1. Level 2 - Gym Instructor Course By Faster Health and Fitness

2. Course Guide/Introduction A guide to the course material 3. Your Course Guide - Course Introduction - Components of Fitness - Health Benefits - Skeleton System 1 (Bones) - Skeleton System 2 (Joints) - Exercise Selection - Muscular System - Neuromuscular System - Muscle System Research - Nervous System Research 4. Your Course Guide - Skeletal Muscles - Resistance Training Exercises Practical - Muscle Action Workshop - Respiratory System - Circulatory System - CV System Task - Energy System - Energy System Practical - Exercise Experience Log 5. Your Course Guide - Nervous System - CV Task - Instructing Physical Activity; Formative Assessment - Instruction Practical 1 - Effects of Exercise - Monitoring Exercise Intensity Theory and Practical - Health and Safety - Emergency Procedures - Safeguarding Children - Control Risk 6. Your Course Guide - Control Risk Practical - H&S Worksheet - Instruction Practical - CV and flexibility - Principles of Programme Design - Spotting Technique and Free Weights Practical - Healthy Eating - Prepare and Conclude Session - Exercise Contraindications - Special Populations Considerations 7. Your Course Guide - Gym Practical - Principles of Exercise Preperation - Principles of Exercise Practical - Barriers to Exercise - Supporting Clients - Working Relationships - Customer Service - Supporting Client Practical - Relationships Practical - Supporting Clients (S.M.A.R.T. Goals) 8. Your Course Guide - Collecting Information - Consultation - Aerobic Planning - Muscular Fitness Planning - Planning Requirements - Flexibility and Circuits - Planning Practical - Instructing Practical - Planning Circuits 9. Your Course Guide Assessment Day - Take partner through the programme you have prepared for your client - A&P Exam (Externally Set) - Practical Assessment Brief - Practical Assessment 10. 28 Tasks to Success A guide to completing the course material 11. Your Course 29 Steps to Complete Task Subject Area to Study Written Assignments/LAP Video Assignments Online Support Task 1 Introduction to the Course Complete P4 LAP Assessment Plan during Skype call. Download and complete FASTER Policies Agreement, sign both, scan and send to assessor at info@fasterglobal.com Film an introduction to you and what you do and email it to info@fasterglobal.com Skype tutorial: Introduction to the course; Course structure; Assignments; Assessments; LAP Task 2 Anatomy and Physiology for Exercise Complete P6-8 Unit 2 & 5 Client Interview using your selected client. Also, get client to sign PAR-Q P29-30. Sign, scan and send to assessor at info@fasterglobal.com by close Task 5 Written posts and answers to questions on Website Chat and Email Task 3 Know How to Support Clients Who Take Part in Exercise and Physical Activity Written posts and answers to questions on Website Chat and Email Task 4 Anatomy and Physiology for Exercise Written posts and answers to questions on Website Chat and Email Task 5 Know How to Support Clients Who Take Part in Exercise and Physical Activity Written posts and answers to questions on Website Chat and Email Task 6 Anatomy and Physiology for Exercise Complete P10-12 Unit 2 Additional Questions. Sign, scan and send to assessor at info@fasterglobal.com by close Task 7 Written posts and answers to questions on Website Chat and Email Task 7 REST! REST! REST! 12. Your Course 29 Steps to Complete Task Subject Area to Study Written Assignments/LAP Video Assignments Online Support Task 8 Anatomy and Physiology for Exercise Skype Tutorial student revision requests, progress update Task 9 Planning Gym-Based Exercise Complete P22-26, Unit 5 Planning Gym Based Exercise Worksheet. Sign, scan and send to assessor at info@fasterglobal.com by close Task 11 Written posts and answers to questions on Website Chat and Email Task 10 Anatomy and Physiology for Exercise Written posts and answers to questions on Website Chat and Email Task 11 Planning Gym-Based Exercise Written posts and answers to questions on Website Chat and Email Task 12 Anatomy and Physiology for Exercise Complete P27-28, Unit 5 Planning Gym-Based Exercise Worksheet. Sign, scan and send to assessor at info@fasterglobal.com by close Task 13 Written posts and answers to questions on Website Chat and Email Task 13 Planning Gym-Based Exercise Written posts and answers to questions on Website Chat and Email Task 14 REST! Do Mock Unit 1 Exam. Mark yourself REST! REST! 13. Your Course 29 Steps to Complete Task Subject Area to Study Written Assignments/LAP Video Assignments Online Support Task 15 Anatomy and Physiology for Exercise Complete P32-38 Unit 5 Planning Gym Based Exercise Programme Card and Session Plan. Sign, scan and send to assessor at info@fasterglobal.com by close of task 20 Email formative (practice) videos to info@fasterglobal.com showing you inducting a client on 1 type of cardiovascular equipment, 1 resistance machine lift, 1 free weight lift. Alternatively this can be witnessed live on our practice day. Skype Tutorial student revision requests, progress update Task 16 (Book in your live day of practice!) Instructing Gym-Based Exercise Written posts and answers to questions on Website Chat and Email Task 17 Principles of Exercise, Fitness and Health Written posts and answers to questions on Website Chat and Email Task 18 Instructing Gym-Based Exercise Written posts and answers to questions on Website Chat and Email Task 19 Principles of Exercise, Fitness and Health Written posts and answers to questions on Website Chat and Email Task 20 Instructing Gym-Based Exercise Written posts and answers to questions on Website Chat and Email Task 21 REST! Do Mock Unit 4 Exam. Mark yourself REST! REST! 14. Your Course 29 Steps to Complete Task Subject Area to Study Written Assignments/LAP Video Assignments Online Support Task 22 Health Safety and Welfare in a Fitness Environment Complete P14-20 Unit 3 Health, Safety and Welfare in a Fitness Environment Worksheet. Sign, scan and send to assessor at fastercourses@lifecare- health.co.uk by close Day 23 Post formative (practice) videos on Facebook showing you inducting a client on 1 free weight lift and 2 bodyweight exercises. Then sign P43 in LAP, scan and send to assessor at fastercourses@lifecare- health.co.uk by close Day 25 Skype Tutorial student revision requests, progress update Task 23 Health Safety and Welfare in a Fitness Environment Written posts and answers to questions on Facebook Task 24 Instructing Gym-Based Exercise Familiarise yourself closely with P39 Unit 6 Instructing Gym- Based Exercise Observed Summative Assessment. These are the criteria against which you will be assessed in the practical exam Written posts and answers to questions on Facebook Task 25 Principles of Exercise, Fitness and Health Written posts and answers to questions on Facebook Task 26 Anatomy and Physiology for Exercise Do mock exam for Unit 1 Anatomy and Physiology for Exercise. Mark it and work on weaker areas Written posts and answers to questions on Facebook Task 27 Principles of Exercise, Fitness and Health Do mock exam for Unit 4 Principles of Exercise, Fitness and Health. Mark it and work on weaker areas Written posts and answers to questions on Facebook Task 28 (Live Assessment Day) Bring LAP P32-42 with you Theory Exam: Unit 1 & Unit 4 Practical: 60 minute gym Sign docs LAP P32-42 15. Components of Fitness What is Fitness? 16. By the end of this lesson you will be able to complete the following. 1.Define the components of health related fitness 2.Define the components of skill related fitness 3. Identify the factors that affect health and skill related fitness 17. The five components of Health Related Fitness - Physical Fitness - Mental and Emotional Fitness - Medical - Nutritional - Social 18. Components of Physical Fitness - Built around Energy Systems - Built around Physical Make-Up - Built around Skill Levels 19. Components of Skill Related Fitness - Speed - Power - Reaction Time - Co-ordination - Balance - Agility 20. Components of Crossfit Fitness - Cardiovascular/respiratory endurance The ability of body systems to gather, process, and deliver oxygen. - Stamina The ability of body systems to process, deliver, store, and utilize energy. - Strength The ability of a muscular unit, or combination of muscular units, to apply force. - Flexibility The ability to maximize the range of motion at a given joint. - Power The ability of a muscular unit, or combination of muscular units, to apply maximum force in minimum time. - Speed The ability to minimize the time cycle of a repeated movement. - Coordination The ability to combine several distinct movement patterns into a singular distinct movement. - Agility The ability to minimize transition time from one movement pattern to another. - Balance The ability to control the placement of the bodies center of gravity in relation to its support base. - Accuracy The ability to control movement in a given direction or at a given intensity. 21. Functional Fitness (True Fitness) The ability to do what you have to do each day, and everyday that you need to do it! 22. Influences on Fitness - Age (grow, perform, maintain, decline) - Gender (hormones and physical potential) - Physical Disability - Physique Body Type (DNA!) Ectomorphy (Slim) Mesomorph (Muscle) - Endomorphy (Fat) 23. Changeable Factors on Fitness - Diet - Activity Levels - Illness and Fatigue - Drugs - Stress - Environment 24. The Benefits of Fitness Why get and stay fit? 25. Potential Health Long term Health Effects of Fitness At the end of this module you will be able to understand the health benefits of exercise. Including the effect of exercise on the following - Coronary Heart Disease Some Cancers Type 2 Diabetes Hypertension Obesity Osteoporosis 26. Potential Health Long term Health Effects of Fitness Overall Mortality - Active and healthy individuals appear to have a greater chance of living longer Cardiovascular Diseases - Regular activity combined with a healthy lifestyle has shown to decrease the risks of cardiovascular disease Cancer - Exercise and a Healthy diet have been shown to reduce the chances of cancer. Also exercising when trying to fight cancer has been demonstrated to help some people too Osteoarthritis - Exercise has been shown to help prevent osteoarthritis especially when used specifically after an injury Osteoporosis - Bone density has shown improvement in adults who have participated in weight bearing exercise 27. Potential Long-term Health Effects of Fitness Falling - Having the skills and co-ordination to retain balance and recover from slips are associated with exercise practice Obesity - Increased exercise levels, alongside a good diet have been shown to reduce obesity. Type II Diabetes - Aerobic exercise specifically, improves the insulin sensitivity of muscles and so reduces the effect of type II diabetes Mental Health - Regular exercise and fitness levels have been shown to help some forms of mental health, such as self-esteem and depression Quality of Life - Regular activity improves the function of people to allow them to enjoy activities of daily life 28. The Skeletal System Dem bones Dem Bones 29. The Skeletal System You will learn the following in this module - - Functions of the skeletal system - Bones and systems of the skeletal system - Bone classification - Long bone structure and its development - Spinal curvature and posture types - Skeletal system connective tissue types 30. The Skeletal System You will learn the following in this module - Joint classification - Synovial joint structure - Synovial joint types and their range of motion - Joint movement potential and joint actions - Short and long term effects of exercise on the skeletal system 31. The Skeletal System Connective tissue becomes bone - about 206 of them! 32. The Skeletal System Pelvis 33. The Skeletal System Foot Hand 34. The Skeletal System Functions of the Skeleton - More than just a bone! Framework - Gives the body shape Protection - The ribs protect vital organs Locomotion - Acts as levers, plus shaped to assist motion Attachment Sites - for muscles and ligaments Production red, white blood cells and platelets Storage - Calcium, Phosphorus and Triglycerides 35. The Skeletal System Classification of the Skeleton 36. The Skeletal System Long Bones - Longer than wide, act as levers 37. The Skeletal System Short Bones - long as they are wide, strong and light 38. The Skeletal System Flat Bones - thin bones wedged between layers 39. The Skeletal System Irregular Bones - Complex Shapes than other bones 40. The Skeletal System Sesamoid Bones - develop in tendons to help joint motion 41. The Skeletal System The Anatomy and Functions of a Long Bone Epiphysis EpiphysisDiaphysis Articular Hyaline Cartilage Articular Hyaline Cartilage Periosteum Medullary Cavity Spongy Bone (Cancellous) Spongy Bone (Cancellous) Growth Plate (Epiphyseal) 42. The Skeletal System The Anatomy and Functions of a Long Bone 43. The Skeletal System Growing a Bone (make your own jokes!) 44. The Skeletal System 45. The Skeletal System Call the spine use 7-12-5-5-4 ask for Mr Vertebrae! Cervical - 7 Thoracic - 12 Lumbar - 5 Sacrum - 5 Coccygeal - 4 Both Coccygeal and Sacrum are fused vertebrae 46. The Skeletal System Off neutral postures of the spine Neutral Spine bends in all the right places Hyper Lordosis bends too much at the lumbar Hyper Kyphosis bends too much at the thoracic Scoliosis bends left and right OR just left or right 47. The Skeletal System Connective Tissue 48. The Skeletal System Connective Tissue 49. The Skeletal System Connective Tissue 50. The Skeletal System Terminology - Anterior and Posterior Anterior; In front of the midline Posterior; Behind the midline 51. The Skeletal System Terminology Medial; Towards the midline Lateral; Away from the midline Sub - Underneath 52. The Skeletal System Terminology Superior; Top of the structure Inferior; Bottom of the structure 53. The Skeletal System Three Types of Joint Classification 54. The Skeletal System Six types of Synovial Joint (1) Ball and Socket 55. The Skeletal System Six Types of Synovial Joint (2) Hinge 56. The Skeletal System Six Types of Synovial Joint (3) Pivot 57. The Skeletal System Six Types of Synovial Joint (4) Saddle 58. The Skeletal System Six Types of Synovial Joint (5) Gliding 59. The Skeletal System Six Types of Synovial Joint (6) Ellipsoid 60. The Skeletal System Describing joint Motions! 61. The Skeletal System Describing Joint Motions - Flexion 62. The Skeletal System Describing Joint Motions - Hip Extension 63. The Skeletal System Describing Joint Motions - Internal Rotation 64. The Skeletal System Describing Joint Motions - Hip External Rotation 65. The Skeletal System Describing Joint Motions - Hip Abduction 66. The Skeletal System Describing Joint Motions - Hip Adduction 67. The Skeletal System Describing Joint Motions - Horizontal Flexion (shoulder) 68. The Skeletal System Describing Joint Motions - Horizontal Extension (shoulder) 69. The Skeletal System Describing Joint Motions - Lateral Flexion (Spine) 70. The Skeletal System Describing Joint Motions - Rotation (Spine) 71. The Skeletal System Describing Joint Motions - Shoulder Girdle Motions Elevation Depression Protraction Retraction 72. The Skeletal System Describing Joint Motions - Pronation and Supination Pronation Supination 73. The Skeletal System Describing Joint Motions - Dorsiflexion (Ankle) 74. The Skeletal System Describing Joint Motions - Plantar Flexion (Ankle) 75. The Skeletal System Describing Joint Motions - Eversion (ankle) 76. The Skeletal System Describing Joint Motions - Inversion (ankle) 77. The Skeletal System The effects of exercise on the Skeleton 78. The Muscular System How muscles work. 79. You will learn the following in this module; - The Characteristics and functions of the three types of muscle tissue - Describe the basic structure of muscle tissue - Describe the principles of muscle contraction - Identify muscle fibre types and their characteristics The Muscular System 80. The three types of muscle tissue The Muscular System 81. The properties of muscle tissue Elasticity - The ability to be deformed temporarily and then return to shape. Contractility - The ability to shorten from neutral Electrical Excitability - A contractile reaction to an electrical impulse Extensibility - The ability to lengthen as well as shorten Viscosity - A slowing of the return to length of the muscle after a stretch has occurred Plasticity - The ability to change shape permanently The Muscular System 82. The properties of muscle tissue Bone Tendon Epimysium FasciculiPerimysium Muscle Fibre Endomysium Muscle Belly The Muscular System 83. The properties of muscle tissue - The Muscular System 84. - During muscle contraction the thin actin filaments slide over the thick myosin filament. - When Calcium is present the blocked active site of the actin clears. - Step A: Myosin head attaches to actin. (High energy ADP + P configuration) - Step B: Power stroke: myosin head pivots pulling the actin filament toward the centre. - Step C: The cross bridge detaches when a new ATP binds with the myosin. - Step D: Cocking of the myosin head occurs when ATP ADP + P. Another cross bridge can form. The Muscular System Sliding Filament Theory in a list! 85. The Muscular System 86. The Muscular System 87. The Nervous System How the brain moves muscles 88. You will learn the following in this module; - The role and function of the muscular system - The all or none law of recruiting motor units - How exercise can improve neuromuscular connections and improve motor fitness The Nervous System 89. The Nervous System 90. The Nervous System This is a diagram of the nervous system Red - Represents the Central Nervous System Blue - Represents the Peripheral Nervous System 91. The Nervous System 92. The Nervous System 93. The Nervous System 94. The Muscular System 2 How muscles move 95. You will learn the following in this module; - The different types of muscle action - The location and names of the muscles in the body (anterior and posterior) - The concentric actions of the muscles (muscle groups) - The structure and function of the pelvic floor The Muscular System 96. The Muscular System 97. The Muscular System 98. The Muscular System 99. The Muscular System 100. The Muscular System 101. The Muscular System 102. The Muscular System 103. The Muscular System 104. The Muscular System 105. The Muscular System 106. The Muscular System 107. The Muscular System 108. The Muscular System 109. The Muscular System 110. The Muscular System 111. The Muscular System 112. The Muscular System 113. The Muscular System 114. The Muscular System 115. The Muscular System 116. The Muscular System 117. The Muscular System 118. The Muscular System 119. The Muscular System 120. The Muscular System 121. The Muscular System 122. The Respiratory System and breathe ! 123. You will learn the following in this module; - The location, the function and the structure of the lungs - Identify the muscles required in breathing - Describe the passage of air through the respiratory tract and the gaseous exchange of oxygen and carbon dioxide in the lunges The Respiratory System 124. Anatomy of the Respiratory System The Respiratory System 125. Anatomy of the Respiratory System The Respiratory System Trachea Bronchus Bronchioles 126. Gaseous Exchange The Respiratory System Deoxygenated blood passes to the Alveoli, which inside contain many small hollows which contribute to an increased surface area which permits maximum diffusion. Alveoli, where gaseous exchange occurs, allow the exchange of O2 into the bloodstream which can be utilised within the body and CO2, which is expired into the atmosphere ! 127. The Route of Air through the Respiratory System The Respiratory System 128. Terminology and Facts to Learn! The Respiratory System 129. Terminology and Facts to Learn! The Respiratory System 130. Lung Function The Respiratory System MV (mlpermin) = BR (per min) x TV (per ml) 131. The Circulatory System getting your heart racing ! 132. You will learn the following in this module; - Location, structure and function of the heart - Blood flow through the heart - The differences between systemic and pulmonary circulation - The structure and function of blood vessels - Blood pressure definition The Circulatory System 133. The Circulatory System 134. The Circulatory System The approximate size of your fist, your heart is protected by and located under the ribs The lower part of the heart (apex) and the upper part (base) lie on the left and right sides of the sternum respectively The apex of the heart is located closer to the sternum than the base 135. The Circulatory System Cardiac muscle is striated and works under involuntarily control The right side of heart pumps blood to the lungs (pulmonary circulation) The left side of the heart is larger and thicker due to amount of work that is required to pump blood around the heart itself (cardiac circulation) and the body (systemic circulation) 136. The Circulatory System The heart has two upper chambers (atria) which receive blood via the venae cavae (right atrium) and the lungs (left atrium) The blood when leaving the atria en-route to the two lower chambers (ventricles), passes through, on the right hand side a one way valve called the Tricuspid Vale and on the left hand side of the heart, the Mitral Valve 137. The Circulatory System Heart Valves in healthy populations ensure the one way flow of blood through the chambers of the heart Atrioventricular Valves are heart valves located between the atria and the ventricles Semilunar Valves are heart valves located between the right ventricle and the pulmonary artery and between the left ventricle and the aorta 138. Contractions of the heart can be described as; Systole = which occurs when the heart is in its contraction phase Diastole = which occurs when the heart is in its relaxing phase Blood pressure is related to these contractions The Circulatory System 139. Blood pressure is related to the contraction (systolic) and relaxation (diastolic) phases of the cardiac cycle Blood pressure is written for example as 130 / 80 In this case the top / first value (130) is the Systolic Pressure and the lower / second value (80) is the Diastolic Pressure. The difference between the two readings is referred to as the Pulse Pressure (40 in this example) The Circulatory System 140. The Circulatory System Follow the flow De-oxygenated blood enters the heart via the Superior and Inferior Vena Cavaes, passing through the two right sided chambers via two one way valves to the lungs via the pulmonary artery. 141. The Circulatory System Follow the flow Oxygenated blood enters the left sided chambers from the lungs via the pulmonary veins and is pumped out around the heart via the coronary arteries and to body via the Aorta 142. The Circulatory System Blood is made up of four components - Red Blood Cells also called Erythrocytes, are produced in bone marrow and contain haemoglobin which transports blood and carbon dioxide around the body. It is the combination of haemoglobin and oxygen that causes the redness of the blood. Hence it may appear as a brighter red if you bleed from an artery as it will be carrying more oxygen where in venous bleeding the colour may be a darker red due to the vein, in most cases carrying deoxygenated blood White Blood Cells also called Neutrophils or Leukocytes, are clear and work to protect the body from infection by destroying bacteria and viruses Platelets also called thrombocytes, are fragments of cells that come together to fill holes in damaged blood vessels via the process of blood clotting Plasma - Is 91% water and is primarily utilised to maintain your fluid balance by transporting proteins, nutrients, gasses and waste products around the body 143. The Circulatory System 144. The Circulatory System 145. The Circulatory System 146. The Circulatory System 147. The Energy Systems fuelling the muscles ! 148. You will learn the following in this module: - How Carbohydrate, Fat and Protein is used to produce ATP - The use of the three energy systems during exercise Energy Systems 149. Energy Systems Food in (carbohydrate, fat and protein) Digestion and Distribution of nutrients Conversion and used for Muscle Contraction 150. Energy Systems 151. Energy Systems 152. Energy Systems 153. Energy Systems 154. Energy Systems 155. ATP-PC energy system Lactic acid energy system Aerobic energy system Alternative name Alactic system, phosphocreatine or creatine phosphate system, phosphagen system Anaerobic glycolysis, lactacid system Oxygen system, aerobic glycolysis Fuel source Phosphocreatine (PC or PCr) or creatine phosphate (CP). Interchangeable names for the same chemical Glycogen At rest: FFAs During exercise: CHO Fats (when glycogen sparing and when glycogen stores diminished) Protein (last resort) Intensity of activity Very High (>95% max HR) High (>85% max HR) Used for increase in intensity in long duration events Resting Sub max intensity (75 seconds Peak Power 2-4 seconds 5-15 seconds 60-90 seconds Amount of ATP produced 0.7 ATP for each PC molecule 2-3 ATP for each glucose molecule CHO (38 ATP per glucose molecule) Fats (441 ATP per triglyceride molecule) Speed of production Instantaneous, Simple chemical reactions Fast, Longer chemical reactions Medium, Complex chemical reactions, Availability of oxygen delays max power By products Inorganic phosphate (Pi), ADP Lactic acid, Hydrogen (H+) ions, ADP C02, H20, Heat 156. Energy Systems 1 rep max lift 800m Run Boxing Football Marathon 157. The Effects of Exercise whats it doing to me ? 158. You will learn the following in this module; Describe cardiovascular and respiratory adaptations to endurance / aerobic training Identify the short and long term effects of exercise on blood pressure Describe the blood pooling effect following exercise Describe the effects of exercise on bones and joints including the significance of weight bearing exercise Describe delayed onset of muscle soreness (DOMS) and identify exercises or techniques likely to increase its risk Describe the short and long term effects of different types of exercise on muscle The effects of exercise 159. Short and Long Term Effects of Physical Activity on the Body 160. Short and Long Term Effects of Physical Activity on the Body 161. Short and Long Term Effects of Physical Activity on the Body 162. Health and safety Keeping you and your client safe 163. Short and Long Term Effects of Physical Activity on the Body By the end of this session you will: Understand emergency procedures in the a fitness environment Identify the types of emergency that may occur in a fitness environment Describe the roles that different staff and external services play during an emergency Explain the importance of following emergency procedures calmly and effectively Describe how to maintain the safety of the people involved in typical emergencies, including children, older people and disabled people 164. What types of emergency may occur in a fitness environment? Medical emergencies Accidents Fire, suspected bomb Missing persons Chemical 165. Staff and External Services Involved in an Emergency General manager Duty manager First aid personnel Local GP surgery Emergency services: Fire Police Ambulance 166. Procedures in the Event of an Incident You should know the correct procedures: - Follow procedures calmly - Know how to contact emergency services - Know how to report the incident - Know what information to give those involved in the incident 167. Maintaining Safety Maintaining the safety of the people involved in typical emergencies, including children, older people and disabled people Providing comfort and reassurance Contacting parents/carers/guardians Consider physical contact and its appropriateness particularly with children 168. Maintaining Safety Consider mobility restrictions for disabled or older individuals Use appropriate language NB: you must understand the boundaries of competence to administer first aid 169. Legal and Regulatory Requirements Keeping you and your client safe 170. By the end of this session you will: " Describe the key health and safety documents that are relevant in a fitness environment Describe duty of care and professional role boundaries in relation to special population groups Identify the typical roles of individuals responsible for health and safety in a fitness Describe the types of security procedures that may apply in a fitness environment Describe the key health and safety documents that are relevant in a fitness environment 171. Health and Safety " Keeping participants safe by minimising risk " As an employee: " To take reasonable care of themselves in the workplace and to be mindful of the effects of their actions and omissions " The Employer " To ensure so far as is reasonably practicable the health, safety and welfare of all its employees 172. " There are legal and regulatory requirements for health and safety relevant to working in a fitness environment: " Health and Safety at Work Act 1974 " REPs Code of Ethical Conduct " The Criminal Records Bureau (CRB) Health and Safety 173. " Opening and closing the facility " Turning on/off machines, TVs etc. " Monitoring entry and exit " Ensuring there are no intruders " e.g. tickets for certain sessions " Fire and evacuation procedures " Understanding their role in the procedures (simulations will be carried out to practice these) " Roll call procedures " Chemical spillage " Fire alarm testing Security 174. " First aid book " Accident recording book " Accident report forms " Manufacturers guidelines " Health and Safety policies and procedures manual Key Health and Safety Documents 175. Understanding How to Control Risks in a Fitness Environment 176. By the end of this session you will: " Understand how to control risks in a fitness environment " Identify possible hazards in a fitness environment " Describe how to risk assess the types of possible hazards in a fitness environment " Describe how to control risks associated with hazards in a fitness environment " Identify appropriate person/position to contact within a fitness organisation when hazards and risks cannot be controlled personally 177. " A hazard is anything that may cause harm, such as chemicals, electricity, working from ladders, an open drawer, etc; " The risk is the chance, high or low, that somebody could be harmed by these and other hazards, together with an indication of how serious the harm could be Hazards and Risk 178. " Risk assessment is a careful examination of what in your work could cause harm, consider: - Facilities - Equipment - Working practices - Client behavior - Security - Hygiene Risk Assessment 179. 1. Identify the hazard 2. Decide who may be harmed and how 3. Evaluate the risks and decide in precaution 4. Record findings and implement them 5. Review your assessment and update if necessary The 5 Steps to Risk Assessment 180. Understanding How to Safeguard Children and Vulnerable Adults 181. By the end of this session you will: " Understand how to safeguard children and vulnerable adults " Describe what is meant by safeguarding the welfare of children and vulnerable adults " Describe the responsibilities and limitations of fitness instructor in regard to safeguarding children and vulnerable adults " Identify the types of abuse which an instructor may encounter in their clients " Identify possible signs of abuse 182. " There are a number of Acts that affect individuals working with children and vulnerable adults: " The Children Act " The Disability Discrimination Act " The Police Act " The Protection of Children Act " Every Child Matters and the Children Act " Safeguarding Vulnerable Groups Act Safeguarding 183. " CRB check " Follow and apply internal safeguarding procedures " Informed consent of parent/ guardian or carer " Awareness of other relevant procedures: e.g. Complaints policy/procedure Protecting Yourself 184. " Physical signs and indicators - e.g. bruising/injuries " Behavioural signs and indicators - e.g. unexplained/threatening behaviour Signs of Abuse 185. " Physical " Emotional " Neglect " Bullying " Sexual Types of Abuse 186. " Ofsted " Inspect and regulate the care of children and young people " Local Authority " Safeguard the welfare of children (through social services) " Police " Mechanisms for agreeing how organisations will cooperate to safeguard the welfare of children Agencies 187. " Local Safeguarding Children Boards (LSCBs) " Agree how the relevant organisations in each local area will cooperate to safeguard the welfare of children " Independent Safeguard Authority " To help prevent unsuitable people from working with children and vulnerable adults Agencies 188. " Information relating to abuse must be kept in accordance with the Data Protection Act, 1988. " As well as legal responsibilities instructors should consider their ethical responsibilities Maintaining Confidentiality 189. Understand How to Form Effective Working Relationships with Clients 190. " To develop mutual trust between the instructor and client " To set out clearly defined roles, and responsibilities and professional boundaries between the client and instructor " To encourage openness, honesty, empathy and unconditional positive regard Why is it important to form effective working relationships with clients? 191. " To comply with legal and ethical requirements such as; - Data Protection Act - Reps Code of Ethical Conduct - Equality and diversity " To encourage motivation and enthusiasm " To improve customer retention, adherence, satisfaction and success 192. Communication Skills 193. Communication skills " Effective communication can improve clients knowledge, attitude, behaviour and motivation Consider the advantages/disadvantages of each: " Written - questionnaires, handouts, posters, email, text, websites, social networking " Verbal - telephone, face to face (language, voice intonation, accent, dialect) " Non-verbal - body language 194. " Research shows that body language is the most effective type of communication: - Hand gestures - Eye contact - Facial expressions - Head movements - Posture Body Language 195. " A clients body language can reveal their true feelings " Use your body language effectively to establish rapport with your clients Body Language 196. An effective message changes the receivers " Knowledge " Attitudes " Behaviour " Motivation The Importance of Effective Communication 197. " Poor listening skills and barriers to listening " Inappropriate non-verbal communication body language, facial expressions " Set patterns of thinking (prejudice, preconceived ideas) " Making assumptions/labelling/stereotyping Barriers to Effective Communication 198. " Lack of trust " Lack of clarity " Personal style " Social/cultural differences (age, gender, social class, ethnicity, language) " Learning difficulties Barriers to Effective Communication 199. " Use of open and closed questions " Use of eye contact " Mirroring body posture " Speed/intonation in speech pattern " Paraphrasing at regular intervals " Obtaining feedback (clarifying understanding) " Focusing on the individual " Removing other distractions (e.g. mobile phones) Listening Skills 200. 1. Amplification 2. Clarification 3. Verification Active Listening Techniques 201. Exceeding Customer Expectations Some examples: Going that extra mile Providing exceptional customer service Under promising, over delivering Setting achievable and realistic exercise goals 202. The customer is always right! Customers are the lifeblood of our business. The acronym RIGHT is commonly stated: Respected Indispensable Greeted Helped Thanked 203. Dealing with Customer Complaints It is important to handle a client complaint positively to agreed procedures. Acknowledge the complaint immediately Deal with the complaint personally if able to do so in a timely fashion Refer the complaint to the appropriate person as necessary Record all details of the complaint Ensure the complaint is resolved satisfactorily 204. Complaints Take the HEAT out of the situation! Hear them out (listen to their complaint without interruption) Empathise with their situation (do not be defensive) Apologise Take action (help solve the problem, with support if necessary) 205. Key Points Customer service involves considering customer wants and needs Customers can be internal or external Interacting with customers involves verbal and non verbal communication skills It is important to follow organisational procedures when dealing with complaints Customer perceptions are strongly affected by the impression you created by the instructor 206. Health & Fitness 207. " According to the World Health Organisation, health is a state of complete physical, mental and social well being; not merely the absence of disease or infirmity (WHO, 1946) Defining Health and Fitness 208. " The term fitness refers to the ability to meet the demands of life safely and effectively, without exhaustion or undue stress. Fitness is a multi- dimensional concept and the level of fitness in one area can influence other aspects of total health including: emotional & mental, social, medical, nutritional, spiritual and physical Defining Health and Fitness 209. " Physical activity is defined as any bodily movement produced by skeletal muscles that require energy expenditure. Physical inactivity is an independent risk factor for chronic disease and is estimated to cause 1.9 million deaths globally Defining Health and Fitness 210. " Health related fitness is the capacity to combine all aspects of fitness to facilitate positive health and maintain optimal quality of life " This is often referred to as total fitness Health related Fitness 211. " Physical fitness is unique among the components of whole health as it is accepted that physical fitness can have a beneficial impact on ALL other aspects total fitness Health related Fitness 212. Relationship between Total Fitness & Physical Fitness 213. " Emotional and mental well being, the ability to think clearly an constructively " Social ability to interact, communicate and form relationships with others " Medical state of health and absence of disease " Nutritional eating a well balanced diet The Components of Total Fitness 214. " Spiritual attitude, honoring ones own and others human values " Physical a combination of attributes that allows you to function effectively, to enjoy leisure and cope with emergencies The Components of Total Fitness 215. " Flexibility - the ability of a joint or joint complex to work to its full range of movement " Motor skills - the ability to perform a range of skills such as balance, coordination, speed, agility, power and reaction time The Components of Physical Fitness 216. The Components of Physical Fitness Cardiovascular fitness - the ability of the heart and lungs to take in, transport and utilise oxygen Muscular strength - the ability of a muscle or group of muscles to use maximum force Muscular endurance - the ability of a muscle or muscle group to perform continual repetitions 217. Health, physical fitness and training potential are determined by several variables including: " Genetic Factors " Heredity " Body type (ectomorph, mesomorph and endomorph) " Gender " Age Factors Influencing Health and Fitness 218. " Lifestyle factors: " Everyday activity " Health status " Lifestyle habits " Diet Factors Influencing Health and Fitness 219. Regular physical activity is one of the most important things that you can do for your health. According to the WHO, at least 30 minutes of regular, moderate-intensity physical activity on most days can help: " Decrease the risk of coronary heart disease " Decrease the risk of some cancers " Normalise blood pressure " Decrease high cholesterol Health and Regular Physical Activity 220. " Promote bone density to protect against osteoporosis and falls in older age " Decrease the risk of type 2 diabetes " Reduce the risks of developing some types of cancers " Promote healthy growth in children Health and Regular Physical Activity 221. " Weight management " Improve confidence and wellbeing " Strengthen bones, joints and muscles to improve joint stability and posture " Decreasing the risk of injury Health and Regular Physical Activity 222. Exercise Prescription for Health " Chief Medical Officer and Department of Health `Start Active and Stay Active` report guidelines: " Under fives 180 min per day " Children and young adults 60 min and up to several hours per day " Adults 19-64 and older 150 minutes each week of moderate to vigorous intensity physical activity http/:www.bhfactive.org.uk 223. Despite growing awareness of the benefits many people struggle to start or to maintain an effective long term exercise habit. Common barriers include: " Physical " Physiological " Financial " Time " Motivational Barriers to Fitness and Exercise 224. " Total fitness is a multi dimensional concept that includes various fitness aspects " Regular physical activity is beneficial to health " Physical fitness has five components and is affected by several factors " Common barriers can influence an individuals participation in regular exercise Key Points 225. Principles of Training 226. Training is a slow and subtle process that should lead to improved performance resulting from planned physiological and psychological changes. Programming considerations include: " Overload principle " Progressive principle - Repetitions, resistance, rate, rest, complexity " Specificity principle - Specific adaptations to imposed demands (SAID) Principles of Training 227. " Overload " Specificity " Reversibility principle " Adaptability " Recovery time " Plateau " Regression Principles of Training 228. What happens to the body during training? The following short term responses take place: " Activity of the nervous system increases " Heart rate, blood flow, oxygen uptake, cardiac output and stroke volume increase " Blood vessels dilate " Concentration of CO2 rises in the blood leading to increased breathing rate " Muscle and core body temperature rises Short Term Effects of Training 229. " Levels of lactic acid rise " Blood pressure increases " Joints become more mobile Once training stops, the body returns to its normal resting state. However, this process must be gradual to avoid blood pooling Short Term Effects of Training 230. Blood Pooling " If exercise stops suddenly the blood and waste products stay in the muscle " Blood pooling can be avoided by incorporating an effective cool down whereby the intensity is reduced slowly Principles of Training 231. Applying the FITT principle to achieve overload " Frequency the number of sessions in a given period (how often) " Intensity the level of work performed during an activity session (how hard) " Time the duration of a given session (how long) " Type the choice of activity. For example, running, weight training, stretching etc. Principles of Training 232. Regular exercise has a positive impact on the skeletal system as well as the muscles Regular weight bearing exercise has been shown to have the following benefits: Short term " Increased ROM " Increased secretion of synovial fluid " Improved shock absorption Exercise and the Skeletal System 233. Long term " Increased bone density " Decreased risk of osteoporosis " Improved joint stability " Increased joint mobility " Stronger connective tissue " Improved ROM " Improved posture " Improved coordination and balance " Decreased risk of injury Exercise and the Skeletal System 234. A balanced exercise programme can improve posture. Benefits of improved posture include: " Improved functional performance " Reduced risk of injury " Elevated self esteem Discuss postural focused exercises within: " Muscular strength " Muscular endurance " Flexibility " Core stability Exercise and Improved Posture 235. " Potentially negative impact on posture " Increased muscular strength (and control) required to maintain posture at speed " Speed can be used to increase or decrease intensity " Not always the most appropriate method of increasing exercise intensity Speed and its Impact on Exercise 236. " The principles of training are overload, specificity, adaptability, individuality, recovery time and plateau " Overload is applied using the FITT principle " Modifications, progressions and adaptations are required to meet individual needs " And effective cool down will ensure that safely the body returns to normal Key Points 237. Cardiovascular Fitness 238. " Cardiovascular fitness is often referred to as stamina, endurance, cardio-respiratory fitness (heart and lungs) or aerobic fitness. All these terms essentially refer to the ability to take in,transport and utilise oxygen` Cardiovascular Fitness 239. " Cardiovascular exercise can be defined as being: " Rhythmic in nature " Continuous " Uses large muscle group " Under low to moderate tension " Over an extended period of time " Frequently referred to as aerobic exercise. Cardiovascular Exercise 240. Guidelines for CV Training ACSM guidelines to achieve and maintain cardiovascular health and fitness benefits Frequency 3-5 days per week Intensity Moderate and vigorous Time Moderate 30 minutes 5 days a week OR vigorous 20-25 minutes 3 days a week Type Rhythmic aerobic activity that involves large muscle groups 241. Physical Exercise and the Heart " The heart is a muscle (specifically cardiac muscle) " Improves in response to overload " HR is very individual " Not necessarily an indication of CV fitness (heart size) " Resting HR will be lower in response to regular and progressive CV training " Massive health benefits in reduced risk of CHD 242. Heart Rate Training Zones Aerobic HR training zone " 50% - 100% maximum HR " Partly genetic but always affected by age 243. We use four key aerobic HR training zones " Moderate aerobic zone - 50%+ MaxHR, mainly for untrained sedentary individuals & realistic first step to training " The fitness zone - 60%-70% MaxHR, Fat burning suitable for most individuals & next step in intensity " The performance zone - 70%-80% MaxHR, for improvements in CV fitness `aerobic training zone` " Performance anaerobic zone - 80%-90% MaxHR, for very well trained individuals, to increase speed, pace and performance Heart Rate Training Zones 244. " HR changes in response to exercise " Heart size, stroke volume, HR, oxygen uptake (V02 MAX) " HR is a valid measure of both: " Exercise intensity " CV performance progression (fitness) " HR affected by a number of factors (medication, pregnancy, etc) Exercise Intensity 245. A quick and simple method for measuring exercise intensity for aerobic work is to use heart rate " Heart rate (HR) beats per minute " Resting HR " Maximum HR Age adjusted prediction (220 age) Monitoring Exercise Intensity 246. " Effective alternative methods of measuring intensity: " RPE 620 Borg scale " RPE Borg CR 10 scale " Talk test " Observation Measuring Exercise Intensity 247. Exercise Intensity The 6 20 Borg scale 248. Exercise Intensity The CR 1-10 scale 249. Short term effects of CV activity (during exercise): " Heart rate, blood flow, oxygen uptake, cardiac output and stroke volume all increase " Blood vessels dilate " Concentration of CO2 in the blood increases and thereby breathing rate " Muscle temperature and overall core body temperature increase " Levels of lactic acid in the blood rise Benefits of CV Training 250. Longer term effects of CV training (health & fitness): " The lungs (increased capacity utilisation rather than size) " The blood (increased transport blood volume and red blood cells) " The heart (increased cardiac output larger and stronger heart muscle) " Blood capillaries (increased number increased exchange) Benefits of CV Training 251. " Blood pressure (reduced/normalised) " The muscles (increased mitochondria better oxygen utilisation) " The bones (improved density dependant on weight baring activity) " Blood fat profile (LDL and HDL profile changes) " Blood pooling (increased blood supply to working muscles cool down Benefits of CV Training 252. " Children " Need to work harder than adults to meet oxygen requirements " Developing energy supply systems " Interval or fartlek training more appropriate " Pregnancy " Low to moderate intensity maintain blood flow to foetus " Overheating and breathlessness " Talk test rather than HR monitoring CV Training for Special Populations 253. " Ageing " Fatigue, lactic acid tolerance and recovery " Age related increased BP, dizziness and blood re-distribution " Rib cage flexibility and breathing rate (oxygen exchange) " Bones and joints may need to avoid prolonged high impact exercise) CV Training for Special Populations 254. " Disability " Exercise options may be limited by disability " Fitness level may be low due to disability related inactivity " Consider exercise options carefully and seek professional advice CV Training for Special Populations 255. " CV fitness refers to the body's ability to take in, transport and utilise oxygen " CV exercises are rhythmic, continuous using large muscle groups under moderate tensions " Max Hr can be estimated by using the formula 220 minus age " There are four heart rate training zones " Heart rate during exercise can me monitored by several methods " CV can provide protection against CHD and provide health benefits Key Points 256. Muscular Strength and Endurance 257. Muscular Strength `The Maximal tension or force that is produced by a muscle or muscle group` Very high resistance x low repetitions 75% (or above) of 1RM x low repetitions (1-10 reps) Muscular Strength 258. Muscular Endurance `The ability of a muscle, or muscle group, to exert sub-maximal forces against a resistance over an extended period of time` Low to moderate intensity x high repetitions 40% 60% of 1RM x high repetitions (15-25 reps) Muscular Endurance 259. Power is defined as: Force x Speed Muscular Power 260. The Muscular Strength and Endurance Continuum Strength Strength/endurance Endurance Heavy resistance Heavy/moderate resistance Moderate resistance PC energy system PC/LA energy system LA/O2 energy system 1-8 repetitions 8-12 repetitions 12-25 + repetitions Fast twitch muscle fibres Mix of fibre types Slow twitch muscle fibres 261. Guidelines for Improving Muscular Fitness ACSM guidelines for improving muscular fitness Frequency 2-3 times per week with 48 hours separating the training sessions Intensity 2-4 sets of 8-12 repetitions, with a rest interval of 2-4 minutes between sets. For older adults and the deconditioned, 1 or more sets of 10-15 repetitions Time Relative to the number of exercises and sets/reps Type Whole-body, multi joint exercises for the major muscle groups Free weights, resistance machines, body weight etc. 262. Long Term Effects of MSE Training Long-term moderate levels of CV fitness can improve: " The heart " The lungs " Circulation " Blood " Blood pressure " The skeleton " The muscles 263. " Stress on connective tissue (micro tears) " Muscle stiffness/pain 12-72 hours after exercise " Risk for new clients (untrained) or following change of exercise routine " Eccentric training " 30-40% more resistance capacity than concentric phase " Higher level of muscle damage (micro tears) " Not suitable for de-trained clients Delayed Onset Muscle Soreness 264. Children " Weight bearing exercise for children is an important feature of development " Appropriate repetitions and resistance stimulate bone growth " High intensity strength training may damage bone and the growth plates " Muscle growth does not keep up with bone growth in developing children Contraindicated Exercises for Special Populations 265. Pregnancy " The hormone relaxin effects joint stability, especially those in the pelvis " Changing body shape and lax ligaments lead to postural changes " A supine lying position should be avoided after the first trimester due to the restriction of blood return to the heart and the pressure on internal organs. " Relaxin may remain in the system up to five months after childbirth. Contraindicated Exercises for Special Populations 266. Ageing " Decreasing metabolic rate (muscle atrophy related) " Regular resistance training preserves muscle mass " Regular muscular fitness training reduces the risk of osteoporosis and bone fractures in later life and can reduce the frequency and severity of falls and fractures. Contraindicated Exercises for Special Populations 267. Disability " Exercise limitations specific to disability " Muscles may be de-conditioned or atrophied due to disability related inactivity Consider exercise options carefully and seek professional advice Contraindicated Exercises for Special Populations 268. " MSE can be achieved by using a range of repetitions and resistance " There are a range of adaptations to strength and endurance training " DOMs describes the micro tears in the tissues associated with very high intensity training " Body weight can be adapted for strength and endurance by lever length and body position " ACSM provide guidelines for improving muscular fitness " The benefits of MSE training contribute to health, improved lifestyle, self-image and ease of daily activities Key Points 269. Flexibility 270. Flexibility is a measure of the maximum range of movement (ROM) possible around a joint or joints " Age related awareness of flexibility " Under rated and under practiced component of physical fitness " There are many health related benefits to maintaining good flexibility Flexibility 271. " Static " Passive " Active " Dynamic " Ballistic " PNF Types of Stretching 272. During warm up " Short (preparatory) stretching static or dynamic During cool down/specific stretch sessions " Maintenance stretching " Developmental stretching When to Stretch 273. Factors affecting flexibility " The structure of the joint " Ligaments and tendons " Opposing tissue bulk (muscle or fat tissue) " Muscle and its connective tissues " Gender " Age " Time of day " Temperature Factors Affecting Flexibility 274. Guidelines to Flexibility ACSM guidelines for stretching Frequency Minimum of 2-3 times per week Intensity 3-4 reps per muscle group to the end of the range of movement, without inducing discomfort Time 15-60 seconds for static. A 6 minute contraction followed by a 10-30 second assisted stretch for PNF techniques Type Static, dynamic or PNF (ballistic may be considered for persons who sporting activities involve ballistic movements 275. " Quality of life " Improved sports performance " Improved posture " Stress management Benefits of Flexibility Training 276. Children " Stretch with care " Soft joints and growth spurts Pregnancy " Increased ability to achieve a greater ROM (Relaxin) " Stretch with care " Short stretches only " Avoid developmental stretching Flexibility Training for Special Populations 277. Ageing " Increased muscle stiffness " Decreasing stretch potential " Heat loss Flexibility Training for Special Populations 278. Disability " Exercise options may be limited due to disability " ROM may be limited due to disability related inactivity Consider exercise options carefully and seek professional advice Flexibility Training for Special Populations 279. Key Points Flexibility is the ROM around a joint and is specific to each joint There are several different types of stretching Short stretches are performed in the warm up, maintenance and developmental stretching in the cool down Benefits to improve flexibility include improvements in quality of life, sporting performance, posture and prevention of chronic back pain 280. Motor Skills 281. Components of motor fitness " Speed " Agility " Balance " Coordination " Power " Reaction time Motor Fitness (Skill) 282. " Kinaesthetic (spatial) awareness " Links between the central and peripheral nervous systems " Every day activities " Sporting performance " Reduced risk of injury The Importance of Motor Fitness 283. Skill development can be affected by a number of factors including: " Previous skill/experience " Kinaesthetic awareness " Genetic factors " Lifestyle factors Principles of Motor Fitness Training 284. Skill development and the learning process: " Individuals need both time and practice to develop new specific skills " Managing your body weight, maneuvering centre of gravity, coordinating body movements, moving at different speeds, in different directions and at different intensities, will in the long term help to improve your motor skills. " There are three main stages of learning when training motor skills Principles of Motor Fitness Training 285. Three main stages of the motor skills learning process: " Cognitive " Motor (associative) " Automatic (autonomous) Principles of Motor Fitness Training 286. Working with young people (age 1416 years) " Muscle growth does not keep up with bone growth " Very high intensity training should be avoided " Weight bearing is an important feature of their development Motor Skills Training for Special Populations 287. Exercises to avoid: " Prolonged high intensity (anaerobic training) " High resistance training Exercises to include: " Interval type training (reduce the impact and intensity between efforts) " Body weight exercises incorporating gravity and lever length as resistance " Functional activities such as pulling and pushing " Activities to develop motor skills Working with Young People 288. Ante Post Natal " The hormone relaxin affects joint stability (especially in the pelvis) therefore greater risk of injury " Time scales for release and withdrawal of relaxin should be considered " Changes in body shape leads to postural changes in gravity Motor Skills Training for Special Populations 289. Exercises to avoid: " Supine position exercises after the first trimester " Developmental, PNF or ballistic stretching " High impact exercises Exercise to include: " Interval type exercises " Maintenance stretches e.g. static stretches " Core stability exercises " Balance exercises Working with Ante Post Natal Clients 290. Ageing " Metabolic rate tends to decrease " Loss of muscle tissue " Loss of bone density " Increased susceptibility to falls Motor Skills Training for Special Populations 291. Safety guidelines as defined by the National Occupational Standards for older people include: Exercises to avoid: " High impact. Prone/flexion activities. Complex choreography Working with Ageing Clients (50+) 292. Exercises to include: " Back extension (in particular thoracic extension) to improve posture " Interval type activities which allows for rest between harder bouts of activity " Functional activities to assist in everyday tasks " Multijoint/compound type activities " Balance activities " Core stability activities Working with Ageing Clients (50+) 293. Disability " Specific disability related limitations specific to their disability " Poor motor skills resulting from disability or disability related inactivity Consider exercise options carefully and seek professional advice Motor Skills Training for Special Populations 294. Key Points Motor fitness refers to the skill- related elements of fitness agility Motor fitness is essential for everyday life, sporting activities and specific exercises To develop motor fitness skills need to be broken down into a logical learning process 295. General Considerations for Special Populations 296. Working with young people (age 1416 years) " A sedentary lifestyle in young people can have negative health consequences both now and later in their life " An obese child has an 80% chance of growing up to be an obese adult " Possibly due to unhealthy lifestyle choices and learned behaviours from their parents Young People 297. A young person who is active will have: " Stronger muscles and bones " A leaner body, controlled body fat and be less likely to become overweight " A decreased risk of developing type 2 diabetes " Possibly lower blood pressure and blood cholesterol levels " Be more confident and have a better outlook on life Young People 298. Working with antenatal and post natal clients " Exercise plays an important role in promoting health and well being before, during and after pregnancy " Women who exercise during pregnancy have reduced weight gain, more rapid weight loss after delivery, improved mood and improved sleep patterns " Women who exercise regularly during pregnancy may have less incidence of induction, faster labours, are less likely to require epidural analgesia, have fewer operative births and a quicker recovery from delivery Ante Post Natal 299. " Pregnancy is a highly complex physiological process and precautions are needed to ensure that exercise does not contribute to any complications. " After birth, most of the physiological changes persist for 46 weeks, therefore gradual introduction of pre-pregnancy exercise should be based on capability Ante Post Natal 300. " The advancement of age is something that happens to us all " People are commonly living well into their 80s " Increased need to be physically fit to enable individuals to be independent and enjoy life Older People 301. Age should not be a barrier to exercise, regular physical activity can: " Stimulate physical and mental health " Increase mobility and independence " Improve stamina, strength, posture, coordination and reduce the risk of falls " Reduce the risks of osteoporosis and fractures " Help to overcome loneliness and isolation " Assist in reducing anxiety and depression and promote a sense of well-being Older People 302. " Over 10 million disabled people in the UK " Only 7% are sufficiently physically active for disease prevention " Appropriate levels of physical activity is known to reduce the incidence of certain chronic diseases by as much as 50% Disability 303. " Disabled people may realise greater benefits from keeping physically active as it can help to reduce, manage or even reverse some impairments " Exercise with care. Seek expert advice. Work within your knowledge and qualifications " Individuals with hearing or sight impairment can easily be integrated within a regular training environment Age 304. Key Points Due to physiological differences in special populations, specialist training is required For the apparently healthy, simple adaptations to mainstream sessions can be made Working with specialist populations can be rewarding and fun for the instructor and potentially life- changing for the client 305. Nutrition 306. " The NHS Live Well website recommends the following guidelines using the eatwell plate. " The eatwell plate is a visual representation of how different foods contribute towards a healthy balanced diet " The size of the segments for each of the food groups is consistent with government recommendations for a diet that would provide all the nutrients required for a healthy adult or child (over the age of two). Recommendations for a Healthy Diet 307. The eatwell plate is based on the five food groups: " Bread, rice, potatoes, pasta and other starchy foods " Fruit and vegetables " Milk and dairy foods " Meat, fish, eggs, beans and other non-dairy sources of protein " Foods and drinks high in fat and/or sugar The Eatwell Plate 308. The eatwell Plate 309. " The body needs fuel to provide energy for all organs and cells to be able to do their job " These fuels are provided in the form of the following macronutrients: Key Nutrients 310. Carbohydrates in the food we eat come in two different forms: " Simple carbohydrates " naturally occurring sugars found in fruits and milk " Complex carbohydrates " starches found in plants, particularly grains, seeds and root vegetables like potatoes Carbohydrates 311. Dietary fats are complex organic substances that are not soluble in water There are two basic types of fat; saturated and unsaturated: Fats 312. Vitamins and minerals " Vitamins to enable us to effectively use the energy from the macronutrients " Vitamins A, D, E & K are fat soluble " Minerals for a range of very specific tasks Deficiencies in vitamins and minerals can lead to anaemia, reduced bone mineral density/osteoporosis, digestive disorders such as constipation and diarrhoea, reduced muscle mass, weight loss/gain and deficiencies in essential fatty acids. Micronutrients 313. " The body also needs fibre, which is a form of carbohydrate that is found in plant cell walls. " Fibre is essential for optimum function of the digestive system Fibre 314. Water " Water provides the right conditions for all other functions " Approximately 65% of adult body weight is made up of water " We can survive for a number of weeks without food, but four to five days without water " Lost water MUST be replaced Hydration 315. Water is lost from our bodies in a number of ways: urine and faeces evaporation from the skin as sweat Expired breath Even without moving around we lose 2 2.5 litres of water per day via these routes Hydration 316. Approximately 50% can be replaced from the food we eat An inactive person needs to drink about six glasses of fluid a day A sportsperson or active trainer would need to drink much more. Up to 45 litres per day. More in hot environments Hydration 317. If you lose too much water from the body and it is not replaced, the building of body tissues, temperature regulation and metabolic rate are all affected The resulting dehydration can lead to fatigue, headaches, lack of concentration and constipation A loss of only 10% of your normal bodily requirements can result in severe dehydration that may be fatal Dehydration 318. " Carbohydrates - energy production " Complex " Simple " Fats - insulation, protection, vitamin transport & energy production " Saturated " Unsaturated The Dietary Role of Key Nutrients 319. " Proteins - tissue growth & repair, oxygen transport, cell function and fighting disease " Vitamins Minerals - multi functional with major health benefits " Fibre - aids digestion " Water - required The Dietary Role of Key Nutrients 320. Choosing a variety of foods from within each group will add to the range of nutrients you consume. Foods in the eatwell plate fifth group (foods and drinks high in fat and/or sugar) are not essential to a healthy diet " Eat predominantly complex carbohydrates " Five to seven portions of fruit and vegetables per day Healthy Eating Advice 321. " Restrict intake of foods with a high sugar content " Eat less saturated fat and replace these with mono-unsaturated and poly- unsaturated fats " Drink at least two litres of water per day " Reduce salt intake " Moderate intakes of protein, less protein from animal sources Healthy Eating Advice 322. " The range of internal activities that take place in our bodies is known as metabolism and the amount of energy that is required at rest to drive metabolism is known as our `basal metabolic rate` (BMR) " BMR is measured in calories " BMR will be different for each individual as it depends on: - body weight - body composition - how active we are Metabolism and Energy Balance 323. " BMR is usually around 1,500 kcals (kilocalories) for an average female and 2,000 kcals for an average male " BMR estimated by body weight (kgs) x 25 i.e. 65 kgs x 25 = BMR 1625 kcals (irrespective of gender) Metabolism and Energy Balance 324. " The body will remain the same weight when calorific intake equals calorific expenditure " If intake exceeds output, the excess is stored as fat weight " If output exceeds input the result is weight loss Energy in > energy out = weight gain Energy in < energy out = weight loss Energy in = energy out = weight maintenance The Energy Balance Equation 325. " To lose weight there must be a deficit " A deficit of 3,500 kcals is required to lose 1lb of stored fat " This is best achieved through a combination of increased physical activity and a reduction in calories The Energy Balance Equation 326. There are many health risks associated with a poor diet including: " Overweight (obesity) or underweight " Medical health issues including: " Hypertension " CHD " Bone and joint disorders " Diabetes " Some forms of cancer " Mental, emotional and social health issues Health Risks of Poor Nutrition 327. " Fitness instructors are limited in providing information to clients without further training. " Stick to the guidelines as per the Food Standards Agency and the eatwell plate " Seek professional expert advice " Pursue additional nutrition specific personal qualifications Professional Boundaries and Nutritional Advice 328. Key Points Good quality foods of the correct quantity are essential to health The main food groups are carbohydrates, fats and protein Vitamins, minerals, fiber and water are also necessary for a variety of bodily processes The energy balance equation explains why we gain, loose or remain the same weight A poor diet can lead to many health problems Instructors are limited in providing nutritional information without further training 329. Planning gym-based exercise 330. Unit Aims Understand how to collect client information to plan a gym-based session Understand how to use client information to plan gym-based exercise Understand how to plan gym-based exercise with clients Be able to collect and use client information to plan a gym-based exercise programme Be able to plan a gym-based exercise programme with clients 331. Role of the Instructor The fitness instructor should be involved in: Collecting and checking client information Analysing information Identifying and agreeing basic short, medium and long term goals Planning, instructing and evaluating safe and appropriate gym-based exercise sessions Providing 1:1 or group inductions and general exercise programmes Selecting relevant exercises and designing appropriate programmes 332. Role of the Instructor The fitness instructor should be involved in: Producing suitable programme cards for clients/ members Suggesting relevant adaptations to allow for individual needs Using logical and progressive teaching methodologies Selecting and/or correctly demonstrating a variety of CV and RT methods Providing clients/members with general advice on how to progress Observing clients/members to correct unsafe technique where required 333. Role of the Instructor The fitness instructor should be involved in: Producing suitable programme cards for clients/ members Suggesting relevant adaptations to allow for individual needs Using logical and progressive teaching methodologies Selecting and/or correctly demonstrating a variety of CV and RT methods Providing clients/members with general advice on how to progress Observing clients/members to correct unsafe technique where required 334. By the end of the session you will be able to: Explain the process of informed consent Describe methods to collect client information Describe how to determine which method/s of collecting information are appropriate according to the individual Explain the principles of screening clients prior to gym-based exercise to include the use of the PARQ How to Collect Client Information 335. Informed Consent What is Informed Consent? Identifying the associated benefits and risks of the exercise in order to help the client make an informed decision to participate 336. What is Screening? Establishing an individuals suitability to participate in an exercise programme Screening 337. Screening Methods for collecting client information: Questionnaire (PAR-Q) Health Commitment Statement Interview Observation Physical measurements (e.g. height, weight and BMI) Consider which method is appropriate to the individual 338. Screening Consider the following: Suitability to participate Medical conditions Legal and professional responsibilities Confidentiality Data protection Verbal re-screening Review of previous questionnaires Re-check of physical measurements 339. By the end of the session you will be able to: Describe the factors, based on client screening, which may affect safe exercise participation Give examples of how client information affects the planning of gym-based exercise Identify the reasons for temporary deferral of exercise Explain the reasons for referring clients to other professionals How to Use Client Information to Plan the Session 340. Resistance Training Methods Single set training Circuit resistance training Basic sets Delorme and Watkins 10 RM system Berger 6 RM system Pyramid systems Super-setting 341. Plan a Safe and Effective Gym-Based Session 342. Timing and Sequences Plan realistic timings and sequences appropriate to: Fitness level Environment Type of session Duration of session Programme goals 343. Risk Management Plan for appropriate checks to minimise risk in relation to: Equipment Environment Emergency procedures 344. Programme Cards Format may vary from gym to gym Include a warm up (including stretches if appropriate) Include resistance lifts, detailing: Reps Sets Rest Resistance Include cardiovascular training, detailing: Rate (RPM/SPM/KPH/MPH) Level Resistance Duration Include a cool down with stretching (including maintenance and development stretches