/physical activities if your clients cannot take part as planned
10
Record your plans in a format that will help you, your clients and others to implement the programme
11
Agree how to maintain contact with your client between sessions
Range a
exercises/physical activities 1 cardiovascular fitness 2 muscular fitness 3 flexibility 4 motor skills 5 core stability 6 circuit formats
Planned Evidence
Portfolio Reference
71
goals 1 general health and fitness 2 physiological 3 psychological 4 lifestyle 5 social 6 functional ability

Knowledge
K31 Why thorough planning and preparation are necessary
Planned Evidence Case study 1 Case study 2 Case study group Case study reflection
Portfolio Reference
K32
How to research and identify exercises and activities which will help clients to achieve their goals
K33
How to identify accepted good practice in designing personal training programmes
K34
How to apply the principles of training to programme design
72
K35
How to design a progressive programme to allow your clients to achieve short, medium and long term goals
K36
How to include physical activities as part of the clients lifestyle to complement exercise
K37
How to choose resources and environments that will help your clients to participate in the programme according to their needs
K38
How to design programmes that can be run in environments not designed for physical exercise, for example a clients home or outdoor area
K39
How to decide on the order of exercises and activities in the programme
K40
Current guidelines on programme design and safe exercise
K41
How to make sure the components of fitness are built into the programme
K42
How to structure the sessions which make up the programme share the programme with other professionals
73
K43
How to record the programme
K44
Why it is important to agree the programme with your clients
K45
When it is appropriate to share the programme with other professionals
Date Date Date
74
D460.4 Review progress with clients
What you must do

Performance Criteria 1 Monitor clients progress using appropriate methods
Planned Evidence
Portfolio Reference
Review progress with your clients at agreed points in the programme
Make sure your clients understand the purpose of review and how it fits into their programme
Encourage your clients to give their own views on progress
Use agreed evaluation guidelines
Case study 1 Case study 2 Case study group Evaluation & Client review formative tasks
75
Give positive and timely feedback to your clients during their review
Evaluation & client review formative tasks
Agree review outcomes with your clients and keep an accurate record
Case study 1 Case study 2 Case study group Case study diary Evaluation & client review formative tasks
Range
a clients 1 individuals 2 groups 3 with specific fitness needs 4 with general health needs b methods 1 interviews 2 questionnaires 3 observation 4 physical/fitness assessments c goals 1 general health and fitness 2 physiological 3 psychological 4 lifestyle 5 social 6 functional ability
Planned Evidence
Portfolio Reference
76

Knowledge
K46 The importance of monitoring and reviewing programmes with your clients
Planned Evidence Case study reflection
Portfolio Reference
K47
Methods of collecting, analysing and recording information that will help you to review progress against goals and initial baseline data
K48
How to communicate information to your clients and provide effective feedback
K49
Why it is important to encourage your clients to give their views
K50
How to analyse and record clients progress
Case study 1 Case study 2 Case study group Case study diary Case study reflection
K51
Why it is important to agree changes with your clients
K52
Why it is important to communicate progress and changes to all those involved in the programme
77
K53
Why it is important to keep accurate records of changes and the reasons for change
Date Date Date
78
D460.5 Adapt a personal training programme with clients
What you must do

Performance Criteria 1 Identify goals and exercises/physical activities that need to be redefined or adapted
Planned Evidence
Portfolio Reference
Agree adaptations, progressions or regressions to meet your clients needs as and when necessary to optimise their achievement
Identify and agree any changes to resources and environments
Introduce adaptations in a way that is appropriate to your clients and their needs
Record changes to your plans for the programme to take account of adaptations
Case study 1 Case study 2 Case study group Case study diary Case study reflection
79
Monitor the effectiveness of your adaptations and update these as necessary
Range
a Clients 1 individuals 2 groups 3 with specific fitness needs 4 with general health needs b Goals 1 general health and fitness 2 physiological 3 psychological 4 lifestyle 5 social 6 functional ability c exercises/physical activities 1 cardiovascular fitness 2 muscular fitness 3 flexibility 4 motor skills 5 core stability 6 circuit formats
Planned Evidence
Portfolio Reference
80

Knowledge
K54 How to review short, medium and long term goals with your clients taking into account any changes in circumstances
Planned Evidence Case study 1 Case study 2 Case study group Case study diary
Portfolio Reference
K55
How the principles of training can be used to adapt the programme where goals are not being achieved or new goals have been identified
K56
How to communicate adaptations to your clients and other professionals
Case study 1 Case study 2 Case study group Case study diary Case study reflection Case study reflection
K57
The different training systems and their use in providing variety and ensuring programmes remain effective
Date Date Date
81
Unit Summary D461 Deliver exercise and physical activity as part of a personal training programme This unit covers the competence that personal trainers require to deliver exercise and physical activity as part of a programme for apparently healthy adults of all ages. This may include young people in the 14-16 age range, provided they are part of a larger adult group. The standard also covers working with individual older adults, ante and postnatal clients and disabled clients, provided the relevant contraindications and guidelines are observed
The section is divided into four elements. These are: D461.1 Plan and prepare individualised exercise sessions D461.2 Prepare clients for individualised exercise sessions D461.3 Teach and adapt planned exercises D461.4 Bring exercise sessions to an end
Date: Date:
82
D461.1 Plan and prepare individualised exercise sessions
What you must do

Performance Criteria 1 Provide a range of exercises to help your clients achieve their objectives and goals
Planned Evidence
Portfolio Reference
Select teaching styles that are appropriate to the exercises and your clients
Plan and agree the focus of exercises and utilise the resources available, improvising safely where necessary
Plan realistic timings, intensities and sequences of exercises
Make sure there is an effective balance of instruction, activity and discussion within the session
83
Identify, obtain and prepare the resources you need for the planned exercises
Case study 1 Case study 2 Case study group Case study diary Practical observations
Range
a clients 1 individuals 2 groups 3 with specific fitness needs 4 with general health needs b resources 1 environment for the session 2 portable equipment 3 fixed equipment c exercises 1 cardiovascular fitness 2 muscular fitness 3 flexibility 4 motor skills 5 core stability 6 circuit formats
Planned Evidence
Portfolio Reference
84

Knowledge
K1 The importance of careful and thorough planning and preparation before physical exercise
Planned Evidence Assessor observations Programming and monitoring session
Portfolio Reference
K2
How to identify specific objectives from the overall programme goals
Assessor observations Programming and monitoring session
K3
How timings, intensities and sequences can affect outcomes
K4
The importance of matching teaching and learning styles to maximise clients progress and motivation
K5
Why a balance of instruction, exercise and discussion is necessary
K6
How to utilise verbal and nonverbal communication techniques
K7
How to select and prepare the equipment and environment you need
85
K8
How to work in environments that are not specifically designed for physical exercise
Date Date Date
86
D461.2 Prepare clients for individualised exercise sessions
What you must do

Performance Criteria 1 Meet your clients punctually and make them feel at ease
Planned Evidence
Portfolio Reference
Collect any new information from your clients about their response to previous activity
Discuss the objectives and exercises that you have planned for the session and how these link to your clients goals
Discuss the physical and technical demands of the planned exercises and how your clients can progress or regress these to meet their goals
Assess, agree and review your clients state of readiness and motivation to take part in the planned exercises
87
Negotiate, agree and record with your clients any changes to the planned exercises that will meet their goals and preferences and enable them to maintain progress
Range
a clients 1 individuals 2 groups 3 with specific fitness needs 4 with general health needs b resources 1 environment for the session 2 portable equipment 3 fixed equipment c exercises 1 cardiovascular fitness 2 muscular fitness 3 flexibility 4 motor skills 5 core stability 6 circuit formats
Planned Evidence
Portfolio Reference
88

Knowledge
K9 Why it is important to make sure your clients are properly prepared physically and psychologically before activity begins
Portfolio Reference
K10
Why you should find out from your clients how they responded to previous physical activity and if anything has changed since then
K11
Why you should explain the objectives and activities you have planned to your clients
K12
Why your clients need to know the physical and technical demands of the activity and how this might affect their motivation
K13
Why it may be important to negotiate and agree changes to your plans with your clients
K14
Why and how any changes should be recorded
K15
The health, safety and emergency procedures and requirements and why your clients need to know these
89
Date Date Date
90
D461.3 Teach and adapt planned exercises
What you must do

Performance Criteria 1 Use teaching and motivational styles that are appropriate to your clients and accepted good practice
Planned Evidence
Portfolio Reference
Provide your clients with an appropriate warm-up
Make best use of the environment in which your clients are exercising
Provide instructions, explanations and demonstrations that are technically correct, safe and effective
Check your clients understanding of instructions, explanations and demonstrations
Adapt verbal and non-verbal communication methods to make sure your clients understand what is required
91
Ensure your clients can carry out the exercises safely on their own
Observe and analyse clients performance, providing positive reinforcement throughout
Correct techniques at appropriate points
10
Progress or regress exercises
Range
a clients 1 individuals 2 groups 3 with specific fitness needs 4 with general health needs
Planned Evidence
Portfolio Reference
exercises 1 cardiovascular fitness 2 muscular fitness 3 flexibility 4 motor skills 5 core stability 6 circuit formats
92
environments 1 gym 2 studio/sports hall 3 clients home or other enclosed space 4 outdoors

Knowledge
K16 The range of approved teaching and motivational styles you can use and how to vary these according to clients response
Portfolio Reference
K17
The importance of warm-up and the range of warm-up activities you can use for the activities you are teaching
K18
How to choose warm-ups appropriate to different clients and conditions
K19
Why your clients should understand the purpose and value of warm-up
K20
How to provide instructions, demonstrations and explanations clearly and effectively
Assessor observations Programming and monitoring session Practical fitness session
K21
The correct positions for the exercises you are teaching
Assessor observations Programming and monitoring session Practical fitness session 93
K22
How to adapt exercise positions as appropriate to individual clients and conditions
K23
Why it is important to make sure your clients understand your instructions, demonstrations and explanations and how to do so
K24
The importance of non-verbal communication and the effect of body language
Customer care session Assessor observations Formative task 3.2
K25
How to adapt communication to the meet clients needs
Customer care session Assessor observations Formative task 3.2
K26
Why it is important to monitor individual progress especially if more than one clients are involved
Case study - group
K27
Methods of monitoring clients progress
Case study 1 Case study 2 Case study group Formative task 8
K28
When it may be necessary to adapt planned exercises to meet clients needs and how to do so
Case study 1 Case study 2 Case study group Case study - diary
94
K29
Methods of maintaining clients motivation especially when they are finding exercises difficult
Case study 1 Case study 2 Case study group Case study reflection Assessor observations Assessor observations
K30
The importance of correcting techniques and how to adopt appropriate teaching styles to make sure your clients apply techniques correctly
K31
How to modify the intensity of exercise to match clients response to physical activity
Case study 1 Case study 2 Case study group Case study diary Assessor observations
Date Date Date
95
D461.4 Bring exercise sessions to an end
What you must do

Performance Criteria 1 Allow sufficient time for the closing phase of the session
Planned Evidence
Portfolio Reference
Assessor observation
End the exercises using a cool down that is safe and effective for your clients
Provide your clients with positive reinforcement about their performance
Assessor observations Case study 1 Case study 2 Case study group
Give your clients your feedback on the session
Explain to your clients how their progress links to their short, medium and long term goals
96
Discuss other possible activities with your clients
Leave the environment in a condition suitable for future use
Range
a clients 1 individuals 2 groups 3 with specific fitness needs 4 with general health needs b exercises 1 cardiovascular fitness 2 muscular fitness 3 flexibility 4 motor skills 5 core stability 6 circuit formats
Planned Evidence
Portfolio Reference

Knowledge
K32 Why it is important to allow sufficient time for your clients to finish exercising and how you can adapt this to different levels of client needs and experience
Planned Evidence Case study 1 Case study 2 Case study group
Portfolio Reference
97
K33
The purpose and value of cooldown activities and how to select these according to the type and intensity of physical exercise and client needs and condition
K34
Why your clients need to understand the value and purpose of cool-down
K35
Why your clients should be given the opportunity to ask questions, provide feedback and discuss their performance and how to make sure this happens Why you should give your clients feedback on their performance and how to do this in a way that is accurate but maintains client motivation and commitment
K36
K37
Why your clients need to see their progress against objectives in terms of their overall goals and programme
Formative task 8 Case study 1 Case study 2 Case study group
K38
Why your clients need information about future activities, either supervised or unsupervised
K39
The correct procedures for dealing with equipment and the wider facility once the session is over
98
Date Date Date
99
Unit Summary D462 Apply the principles of nutrition to support client goals as part of an exercise and physical activity programme
This unit will cover Nutrition and the effects on health. Nutrition affects general health status as well as physical performance. There are strong links between diet and physical activity with both having a major role to play in optimum health and wellbeing. A sound knowledge of nutrition and its relationship to physical activity and exercise has great value to the personal trainer in providing safe and appropriate nutritional advice to clients. It is important to note that there should be no conflict between eating for health and eating for exercise. Personal Trainers and other Level 3 instructors must also take account of national guidelines on nutrition, their own prior experience and professional role boundaries when applying the principles of nutrition in the context of safe professional practice. The section is divided into two elements. These are: D462.1 Collect and analyse information and agree goals with your clients D462.2 Apply, monitor and adapt the principles of nutrition and weight management to an exercise and physical activity programme
Candidate Signature: Assessor Signature: 100
Date: Date:
Unit D462 Apply the principles of nutrition to support client goals as part of an exercise and physical activity programme D462.1 Collect and analyse information and agree goals with your clients
What you must do

Performance Criteria 1 Collect, record and analyse the information you need about your clients and their nutritional goals
Planned Evidence
Portfolio Reference
Case study 1 Case study 2 Assessor observations
Identify when your clients need referral to another professional
Formative task 7.1a Case study - if applicable
Agree with your clients their needs and readiness to take part
Case study 1 Case study 2 Assessor observations
Agree with your clients short, medium and long term nutritional goals appropriate to their needs
Case study 1 Case study 2 Assessor observations Case study reflection
Identify barriers to your clients achieving these goals
Identify barriers to your clients achieving these goals
101
Make sure these goals are specific, measurable, achievable, realistic and timebound and reflect accepted good practice
Case study 1 Case study 2 Case study reflection
Record the agreed goals in a format that is clear to your clients, yourself and others who may be involved
Case study 1 Case study 2
Identify and agree strategies to prevent non-compliance or relapse
10
Identify and agree review points
Range
a information 1 personal goals 2 lifestyle 3 medical history 4 physical activity history 5 diet history 6 food preferences 7 supplement use 8 nutritional knowledge, attitudes and motivation 9 stage of readiness
Planned Evidence
Portfolio Reference
102
clients 1 with specific fitness needs 2 with general health needs
goals 1 healthy eating 2 weight management 3 improved fitness 4 improved self-image

Knowledge
K1 The range of professionals and professional bodies involved in the area of nutrition
Planned Evidence Formative task 7.1a Case study (if applicable)
Portfolio Reference
K2
How to obtain clients informed consent before you begin collecting nutritional information
Assessor observation Case study 1 Case study 2
K3
Why it is important to collect accurate nutritional information about your clients
K4
An understanding of the information that needs to be collected to be able to safely and effectively offer nutritional advice to clients
Case study 1 Case study 2 Assessor observation Formative task 7.1a Formative task 4.1b Lifestyle pack Formative task 4.1b
K5
The legal and ethical implications of collecting nutritional information
103
K6
Formats for recording nutritional information in a way that will help you to interpret and analyse it
Formative task 4.1b lifestyle pack Case study 1 Case study 2
K7
The importance of safeguarding the confidentiality of collected nutritional information and how to do so
Formative task 4.1b
K8
Issues that may be sensitive (e.g. yo-yo dieting; eating disorders)
Formative task 7.1a Case study (if applicable)
K9
An understanding of basic dietary assessment methods
Formative task 4.1b lifestyle pack Assessor observations Case study 1 Case study 2
K10
Different methods that can be used to measure body composition and health risk in relation to weight - Body Mass Index (BMI) - Waist circumference (WC) - Waist to hip ratio - Skin folds and skin fold indices - Bioelectrical impedance How to interpret information gained from methods used to assess body composition and health risk in relation to weight (use of norms) in which you should How to sensitively divulge collected information and results to clients
K11
K12
Assessor observations Case study 1 Case study 2
104
K13
How to recognise the signs and symptoms of disordered eating and awareness of healthy eating patterns
K14
The circumstances in which a client should be recommended to visit their GP about the possibility of referral to a Registered Dietician and the process you should follow The circumstances refer a client on to a Accredited Sports Dietician and the process you should follow
K15
K16
How to analyse and interpret collected information so that you can identify clients needs and nutritional goals in comparison to National guidelines/the National food model How to apply the principles of goal setting when offering nutritional advice
Case study 1 Case study 2 Formative task 7.2b
K17
K18
When you should involve people other than the client in nutritional goal setting and who these people might be
Formative task 7.1a Case study (if applicable) Case study reflection
K19
Barriers which may prevent clients achieving their nutritional goals
K20
How to apply basic motivational strategies to encourage healthy eating and prevent noncompliance or relapse
105
Date Date Date
106
Unit D462 Apply the principles of nutrition to support client goals as part of an exercise and physical activity programme D462.2 Apply, monitor and adapt the principles of nutrition and weight management to an exercise and physical activity programme
What you must do

Performance Criteria 1 Analyse your clients nutritional needs and preferences in relation to their current status and nutritional goals
Planned Evidence
Portfolio Reference
Access and make use of credible sources of information and advice in establishing these goals
Case study 1 Case study 2 Formative task 7.2b Formative task 7.1a
Design and agree nutritional goals that are compatible with your analysis, accepted good practice and national guidelines
Identify and obtain credible educational resources for use with clients
Formative task 7.1a Formative task 7.2b
Make sure that the nutritional goals support and integrate with other programme components
Make sure that your clients understand and follow your nutritional advice in their exercise and physical activity programme
Case study 1 diaries Case study 2 diaries
107
Evaluate and review your clients progress towards their nutritional goals
Monitor and refine your clients nutritional goals during the rest of the program
Range
a clients 1 with specific fitness needs 2 with general health needs b goals 1 healthy eating 2 weight management 3 improved fitness 4 improved self-image
Planned Evidence
Portfolio Reference

Knowledge
K21 The structure and function of the digestive system
Planned Evidence Formative task 7.3a Assessment
Portfolio Reference
K22
The meaning of key nutritional terms including diet, healthy eating, nutrition, balanced diet
Formative task 7.2b Case study 1 Case study 2
108
K23
Professional role boundaries with regard to offering nutritional advice to clients
Case study 1 Case study 2 Formative task 7.2b Formative task 7.1a
K24
The basic nutritional principles, key messages and national guidelines that underpin a healthy diet
Formative task 7.2b Case study 1 Case study 2 Nutrition assessment Formative task 7.2b Case study 1 Case study 2
K25
An understanding of the National food guide
K26
The relationship between nutrition, physical activity, body composition and health and how to explain it to clients including: links to disease / disease risk factors cholesterol (including desirable levels of HDL, LDL, Total Cholesterol: HDL ratio) types of fat terminology used in nutrition including: UK dietary reference values (DRV) Recommended daily allowance (RDA) Recommended daily intake (RDI) Glycaemic Index
Case study 1 Case study 2 Formative task 7.2b Nutrition assessment Case study reflection
K27
The nutritional requirements and hydration needs of the physical activity programme and how to explain it to clients
K28
Practical issues and other factors that influence your clients eating habits and the constraints that may prevent them from achieving their nutritional needs and goals
109
K29
Groups of clients at risk of nutritional deficiencies, including: - those on severely energy restricted diets - those who exclude animal products from their diets - those who exclude other food groups from their diet - those who are pregnant or lactating - older people - children - those with certain diagnosed medical conditions/diseases How to access reliable sources of nutritional information and interpret available information including the distinction between evidence based knowledge versus unsubstantiated anecdote and the marketing claims of suppliers
K30
K31
The role of carbohydrate, fat and protein as fuels for aerobic and anaerobic exercise
K32
The components of energy expenditure and the energy balance equation
K33
How to determine Basal Metabolic Rate (BMR)
K34
How to determine energy requirements based on physical activity levels and other relevant factors
Case study 1 Case study 2 Nutrition assessment
110
K35
Energy needs/expenditure for different physical activities
Case study 1 Case study 2 Nutrition assessment
K36
A basic understanding of the function and metabolism of the macro nutrients
Nutrition assessment
K37
A basic understanding of the function and metabolism of micro nutrients
Nutrition assessment
K38
The main food groups, nutrients they contribute to the diet and portion sizes in the context of the National food model
K39
The calorific/Kilo joule value of nutrients
Nutrition assessment Formative task 7.2b
K40
K41
An awareness of common terminology used in nutrition including: - UK dietary reference values (DRV) - Recommended daily allowance (RDA) - Recommended daily intake (RDI) - Glycaemic Index How to identify and agree nutritional goals and translate them into basic healthy eating advice that reflects current National guidelines
Nutrition assessment Formative task 7.2b Case study (if applicable)
Case study 1 Case study 2 Formative task 7.2a
111
K42
Familiarity with food labelling information and its interpretation
Nutrition assessment Case study (if applicable)
K43
The significance of healthy food preparation
Case study (if applicable) Formative task 7.2b
K44
The potential heath and performance implications of severe energy restriction, weight loss and weight gain
K45
A basic awareness of cultural and religious dietary practices
K46
The importance of communicating the health risks associated with current weight-loss fads and popular diets to clients
Case study 1 / 2 ?
K47
Why detailed or complex dietary analysis that incorporates major dietary change should always be referred to a Registered Dietician
K48
The needs for reappraisal of clients body composition and other relevant health parameters at agreed stages of the program
K49
Safety, effectiveness and contraindications relating to protein and vitamin supplementation
Case study 1 / 2 ? Formative task 7.2b
112
K50
Familiarity with the industry guidance note on Managing users with suspected eating disorders
Formative task 7.1a
Date Date Date
113
Appendix of Evidence
Reference
Evidence
114
115
SPORT & FITNESS 116

Level 3 Personal Training - NOS

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Assessment Progress Level 3 Personal Trainer Candidate: Number:

Element A355.1 - Reflect on your own professional practice

Element C22.3 - Deal with injuries and signs of illness

Element C22.4 - Follow emergency procedures

Element C317.3 - Provide ongoing customer service to clients

Unit D459 Evaluate exercise and physical activity programmes

Element D459.2 - Identify lessons for future practice

Element D460.1 - Collect and record information about clients

Element D460.2 - Analyse information and agree goals with clients

Element D460.4 - Review progress with clients

Element D460.5 - Adapt a personal training programme with clients

Element D461.1 - Plan and prepare individualised exercise sessions

Element D461.2 - Prepare clients for individualised exercise sessions

Element D461.3 - Teach and adapt planned exercises

D461.4 - Bring exercise sessions to an end

Level 3 Personal Trainer Award Unit Overview

Centre: Angus College

Chris Simpson/ Sarah Ramminger Steve Oakley/David McGinlay

Steve Oakley/Stephen McGregor

Relevant Employment Experience / Qualifications

Please note your own CV can be added in place of this document

Candidate Signature: Assessor Signature:

A355.1 Reflect on your own professional practice

What you must do

Identify ways in which you can improve future practice

Self reflection SWOT analysis Personal action plan

Discuss your ideas with another

Case study reflective diary Personal action plan

Range a) clients 1. individuals 2. groups

Case study 1 + 2 Case study groups

What you must know and understand

Information that you should use

Different methods of collecting information and how to interpret it

How to reflect on your own practice

The importance of discussing your ideas with another professional

Candidate Signature Assessor Signature Internal Verifier Signature

Date Date Date

A355.2 Improve your own professional practice and career opportunities

What you must do

Keep up-to-date with developments in the industry

Formative task 3.5a Formative task 8f

Consider your own career goals

Personal action plan

Personal action plan Review of action plan Second swot analysis

Updated action plan

What you must know and understand

Planned Evidence Formative task 3.5a Second swot analysis

How to access information on developments in exercise and physical activity

Formative task 3.5a

The importance of having a personal action plan for your development

Formative task 3.5c

Formative task 8f Personal action plan

Formative task 3.5c

Candidate Signature Assessor Signature Internal Verifier Signature

Date Date Date

What you must know and understand

Planned Evidence Formative task 3.2a

The role of the fitness professional in the industry

Formative task 3.5b

The structure of the industry

Industry organisations and their relevance to the fitness professional

Appropriate registration systems and continuing professional development requirements