Level 2 NVQ Diploma in Instructing Exercise and Fitness...competent for a unit or a whole NVQ. The system is suited to those who already have skills and want to develop them. Your

Level 2 NVQ Diploma in Instructing Exercise and Fitness – ETM

LearnerAchievementPortfolio

Version AIQ004477

Qualification Accreditation Number:

500/9640/0

Qualification Structure

Level 2 NVQ Diploma in Instructing Exercise and Fitness

NVQ Structure

The learner must achieve a minimum of seven units: five mandatory units plus two paired units from either the Gym, Exercise to Music, Aqua or Exercise and Physical Activity for Children pathways.

Mandatory Units1. Anatomy and Physiology for Exercise 2. Principles of exercise, fitness and health 3. Promote health, safety and welfare in active leisure and recreation4. Work with clients to help them adhere to exercise and physical activity5. Reflect on and develop own practice in providing exercise and physical activity

Optional Units

Pathway A Gym6. Plan and prepare gym-based exercise7. Instruct and supervise gym-based exercise

Pathway B Group Exercise to Music 8. Plan and prepare group exercise to music9. Instruct group exercise to music

Pathway C Aqua 10. Plan and prepare water-based exercise11. Instruct water-based exercise

Pathway D Exercise and Physical Activity for Children 12. Plan health-related exercise and physical activity for children13. Instruct health-related exercise and physical activity to children

Active IQ wishes to emphasise that whilst every effort is made to ensure accuracy, the material contained within this document is subject to alteration or amendment in terms of overall policy, financial or other constraints. Reproduction of this publication is prohibited unless authorised by Active IQ Ltd. No part of this document should be published elsewhere or reproduced in any form without prior written permission.

Copyright © 2016 Active IQ Ltd. Not for resale

Personal details

Learner details

First Name: Surname:

Date of birth: Place of work:

Home address: Work address:

Telephone No: Telephone No:

Mobile No: Fax No:

Email:

Work-based assessor details

First Name: Surname:

Address:

Telephone No: Mobile No:

Email:

Copyright © 2016 Active IQ Ltd. Not for resale | 3

Introduction

Welcome to the Active IQ Level 2 NVQ Diploma in Instructing Exercise and Fitness

This document is designed to assist you in gathering evidence to prove your competence against the standards in each of the following units. Your work-based Assessor will provide you with guidance and support and help you decide on the best types of evidence to produce to prove competence.

What are NVQs?

National Vocational Qualifications (NVQs) are work-related, competence-based qualifications. They reflect the skills and knowledge needed to do a job effectively, and show that you are competent in the area of work the NVQ framework represents. NVQs are based on national occupational standards. These standards are statements of performance that describe what competent people in a particular occupation are expected to be able to do. They cover all the main aspects of an occupation, including current best practice, the ability to adapt to future requirements and the knowledge and understanding that underpin competent performance. Within reason, NVQs do not have to be completed in a specified amount of time. They can be taken by full-time employees or by school and college Learners with a work placement or part-time job that enables them to develop the appropriate skills. There are no age limits and no special entry requirements. While NVQs technically stipulate no time limit, within reason, it is worth bearing in mind that setting time targets and limits is usually an important part of achieving goals of any sort. It is not helpful to drift aimlessly towards qualification ‘one day’ or ‘sometime in the future’, which under such vague circumstances often never actually comes. The best idea is to set and agree clear achievable and staged time targets with your work-based Assessor who will assess and monitor your progress against those agreed targets.

Who is Involved?

You will be assigned a work-based Assessor who will support, guide and assess you throughout this qualification. You will also have an assigned Internal Verifier who will check the work of your Assessor and ensure that the Assessor is working to the required standard. You may also meet the External Verifier. This person works for Active IQ and checks that the Assessor and the Internal Verifier are working to the correct standard and that you are being assessed fairly and reliably.How are NVQs Achieved?

NVQs are achieved through assessment and training. Assessment is normally through on-the-job observation and questioning. You will produce evidence to prove you have the competence to meet the NVQ standards. Assessors sign off units when they believe you are ready. The assessor tests your knowledge, understanding and work-based performance to make sure you can demonstrate competence in the workplace. When you start the qualification, your work-based assessor will usually help you to:

• identify what you can do already• agree on the standard and level you are aiming for • analyse what you need to learn • choose and agree on activities that allow you to learn what you need.

4 | Copyright © 2016 Active IQ Ltd. Not for resale

At this point, you might take a course if that seems the best way to learn what you need. Or, you might agree with your employer or supervisor to do slightly different work to gain the evidence of competence you need.

You will compare your performance with the standards as you learn. You look at what you have achieved, how much you still need to do and how you should go about it, until you are assessed as competent for a unit or a whole NVQ. The system is suited to those who already have skills and want to develop them.

Your Assessment should follow a cyclic process:

You will agree with your Assessor what is to be assessed. Assessor will

complete an Assessment Plan

If you have produced sufficient evidence to meet the standards,

the Assessor will sign off the Unit or qualification

You will gather the agreed evidence

and your Assessor may carry out an

observation

Your Assessor will give you feedback on what has been achieved and what still needs to be

achieved


Methods of Assessment

When planning assessments assessors should intend to use a range of methods appropriate to you and required by the awarding body. Within this section we will look at the various methods of assessment that can be used to assess you against the standards. Whatever type of assessment method is used, you should always ensure they are: Valid - Is the evidence to be produced relevant to the qualification being assessed? Authentic - Can the evidence be attributed to your own work? Reliable – Does the evidence come from a reliable source? Sufficient - Will the evidence to be produced be sufficient to cover fully each of the performance criteria? Direct Observation Direct observation requires the assessor to watch you physically performing the performance criteria. This can be done by either natural performance of their job or through simulation.

The assessor will usually complete a report or an observation checklist, confirming how you have met the required performance criteria. Examination of Product

This method of assessment is used by an assessor to judge your ability in producing a piece of work.

Remember that copies of blank documents which you use in the workplace do not prove competence; the documents need to be copies of working documents that you have been involved in completing. If a document is too large to be placed in your portfolio, the assessor will write a written statement detailing the product, the performance criteria it covers, its location and how an internal or external verifier can access it.

Questioning The use of questions, either oral or written, is the main method for establishing whether you have the required knowledge and understanding required by the particular qualification. This is vital, as without knowing what exactly you are doing, why and what the possible alternatives are, there is little possibility that you will be able to transfer any skill from one situation to another. All questions and responses should be recorded, signed and dated by yourself and your assessor.


Professional Discussion

Professional discussion gives you an opportunity to talk through, demonstrate, show and clarify aspects of your work that still need evidencing and/or for which other types of assessment are less appropriate. The assessor will plan carefully for professional discussion in order to obtain the clarification needed. The plan needs to be agreed by you and should always be led by you. Professional discussions must be recorded in some way. One method of recording is by audiotape, as this unobtrusive method gives proof of the discussion. The assessor may also choose to take photographic evidence to augment the taped conversations. It is not necessary to transcribe the conversation. If the camera can record date and time, this is often a more acceptable form of recording ‘live’ evidence than videotape, and sits well alongside an indexed audiotape. Video, ideally using a small digital recorder, can be used where it would cause no disruption to normal work activity and where you feel it would aid your demonstration of competence. The third method of recording, taking down the discussion verbatim, is the most difficult and least appropriate to do, as the assessor is less able to give you full attention, and the discussion can become stilted owing to the need to write everything down. Dictaphone recording of a professional discussion should be accompanied with a written agenda listing the topics discussed and the start point on the tape indicated by tape counter number.

Witness Testimony

If you think you are competent (i.e. have relevant qualifications or experience) in the work activities on which you are being assessed, you can provide a witness testimony to confirm that you can and have been working to the required standards. Witness testimony is a very useful method of assessment in this type of qualification where you have to prove competence over a period of time. The witness should write up their comments in a letter format or use a pre-designed form, the assessor will then make a decision whether to accept the evidence on face value. Simulation

Although in assessment the emphasis is usually placed on you carrying out real work activities. In some cases, it is difficult to collect evidence through a real work situation, the real work environment or within an acceptable time frame and therefore, simulation may be accepted. Simulations will usually deal with contingencies such as unexpected problems, emergencies, or other incidents which will not necessarily occur frequently.


Video or DVD and Audio Evidence If you choose to use video or DVD evidence of you doing the job then your evidence should meet the following guidelines:

• The whole session should be filmed non-stop from start to finish. • You should remain in camera at all times. • The video or DVD should not be edited in any way. • Photo-id should be sent with the video or DVD to prove authenticity (passport or driving licence).

If the filming contains children then parental consent should be given in writing prior to filming. The parental consent form should clearly state the purpose of the video or DVD and that it will be destroyed following assessment and verification.

Audio

Dictaphone can be used to record professional discussions or question and answer sessions. This is particularly useful if you have dyslexia. The tape should be placed in your portfolio along with an agenda clearly detailing what is recorded on the tape and at what point (use the tape counter for reference).

Past Experiences and Achievements which Contribute to Assessment Process During the assessment planning process, the assessor will encourage you to consider any past experiences or achievements which will contribute to the assessment process. This could include:

• prior learning which relates to part(s) of the course • prior achievement of qualifications which match part(s) of the course • prior experience which relates to part(s) of the course.


Register of Exercise Professionals (REPS)

Code of Ethical Practice

Assessment of this qualification should be made in line with the REPs Code of Ethical Practice. Learners should be given a copy of the Code of Ethical Practice and should sign to say they fully understand and agree to abide by it. Any learner who does not follow the Code of Ethical Practice during an assessment should be referred.

Assessors should also follow the Code of Ethical Practice.

Register of Exercise Professionals (REPS)

Background

It is important to establish, publicise and maintain standards of ethical behaviour in fitness instructing practice, and to inform and protect members of the public and customers using the services of exercise professionals.

Physical activity and exercise can contribute positively to the development of individuals. It is a vehicle for physical, mental, personal, social and emotional development. Such development is enhanced if the individual is guided by an informed, thinking, caring and enlightened exercise professional operating within an accepted ethical framework as a self-monitoring professional.

The role of an exercise professional is to:

• Identify and meet the needs of individuals• Improve performance or fitness through programmes of safe, effective and enjoyable exercise• Create an environment in which individuals are motivated to maintain participation and improve

performance or fitness• Conform to ethical standards in a number of areas – humanity, relationships, co-operation,

integrity, advertising, confidentiality and personal standards

This Code of Ethical Practice defines what is best in good practice for professionals in the fitness industry by reflecting on the core values of rights, relationships, responsibilities and standards. The term ‘professional’ is used in a qualitative context in this Code and does not necessarily imply a paid position or person. Exercise professionals who assent to this Code accept their responsibility to people who participate in exercise; to other fitness professionals and colleagues; to their respective fitness associations, professional bodies and institutes; to their employer; and to society.

Where required members must also hold adequate liability insurance.


There Are Four Principles To The Code

PRINCIPLE 1:

RIGHTS

‘Exercise professionals will be respectful of their customers and of their rights as individuals’

Compliance with this principle requires exercise professionals to maintain a standard of professional conduct appropriate to their dealings with all client groups and to responsibly demonstrate:

• Respect for individual difference and diversity• Good practice in challenging discrimination and unfairness• Discretion in dealing with confidential client disclosure

PRINCIPLE 2:

RELATIONSHIPS

‘Exercise professionals will nurture healthy relationships with their customers and other health professionals’

Compliance with this principle requires exercise professionals to develop and maintain a relationship with customers based on openness, honesty, mutual trust and respect and to responsibly demonstrate:

• Awareness of the requirement to place the customer’s needs as a priority and promote their welfare and best interests first when planning an appropriate training programme

• Clarity in all forms of communication with customers, professional colleagues and medical practitioners, ensuring honesty, accuracy and cooperation when seeking agreements and avoiding misrepresentation or any conflict of interest arising between customers’ and own professional obligations

• Integrity as an exercise professional and recognition of the position of trust dictated by that role, ensuring avoidance of any inappropriate behaviour in all customer relationships

PRINCIPLE 3:

PERSONAL RESPONSIBILITIES

‘Exercise professionals will demonstrate and promote a clean and responsible lifestyle and conduct’

Compliance with this principle requires exercise professionals to conduct proper personal behaviour at all times and to responsibly demonstrate:

• The high standards of professional conduct appropriate to their dealings with all their client groups and which reflect the particular image and expectations relevant to the role of the exercise professional working in the fitness industry

• An understanding of their legal responsibilities and accountability when dealing with the public and awareness of the need for honesty and accuracy in substantiating their claims of authenticity when promoting their services in the public domain

• A responsible attitude to the care and safety of client participants within the training environment and in planned activities ensuring that both are appropriate to the needs of the clients

• An absolute duty of care to be aware of their working environment and to be able to deal with all reasonably foreseeable accidents and emergencies – and to protect themselves, their colleagues and clients


PRINCIPLE 4:

PROFESSIONAL STANDARDS

‘Exercise professionals will seek to adopt the highest level of professional standards in their work and the development of their career’

Compliance with this principle requires exercise professionals to commit to the attainment of appropriate qualifications and ongoing training to responsibly demonstrate:

• Engagement in actively seeking to update knowledge and improve their professional skills in order to maintain a quality standard of service, reflecting on their own practice, identifying development needs and undertaking relevant development activities

• Willingness to accept responsibility and be accountable for professional decisions or actions, welcome evaluation of their work and recognise the need when appropriate to refer to another professional specialist

• A personal responsibility to maintain their own effectiveness and confine themselves to practice those activities for which their training and competence is recognised by the Register

Any alleged professional misconduct or avoidance of compliance with the terms of membership of the Register will be referred to the Professional Practice Committee which will consider any need for sanctions against an individual instructor, coach, trainer or teacher.The appropriate authority(ies) will deal with any criminal allegations.

For further details of the work of the Professional Practice Committee, to down-load versions of this Code, and details of liability insurance information please go to:www.exerciseregister.org


Appeal Policy

Introduction

This policy is aimed at learners, who enrolled on or have taken an Active IQ approved qualification or unit. It sets out the process you should follow when submitting appeals to Active IQ and the process Active IQ will follow when responding to appeals.

Wherever possible we will try to resolve disputes before they reach an appeal stage. We will undertake an initial, informal assessment of all potential dispute information and write to you with details of our decision. If we are unable to resolve a dispute in this way the appeals process will be available for you. In all instances we will ensure that the person carrying out this initial assessment will not have a personal interest in the dispute.

Fees

We will charge a nominal fee of £50 to cover the administration and personnel costs involved in investigating an appeal if the appeal is not upheld. In the case of group appeals, the fee per learner will be reduced, depending on the number of learners, and if the appeal is upheld, the fee waived. Where such appeals are partially upheld, the fee will be proportionately waived.

Areas covered by the policy

This policy covers:

• Appeals from learners in relation to an assessment decision on the basis that Active IQ did not apply procedures consistently or that procedures were not followed properly and fairly

• Appeals from learners relating to an Active IQ decision to decline a centre’s request to make reasonable adjustments or give special considerations

• Appeals from learners in relation to the application by Active IQ of a sanction/action on a centre resulting from a verification visit or an investigation into malpractice or maladministration or a decision to amend a learner/set of learners results following a malpractice or malpractice investigation

• Appeals if you believe we have not applied our procedures consistently or those procedures were not followed properly, consistently and fairly.

Process for raising an appeal

Learners who wish to appeal about their assessment results or about a related decision should either be supported by their centre and should have exhausted their centre’s own appeals process before appealing to Active IQ. In the latter case, learners must provide Active IQ with evidence that they have first appealed to their centre. It’s expected that learners will only appeal directly to Active IQ in exceptional circumstances.

Learners should complete the Appeals form at the end of this policy, which is also available on our website www.activeiq.co.uk or on request at the details stated in the ‘contact us’ section of this policy. Alternatively, you may submit your own report accompanied with documents and supporting evidence. Reports must include the following:

• Centre name, address and contact details• Learner’s name and Active IQ registration number• Date(s) you received notification of Active IQ’s decision• Title and number of the Active IQ qualification affected or nature of service affected (if appropriate)• Full nature of the appeal• Contents and outcome of any investigation carried out by you relating to the issue• Date of the report and your name and signature.

Formal appeal process

Upon receipt of all appeals Active IQ’s Quality Assurance Director or Lead External Verifier will


acknowledge receipt of the appeal within 48 hours and aim to respond fully to the appeal within 20 days. Please note that in some cases the review processes may take longer, for example, if a centre visit is required. In such instances, we’ll contact all parties concerned to inform them of the likely revised timescale. All appeal decisions will involve the following:

• An individual from Active IQ who has no personal interest in the decision being appealed• At least one decision maker who is not an employee of Active IQ, be working as an assessor for us,

or be otherwise connected to our organisation.• All individuals involved in the appeal decisions must have the relevant competence to make a

decision in relation to the appeal.

Following the review of the appeal, Active IQ will write to you giving details of our decision to either:

1. Amend our original decision in light of the new rationale/evidence being put forward which has been reviewed

2. To confirm Active IQ stands by its original decision and in doing so the rationale for this decision and request that you confirm, within 15 days, whether you now accept this decision or if wish to proceed to our independent review appeals process.

Independent review appeals process

If you decided to proceed to the independent appeal stage we will arrange for an independent review to be carried out. The independent reviewer must meet the following criteria:

• they will not be an employee of Active IQ, be working as an assessor for us, or be otherwise connected to our organisation.

• they must have the relevant competence to make a decision in relation to the appeal and will not have a personal interest in the decision being appealed.

The Independent Reviewer will review all the evidence which took place in the above stages and review if Active IQ applied its procedures fairly, appropriately and consistently in line with its policy. The independent review process may involve:

• a discussion with you and Active IQ personnel• a request for further information from you or Active IQ personnel• a centre visit by authorised Active IQ personnel.

The Independent Reviewer’s decision is final in relation to how Active IQ will consider such appeals and we’ll let you know the outcome of the review within 20 days of receipt of the independent appeal. If you are is still unhappy with the outcome at this stage you are entitled to raise the matter with the relevant qualification regulator.

Successful appeals

In situations where an appeal has been successful Active IQ will give due consideration to the outcome and will, as appropriate, take actions such as:

• Amend the risk profile of the centre concerned• Identify any other learners who have been affected correct or, where it cannot be corrected, mitigate

as far as possible the effect of the failure (eg and amend the results for the learner(s) affected following an appropriate investigation)

• Review our associated processes and policies to ensure that the ‘failure’ does not occur again or mitigate the situation as far as possible if the failure that occurred cannot be corrected

We will also cooperate with any follow-up investigations required by the qualifications regulators and if appropriate agree any remedial action with them.

Contact usIf you’ve any queries about the contents of the policy, please contact our support team on:E: [email protected]: +44(0)1480 467950


Appeals Form

Centre No Centre name

Qualification Title or nature of the service that is the focus of the appeal/ enquiry

The learner(s)’ affected by the appeal or enquiry about a result (please state learner(s)’ registration number)Learner No: Learner name

Learner No: Learner name





Nature and detail of the appeal/enquiry

Supporting evidence is attached Yes / No

If so, please specify

Declaration: I am satisfied that the information provided is accurate and fully support the application.

Head of centre/Exams officer

Date

Name (Please print)Signature

For office use


Building your Portfolio

Follow this step by step process to building your portfolio of evidence. Your Assessor should guide you through the process to begin with until you feel confident at referencing your evidence into each unit.

Step 1

Your Assessor will guide you towards the type of evidence

you need to produce and you will have signed an

Assessment Plan which clearly details how you are to be

assessed and the evidence you need to produce.

Step 2

Place your evidence into the back of this portfolio and give

the evidence a reference number

Always remember to sign and date every piece of evidence

Step 3

Refer to the Assessment Plan and the unit numbers to

which the evidence refers.

Check to see that it does meet the assessment criteria.

Step 4

With the unit/assessment criteria in front of you, reference

each piece of evidence into the evidence referencing grids

and place a tick next to the criteria you feel the evidence

covers

Step 5

Your Assessor will check the referencing and may ask

you questions to clarify your understanding – once your

Assessor is happy that all the criteria have been met – he/

she will sign off the unit.


Witness/Assessor Status List

Please ensure anybody who has made an assessment decision or provided a witness testimony within your portfolio has completed the witness/ assessor list

Witness Name and address

Status ofWitness(See keybelow)

Relationship to learner Signature

Witness Status Key:1. Qualified Assessor, occupationally competent and familiar with standards2. Qualified Assessor, not occupationally competent or familiar with standards3. Occupationally competent, not an assessor (eg line manager)4. Not occupationally competent, familiar with learner (eg customer)


Record of Achievement

Unit Name Date Completed

Assessor Signature

IV Signature (if sampled)

Date EV Signature (if sampled)

Date

Mandatory

Anatomy and Physiology for Exercise

Principles of exercise, fitness and health

Promote health, safety and welfare in active leisure and recreation

Work with clients to help them adhere to exercise and physical activity

Reflect on and develop own practice in providing exercise and physical activity


Unit Name Date Completed

Assessor Signature

IV Signature (if sampled)

Date EV Signature (if sampled)

Date

Optional

Gym

Plan and prepare gym-based exercise

Instruct and supervise gym-based exercise

Exercise to Music

Plan and prepare group exercise to music

Instruct group exercise to music

Aqua

Plan and prepare water-based exercise

Instruct water-based exercise

Physical Activity for Children

Plan health-related exercise and physical activity for children

Instruct health-related exercise and physical activity to children


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Learner Name

Assessor Name

Date of Actual Assessment Time: Location:

What was Assessed Assessment Criteria Covered

Learner’s signature: Date:

Assessor’s signature: Date:


Assessor Question Sheet

Learner Name

Assessor Name

Date of Actual Assessment Time: Location:

Questions Asked Assessment Criteria Covered

Learner’s signature: Date:

Assessor’s signature: Date:


Master Evidence Index

Evidence Number

Description

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

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Man

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ure

of th

e he

art

1.4

Des

crib

e ho

w b

lood

mov

es th

roug

h th

e fo

ur c

ham

bers

of t

he

he

art

1.5

Des

crib

e sy

stem

ic a

nd p

ulm

onar

y ci

rcul

atio

n

1.6

Des

crib

e th

e st

ruct

ure

and

func

tions

of b

lood

ves

sels

1.7

Defi

ne b

lood

pre

ssur

e2.

U

nder

stan

d th

e st

ruct

ure

and

func

tion

of th

e re

spira

tory

sys

tem

2.1

Iden

tify

the

loca

tion

of th

e lu

ngs

2.2

Des

crib

e th

e fu

nctio

n of

the

lung

s

2.3

Des

crib

e th

e st

ruct

ure

of th

e lu

ngs

2.4

Iden

tify

the

mai

n m

uscl

es in

volv

ed in

bre

athi

ng

2.5

Des

crib

e th

e pa

ssag

e of

air

thro

ugh

the

resp

irato

ry tr

act

2.6

Des

crib

e th

e pr

oces

s of

gas

eous

exc

hang

e of

oxy

gen

and

carb

on

diox

ide

in th

e lu

ngs


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

PIn

itial

Evid

ence

Ref

eren

ce N

umbe

r/s

3.

Und

erst

and

the

stru

ctur

e an

d fu

nctio

n of

the

skel

eton

3.1

Des

crib

e th

e ba

sic

func

tions

of t

he s

kele

ton

3.2

Iden

tify

the

stru

ctur

es o

f the

axi

al s

kele

ton

3.3

Iden

tify

the

stru

ctur

es o

f the

app

endi

cula

r sk

elet

on3.

4 E

xpla

in th

e cl

assi

ficat

ion

of b

ones

3.5

Exp

lain

the

stru

ctur

e of

long

bon

e3.

6 E

xpla

in th

e st

ages

of b

one

grow

th3.

7 D

escr

ibe

post

ure

in te

rms

of:

• cu

rves

of t

he s

pine

• ne

utra

l spi

ne a

lignm

ent

• po

tent

ial r

ange

s of

mot

ion

of th

e sp

ine

• po

stur

al d

evia

tions

to in

clud

e ky

phos

is, l

ordo

sis,

sco

liosi

s an

d th

e ef

fect

of p

regn

ancy

4.

Und

erst

and

join

ts in

the

skel

eton

4.1

Des

crib

e th

e cl

assi

ficat

ion

of jo

ints

4.2

Des

crib

e th

e st

ruct

ure

of s

ynov

ial j

oint

s4.

3 D

escr

ibe

the

type

s of

syn

ovia

l joi

nts

and

thei

r ra

nge

of m

otio

n4.

4 D

escr

ibe

join

t mov

emen

t pot

entia

l and

join

t act

ions

5.

Und

erst

and

the

mus

cula

r sy

stem

5.1

Iden

tify

the

thre

e ty

pes

of m

uscl

e tis

sue

5.2

Defi

ne th

e ch

arac

teris

tics

and

func

tions

of t

he th

ree

type

s of

m

uscl

e tis

sue

5.3

Des

crib

e th

e ba

sic

stru

ctur

e of

ske

leta

l mus

cle

5.4

Nam

e an

d lo

cate

the

ante

rior

skel

etal

mus

cles

5.5

Nam

e an

d lo

cate

the

post

erio

r sk

elet

al m

uscl

es5.

6 D

escr

ibe

the

stru

ctur

e an

d fu

nctio

n of

the

pelv

ic fl

oor

mus

cles

5.7

Des

crib

e th

e di

ffere

nt ty

pes

of m

uscl

e ac

tion

5.8

Iden

tify

the

join

t act

ions

bro

ught

abo

ut b

y sp

ecifi

c m

uscl

e gr

oup

con

tract

ions

5.9

Iden

tify

skel

etal

mus

cle

fibre

type

s an

d th

eir

char

acte

ristic

s


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

PIn

itial

Evid

ence

Ref

eren

ce N

umbe

r/s

6. U

nder

stan

d th

e lif

e-co

urse

of

t

he m

uscu

losk

elet

al s

yste

m

a

nd it

s im

plic

atio

ns fo

r sp

ecia

l

pop

ulat

ions

exe

rcis

e

6.1

Des

crib

e th

e lif

e-co

urse

of t

he m

uscu

losk

elet

al s

yste

m,

incl

udin

g re

leva

nt te

ndon

, lig

amen

t, m

uscl

e, jo

int a

nd b

one

min

eral

den

sity

cha

nges

, and

thei

r im

plic

atio

ns fo

r ex

erci

se,

plu

s sp

ecifi

c im

plic

atio

ns fo

r w

orki

ng w

ith:

• yo

ung

peop

le in

the

14-1

6 ag

e ra

nge

• an

te-n

atal

and

pos

t-na

tal w

omen

• ol

der

peop

le (

50 p

lus)

7.

Und

erst

and

ener

gy s

yste

ms

and

thei

r re

latio

n to

exe

rcis

e7.

1 D

escr

ibe

how

car

bohy

drat

es, f

ats

and

prot

eins

are

use

d in

the

pro

duct

ion

of e

nerg

y/ad

enos

ine

triph

osph

ate

7.2

Exp

lain

the

use

of th

e th

ree

ener

gy s

yste

ms

durin

g ae

robi

c an

d

an

aero

bic

exer

cise

8.

Und

erst

and

the

nerv

ous

syst

em

and

its r

elat

ion

to e

xerc

ise

8.1

Des

crib

e th

e ro

le a

nd fu

nctio

ns o

f the

ner

vous

sys

tem

8.2

Des

crib

e th

e pr

inci

ples

of m

uscl

e co

ntra

ctio

n

8.3

Des

crib

e th

e ‘a

ll or

non

e la

w’/m

otor

uni

t rec

ruitm

ent

8.4

Des

crib

e ho

w e

xerc

ise

can

enha

nce

neur

omus

cula

r co

nnec

tions

a

nd im

prov

e m

otor

fitn

ess


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

ass

esso

r, yo

u fe

el t

he le

arne

r ha

s ac

hiev

ed t

his

unit

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

D

ate:


Title

: Pr

inci

ples

of e

xerc

ise,

fitn

ess

and

heal

thLe

vel:

2C

redi

t va

lue:

4Le

arni

ng o

utco

mes

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

PIn

itial

Evid

ence

Ref

eren

ce N

umbe

r/s

1.

Und

erst

and

the

effe

cts

of e

xerc

ise

on th

e bo

dy1.

1 D

escr

ibe

card

iova

scul

ar a

nd r

espi

rato

ry a

dapt

atio

ns to

en

dura

nce/

aero

bic

train

ing

1.2

Iden

tify

the

shor

t and

long

term

effe

cts

of e

xerc

ise

on b

lood

pr

essu

re1.

3 D

escr

ibe

the

“blo

od p

oolin

g” e

ffect

follo

win

g ex

erci

se1.

4 D

escr

ibe

the

effe

cts

of e

xerc

ise

on b

ones

and

join

ts in

clud

ing

the

sign

ifica

nce

of w

eigh

t-be

arin

g ex

erci

se1.

5 D

escr

ibe

dela

yed

onse

t of m

uscl

e so

rene

ss (

DO

MS)

1.6

Iden

tify

exer

cise

s or

tech

niqu

es li

kely

to c

ause

del

ayed

ons

et o

f

m

uscl

e so

rene

ss1.

7 D

escr

ibe

the

shor

t and

long

term

effe

cts

of d

iffer

ent t

ypes

of

exer

cise

on

mus

cle

1.8

Des

crib

e di

ffere

nt e

xerc

ises

that

can

impr

ove

post

ure

2.

Und

erst

and

the

com

pone

nts

of

fitne

ss2.

1 D

efine

the

com

pone

nts

of h

ealth

-rel

ated

fitn

ess

2.2

Defi

ne th

e co

mpo

nent

s of

ski

ll-re

late

d fit

ness

2.3

Iden

tify

the

fact

ors

that

affe

ct h

ealth

and

ski

ll-re

late

d fit

ness

3.

Und

erst

and

how

to a

pply

the

prin

cipl

es a

nd v

aria

bles

of fi

tnes

s to

an

exer

cise

pro

gram

me

3.1

Des

crib

e th

e ph

ysio

logi

cal i

mpl

icat

ions

of:

• sp

ecifi

city

• pr

ogre

ssiv

e ov

erlo

ad•

reve

rsib

ility

• ad

apta

bilit

y•

indi

vidu

ality

• re

cove

ry ti

me

3.2

Exp

lain

the

prin

cipl

es o

f FIT

T (F

requ

ency

, Int

ensi

ty, T

ime

and

Typ

e)


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

PIn

itial

Evid

ence

Ref

eren

ce N

umbe

r/s

3.3

Expl

ain

the

prin

cipl

es o

f a p

rogr

essi

ve tr

aini

ng p

rogr

amm

e in

d

evel

opin

g co

mpo

nent

s of

fitn

ess

3.4

Expl

ain

how

to r

ecog

nise

whe

n an

d ho

w to

reg

ress

a tr

aini

ng

pro

gram

me

3.5

Exp

lain

the

prin

cipl

es o

f ada

ptat

ion,

mod

ifica

tion

and

pro

gres

sion

for

each

com

pone

nt o

f FIT

T (F

requ

ency

, Int

ensi

ty,

Tim

e an

d Ty

pe)

3.6

Des

crib

e th

e ef

fect

of s

peed

on

post

ure,

alig

nmen

t and

inte

nsity

3.7

Des

crib

e th

e ef

fect

of l

ever

s, g

ravi

ty a

nd r

esis

tanc

e on

exe

rcis

e

3.8

Des

crib

e th

e di

ffere

nces

bet

wee

n pr

ogra

mm

ing

exer

cise

for

phy

sica

l fitn

ess

and

for

heal

th b

enefi

ts4.

U

nder

stan

d th

e ex

erci

se

cont

rain

dica

tions

and

key

saf

ety

guid

elin

es fo

r sp

ecia

l pop

ulat

ions

4.1

Des

crib

e th

e ex

erci

se c

ontra

indi

catio

ns a

nd k

ey s

afet

y

guid

elin

es fo

r w

orki

ng w

ith o

lder

peo

ple

(50

plus

)4.

2 D

escr

ibe

the

exer

cise

con

train

dica

tions

and

key

saf

ety

gu

idel

ines

for

wor

king

with

ant

e-na

tal a

nd p

ost-

nata

l clie

nts

4.3

Des

crib

e th

e ex

erci

se c

ontra

indi

catio

ns a

nd k

ey s

afet

y

guid

elin

es fo

r w

orki

ng w

ith y

oung

peo

ple

(14-

16)

4.4

Des

crib

e th

e ke

y sa

fety

con

side

ratio

ns fo

r w

orki

ng w

ith d

isab

led

peop

le5.

U

nder

stan

d ho

w to

saf

ely

mon

itor

exer

cise

inte

nsity

5.1

Des

crib

e th

e be

nefit

s an

d lim

itatio

ns o

f diff

eren

t met

hods

of

mon

itorin

g ex

erci

se in

tens

ity in

clud

ing:

• th

e ta

lk te

st

• R

ate

of P

erce

ived

Exe

rtio

n (R

PE)

• he

art r

ate

mon

itorin

g an

d th

e us

e of

diff

eren

t hea

rt r

ate

zone

s


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

PIn

itial

Evid

ence

Ref

eren

ce N

umbe

r/s

6.

Und

erst

and

the

heal

th b

enefi

ts o

f ph

ysic

al a

ctiv

ity6.

1 D

escr

ibe

the

heal

th b

enefi

ts o

f phy

sica

l act

ivity

6.2

Des

crib

e th

e ef

fect

of p

hysi

cal a

ctiv

ity o

n th

e ca

uses

of c

erta

in

dise

ases

incl

udin

g:

• Co

rona

ry H

eart

Dis

ease

• So

me

canc

ers

• Ty

pe 2

Dia

bete

s

• H

yper

tens

ion

• O

besi

ty

• O

steo

poro

sis

7.

Und

erst

and

the

impo

rtan

ce o

f he

alth

y ea

ting

7.1

Des

crib

e th

e na

tiona

l foo

d m

odel

/gui

de

7.2

Des

crib

e ke

y he

alth

y ea

ting

advi

ce th

at u

nder

pins

a h

ealth

y di

et

7.3

Expl

ain

the

impo

rtan

ce o

f ade

quat

e hy

drat

ion

7.4

Expl

ain

prof

essi

onal

rol

e bo

unda

ries

in r

elat

ion

to o

fferin

g

nu

tritio

nal a

dvic

e

7.5

Expl

ain

the

diet

ary

role

of t

he k

ey n

utrie

nts

7.6

Iden

tify

the

com

mon

die

tary

sou

rces

of t

he k

ey n

utrie

nts

7.7

Des

crib

e th

e en

ergy

bal

ance

equ

atio

n

7.8

Expl

ain

the

heal

th r

isks

of p

oor

nutri

tion


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

ass

esso

r, yo

u fe

el t

he le

arne

r ha

s ac

hiev

ed t

his

unit

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

D

ate:


Title

: Pr

omot

e he

alth

, saf

ety

and

wel

fare

in a

ctiv

e le

isur

e an

d re

crea

tion

Le

vel:

2C

redi

t va

lue:

4Le

arni

ng o

utco

mes

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

PIn

itial

Evid

ence

Ref

eren

ce N

umbe

r/s

1.

Kno

w h

ow to

pro

mot

e he

alth

, sa

fety

and

wel

fare

in a

ctiv

e le

isur

e an

d re

crea

tion

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

1.1

List

the

valu

es o

r co

des

of p

ract

ice

rele

vant

to th

e w

ork

bein

g

ca

rrie

d ou

t1.

2 D

escr

ibe

the

requ

irem

ents

for

heal

th, s

afet

y an

d w

elfa

re

rele

vant

to o

wn

wor

k, in

clud

ing

Hea

lth a

nd S

afet

y at

Wor

k Ac

t

an

d re

quire

men

ts fr

om r

elev

ant N

atio

nal G

over

ning

Bod

ies

1.3

Iden

tify

man

ufac

ture

rs’ g

uide

lines

and

inst

ruct

ions

for

the

use

of

faci

litie

s an

d eq

uipm

ent

1.4

Des

crib

e w

hy h

ealth

, saf

ety

and

wel

fare

are

impo

rtan

t in

an

activ

e le

isur

e an

d re

crea

tion

env

ironm

ent

1.5

Iden

tify

the

pers

ons

resp

onsi

ble

for

heal

th a

nd s

afet

y in

ow

n

w

orkp

lace

1.6

Out

line

own

orga

nisa

tion’

s se

curit

y pr

oced

ures

2.

Kno

w h

ow to

con

trol r

isks

in

activ

e le

isur

e an

d re

crea

tion

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

2.1

Des

crib

e th

e ty

pes

of h

azar

ds th

at a

re li

kely

to o

ccur

in o

wn

area

o

f wor

k an

d th

e ac

cide

nts

and

inju

ries

each

cou

ld c

ause

2.2

Out

line

how

to id

entif

y ha

zard

s2.

3 Li

st h

ealth

, saf

ety

and

secu

rity

chec

ks to

be

follo

wed

2.4

Des

crib

e ho

w to

car

ry o

ut b

asic

ris

k as

sess

men

ts o

f the

type

s of

h

azar

ds th

at m

ay o

ccur

2.5

Des

crib

e w

hy it

is im

port

ant t

o ge

t adv

ice

from

a r

elev

ant

col

leag

ue if

uns

ure

abou

t haz

ards

and

ris

ks in

ow

n w

orkp

lace

2.6

Iden

tify

who

to a

sk if

uns

ure

abou

t haz

ards

and

ris

ks in

ow

n

wor

kpla

ce2.

7 D

escr

ibe

how

to d

eal c

orre

ctly

with

the

type

s of

haz

ards

that

m

ay o

ccur

in o

wn

wor

kpla

ce, t

akin

g ac

coun

t of r

isks

2.8

Iden

tify

docu

men

ts r

elat

ing

to h

ealth

and

saf

ety

whi

ch m

ay h

ave

to b

e co

mpl

eted


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

PIn

itial

Evid

ence

Ref

eren

ce N

umbe

r/s

2.9

Out

line

how

to c

ompl

ete

heal

th a

nd s

afet

y do

cum

ents

cor

rect

ly

2.10

Out

line

why

col

leag

ues

and

cust

omer

s sh

ould

be

enco

urag

ed

to

beha

ve in

a s

afe

man

ner

2.11

Des

crib

e ho

w to

enc

oura

ge c

olle

ague

s an

d cu

stom

ers

to

beh

ave

in a

saf

e m

anne

r2.

12 O

utlin

e w

hy it

is im

port

ant t

o m

ake

sugg

estio

ns a

bout

hea

lth

and

saf

ety

issu

es2.

13 D

escr

ibe

how

to m

ake

sugg

estio

ns a

bout

hea

lth a

nd s

afet

y

issu

es2.

14 O

utlin

e w

hy it

is im

port

ant t

o id

entif

y an

d re

port

any

d

iffer

ence

s be

twee

n he

alth

and

saf

ety

requ

irem

ents

and

ow

n

wor

kpla

ce p

olic

ies

and

proc

edur

es2.

15 D

escr

ibe

how

to id

entif

y an

d re

port

any

diff

eren

ces

betw

een

h

ealth

and

saf

ety

requ

irem

ents

and

ow

n w

orkp

lace

pol

icie

s an

d

pro

cedu

re


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

PIn

itial

Evid

ence

Ref

eren

ce N

umbe

r/s

3.

Be

able

to h

elp

to c

ontro

l ris

ks in

th

e ac

tive

leis

ure

and

recr

eatio

n en

viro

nmen

t

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

prom

otin

g he

alth

, saf

ety

and

wel

fare

in

act

ive

leis

ure

and

recr

eatio

n

Whe

n he

lpin

g to

con

trol r

isks

in th

e sp

ort a

nd a

ctiv

ity e

nviro

nmen

t, th

e le

arne

r m

ust c

over

4 o

f the

follo

win

g ty

pes:

a

haza

rds

1.

unsa

fe fa

cilit

ies

or e

nviro

nmen

t2.

un

safe

equ

ipm

ent

3.

unsa

fe w

orki

ng p

ract

ices

4.

unsa

fe b

ehav

iour

5.

use

of h

azar

dous

sub

stan

ces

6.

secu

rity

brea

ches

7.

situ

atio

ns li

kely

to c

ause

em

otio

nal d

istre

ss

with

3 o

f the

follo

win

g ty

pes:

b

met

hods

of co

ntro

l 1.

de

alin

g w

ith th

e ha

zard

per

sona

lly2.

re

port

ing

the

haza

rd to

the

rele

vant

col

leag

ue3.

pr

otec

ting

othe

rs fr

om h

arm

3.1

Ensu

re th

at r

elev

ant a

nd u

p-to

-dat

e, h

ealth

and

saf

ety

info

rmat

ion

is a

vaila

ble

3.2

Follo

w th

e re

leva

nt h

ealth

and

saf

ety

requ

irem

ents

at a

ll tim

es

3.3

Carr

y ou

t hea

lth a

nd s

afet

y ch

ecks

as

requ

ired

3.4

Iden

tify

haza

rds

1 u

nsaf

e fa

cilit

ies

or e

nviro

nmen

t

2 u

nsaf

e eq

uipm

ent

3 u

nsaf

e w

orki

ng p

ract

ices

4 u

nsaf

e be

havi

our

5 u

se o

f haz

ardo

us s

ubst

ance

s

6 s

ecur

ity b

reac

hes

7 s

ituat

ions

like

ly to

cau

se e

mot

iona

l dis

tress

3.5

Asse

ss a

nd c

ontr

ol r

isks

usi

ng o

rgan

isat

iona

l pro

cedu

res

1 d

ealin

g w

ith th

e ha

zard

per

sona

lly

2 r

epor

ting

the

haza

rd to

the

rele

vant

col

leag

ue

3 p

rote

ctin

g ot

hers

from

har

m

3.6

Get

adv

ice

from

rel

evan

t col

leag

ues

whe

n un

sure

abo

ut h

azar

ds

and

risks

3.7

Pass

on

sugg

estio

ns fo

r im

prov

ing

heal

th a

nd s

afet

y to

the

rele

vant

col

leag

ue


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

PIn

itial

Evid

ence

Ref

eren

ce N

umbe

r/s

4.

Kno

w h

ow to

hel

p to

saf

egua

rd

and

prot

ect c

hild

ren

and

vuln

erab

le a

dults

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

4.1

Des

crib

e w

hat i

s m

eant

by

safe

guar

ding

and

pro

tect

ing

the

wel

fare

of c

hild

ren

and

vuln

erab

le a

dults

4.2

Des

crib

e ow

n ro

le a

nd r

espo

nsib

ilitie

s fo

r sa

fegu

ardi

ng a

nd

prot

ectin

g ch

ildre

n an

d ot

her

vuln

erab

le p

eopl

e4.

3 Li

st th

e fo

ur o

f typ

es o

f abu

se

4.4

Out

line

the

basi

c in

dica

tors

and

impa

ct o

f eac

h of

the

four

type

s

of

abu

se4.

5 D

escr

ibe

the

risks

that

indi

vidu

al a

buse

rs o

r po

tent

ial a

buse

rs

pose

to c

hild

ren

and

vuln

erab

le p

eopl

e4.

6 D

escr

ibe

orga

nisa

tiona

l pol

icie

s an

d pr

oced

ures

in r

elat

ion

to

safe

guar

ding

and

pro

tect

ing,

incl

udin

g th

e re

port

ing

proc

edur

es4.

7 O

utlin

e w

hat t

o do

if c

once

rned

abo

ut p

ossi

ble

abus

e

4.8

Des

crib

e ho

w to

res

pond

to a

chi

ld o

r so

meo

ne e

lse

disc

losi

ng

abus

e or

con

cern

s ab

out a

buse

4.9

Out

line

wha

t to

do if

ther

e ar

e ba

rrie

rs to

rep

ortin

g ow

n co

ncer

ns

4.10

Iden

tify

stat

utor

y ag

enci

es w

ith r

espo

nsib

ilitie

s fo

r sa

fegu

ardi

ng

and

pro

tect

ing

4.11

Out

line

whe

n to

con

tact

sta

tuto

ry a

genc

ies

with

res

pons

ibili

ties

for

saf

egua

rdin

g an

d pr

otec

ting

4.12

Out

line

how

to c

onta

ct s

tatu

tory

age

ncie

s w

ith r

espo

nsib

ilitie

s

f

or s

afeg

uard

ing

and

prot

ectin

g4.

13 D

escr

ibe

why

it is

impo

rtan

t to

shar

e co

ncer

ns a

bout

pos

sibl

e

a

buse

with

oth

ers

4.14

Des

crib

e th

e lim

its o

f ow

n co

mpe

tenc

e w

ith r

egar

d to

s

afeg

uard

ing

and

prot

ectin

g4.

15 O

utlin

e w

hy it

is im

port

ant t

o tre

at in

form

atio

n ab

out p

ossi

ble

abu

se c

onfid

entia

lly


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

PIn

itial

Evid

ence

Ref

eren

ce N

umbe

r/s

5.

Be

able

to h

elp

to s

afeg

uard

and

pr

otec

t chi

ldre

n an

d vu

lner

able

ad

ults

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

prom

otin

g he

alth

, saf

ety

and

wel

fare

in

act

ive

leis

ure

and

recr

eatio

n

Whe

n he

lpin

g to

saf

egua

rd a

nd

prot

ect c

hild

ren

and

vuln

erab

le

adul

ts, t

he le

arne

r m

ust c

over

2 o

f th

e fo

llow

ing

type

s:a

a

buse

(in

clud

ing

bully

ing)

1.

phys

ical

2.

emot

iona

l3.

ne

glec

t4.

se

xual

5.1

Ensu

re th

at u

p-to

-dat

e in

form

atio

n on

gui

delin

es fo

r saf

egua

rdin

g

a

nd p

rote

ctin

g ch

ildre

n an

d vu

lner

able

adu

lts is

ava

ilabl

e

5.2

Iden

tify

wha

t the

pol

icie

s an

d pr

oced

ures

mea

n fo

r ow

n jo

b an

d

ar

ea o

f wor

k

5.3

Follo

w th

e re

leva

nt p

roce

dure

s fo

r:

• Sa

fegu

ardi

ng a

nd p

rote

ctin

g ch

ildre

n an

d vu

lner

able

adu

lts a

t all

times

• Pr

otec

ting

self

from

pot

entia

l acc

usat

ions

5.4

Be

aler

t to

poss

ible

sig

ns o

f abu

se

1 p

hysi

cal

2 e

mot

iona

l

3 n

egle

ct

4 s

exua

l

5.5

Iden

tify,

rec

ord

and

repo

rt a

ny c

once

rns

abou

t the

wel

fare

of

child

ren

and

vuln

erab

le a

dults

, whi

le m

aint

aini

ng c

onfid

entia

lity


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

PIn

itial

Evid

ence

Ref

eren

ce N

umbe

r/s

6.

Kno

w h

ow to

dea

l with

inju

ries

and

sign

s of

illn

ess

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

6.1

List

the

type

s of

acc

iden

ts, i

njur

ies

and

illne

sses

that

may

occ

ur

in o

wn

area

of w

ork

6.2

Out

line

how

to r

espo

nd c

orre

ctly

to e

mot

iona

l dis

tress

6.3

Out

line

how

to d

eal w

ith a

ccid

ents

, inj

urie

s an

d ill

ness

es b

efor

e

qu

alifi

ed a

ssis

tanc

e ar

rives

6.4

Des

crib

e ho

w to

dec

ide

whe

ther

to c

onta

ct th

e on

-site

firs

t aid

er

or im

med

iate

ly c

all t

he e

mer

genc

y se

rvic

es

6.5

Iden

tify

who

is th

e on

-site

firs

t aid

er a

nd h

ow to

con

tact

them

6.6

Des

crib

e th

e pr

oced

ures

to c

onta

ct th

e em

erge

ncy

serv

ices

6.7

Out

line

why

it is

impo

rtan

t to

prot

ect t

he c

asua

lty a

nd o

ther

s

in

volv

ed fr

om fu

rthe

r ha

rm

6.8

Out

line

the

proc

edur

es to

pro

tect

the

casu

alty

and

oth

ers

6.9

Out

line

why

it is

impo

rtan

t to

prov

ide

com

fort

and

rea

ssur

ance

6.10

Des

crib

e ho

w to

pro

vide

com

fort

and

rea

ssur

ance

6.11

Out

line

own

resp

onsi

bilit

ies

for

repo

rtin

g ac

cide

nts

6.12

Out

line

the

proc

edur

es fo

r re

port

ing

acci

dent

s


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

PIn

itial

Evid

ence

Ref

eren

ce N

umbe

r/s

7.

Be

able

to d

eal w

ith in

jurie

s an

d si

gns

of il

lnes

s

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

prom

otin

g he

alth

, saf

ety

and

wel

fare

in

act

ive

leis

ure

and

recr

eatio

n

Whe

n de

alin

g w

ith in

jurie

s an

d si

gns

of il

lnes

s, th

e le

arne

r m

ust c

over

2 o

f th

e fo

llow

ing

type

s:a

c

asua

lty1.

ad

ult

2.

child

3.

pers

on w

ith p

artic

ular

nee

ds

with

2 o

f the

follo

win

g ty

pes:

b

qual

ified

ass

ista

nce

1.

qual

ified

firs

t aid

er2.

em

erge

ncy

serv

ices

with

2 o

f the

follo

win

g ty

pes:

c

con

ditio

n 1.

m

inor

inju

ry th

at c

an b

e de

alt

with

on-

site

2.

min

or il

lnes

s th

at c

an b

e de

alt

with

on-

site

3.

maj

or in

jury

req

uirin

g m

edic

al

atte

ntio

n4.

m

ajor

illn

ess

requ

iring

med

ical

at

tent

ion

5.

emot

iona

l dis

tress

7.1

Rem

ain

calm

and

follo

w o

rgan

isat

iona

l pro

cedu

res

7.2

Prot

ect t

he c

asua

lty a

nd o

ther

peo

ple

from

furt

her

risk

1 a

dult

2 c

hild

3 p

erso

n w

ith p

artic

ular

nee

ds7.

3 Ca

ll fo

r qu

alifi

ed a

ssis

tanc

e ap

prop

riate

to th

e ca

sual

ty’s

co

nditi

onqu

alifi

ed a

ssis

tanc

e1

qua

lified

firs

t aid

er2

em

erge

ncy

serv

ices

casu

alty

1 a

dult

2 c

hild

3 p

erso

n w

ith p

artic

ular

nee

dsco

nditi

on1

min

or in

jury

that

can

be

deal

t with

on-

site

2 m

inor

illn

ess

that

can

be

deal

t with

on-

site

3 m

ajor

inju

ry r

equi

ring

med

ical

atte

ntio

n4

maj

or il

lnes

s re

quiri

ng m

edic

al a

ttent

ion

5 e

mot

iona

l dis

tress

7.4

Prov

ide

reas

sura

nce

and

com

fort

to th

e pe

ople

invo

lved

7.5

Giv

e th

e qu

alifi

ed a

ssis

tanc

e cl

ear

and

accu

rate

info

rmat

ion

abou

t wha

t hap

pene

d1

qua

lified

firs

t aid

er2

em

erge

ncy

serv

ices

7.6

Follo

w th

e re

leva

nt a

ccid

ent r

epor

ting

proc

edur

es


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

PIn

itial

Evid

ence

Ref

eren

ce N

umbe

r/s

8.

Kno

w h

ow to

follo

w e

mer

genc

y pr

oced

ures

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

8.1

Des

crib

e th

e em

erge

ncy

proc

edur

es in

ow

n pl

ace

of w

ork

8.2

Out

line

wha

t ins

truct

ions

mus

t be

give

n to

the

peop

le in

volv

ed

8.3

Out

line

orga

nisa

tiona

l rep

ortin

g pr

oced

ures

for

emer

genc

ies

8.4

Des

crib

e th

e ty

pes

of p

robl

ems

that

may

occ

ur w

hen

carr

ying

ou

t em

erge

ncy

proc

edur

es8.

5 D

escr

ibe

why

pro

blem

s th

at o

ccur

whe

n ca

rryi

ng o

ut e

mer

genc

y

pr

oced

ures

sho

uld

be r

epor

ted

8.6

Iden

tify

to w

hom

you

rep

ort p

robl

ems

9.

Be

able

to fo

llow

em

erge

ncy

proc

edur

es

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

prom

otin

g he

alth

, saf

ety

and

wel

fare

in

act

ive

leis

ure

and

recr

eatio

n

Whe

n fo

llow

ing

emer

genc

y pr

oced

ures

, the

lear

ner

mus

t cov

er 2

of

the

follo

win

g ty

pes:

a

peo

ple

invo

lved

1.

ad

ults

2.

child

ren

3.

peop

le w

ith d

isab

ilitie

s

9.1

Giv

e th

e pe

ople

invo

lved

cle

ar a

nd c

orre

ct in

stru

ctio

ns

9.2

Carr

y ou

t ow

n ro

le in

the

emer

genc

y pr

oced

ures

cal

mly

and

co

rrec

tly9.

3 M

aint

ain

the

safe

ty o

f the

peo

ple

invo

lved

1 a

dults

2 c

hild

ren

3 p

eopl

e w

ith d

isab

ilitie

s

9.4

Follo

w th

e co

rrec

t pro

cedu

res

for

repo

rtin

g th

e em

erge

ncy

9.5

Rep

ort a

ny p

robl

ems

with

the

emer

genc

y pr

oced

ures

to th

e

re

leva

nt c

olle

ague

Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

.Si

mul

atio

n

Sim

ulat

ion

is a

llow

ed fo

r 5.

3, 5

.4 a

nd 5

.5 a

nd th

e w

hole

of l

earn

ing

outc

omes

7 a

nd 9

onl

y, if

ther

e is

no

natu

rally

occ

urrin

g ev

iden

ce a

vaila

ble.

Use

of su

pple

men

tary

evi

denc

e

Supp

lem

enta

ry e

vide

nce

shou

ld o

nly

be u

sed

for

item

s th

at d

o no

t req

uire

evi

denc

e of

rea

l wor

k ac

tivity

.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

ass

esso

r, yo

u fe

el t

he le

arne

r ha

s ac

hiev

ed t

his

unit

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

D

ate:


Title

: W

ork

with

clie

nts

to h

elp

them

to a

dher

e to

exe

rcis

e an

d ph

ysic

al a

ctiv

ityLe

vel:

2C

redi

t va

lue:

4Le

arni

ng o

utco

mes

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

PIn

itial

Evid

ence

Ref

eren

ce N

umbe

r/s

1.

Und

erst

and

how

to e

stab

lish

and

mai

ntai

n an

effe

ctiv

e re

latio

nshi

p w

ith c

lient

s

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

1.1

Des

crib

e ho

w to

pre

sent

a p

ositi

ve im

age

of s

elf a

nd o

rgan

isat

ion

1.2

Des

crib

e w

hy th

e re

latio

nshi

p be

twee

n th

e in

stru

ctor

and

clie

nt

is im

port

ant

1.3

Iden

tify

the

type

s of

per

sona

l qua

litie

s th

at in

stru

ctor

s ne

ed to

de

velo

p in

ord

er to

hel

p an

d su

ppor

t clie

nts

1.4

Des

crib

e w

hy c

lient

s ne

ed to

und

erst

and

the

inst

ruct

ors

role

and

re

spon

sibi

litie

s1.

5 O

utlin

e th

e ex

tent

and

lim

itatio

ns o

f ow

n ro

le a

nd r

espo

nsib

ility

w

hen

wor

king

with

clie

nts

1.6

Des

crib

e ho

w to

com

mun

icat

e cl

early

with

a r

ange

of d

iffer

ent

clie

nts

1.7

Des

crib

e w

hat i

s m

eant

by

a ‘p

rofe

ssio

nal r

elat

ions

hip’

bet

wee

n

in

stru

ctor

and

clie

nt1.

8 D

escr

ibe

wha

t is

mea

nt b

y ‘v

alui

ng d

iver

sity

’ in

a pr

actic

al

cont

ext w

hen

wor

king

with

clie

nts

1.9

Iden

tify

the

type

s of

pre

judi

ce a

nd d

iscr

imin

atio

n th

at in

divi

dual

cl

ient

s m

ight

exp

erie

nce

and

desc

ribe

how

to o

verc

ome

thes

e1.

10 D

escr

ibe

wha

t is

mea

nt b

y ‘c

onfid

entia

lity’

and

w

hy it

is

im

porta

nt w

hen

wor

king

with

clie

nts,

oth

er s

taff

and

prof

essi

onal

s1.

11 O

utlin

e th

e ty

pes

of in

form

atio

n th

at m

ay b

e s

ubje

ct to

dat

a

p

rote

ctio

n/co

nfide

ntia

lity

1.12

Exp

lain

how

to m

aint

ain

clie

nt c

onfid

entia

lity

in li

ne w

ith g

ood

pra

ctic

e1.

13 E

xpla

in h

ow a

bidi

ng b

y th

e Ex

erci

se a

nd F

itnes

s C

ode

of

Eth

ical

Pra

ctic

e ac

ts to

ens

ure

that

equ

ality

and

div

ersi

ty a

re

refl

ecte

d du

ring

the

exer

cise

ses

sion

1.14

Iden

tify

the

diffe

renc

e be

twee

n ad

visi

ng o

n ex

erci

se

par

ticip

atio

n an

d ev

eryd

ay li

fest

yle

phys

ical

act

ivity


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

PIn

itial

Evid

ence

Ref

eren

ce N

umbe

r/s

2.

Be

able

to e

stab

lish

and

mai

ntai

n an

effe

ctiv

e re

latio

nshi

p w

ith

clie

nts

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

wor

king

with

clie

nts

to h

elp

them

to

adh

ere

to e

xerc

ise

and

phys

ical

ac

tivity

.

Whe

n es

tabl

ishi

ng a

nd m

aint

aini

ng

an e

ffect

ive

rela

tions

hip

with

clie

nts

the

lear

ner

mus

t cov

er 1

of t

he

follo

win

g ty

pes:

a

clie

nts

1.

indi

vidu

als

2.

grou

ps

2.1

Pres

ent a

pos

itive

imag

e of

sel

f and

org

anis

atio

n to

clie

nts

1 in

divi

dual

s

2 g

roup

s

2.2

Esta

blis

h an

effe

ctiv

e w

orki

ng r

elat

ions

hip

with

clie

nts

1 in

divi

dual

s

2 g

roup

s

2.3

Clea

rly d

efine

ow

n ro

le a

nd r

espo

nsib

ilitie

s w

ith c

lient

s

1 in

divi

dual

s

2 g

roup

s

2.4

Com

mun

icat

e cl

early

with

clie

nts

in a

way

that

mak

es th

em fe

el

valu

ed

1 in

divi

dual

s

2 g

roup

s

2.5

Use

com

mun

icat

ion

and

inst

ruct

ing

styl

es th

at m

atch

clie

nt

need

s

1 in

divi

dual

s

2 g

roup

s

2.6

Mai

ntai

n a

rela

tions

hip

with

clie

nts

whi

ch is

in li

ne w

ith g

ood

prac

tice

and

ethi

cal r

equi

rem

ents

1 in

divi

dual

s

2 g

roup

s

2.7

Mai

ntai

n co

nfide

ntia

lity

requ

irem

ents

in li

ne w

ith g

ood

prac

tice


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

PIn

itial

Evid

ence

Ref

eren

ce N

umbe

r/s

3.

Und

erst

and

how

to m

otiv

ate

and

supp

ort c

lient

s to

adh

ere

to

exer

cise

and

phy

sica

l act

ivity

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

3.1

Des

crib

e th

e ty

pica

l goa

ls a

nd e

xpec

tatio

ns th

at c

lient

s ha

ve3.

2 D

escr

ibe

the

type

s of

bar

riers

indi

vidu

al c

lient

s m

ay fa

ce w

hen

unde

rtak

ing

phys

ical

act

ivity

and

ach

ievi

ng th

eir

goal

s3.

3 D

escr

ibe

how

clie

nts

can

be h

elpe

d to

iden

tify

and

over

com

e

th

ese

barr

iers

3.4

Des

crib

e th

e ty

pes

of in

cent

ives

and

rew

ards

that

may

be

appr

opria

te to

a r

ange

of d

iffer

ent c

lient

s3.

5 D

escr

ibe

the

type

s of

exe

rcis

e pr

efer

ence

s th

at d

iffer

ent c

lient

s

m

ay h

ave

3.6

Expl

ain

why

clie

nts

need

to u

nder

stan

d th

eir

own

resp

onsi

bilit

y

fo

r pe

rson

al m

otiv

atio

n an

d fit

ness

and

how

they

can

be

assi

sted

with

this

3.7

Out

line

the

com

mun

icat

ion

skill

s ne

eded

to a

ssis

t clie

nts

with

m

otiv

atio

n:•

how

to a

sk o

pen

ende

d qu

estio

ns•

basi

c lis

teni

ng s

kills

• m

etho

ds o

f gat

herin

g pe

rson

al in

form

atio

n•

appr

opria

te q

uest

ioni

ng te

chni

ques

• in

terp

retin

g cl

ient

res

pons

es in

clud

ing

body

lang

uage

and

oth

er

form

s of

beh

avio

ur, e

spec

ially

whe

n un

dert

akin

g ph

ysic

al a

ctiv

ity•

mea

ns o

f sum

mar

isin

g ga

ther

ed in

form

atio

n3.

8 D

escr

ibe

the

heal

th b

enefi

ts o

f reg

ular

phy

sica

l exe

rcis

e3.

9 D

efine

the

amou

nt o

f phy

sica

l act

ivity

req

uire

d to

ach

ieve

hea

lth

bene

fits

3.10

Out

line

the

rang

e of

diff

eren

t typ

es o

f phy

sica

l act

ivity

3.11

Des

crib

e ho

w to

ass

ist c

lient

s to

dev

elop

thei

r ow

n m

otiv

atio

nal

stra

tegy


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

PIn

itial

Evid

ence

Ref

eren

ce N

umbe

r/s

4. B

e ab

le to

mot

ivat

e an

d su

ppor

t

clie

nts

to a

dher

e to

exe

rcis

e an

d

phy

sica

l act

ivity

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

wor

king

with

clie

nts

to h

elp

them

to

adh

ere

to e

xerc

ise

and

phys

ical

ac

tivity

.

Whe

n m

otiv

atin

g an

d su

ppor

ting

clie

nts

to a

dher

e to

exe

rcis

e an

d ph

ysic

al a

ctiv

ity th

e le

arne

r m

ust

cove

r 1

of t

he fo

llow

ing

type

s:

a

clie

nts

1. i

ndiv

idua

ls2.

gro

ups

4.1

Iden

tify

the

clie

nts’

rea

sons

for

taki

ng p

art i

n re

gula

r ph

ysic

al

activ

ity1

indi

vidu

als

2 g

roup

s4.

2 Id

entif

y ap

prop

riate

ince

ntiv

es a

nd r

ewar

ds fo

r th

e cl

ient

s ta

king

pa

rt in

phy

sica

l act

ivity

1

indi

vidu

als

2 g

roup

s4.

3 Id

entif

y th

e cl

ient

s’ p

refe

renc

es fo

r ex

erci

se1

indi

vidu

als

2 g

roup

s4.

4 En

sure

clie

nts

unde

rsta

nd th

e be

nefit

s of

taki

ng p

art i

n ex

erci

se

and

phys

ical

act

ivity

1 in

divi

dual

s2

gro

ups

4.5

Prov

ide

the

clie

nts

with

acc

urat

e in

form

atio

n ab

out t

he

reco

mm

ende

d am

ount

of p

hysi

cal a

ctiv

ity fo

r th

em to

der

ive

heal

th b

enefi

ts1

indi

vidu

als

2 g

roup

s4.

6 Cl

early

info

rm th

e cl

ient

s ab

out o

ther

opp

ortu

nitie

s fo

r re

gula

r

ph

ysic

al a

ctiv

ity a

ppro

pria

te to

thei

r ne

eds,

abi

litie

s an

d

pr

efer

ence

s1

indi

vidu

als

2 g

roup

s4.

7 W

ork

with

the

clie

nts

to r

educ

e th

e ba

rrie

rs to

taki

ng p

art i

n

ph

ysic

al a

ctiv

ity1

indi

vidu

als

2 g

roup

s


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

PIn

itial

Evid

ence

Ref

eren

ce N

umbe

r/s

4.8

Wor

k w

ith th

e cl

ient

s to

mak

e be

st u

se o

f inc

entiv

es, p

refe

renc

es

and

rew

ards

1 in

divi

dual

s

2 g

roup

s

4.9

Hel

p th

e cl

ient

s to

dev

elop

and

follo

w th

roug

h th

eir

own

mot

ivat

iona

l stra

tegi

es

1 in

divi

dual

s

2 g

roup

s

5. U

nder

stan

d ho

w to

pro

vide

ong

oing

cus

tom

er s

ervi

ce to

clie

nts

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

5.1

Des

crib

e th

e im

port

ance

of c

lient

car

e bo

th to

the

clie

nt a

nd th

e

or

gani

satio

n

5.2

Expl

ain

why

it is

impo

rtan

t to

deal

effe

ctiv

ely

with

clie

nt n

eeds

5.3

Out

line

the

type

s of

info

rmat

ion

whi

ch c

lient

s ne

ed

5.4

Out

line

how

to r

espo

nd to

req

uest

s ac

cord

ing

to th

e

or

gani

satio

n’s

proc

edur

es

5.5

Iden

tify

whe

re to

sou

rce

rele

vant

info

rmat

ion

to m

eet c

lient

s

ne

eds

5.6

Out

line

wha

t typ

es o

f iss

ues

may

nee

d to

be

refe

rred

to a

noth

er

prof

essi

onal

, whe

n to

ref

er th

em a

nd w

ho th

is p

rofe

ssio

nal m

ay

be in

diff

eren

t situ

atio

ns

5.7

Stat

e th

e im

port

ance

of e

xpla

inin

g an

y de

lay

in d

ealin

g w

ith

clie

nts

and

desc

ribe

how

to d

o so

effe

ctiv

ely


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

PIn

itial

Evid

ence

Ref

eren

ce N

umbe

r/s

6. B

e ab

le to

pro

vide

ong

oing

cus

tom

er s

ervi

ce to

clie

nts

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

wor

king

with

clie

nts

to h

elp

them

to

adh

ere

to e

xerc

ise

and

phys

ical

ac

tivity

.

Whe

n pr

ovid

ing

ongo

ing

cust

omer

se

rvic

e to

clie

nts

the

lear

ner

mus

t co

ver

1 o

f the

follo

win

g ty

pes:

a

clie

nts

1.

Indi

vidu

als

2.

grou

ps

6.1

Enga

ge w

ith c

lient

s du

ring

exer

cise

1 in

divi

dual

s

2 g

roup

s

6.2

Res

pond

pos

itive

ly to

clie

nts

1 in

divi

dual

s

2 g

roup

s

6.3

Gat

her

all r

elev

ant i

nfor

mat

ion

abou

t clie

nts’

nee

ds a

nd

expe

ctat

ions

1 in

divi

dual

s

2 g

roup

s

6.4

List

en to

and

ask

the

clie

nts

ques

tions

to c

heck

und

erst

andi

ng

1 in

divi

dual

s

2 g

roup

s

6.5

Dis

cuss

with

the

clie

nts

diffe

rent

way

s of

mee

ting

thei

r ne

eds

and

expe

ctat

ions

1 in

divi

dual

s

2 g

roup

s

6.6

Mee

t clie

nts’

nee

ds a

nd e

xpec

tatio

ns to

the

best

of o

wn

abili

ty

and

in li

ne w

ith a

ccep

ted

good

pra

ctic

e1

indi

vidu

als

2 g

roup

s

6.7

If cl

ient

s’ n

eeds

and

exp

ecta

tions

are

bey

ond

own

leve

l of

com

pete

nce,

con

sult

anot

her

prof

essi

onal

1 in

divi

dual

s

2 g

roup

s


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

PIn

itial

Evid

ence

Ref

eren

ce N

umbe

r/s

6.8

Prov

ide

the

clie

nts

with

cle

ar in

form

atio

n an

d ad

vice

whe

n th

ey

need

it1

indi

vidu

als

2 g

roup

s

6.9

Find

out

how

wel

l sol

utio

ns w

ork

and

prov

ide

alte

rnat

ive

guid

ance

if n

eces

sary

6.10

Han

dle

clie

nt c

ompl

aint

s po

sitiv

ely

follo

win

g ag

reed

pr

oced

ures

1 in

divi

dual

s

2 g

roup

s

Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

. Si

mul

atio

n

Sim

ulat

ion

is a

llow

ed fo

r 7.

7 an

d 7.

10, i

f the

re is

no

natu

rally

occ

urrin

g ev

iden

ce a

vaila

ble.

Use

of su

pple

men

tary

evi

denc

e

Supp

lem

enta

ry e

vide

nce

shou

ld o

nly

be u

sed

for

item

s th

at d

o no

t req

uire

evi

denc

e of

rea

l wor

k ac

tivity

.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

ass

esso

r, yo

u fe

el t

he le

arne

r ha

s ac

hiev

ed t

his

unit

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

D

ate:


Title

: R

eflec

t on

and

deve

lop

own

prac

tice

in p

rovi

ding

exe

rcis

e an

d ph

ysic

al a

ctiv

ityLe

vel:

2C

redi

t va

lue:

4Le

arni

ng o

utco

mes

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

PIn

itial

Evid

ence

Ref

eren

ce N

umbe

r/s

1. U

nder

stan

d ho

w to

refl

ect o

n an

d

dev

elop

ow

n pr

actic

e in

pro

vidi

ng

e

xerc

ise

and

phys

ical

act

ivity

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

1.1

List

the

valu

es o

r co

des

of p

ract

ice

rele

vant

to th

e w

ork

bein

g

ca

rrie

d ou

t and

des

crib

e th

eir

impo

rtan

ce1.

2 D

escr

ibe

the

role

of t

he fi

tnes

s pr

ofes

sion

al in

the

indu

stry

1.3

Out

line

the

impo

rtan

ce o

f refl

ectio

n an

d co

ntin

uing

pro

fess

iona

l

de

velo

pmen

t in

help

ing

clie

nts

to d

evel

op fi

tnes

s an

d m

otiv

atio

n1.

4 O

utlin

e th

e st

ruct

ure

of th

e in

dust

ry

1.5

Iden

tify

indu

stry

org

anis

atio

ns a

nd d

escr

ibe

thei

r re

leva

nce

to

the

fitne

ss p

rofe

ssio

nal

1.6

Out

line

appr

opria

te r

egis

tratio

n sy

stem

s an

d co

ntin

uing

pr

ofes

sion

al d

evel

opm

ent r

equi

rem

ents

1.7

Des

crib

e em

ploy

men

t opp

ortu

nitie

s in

diff

eren

t sec

tors

of t

he

indu

stry

2. U

nder

stan

d ho

w to

refl

ect o

n ow

n

pro

fess

iona

l pra

ctic

e

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

2.1

Des

crib

e as

pect

s of

pro

fess

iona

l pra

ctic

e th

at s

houl

d be

refl

ecte

d

on

2.2

Out

line

the

info

rmat

ion

that

sho

uld

be u

sed

to r

eflec

t on

own

prof

essi

onal

pra

ctic

e2.

2 D

escr

ibe

diffe

rent

met

hods

of c

olle

ctin

g in

form

atio

n an

d ho

w to

in

terp

ret i

t2.

3 D

escr

ibe

how

to r

eflec

t on

own

prof

essi

onal

pra

ctic

e

2.4

Iden

tify

key

less

ons

and

how

to m

ake

use

of th

ese

in fu

ture

pr

ofes

sion

al p

ract

ice

2.5

Out

line

the

impo

rtan

ce o

f dis

cuss

ing

idea

s w

ith a

noth

er

prof

essi

onal


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

PIn

itial

Evid

ence

Ref

eren

ce N

umbe

r/s

3. B

e ab

le to

refl

ect o

n ow

n

pro

fess

iona

l pra

ctic

e

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

refle

ctin

g on

and

dev

elop

ing

own

prac

tice

in p

rovi

ding

exe

rcis

e an

d ph

ysic

al a

ctiv

ity.

Whe

n re

flect

ing

on o

wn

prof

essi

onal

pr

actic

e th

e le

arne

r m

ust c

over

1 o

f th

e fo

llow

ing

type

s:

a

cl

ient

s

1.

indi

vidu

als

2.

gro

ups

3.1

Rev

iew

the

outc

omes

of w

orki

ng w

ith c

lient

s, th

eir

feed

back

and

fe

edba

ck fr

om o

ther

sta

ff1

indi

vidu

als

2 g

roup

s3.

2 Id

entif

y:•

how

effe

ctiv

e ph

ysic

al a

ctiv

ities

wer

e•

how

effe

ctiv

e an

d m

otiv

atio

nal w

as o

f the

rel

atio

nshi

p w

ith th

e

clie

nt1

indi

vidu

als

2 g

roup

s•

how

wel

l the

pro

fess

iona

l cod

es o

f eth

ics

wer

e im

plem

ente

d w

hen

w

orki

ng w

ith c

lient

s1

indi

vidu

als

2 g

roup

s•

how

wel

l the

inst

ruct

ing

styl

e ad

opte

d m

atch

ed c

lient

s’ n

eeds

1 in

divi

dual

s2

gro

ups

• ho

w w

ell t

he c

lient

s’ e

xerc

ise,

incl

udin

g th

eir

heal

th, s

afet

y an

d

wel

fare

wer

e m

anag

ed1

indi

vidu

als

2 g

roup

s•

the

effe

ctiv

enes

s of

inte

ract

ing

and

wor

king

with

oth

er m

embe

rs o

f

staf

f3.

3 Id

entif

y w

ays

in w

hich

futu

re p

ract

ice

can

be im

prov

ed3.

4 D

iscu

ss id

eas

with

ano

ther

pro

fess

iona

l and

take

acc

ount

of

thei

r vi

ews


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

PIn

itial

Evid

ence

Ref

eren

ce N

umbe

r/s

4. U

nder

stan

d ho

w to

impr

ove

own

p

rofe

ssio

nal p

ract

ice

and

care

er

o

ppor

tuni

ties

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

4.1

Iden

tify

how

ofte

n pr

ofes

sion

al p

ract

ice

shou

ld b

e re

view

ed

4.2

Out

line

how

to a

cces

s in

form

atio

n on

dev

elop

men

ts in

exe

rcis

e

an

d ph

ysic

al a

ctiv

ity

4.3

Iden

tify

area

s in

whi

ch fu

rthe

r de

velo

pmen

t in

own

prof

essi

onal

pr

actic

e is

req

uire

d

4.4

Des

crib

e th

e im

port

ance

of h

avin

g a

pers

onal

act

ion

plan

in

plac

e fo

r ow

n de

velo

pmen

t

4.5

Out

line

the

type

s of

dev

elop

men

t act

iviti

es th

at a

re a

vaila

ble

and

how

they

can

be

acce

ssed

4.6

Des

crib

e th

e im

port

ance

of r

egul

arly

rev

iew

ing

and

upda

ting

own

pers

onal

act

ion

plan


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

PIn

itial

Evid

ence

Ref

eren

ce N

umbe

r/s

5. B

e ab

le to

impr

ove

own

p

rofe

ssio

nal p

ract

ice

and

care

er

o

ppor

tuni

ties

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

refle

ctin

g on

and

dev

elop

ing

own

prac

tice

in p

rovi

ding

exe

rcis

e an

d ph

ysic

al a

ctiv

ity.

Whe

n im

prov

ing

own

prof

essi

onal

pr

actic

e an

d ca

reer

opp

ortu

nitie

s th

e le

arne

r m

ust c

over

6 o

f the

follo

win

g ty

pes:

a

asp

ects

of pr

ofes

sion

al p

ract

ice

1.

plan

ning

exe

rcis

e2.

in

stru

ctin

g ex

erci

se3.

ob

serv

ing

and

supp

ortin

g cl

ient

s4.

us

e of

res

ourc

es5.

co

mm

unic

atin

g w

ith c

lient

s6.

m

otiv

atin

g cl

ient

s

5.1

Rev

iew

ow

n pr

ofes

sion

al p

ract

ice

on a

reg

ular

bas

is

1 p

lann

ing

exer

cise

2 in

stru

ctin

g ex

erci

se

3 o

bser

ving

and

sup

port

ing

clie

nts

4 u

se o

f res

ourc

es

5 c

omm

unic

atin

g w

ith c

lient

s

6 m

otiv

atin

g cl

ient

s

5.2

Keep

up-

to-d

ate

with

dev

elop

men

ts in

exe

rcis

e an

d ph

ysic

al

activ

ity5.

3 Co

nsid

er o

wn

care

er g

oals

5.4

Dev

elop

a p

erso

nal a

ctio

n pl

an th

at w

ill h

elp

to im

prov

e

pr

ofes

sion

al p

ract

ice

and

care

er p

rosp

ects

1 p

lann

ing

exer

cise

2 in

stru

ctin

g ex

erci

se

3 o

bser

ving

and

sup

port

ing

clie

nts

4 u

se o

f res

ourc

es

5 c

omm

unic

atin

g w

ith c

lient

s

6 m

otiv

atin

g cl

ient

s


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

PIn

itial

Evid

ence

Ref

eren

ce N

umbe

r/s

5.5

Take

par

t in

rele

vant

dev

elop

men

t act

iviti

es a

s pa

rt o

f the

pe

rson

al a

ctio

n pl

an5.

6 R

evie

w o

wn

prog

ress

in d

evel

opin

g pr

ofes

sion

al p

ract

ice

and

care

er p

rosp

ects

and

upd

ate

the

pers

onal

act

ion

plan

acc

ordi

ngly

1 p

lann

ing

exer

cise

2 in

stru

ctin

g ex

erci

se

3 o

bser

ving

and

sup

port

ing

clie

nts

4 u

se o

f res

ourc

es

5 c

omm

unic

atin

g w

ith c

lient

s

6 m

otiv

atin

g cl

ient

s

Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k.

Sim

ulat

ion

Sim

ulat

ion

is n

ot a

llow

ed fo

r th

is u

nit.

Use

of su

pple

men

tary

evi

denc

e

Supp

lem

enta

ry e

vide

nce

shou

ld o

nly

be u

sed

for

item

s th

at d

o no

t req

uire

evi

denc

e of

rea

l wor

k ac

tivity

.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

ass

esso

r, yo

u fe

el t

he le

arne

r ha

s ac

hiev

ed t

his

unit

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

D

ate:


Title

:Pl

an a

nd p

repa

re g

roup

exe

rcis

e to

mus

ic

Leve

l:2

Cra

dir

valu

e:8

Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

1. K

now

how

to p

lan

and

prep

are

g

roup

exe

rcis

e to

mus

ic

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

1.1

Expl

ain

the

impo

rtan

ce o

f car

eful

and

thor

ough

pla

nnin

g an

d

pr

epar

atio

n fo

r se

ssio

ns

1.2

Out

line

the

need

s an

d po

tent

ial o

f the

par

ticip

ants

incl

udin

g

re

ason

s fo

r an

d ba

rrie

rs to

par

ticip

atio

n in

the

sess

ion

1.3

Des

crib

e ex

erci

ses

that

are

saf

e an

d ap

prop

riate

for

part

icip

ants

in

clud

ing

alte

rnat

ives

to p

oten

tially

har

mfu

l exe

rcis

es1.

4 Id

entif

y sa

fe a

nd e

ffect

ive

alig

nmen

t of e

xerc

ise

posi

tions

1.5

Des

crib

e ho

w to

wor

k to

the

stru

ctur

e an

d ph

rase

of t

he m

usic

1.6

Iden

tify

the

suita

ble

spee

d an

d ty

pe o

f mus

ic fo

r th

e pa

rtic

ipan

ts

and

sect

ion

of th

e cl

ass

1.7

Out

line

the

lega

litie

s co

verin

g th

e us

e of

mus

ic

1.8

Expl

ain

effe

ctiv

e cu

eing

Opt

iona

l Uni

ts


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

2. K

now

how

to c

olle

ct a

nd a

naly

se

r

elev

ant i

nfor

mat

ion

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

prof

essi

onal

dis

cuss

ion

• or

al q

uest

ions

and

ans

wer

s•

ques

tions

req

uirin

g w

ritte

n an

swer

s

2.1

Out

line

the

rang

e of

diff

eren

t met

hods

that

may

be

used

to

colle

ct in

form

atio

n in

clud

ing

ques

tionn

aire

, int

ervi

ew,

obse

rvat

ion

and

phys

ical

mea

sure

men

ts2.

2 D

escr

ibe

how

to u

se th

e ra

nge

of d

iffer

ent m

etho

ds th

at m

ay b

e

us

ed to

col

lect

info

rmat

ion

2.3

Des

crib

e th

e sc

reen

ing

proc

ess

and

the

fact

ors

whi

ch a

ffect

the

abili

ty to

exe

rcis

e

2.4

Iden

tify

reas

ons

for

tem

pora

ry d

efer

ral o

f exe

rcis

e

2.5

Iden

tify

why

it m

ay b

e ne

cess

ary

to r

efer

the

clie

nt to

ano

ther

pr

ofes

sion

al

2.6

Des

crib

e th

e pu

rpos

e of

the

info

rmed

con

sent

2.7

Out

line

the

emer

genc

y pr

oced

ures

of t

he fa

cilit

y/or

gani

satio

n

2.8

Expl

ain

the

purp

ose

of th

e Ph

ysic

al A

ctiv

ity R

eadi

ness

Q

uest

ionn

aire

(PA

R-Q

) an

d ho

w to

rec

ord

and

inte

rpre

t

in

form

atio

n pr

ovid

ed, i

f req

uire

d


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

3. B

e ab

le to

col

lect

and

ana

lyse

r

elev

ant i

nfor

mat

ion.

Thi

s le

arni

ng

o

utco

me

mus

t be

asse

ssed

usi

ng

w

orkp

lace

evi

denc

e ge

nera

ted

w

hen

the

lear

ner

is p

lann

ing

and

p

repa

ring

grou

p ex

erci

se to

mus

ic.

Whe

n co

llect

ing

and

anal

ysin

g re

leva

nt in

form

atio

n th

e le

arne

r m

ust

cove

r 3

of t

he fo

llow

ing

type

s:

a se

ssio

ns,

cove

ring

1

card

iova

scul

ar fi

tnes

s2

mus

cula

r fit

ness

3 fle

xibi

lity

4 m

otor

ski

lls5

circ

uit f

orm

ats

3.1

Colle

ct th

e in

form

atio

n ne

eded

to p

lan

grou

p ex

erci

se s

essi

ons

1 ca

rdio

vasc

ular

fitn

ess

2 m

uscu

lar

fitne

ss

3 fle

xibi

lity

4 m

otor

ski

lls

5 ci

rcui

t for

mat

s

3.2

Ensu

re th

e in

form

atio

n is

acc

urat

e an

d up

-to-

date

3.3

Anal

yse

the

info

rmat

ion

and

iden

tify

the

impl

icat

ions

for

grou

p

ex

erci

se to

mus

ic

3.4

Ref

er a

ny p

artic

ipan

ts w

hose

nee

ds a

nd p

oten

tial c

anno

t be

met

to

ano

ther

pro

fess

iona

l

3.5

Mai

ntai

n cl

ient

con

fiden

tialit

y in

line

with

goo

d pr

actic

e

pr

oced

ures

4. K

now

how

to p

lan

safe

and

effe

ctiv

e gr

oup

exe

rcis

e to

mus

ic

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y;

• pr

ofes

sion

al d

iscu

ssio

n•

oral

que

stio

ns a

nd a

nsw

ers

• qu

estio

ns r

equi

ring

writ

ten

a

nsw

ers

4.1

Expl

ain

how

to id

entif

y an

d ag

ree

obje

ctiv

es fo

r se

ssio

ns b

ased

on

col

lect

ed in

form

atio

n

4.2

Des

crib

e ho

w to

use

a r

ange

of e

quip

men

t to

achi

eve

requ

ired

fitne

ss d

evel

opm

ent

4.3

Out

line

the

heal

th a

nd e

nviro

nmen

tal f

acto

rs w

hich

can

in

fluen

ce s

afet

y an

d gr

oup/

indi

vidu

al w

orki

ng s

pace

4.4

Des

crib

e ho

w to

rec

ord

plan

s in

the

requ

ired

form

at

4.5

Out

line

risk

asse

ssm

ent/m

anag

emen

t pro

cedu

res

4.6

Expl

ain

the

cons

eque

nces

of f

ailin

g to

man

age

heal

th a

nd s

afet

y


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

3. B

e ab

le to

col

lect

and

ana

lyse

r

elev

ant i

nfor

mat

ion.

Thi

s le

arni

ng

o

utco

me

mus

t be

asse

ssed

usi

ng

w

orkp

lace

evi

denc

e ge

nera

ted

w

hen

the

lear

ner

is p

lann

ing

and

p

repa

ring

grou

p ex

erci

se to

mus

ic.

Whe

n co

llect

ing

and

anal

ysin

g re

leva

nt in

form

atio

n th

e le

arne

r m

ust

cove

r 3

of t

he fo

llow

ing

type

s:

a se

ssio

ns,

cove

ring

1

card

iova

scul

ar fi

tnes

s2

mus

cula

r fit

ness

3 fle

xibi

lity

4 m

otor

ski

lls5

circ

uit f

orm

ats

3.1

Colle

ct th

e in

form

atio

n ne

eded

to p

lan

grou

p ex

erci

se s

essi

ons

1 ca

rdio

vasc

ular

fitn

ess

2 m

uscu

lar

fitne

ss

3 fle

xibi

lity

4 m

otor

ski

lls

5 ci

rcui

t for

mat

s

3.2

Ensu

re th

e in

form

atio

n is

acc

urat

e an

d up

-to-

date

3.3

Anal

yse

the

info

rmat

ion

and

iden

tify

the

impl

icat

ions

for

grou

p

ex

erci

se to

mus

ic

3.4

Ref

er a

ny p

artic

ipan

ts w

hose

nee

ds a

nd p

oten

tial c

anno

t be

met

to

ano

ther

pro

fess

iona

l

3.5

Mai

ntai

n cl

ient

con

fiden

tialit

y in

line

with

goo

d pr

actic

e

pr

oced

ures

4. K

now

how

to p

lan

safe

and

effe

ctiv

e gr

oup

exe

rcis

e to

mus

ic

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y;

• pr

ofes

sion

al d

iscu

ssio

n•

oral

que

stio

ns a

nd a

nsw

ers

• qu

estio

ns r

equi

ring

writ

ten

a

nsw

ers

4.1

Expl

ain

how

to id

entif

y an

d ag

ree

obje

ctiv

es fo

r se

ssio

ns b

ased

on

col

lect

ed in

form

atio

n

4.2

Des

crib

e ho

w to

use

a r

ange

of e

quip

men

t to

achi

eve

requ

ired

fitne

ss d

evel

opm

ent

4.3

Out

line

the

heal

th a

nd e

nviro

nmen

tal f

acto

rs w

hich

can

in

fluen

ce s

afet

y an

d gr

oup/

indi

vidu

al w

orki

ng s

pace

4.4

Des

crib

e ho

w to

rec

ord

plan

s in

the

requ

ired

form

at

4.5

Out

line

risk

asse

ssm

ent/m

anag

emen

t pro

cedu

res

4.6

Expl

ain

the

cons

eque

nces

of f

ailin

g to

man

age

heal

th a

nd s

afet

y

Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

5. B

e ab

le to

pla

n sa

fe a

nd e

ffect

ive

gr

oup

exer

cise

to m

usic

. T

his

le

arni

ng o

utco

me

mus

t be

as

sess

ed u

sing

wor

kpla

ce

ev

iden

ce g

ener

ated

whe

n th

e le

arne

r is

pla

nnin

g an

d pr

epar

ing

gr

oup

exer

cise

to m

usic

.

Whe

n pl

anni

ng s

afe

and

effe

ctiv

e gr

oup

exer

cise

to m

usic

the

lear

ner

mus

t cov

er 5

of t

he fo

llow

ing

type

s:a

obje

ctiv

es1 im

prov

e fit

ness

2 im

prov

e m

otiv

atio

n3 a

ddre

ss b

arrie

rs to

par

ticip

atio

n 4 im

prov

e sk

ills

and

tech

niqu

es

5 p

rovi

de o

ppor

tuni

ties

for

fun

and

e

njoy

men

t

with

3 o

f the

follo

win

g ty

pes:

b se

ssio

ns,

cove

ring

1 c

ardi

ovas

cula

r fit

ness

2 m

uscu

lar

fitne

ss3 fl

exib

ility

4 m

otor

ski

lls5 c

ircui

t for

mat

s

with

3 o

f the

follo

win

g ty

pes:

c h

azar

ds,

rela

ting

to1 th

e pa

rtic

ipan

ts2 th

e pl

anne

d ac

tiviti

es3 o

ther

act

iviti

es h

appe

ning

at t

he

sa

me

time

5.1

Iden

tify

and

agre

e ob

ject

ives

that

are

app

ropr

iate

to:

• th

e ne

eds

and

pote

ntia

l of p

artic

ipan

ts

• ac

cept

ed g

ood

prac

tice

in th

e in

dust

ry

• ow

n le

vel o

f com

pete

nce

• th

e ai

ms

of th

e se

ssio

n

1 im

prov

e fit

ness

2 im

prov

e m

otiv

atio

n

3 a

ddre

ss b

arrie

rs to

par

ticip

atio

n

4 im

prov

e sk

ills

and

tech

niqu

es

5 p

rovi

de o

ppor

tuni

ties

for

fun

and

enjo

ymen

t

5.2

Plan

ses

sion

s th

at w

ill h

elp

all t

he p

artic

ipan

ts ta

ke p

art a

nd

achi

eve

plan

ned

obje

ctiv

es

1 c

ardi

ovas

cula

r fit

ness

2 m

uscu

lar

fitne

ss

3 fl

exib

ility

4 m

otor

ski

lls

5 c

ircui

t for

mat

s


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

5.3

Iden

tify

haza

rds

and

asse

ss th

e ris

k of

thes

e ha

zard

s ac

tual

ly

caus

ing

harm

1 th

e pa

rtic

ipan

ts

2 th

e pl

anne

d ac

tiviti

es

3 o

ther

act

iviti

es h

appe

ning

at t

he s

ame

time

5.4

Plan

how

to m

inim

ise

iden

tified

ris

ks w

ith c

lient

s

5.5

Plan

rea

listic

tim

ings

and

orig

inal

cho

reog

raph

y fo

r se

ssio

ns

1 c

ardi

ovas

cula

r fit

ness

2 m

uscu

lar

fitne

ss

3 fl

exib

ility

4 m

otor

ski

lls

5 c

ircui

t for

mat

s

5.6

Rec

ord

plan

s in

the

appr

opria

te fo

rmat

5.7

Get

adv

ice

from

ano

ther

pro

fess

iona

l if t

here

are

any

obj

ectiv

es,

e

xerc

ises

or

haza

rds

beyo

nd o

wn

leve

l of c

ompe

tenc

e

1 th

e pa

rtic

ipan

ts

2 th

e pl

anne

d ac

tiviti

es

3 o

ther

act

iviti

es h

appe

ning

at t

he s

ame

time


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

6. K

now

how

to p

repa

re s

elf a

nd

e

quip

men

t for

gro

up e

xerc

ise

to

m

usic

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

pro

fess

iona

l dis

cuss

ion

• o

ral q

uest

ions

and

ans

wer

s•

que

stio

ns r

equi

ring

writ

ten

ans

wer

s

6.1

Out

line

the

man

ufac

ture

rs’ g

uide

lines

and

org

anis

atio

ns’

guid

elin

es fo

r re

plac

emen

t of e

quip

men

t

6.2

List

a r

ange

of e

quip

men

t use

d in

gro

up e

xerc

ise

sess

ions

6.3

Des

crib

e ho

w to

saf

ely

stor

e eq

uipm

ent

6.4

Iden

tify

wha

t to

look

for

whe

n ch

ecki

ng e

quip

men

t

6.5

Des

crib

e sa

fe m

anua

l han

dlin

g te

chni

ques

7. B

e ab

le to

pre

pare

sel

f and

eq

uipm

ent f

or g

roup

exe

rcis

e to

m

usic

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

plan

ning

and

pre

parin

g gr

oup

exer

cise

to m

usic

.

Whe

n pr

epar

ing

self

and

equi

pmen

t fo

r gr

oup

exer

cise

to m

usic

the

lear

ner

mus

t cov

er 3

of t

he fo

llow

ing

type

s:

a se

ssio

ns,

cove

ring

1 c

ardi

ovas

cula

r fit

ness

2 m

uscu

lar

fitne

ss

3 fl

exib

ility

4 m

otor

ski

lls5 c

ircui

t for

mat

s

7.1

Iden

tify

and

sele

ct th

e co

rrec

t equ

ipm

ent f

or th

e se

ssio

ns

1 c

ardi

ovas

cula

r fit

ness

2 m

uscu

lar

fitne

ss

3 fl

exib

ility

4 m

otor

ski

lls

5 c

ircui

t for

mat

s

7.2

Chec

k th

e eq

uipm

ent i

s in

saf

e w

orki

ng o

rder

7.3

Lift

and

hand

le th

e eq

uipm

ent i

n a

way

that

pre

vent

s in

jury

and

da

mag

e

7.4

Ensu

re/o

rgan

ise

suffi

cien

t spa

ce fo

r sa

fe e

xerc

ise

perf

orm

ance


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

7.5

Prov

ide

suffi

cien

t equ

ipm

ent f

or th

e pa

rtic

ipan

ts

7.6

Be

fully

pre

pare

d to

sup

ervi

se th

e se

ssio

ns

1 c

ardi

ovas

cula

r fit

ness

2 m

uscu

lar

fitne

ss

3 fl

exib

ility

4 m

otor

ski

lls

5 c

ircui

t for

mat

s

7.7

Follo

w c

orre

ct h

ealth

and

saf

ety

proc

edur

es fo

r an

y un

safe

eq

uipm

ent


Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

.

Lear

ners

mus

t sho

w e

vide

nce

that

they

hav

e pl

anne

d gr

oup

exer

cise

to m

usic

for

a gr

oup

of c

lient

s th

roug

h th

e fo

llow

ing

phas

es:

- W

arm

up

• Pu

lse

rais

er in

corp

orat

ing

stat

ic a

nd/o

r dy

nam

ic s

tretc

hing

• M

obili

ty

- M

ain

CV w

orko

ut u

sing

the

aero

bic

curv

e •

Puls

e ra

iser

•

Mai

n w

orko

ut•

Bui

ld d

own

- M

SE-

Flex

ibili

ty

Usi

ng a

min

imum

of o

ne o

f the

follo

win

g m

etho

ds o

f cho

reog

raph

y de

sign

/ te

achi

ng m

etho

ds:

- Ad

d on

-

32 c

ount

phr

ase

- Ve

rse

chor

us-

Laye

ring

Lear

ners

mus

t sho

w th

at th

ey h

ave

stru

ctur

ed th

eir

sess

ion

to w

ork

with

the

beat

s an

d ph

rase

s of

the

mus

ic (

or th

e na

tura

l stru

ctur

e of

the

mus

ic if

bea

ts

and

phra

ses

do n

ot a

pply

). C

hose

n m

usic

sho

uld

be a

t the

app

ropr

iate

spe

ed a

nd s

uita

ble

for

the

clie

nts.

Lear

ners

mus

t sho

w e

vide

nce

that

they

hav

e th

e kn

owle

dge

to s

afel

y ad

apt s

essi

ons

for

indi

vidu

als

and

the

occa

sion

al a

ppar

ently

hea

lthy

spec

ial p

opul

atio

n cl

ient

incl

udin

g:

• yo

ung

peop

le in

the

14-1

6 ag

e ra

nge

• an

tena

tal a

nd p

ostn

atal

wom

en•

olde

r pe

ople

(50

plu

s)Si

mul

atio

n

Sim

ulat

ion

is a

llow

ed fo

r 3.

4 an

d 5.

7, if

ther

e is

no

natu

rally

occ

urrin

g ev

iden

ce a

vaila

ble.

Use

of su

pple

men

tary

evi

denc

e

Supp

lem

enta

ry e

vide

nce

shou

ld o

nly

be u

sed

for

item

s un

der

‘ass

essm

ent r

equi

rem

ents

or

guid

ance

spe

cifie

d by

a s

ecto

r or

reg

ulat

ory

body

’ tha

t do

not

requ

ire e

vide

nce

of r

eal w

ork

activ

ity.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

ass

esso

r, yo

u fe

el t

he le

arne

r ha

s ac

hiev

ed t

his

unit

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

D

ate:


Title

:In

stru

ct g

roup

exe

rcis

e to

mus

ic

Leve

l:2

Cra

dir

valu

e:8

Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

1. K

now

how

to p

repa

re p

artic

i

pan

ts fo

r gr

oup

exer

cise

to m

usic

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

pro

fess

iona

l dis

cuss

ion

• o

ral q

uest

ions

and

ans

wer

s•

que

stio

ns r

equi

ring

writ

ten

a

nsw

ers

1.1

Expl

ain

the

purp

ose

and

valu

e of

war

m u

p

1.2

Expl

ain

why

par

ticip

ants

nee

d to

und

erst

and

the

purp

ose

and

valu

e of

war

m u

p1.

3 D

escr

ibe

safe

and

effe

ctiv

e w

arm

up

activ

ities

for

grou

p ex

erci

se

to m

usic

1.4

Iden

tify

reas

ons

for

tem

pora

ry d

efer

ral o

f exe

rcis

e

2. B

e ab

le to

pre

pare

par

ticip

ants

for

g

roup

exe

rcis

e to

mus

ic

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

inst

ruct

ing

grou

p ex

erci

se to

mus

ic.

Whe

n pr

epar

ing

part

icip

ants

for

grou

p ex

erci

se to

mus

ic th

e le

arne

r m

ust c

over

3 o

f the

follo

win

g ty

pes:

a e

xerc

ises

1 ca

rdio

vasc

ular

fitn

ess

2 m

uscu

lar

fitne

ss3

flexi

bilit

y4

mot

or s

kills

5 ci

rcui

t for

mat

s

2.1

Arriv

e in

tim

e to

set

up

the

sess

ion,

mee

t the

par

ticip

ants

pu

nctu

ally

and

mak

e th

em fe

el w

elco

me

and

at e

ase

2.2

Chec

k pa

rtic

ipan

ts' l

evel

of e

xper

ienc

e an

d ab

ility

for

the

sess

ion,

iden

tifyi

ng a

ny n

ew p

artic

ipan

ts2.

3 Ex

plai

n th

e de

man

ds o

f the

ses

sion

incl

udin

g ph

ysic

al a

nd

tech

nica

l2.

4 As

k pa

rtic

ipan

ts if

they

hav

e an

y ill

ness

es o

r in

jurie

s an

d ad

vise

in

divi

dual

s of

any

rea

sons

why

they

sho

uld

not p

artic

ipat

e in

the

exer

cise

s1

card

iova

scul

ar fi

tnes

s

2 m

uscu

lar

fitne

ss

3 fle

xibi

lity

4 m

otor

ski

lls

5 ci

rcui

t for

mat

s


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

2.5

Prov

ide

part

icip

ants

with

cle

ar in

form

atio

n ab

out t

he p

lann

ed

activ

ities

for

the

sess

ion

and

expl

ain

the

exer

cise

s

1 ca

rdio

vasc

ular

fitn

ess

2 m

uscu

lar

fitne

ss

3 fle

xibi

lity

4 m

otor

ski

lls

5 ci

rcui

t for

mat

s

2.6

Choo

se a

nd a

pply

met

hods

of m

otiv

atin

g pa

rtic

ipan

ts th

at a

re

appr

opria

te to

them

and

acc

epte

d go

od p

ract

ice

2.7

Advi

se p

artic

ipan

ts o

f the

faci

lity’

s em

erge

ncy

proc

edur

es a

nd

heal

th a

nd s

afet

y re

quire

men

ts fo

r th

e se

ssio

n

2.8

Confi

rm o

r re

vise

pla

ns fo

r th

e se

ssio

n w

ith p

artic

ipan

ts if

ne

cess

ary


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

3. K

now

how

to s

afel

y in

stru

ct

g

roup

exe

rcis

e to

mus

ic to

par

ticip

ants

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:•

pro

fess

iona

l dis

cuss

ion

• o

ral q

uest

ions

and

ans

wer

s•

que

stio

ns r

equi

ring

writ

ten

a

nsw

ers

3.1

Des

crib

e th

e pu

rpos

e of

the

exer

cise

s in

clud

ed in

the

sess

ion

3.2

Des

crib

e a

rang

e of

exe

rcis

es th

at a

re s

afe

and

appr

opria

te fo

r

pa

rtic

ipan

ts

3.3

Out

line

the

impo

rtan

ce/m

etho

ds o

f voi

ce p

roje

ctio

n in

clud

ing

effe

ctiv

e us

e of

vol

ume

and

pitc

h of

voi

ce w

ith a

nd w

ithou

t a

mic

roph

one

3.4

Des

crib

e th

e st

ruct

ure

of m

usic

, sui

tabi

lity

of s

peed

and

type

of

mus

ic fo

r th

e pa

rtic

ipan

ts a

nd s

ectio

n of

the

clas

s

3.5

Expl

ain

how

to w

ork

to th

e st

ruct

ure

and

phra

se o

f the

mus

ic

3.6

Expl

ain

effe

ctiv

e cu

eing

3.7

Out

line

the

lega

litie

s of

the

use

of m

usic

3.8

Iden

tify

the

type

s of

haz

ards

that

may

occ

ur d

urin

g a

sess

ion

and

how

to m

anag

e th

ese

3.9

Out

line

the

repo

rtin

g pr

oced

ures

for

heal

th a

nd s

afet

y

3.10

Out

line

the

info

rmat

ion

that

mus

t be

give

n to

oth

er p

eopl

e w

ho

are

invo

lved

in th

e se

ssio

n


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

4. B

e ab

le to

saf

ely

inst

ruct

gro

up

ex

erci

se to

mus

ic to

par

ticip

ants

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

inst

ruct

ing

grou

p ex

erci

se to

mus

ic.

Whe

n sa

fely

inst

ruct

ing

grou

p ex

erci

se to

par

ticip

ants

the

lear

ner

mus

t cov

er 3

of t

he fo

llow

ing

type

s:a

exe

rcis

es

1 c

ardi

ovas

cula

r fit

ness

2 m

uscu

lar

fitne

ss3 fl

exib

ility

4 m

otor

ski

ll5 c

ircui

t for

mat

s

4.1

Prep

are

part

icip

ants

phy

sica

lly fo

r th

e ex

erci

ses

usin

g sa

fe a

nd

effe

ctiv

e w

arm

ups

1 c

ardi

ovas

cula

r fit

ness

2 m

uscu

lar

fitne

ss

3 fl

exib

ility

4 m

otor

ski

ll

5 c

ircui

t for

mat

s

4.2

Giv

e ex

plan

atio

ns a

nd d

emon

stra

tions

that

are

tech

nica

lly

corr

ect w

ith s

afe

and

effe

ctiv

e al

ignm

ent o

f exe

rcis

e po

sitio

ns

appr

opria

te to

par

ticip

ants

’ nee

ds a

nd le

vel o

f exp

erie

nce

4.3

Giv

e pa

rtic

ipan

ts th

e op

port

unity

to a

sk q

uest

ions

4.4

Prov

ide

effe

ctiv

e cu

eing

to e

nabl

e pa

rtic

ipan

ts to

wor

k to

the

stru

ctur

e of

mus

ic

4.5

Use

vol

ume

and

pitc

h of

the

voic

e ef

fect

ivel

y re

lativ

e to

the

mus

ic


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

4.6

Ensu

re th

at p

artic

ipan

ts ta

ke p

art i

n th

e ex

erci

ses

in a

saf

e

m

anne

r

1 c

ardi

ovas

cula

r fit

ness

2 m

uscu

lar

fitne

ss

3 fl

exib

ility

4 m

otor

ski

ll

5 c

ircui

t for

mat

s

4.7

Mon

itor

exer

cise

inte

nsity

usi

ng a

ppro

pria

te m

etho

d/s

4.8

Keep

to th

e pl

anne

d tim

ings

for

the

exer

cise

s

1 c

ardi

ovas

cula

r fit

ness

2 m

uscu

lar

fitne

ss

3 fl

exib

ility

4 m

otor

ski

ll

5 c

ircui

t for

mat

s

4.9

Appl

y th

e ap

prop

riate

cod

e of

pra

ctic

e du

ring

the

sess

ion


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

5. K

now

how

to h

elp

part

icip

ants

im

prov

e th

eir

perf

orm

ance

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y:• p

rofe

ssio

nal d

iscu

ssio

n• o

ral q

uest

ions

and

ans

wer

s• q

uest

ions

req

uirin

g w

ritte

n an

swer

s

5.1

Out

line

the

need

s an

d po

tent

ial o

f the

par

ticip

ants

5.2

Des

crib

e th

e ty

pes

of s

peci

al r

equi

rem

ents

that

par

ticip

ants

may

ha

ve

5.3

Des

crib

e ho

w to

ada

pt s

essi

on p

lans

, equ

ipm

ent a

nd fa

cilit

ies

to

mee

t the

spe

cial

req

uire

men

ts th

at p

artic

ipan

ts m

ay h

ave

5.4

Des

crib

e ho

w to

bre

ak e

xerc

ise/

mov

emen

ts d

own

to th

eir

com

pone

nt p

arts

5.5

Des

crib

e ho

w to

dev

elop

par

ticip

ant c

o-or

dina

tion

by b

uild

ing

exer

cise

s/m

ovem

ents

up

grad

ually

, inc

ludi

ng la

yerin

g te

chni

ques

an

d ho

ldin

g pa

ttern

s5.

6 D

escr

ibe

effe

ctiv

e m

etho

ds o

f bui

ldin

g co

mbi

natio

ns o

f

m

ovem

ents

5.7

Iden

tify

a ra

nge

of a

ltern

ativ

e ex

erci

ses

for

adap

tatio

n in

clud

ing

any

appr

opria

te p

rogr

essi

ons

and

regr

essi

ons


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

6. B

e ab

le to

hel

p pa

rtic

ipan

ts

im

prov

e th

eir

perf

orm

ance

. Th

is

le

arni

ng o

utco

me

mus

t be

as

sess

ed u

sing

wor

kpla

ce

ev

iden

ce g

ener

ated

whe

n th

e le

arne

r is

inst

ruct

ing

grou

p ex

erci

se to

mus

ic.

Whe

n he

lpin

g pa

rtic

ipan

ts im

prov

e th

eir

perf

orm

ance

the

lear

ner

mus

t co

ver

3 o

f the

follo

win

g ty

pes:

a e

xerc

ises

1 c

ardi

ovas

cula

r fit

ness

2 m

uscu

lar

fitne

ss3 fl

exib

ility

4 m

otor

ski

ll5 c

ircui

t for

mat

s

With

5 o

f the

follo

win

g ty

pes:

b t

each

ing

met

hods

1 c

hang

ing

teac

hing

pos

ition

s2 a

skin

g qu

estio

ns3 m

akin

g ad

apta

tions

and

p

rogr

essi

ons

4 v

erba

l and

vis

ual

c

omm

unic

atio

ns 5 m

irror

ing

6.1

Prov

ide

appr

opria

te a

ttent

ion

and

mot

ivat

ion

to a

ll pa

rtic

ipan

ts

6.2

Obs

erve

par

ticip

ants

’ per

form

ance

thro

ugho

ut th

e se

ssio

n fro

m

appr

opria

te in

stru

ctin

g po

sitio

ns

6.3

Chec

k re

gula

rly fo

r th

e pa

rtic

ipan

ts a

bilit

y to

per

form

the

exer

cise

s an

d pr

ovid

e ap

prop

riate

pro

gres

sion

s/re

gres

sion

s

1 c

ardi

ovas

cula

r fit

ness

2 m

uscu

lar

fitne

ss

3 fl

exib

ility

4 m

otor

ski

ll

5 c

ircui

t for

mat

s

6.4

Use

app

ropr

iate

tea

chin

g m

etho

ds to

cor

rect

and

rei

nfor

ce

tech

niqu

e

1 c

hang

ing

teac

hing

pos

ition

s

2 a

skin

g qu

estio

ns

3 m

akin

g ad

apta

tions

and

pro

gres

sion

s

4 v

erba

l and

vis

ual c

omm

unic

atio

ns

5 m

irror

ing


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

6.5

Bui

ld u

p ex

erci

ses

grad

ually

and

exp

lain

the

purp

ose

of

1 c

ardi

ovas

cula

r fit

ness

2 m

uscu

lar

fitne

ss

3 fl

exib

ility

4 m

otor

ski

ll

5 c

ircui

t for

mat

s

6.6

Prov

ide

inst

ruct

ing

poin

ts a

nd fe

edba

ck w

hich

is ti

mel

y, c

lear

an

d he

lps

part

icip

ants

ach

ieve

thei

r ob

ject

ives

6.7

Adap

t the

act

iviti

es to

res

pond

to th

e ch

angi

ng n

eeds

of t

he

par

ticip

ants

, equ

ipm

ent a

nd e

nviro

nmen

t dur

ing

the

sess

ion

7. K

now

how

to b

ring

a gr

oup

e

xerc

ise

to m

usic

ses

sion

to a

n en

d

This

lear

ning

out

com

e ca

n be

as

sess

ed b

y;•

prof

essi

onal

dis

cuss

ion

•

oral

que

stio

ns a

nd a

nsw

ers

•

ques

tions

req

uirin

g w

ritte

n an

swer

s

7.1

Expl

ain

the

purp

ose

and

valu

e of

a c

ool d

own

7.2

Expl

ain

why

par

ticip

ants

nee

d to

und

erst

and

the

purp

ose

and

valu

e of

a c

ool d

own

7.3

Des

crib

e sa

fe a

nd e

ffect

ive

cool

dow

n ac

tiviti

es fo

r gr

oup

exer

cise

to m

usic


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

8. B

e ab

le to

be

brin

g a

grou

p ex

erci

se to

mus

ic s

essi

on to

an

end

This

lear

ning

out

com

e m

ust b

e as

sess

ed u

sing

wor

kpla

ce e

vide

nce

gene

rate

d w

hen

the

lear

ner

is

inst

ruct

ing

grou

p ex

erci

se to

mus

ic.

8.1

Allo

w s

uffic

ient

tim

e to

end

the

sess

ion

acco

rdin

g to

the

part

icip

ants

’ lev

el o

f exp

erie

nce

1 c

ardi

ovas

cula

r fit

ness

2 m

uscu

lar

fitne

ss

3 fl

exib

ility

4 m

otor

ski

ll

5 c

ircui

t for

mat

s

Whe

n br

ingi

ng a

gro

up e

xerc

ise

to

mus

ic s

essi

on to

an

end

the

lear

ner

mus

t cov

er 3

of t

he fo

llow

ing

type

s:

a s

essi

ons

1 c

ardi

ovas

cula

r fit

ness

2 m

uscu

lar

fitne

ss3 fl

exib

ility

4 m

otor

ski

ll5 c

ircui

t for

mat

s

8.2

End

the

sess

ion

usin

g co

ol d

own

activ

ities

that

are

saf

e an

d

ef

fect

ive

for

the

part

icip

ants

1 c

ardi

ovas

cula

r fit

ness

2 m

uscu

lar

fitne

ss

3 fl

exib

ility

4 m

otor

ski

ll

5 c

ircui

t for

mat

s


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

8.3

Giv

e th

e pa

rtic

ipan

ts a

n ac

cura

te fe

edba

ck s

umm

ary

on th

e

se

ssio

n an

d its

ben

efits

1 c

ardi

ovas

cula

r fit

ness

2 m

uscu

lar

fitne

ss

3 fl

exib

ility

4 m

otor

ski

ll

5 c

ircui

t for

mat

s

8.4

Giv

e th

e pa

rtic

ipan

ts th

e op

port

unity

to:

• th

ink

abou

t the

ses

sion

• as

k qu

estio

ns

• pr

ovid

e fe

edba

ck

• id

entif

y th

eir

furt

her

need

s


Lear

ning

out

com

es

The

lear

ner

will

:

Ass

essm

ent

crite

ria

The

lear

ner

can:

In

itial

Evid

ence

Ref

eren

ce

Num

ber/

s

8.5

Ensu

re th

e pa

rtic

ipan

ts h

ave

info

rmat

ion

abou

t fut

ure

sess

ions

1 c

ardi

ovas

cula

r fit

ness

2 m

uscu

lar

fitne

ss

3 fl

exib

ility

4 m

otor

ski

ll

5 c

ircui

t for

mat

s

8.6

Follo

w th

e co

rrec

t pro

cedu

res

for

chec

king

and

dea

ling

with

any

eq

uipm

ent u

sed

8.7

Leav

e th

e en

viro

nmen

t in

a co

nditi

on a

ccep

tabl

e fo

r fu

ture

use

8.8

Pass

on

sugg

estio

ns fo

r im

prov

ing

heal

th a

nd s

afet

y to

a

com

pete

nt p

erso

n or

age

ncy


Evi

denc

e of

rea

l wor

k ac

tivity

Ther

e m

ust b

e ev

iden

ce th

at th

e le

arne

r ha

s m

et a

ll of

the

requ

irem

ents

list

ed u

nder

‘the

lear

ner

will

be

able

to’ t

hrou

gh th

eir

own

wor

k. T

his

evid

ence

mus

t be

gat

here

d by

the

asse

ssor

obs

ervi

ng th

e le

arne

r on

mor

e th

an o

ne o

ccas

ion.

The

re s

houl

d be

suf

ficie

nt o

bser

vatio

ns to

ens

ure

that

the

lear

ner

has

met

all

the

requ

irem

ents

. Le

arne

rs m

ust s

how

evi

denc

e th

at th

ey h

ave

inst

ruct

ed a

gro

up o

f clie

nts

thro

ugh

the

follo

win

g ph

ases

of t

he e

xerc

ise

to m

usic

ses

sion

: -

War

m u

p•

Puls

e ra

iser

inco

rpor

atin

g st

atic

and

/or

dyna

mic

stre

tchi

ng•

Mob

ility

-

Mai

n CV

wor

kout

usi

ng th

e ae

robi

c cu

rve

• Pu

lse

rais

er

• M

ain

wor

kout

• B

uild

dow

n-

MSE

- Fl

exib

ility

Usi

ng a

min

imum

of o

ne o

f the

follo

win

g m

etho

ds o

f cho

reog

raph

y de

sign

/ te

achi

ng m

etho

ds:

- Ad

d on

-

32 c

ount

phr

ase

- Ve

rse

chor

us-

Laye

ring

Lear

ners

mus

t dem

onst

rate

that

they

hav

e st

ruct

ured

thei

r tra

inin

g se

ssio

n to

wor

k w

ith th

e be

ats

and

phra

ses

of th

e m

usic

(or

the

natu

ral s

truct

ure

of th

e m

usic

if b

eats

and

phr

ases

do

not a

pply

). C

hose

n m

usic

sho

uld

be a

t the

app

ropr

iate

spe

ed a

nd s

uita

ble

for

the

clie

nts.

Lear

ners

mus

t sho

w th

at th

ey c

an c

ue e

ffect

ivel

y to

ens

ure

the

grou

p ca

n pa

rtic

ipat

e in

tim

e w

ith th

e be

at/p

hras

e or

stru

ctur

e of

the

mus

ic.

Lear

ners

mus

t sho

w a

ccur

ate

dem

onst

ratio

ns o

f mov

emen

ts a

nd te

chni

ques

app

ropr

iate

to th

e ex

erci

se to

mus

ic e

nviro

nmen

t with

par

ticul

ar a

ttent

ion

to

the

spee

d of

mov

emen

ts.

Lear

ners

mus

t sho

w th

at th

ey c

an a

pply

met

hods

of v

oice

pro

ject

ion

and

can

effe

ctiv

ely

use

the

volu

me

and

pitc

h of

thei

r vo

ice.

Lear

ners

sho

uld

be o

bser

ved

teac

hing

from

a v

arie

ty o

f pos

ition

s in

the

room

usi

ng m

irror

ing,

and

dem

onst

ratin

g co

ntro

l of t

he p

artic

ipan

ts.

Lear

ners

mus

t sho

w th

e ab

ility

to o

bser

ve th

eir

clie

nts/

part

icip

ants

and

cor

rect

poo

r te

chni

que

whe

re r

equi

red,

giv

ing

regu

lar

teac

hing

poi

nts

to m

eet i

ndi-

vidu

al n

eeds

.Si

mul

atio

nSi

mul

atio

n is

allo

wed

for

8.8,

if th

ere

is n

o na

tura

lly o

ccur

ring

evid

ence

ava

ilabl

e.U

se o

f su

pple

men

tary

evi

denc

eSu

pple

men

tary

evi

denc

e sh

ould

onl

y be

use

d fo

r ite

ms

unde

r ‘a

sses

smen

t req

uire

men

ts o

r gu

idan

ce s

peci

fied

by a

sec

tor

or r

egul

ator

y bo

dy’ t

hat d

o no

t re

quire

evi

denc

e of

rea

l wor

k ac

tivity

.


Ass

esso

r fe

edba

ck

Bel

ow d

etai

l why

, as

the

ass

esso

r, yo

u fe

el t

he le

arne

r ha

s ac

hiev

ed t

his

unit

Asse

ssor

’s s

igna

ture

:

D

ate:

IV

’s s

igna

ture

:

D

ate:


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Level 2 NVQ Diploma in Instructing Exercise and Fitness...competent for a unit or a whole NVQ. The system is suited to those who already have skills and want to develop them. Your