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SISFF IT313A P lan and de l iver e xerc ise to apparent ly hea l thy ch i ld ren and ado lescents

ABOUT this LEARNER WORKBOOK

The workbook covers the following unit and elements of competency

QualificationSIS30310 Certificate III in FitnessUnit of Competency SISFF IT313A P lan and de l iver e xerc ise to apparent ly hea l thy

ch i ld ren and ado lescents

Unit DescriptorThis unit describes the performance outcomes, skills and knowledge required to plan and deliver exercise for children and young adolescents. It involves planning, demonstration, instruction, review and modification of activities and instructional techniques to meet participant needs.

Application of the UnitThis unit applies to exercise instructors who work in facilities that provide a range of exercise programs to general populations, including children and young adolescents who present with no major health conditions.

Elements of Competency 1. Plan the exercise. Apply fitness assessment protocols and

procedures to children and young adolescents 2. Instruct the exercise session. Instruct an exercise class for

children and young adolescents 3. Evaluate the exercise session.

Evidence of the following is essential: screens children and young adolescents prior to commencement of exercise sessions

and communicates results to relevant caregivers and recommends referral to appropriate medical or allied health professionals where necessary

develops a variety of sessions for exercise that are fun, interactive and safe for a range of client groups of children and young adolescents

provides accurate and current information about healthy eating and healthy eating options in accordance with recommended guidelines

evaluates exercise sessions and modifies exercise plans according to feedback received from participants and own evaluation.

How do I use this learner workbook?This learner workbook is designed to provide support to knowledge learned to help plan and deliver exercise to children and young adolescents when

Learner Workbook

working in a fitness workplace. Completing the activities throughout this resource will help you put this knowledge into practice. The learning activities in this workbook are based around workplace practices. Your supervisor or trainer will inform you how and when learning activities are to be completed. For instance, your supervisor or trainer may request that all learning activities are to be documented in a separate document, thereby creating a portfolio of evidence, which you will be able to refer back to, or add to in the future. This will become a valuable tool in helping you to evaluate and improve your performance.



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What resources do I need?The following resources provide access to information which can support you in completing the activities in this workbook. They can be accessed through the Web, public libraries or collections held in your workplace, or by the RTO you are enrolled with to complete your training.Accessing websites requires caution as information contained on them can be biased according to the purpose of the website, or can quickly become outdated. Remember to check the currency of the site. You should also maintain your own list of any additional resources.

BooksDr Parker, R.J, Kids in Gyms Guidelines, copyright Fitness Australia Ltd and

The Children’s Hospital at Westmead, 2003. An electronic copy can be downloaded here: http://www.chw.edu.au/prof/services/chism/childcare_guidelines_for_gyms.pdf

Websites Australian Association for Exercise and Sports Science www.aaess.com.au

The Australian Counselling Association www.theaca.net.au

Australian Government - Government and financial services www.business.gov.au

Australian Medical Association www.ama.com.au

Australian Osteopathic Association www.osteopathic.com.au

Australian Physiotherapy Association www.physiotherapy.asn.au

The Australian Psychological Society www.psychology.org.au

Australasian Podiatry Council www.apodc.com.au

Children’s Hospital Institute of Sports Medicine www.chism.chw.edu.au

Chiropractors’ Association of Australia www.chiropractors.asn.au

Dieticians Association Australia www.daa.asn.au

National Training Information Service www.ntis.gov.au

The Royal Children’s Hospital Melbourne www.rch.org.au

Web pages 10 Steps Guides to Protecting Personal Information

http://www.privacy.gov.au/privacy_rights/steps/index.html

Australian Child Protection Legislationhttp://www.aifs.gov.au/nch/resources/legislation/legislation.html


http://www.aifs.gov.au/nch/resources/legislation/legislation.html


http://www.rch.org.au/

http://www.ntis.gov.au/

http://www.daa.asn.au/

http://www.chiropractors.asn.au/

http://www.chism.chw.edu.au/

http://www.apodc.com.au/

http://www.psychology.org.au/

http://www.physiotherapy.asn.au/

http://www.osteopathic.com.au/

http://www.ama.com.au/

http://www.business.gov.au/

http://www.theaca.net.au/

http://www.aaess.com.au/


Dietary Guidelines for Children and Adolescents in Australia http://www.nhmrc.gov.au/publications/synopses/_files/n30.pdf

State and Territory Privacy Lawshttp://www.privacy.gov.au/privacy_rights/laws/index.html

http://www.privacy.gov.au/privacy_rights/laws/index.html

http://www.nhmrc.gov.au/publications/synopses/_files/n30.pdf

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Introduction

This learner workbook has been divided into 4 Chapters of learning to help you plan and deliver exercise for children and young adults;CHAPTER 1: Qualifications needed when planning and delivering physical

activity programs for children and young adolescents CHAPTER 2: Overview of physical activity for children and young adolescents CHAPTER 3: Equipment and activity ideas CHAPTER 4: Additional Information

Throughout this learner workbook you will be expected to demonstrate that you have acquired the skills, knowledge and attitudes necessary to plan and deliver exercise to children and young adolescents, as specified in this workbook. You may be asked to: Answer written and/or oral questions Demonstrate practical skills Create tables/plans or charts Search websites Observe and review

Assessment for this unit must be conducted by an assessor from a Registered Training Organisation (RTO). To find out the RTOs currently delivering this qualification go to www.ntis.gov.au


http://www.ntis.gov.au/


CHAPTER 1: Qualifications needed when planning and delivering physical activity programs for children and young adolescents

Elements of Competency covered: Develop a consultative network of other fitness trainers, allied

health professionals and medical advisers. Apply fitness assessment protocols and procedures to children

or young adolescents.

In planning and delivering exercise to children and adolescents you must be aware of the procedures and professional responsibilities you need to undertake.

This area will cover the following topics:Qualifications and requirements needed to instruct children Your professional responsibilities Legalities Other Professionals for referralsPre-exercise questionnaires Special needsSafety and duty of care

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1. What qualifications and requirements will I need to instruct children?

This is a good question and a great place to start. There are certain pre-requisites that you need to have in order to attain the SRFCHA001A qualification. The requirements are: Unit of competency SRFCHA001A – This will entail the

additional completion of Certificate III in Fitness AND a minimum of four pre-requisite units from the stream of Certificate IV in Fitness

A current CPR and first aid certificate Insurance Working with Children Check

InsuranceThere are 2 different types of insurance you will need before you plan and deliver exercise for children and young adolescents. They are Public Liability Insurance and Professional Indemnity Insurance.Use the www.business.gov.au website to search for these two types of insurance and fill in the table below.

ACTIVITY 1: Public Liability and Professional Indemnity InsuranceInsurance Type

What does it cover? Why do I need it?

Public Liability Insurance

Public liability insurance protects individuals, businesses and organisations against the

financial risk of being found liable to a third party for death or injury, loss or damage of

property or ‘pure economic’ loss resulting from negligence by the insured.

To protect yourself against financial damaging members of the public physical or property damage to a member or members of the public.

Professional Indemnity Insurance

Professional indemnity insurance protects advice-based businesses from legal action taken for losses incurred as a result of professional negligence. It provides indemnity cover if your client suffers a loss - material, financial or physical - directly attributed to negligent acts, errors or

Protects against being sued for giving out false information.


http://www.business.gov.au/


omissions.

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2. Do I have any professional responsibilities? Yes. You do have professional responsibilities you need to take care of before planning and delivering exercise for children and young adolescents.The main consideration is a duty of care to the child (and the parent/guardian/carer). Essentially this is no different to the duty of care when training adults.Duty of care would include consideration of the following: (this is not a definitive list) Location Activity type Number of children in the session Medical considerations for each child Environmental conditions such as heat and humidity Etc….Refer to Page 15 – Section (6) Safety and Duty of CareAnother important consideration is the pre-exercise screening of the child. This involves including the parent/guardian/carer in any and all assessment of the child’s current and previous health status, both medical history and fitness level. We will learn more about pre-exercise questionnaires further along in this learner workbook on page 12 section (5) Pre-Exercise QuestionnairesYou must remember that it is your responsibility as a professional to use this information under the relevant state and territory Acts. An important Act to familiarise yourself with is the Privacy Act. The act for each state and territory is different and each can be found at:http://www.privacy.gov.au/privacy_rights/laws/index.htmlThis is an informative website which has all the relevant documents for your state or territory.The National Privacy Act provides 10 privacy principles regarding the collection, handling and storage of health information. It also provides a general right of access of individuals to their own health records, and requires health service providers to clearly set out their policies on management of personal information to the client/individual.The website also provides a document for you with 10 helpful steps to protecting information. http://www.privacy.gov.au/privacy_rights/steps/index.html



http://www.privacy.gov.au/privacy_rights/laws/index.html


ACTIVITY 2: Review your state or territory’s Privacy Act and fill out the table below:Summarise the 10 principles to protect other people’s personal information in your state or territories Privacy Act.

Principle Number and Name Summary

1: Only collect information that is necessary

Consider what information is necessary and why you need it.

2: Use and Disclosure An organisation must not use or disclose personal information about an individual for a purpose

3: data quality An organisation must take reasonable steps to make sure that the personal information it collects uses or discloses is accurate, complete and up to date.

4: Data Security An organisation must take reasonable steps to protect the personal information it holds from misuse and loss and from unauthorised access, modification or disclosure.

5: Openness An organisation must set out in a document clearly expressed policies on its management of personal information. The organisation must make the document available to anyone who asks for it.

6: Access and Correction If an organisation holds personal information about an individual, it must provide the individual with access to the information on request by the individual,

7: Unique Identifiers An organisation must not assign unique identifiers to individuals unless the assignment of unique identifiers is necessary to enable the organisation to carry out any of

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its functions efficiently.

8: Anonymity Wherever it is lawful and practicable, individuals must have the option of not identifying themselves when entering transactions with an organisation.

9: Trans border Data Flows An organisation may transfer personal information about an individual to someone (other than the organisation or the individual) who is outside Victoria

10: Sensitive Information Means information about means information or an opinion about an individual's

3. Legalities Before you begin training children or adolescents you will need to check and understand the following in relation to working with children and young adolescents.Child protection legislation in your state or territoryChild protection legislation principles reflect the service goals to which governments aspire. They also provide the legal framework pursuant to which governments can intervene to protect children. The legislation in each state and territory differs. You will need to have completed a Working with Children Check which may be processed by your employer or you will be required to undertake the check yourself. A Working with Children Check is a background check investigating your criminal history to ensure you are suitable to work with children.The Australian Government website has many helpful documents and links. The legislation comes under the National Child Protection Clearinghouse. You may find the following link helpful to find the relevant legislations in your state or territory;http://www.aifs.gov.au/nch/resources/legislation/legislation.htmlIt is important for you to be clear about how all these legislative requirements impact on your role and responsibilities.

ACTIVITY 3: Child Protection LegislationGo to the above website and search for your state or territory’s relevant Child Protection legislation. Outline the main points that are relevant to you, and that you should be aware of when working with childrenMandatory reporting some professionals such as doctors, nurses, police and school teachers are legally obliged to report suspected child abuse. In


http://www.aifs.gov.au/nch/resources/legislation/legislation.html


addition, any person who believes on reasonable grounds that a child needs protection can make a report to the Victorian Child Protection Service. It is the Child Protection worker’s job to assess and, where necessary, further investigate if a child or young person is at risk of harm.Working with child check You need to apply for and pass the WWC Check if you meet all 1-4 criteria: 1. You are engaged in child-related work as: an employee orA self-employed person or an independent contractor orA volunteer orA supervisor of child employees orPart of practical training through an educational or vocational course orUnpaid community work under a court order orA minister of religion or performing duties of a religious vocation orAn officer of a body corporate orA member of a committee of management of an unincorporated body orA member of a partnership. 2.Your contact with a child is with any of the occupational categories listed in the Act. Occupational categories are not titles of people’s jobs but broad descriptions of services or places where people work with or care for children. See Occupational categories included in the Act3.Your work involves regular direct contact with a child, who is under 18 years of age. Regular contact is contact that is not incidental to but normally part of providing a service or activity for childrenDirect contact with a child involves physical contact, talking face to face or within eyeshot when providing a service or activity for children. 4. Your work is not directly supervised. Direct supervision is: Immediate and personal supervisionUndertaken by a person whose role is to supervise your workDoes not require constant physical presence, for example a supervisor may leave the room for a short while to take a phone call. - See more at: http://www.workingwithchildren.vic.gov.au/home/about+the+check/who+needs+a+check/#sthash.BLV6DyIG.dpuf

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4. Referring to other professionals This section requires you to become familiar with specialists who provide advice in certain fields of expertise. The following list may help you in compiling your own personal consultative network when working with children and adolescents; Health Professionals

- General Practitioner - Medical Specialist- Paediatrician

Allied Health Professionals such as:- Accredited Exercise Physiologist- Accredited Practising Dietician or Nutritionist- Counsellor- Psychologist- Physiotherapist- Osteopath- ChiropractorPodiatrist

You may need to refer a child or young adolescent to one or more of these professionals either during their initial consultation with you, or at any time during the course of the physical activity program.You might also need to consult one or more of these professionals with any questions you might come across during your work delivering fitness programs to children and young adolescents.

ACTIVITY 4: Health and Allied Health ProfessionalsResearch each of the above health and allied health professional categories and write a brief summary of what their role is and the type of service they may be able to offer Exercise Professionals working with children.The following web sites may be of assistance:

Accredited Exercise Physiologists: www.aaess.com.au

Dieticians: www.daa.asn.au

Counsellors: www.theaca.net.au

Psychologists: www.psychology.org.au

Physiotherapists: www.physiotherapy.asn.au

Podiatrists: www.apodc.com.au

Osteopaths: www.osteopathic.com.au

Chiropractors: www.chiropractors.asn.au

General Practice Doctors: www.ama.com.au

Medical Specialists: www.ama.com.auSISFF IT313A P lan and de l iver e xerc ise to apparent ly hea l thy ch i ld ren and

ado lescents



http://www.chiropractors.asn.au/

http://www.osteopathic.com.au/

http://www.apodc.com.au/

http://www.physiotherapy.asn.au/

http://www.psychology.org.au/

http://www.theaca.net.au/

http://www.daa.asn.au/

http://www.aaess.com.au/


Paediatrician: www.ama.com.au

4.Health professionals

General practitioner

A GP is a medical doctor, sometimes called a family doctor. They are usually the first person you see for your health care in Australia. GPs complete a medical degree at university, followed by years of special training in general practice. After this, they continue to receive professional training throughout their working life.

They are among the most highly trained health professionals in Australia. Medical specialist

Medical specialists are doctors who have completed advanced education and clinical training in a specific area of medicine (their specialty area).

Paediatrician

Paediatricians are doctors who look at specific health issues, diseases and disorders related to stages of growth and development. This is an area of medicine where the doctor works closely with the patient and their family. Paediatrics is a diverse, stimulating and hugely rewarding specialty. As a paediatrician you could be working in:

•General paediatric units seeing a wide range of conditions affecting children

• Community-based settings managing long-term care of children and young people

• Highly specialised units working in a wide range of sub-specialties such as neonatal medicine

Paediatrics is a broad-based specialty which allows doctors to be generalists and see children and young people with a wide range of illnesses and disease or to become very specialised in certain

areas. • Allied Health Professionals • Specialist in exercise for rehabilitation

• Exercise for health and well-being

• Chronic and complex medical conditions

• Musculoskeletal rehabilitation

• Work conditioning

• Improvements in sports performance

• Lift for Life training program for Type 2 Diabetics

Accredited Exercise Physiologists specialise in the delivery of exercise & lifestyle modification programs for people with chronic conditions and healthy populations.


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Accredited Practising Dietician or Nutritionist

Accredited Practising Dietitians (APDs) have the qualifications and skills to provide expert nutrition and dietary advice. APDs are university-qualified professionals that undertake ongoing training and education programs to ensure that they are your most up-to-date and credible source of nutrition information, in line with DAA Professional Standards.

APDs are trained to assess nutritional needs. They also assist people to manage health conditions and diseases using food as Medical Nutrition Therapy. APDs help treat a wide range of conditions including diabetes, heart disease, cancers, gastrointestinal diseases, food allergies, food intolerance’s, disordered eating as well as overweight and obesity.

Counsellor

A counsellor is a person who has been professionally trained to talk you through a variety of problems. Issues you might discuss with a counsellor include:

•building up your confidence

•bullying

•family and relationship issues

•school/work problems

•troubles with alcohol or drugs.

If necessary, a counsellor might refer you to a psychiatrist or psychologist who can help you with your specific problems.

Psychologist

They use scientific methods to study the factors that influence the way that people think, feel and learn, and evidence-based strategies and interventions to help people to overcome challenges and improve their performance.

Many psychologists work directly with those experiencing difficulties, such as mental health disorders including

anxiety and depression. Physiotherapist

Physical therapist: therapist who treats injury or dysfunction with exercises and other physical treatments of the

disorder. Osteopath

An osteopath is an Allied Health professional who specialises in the treatment of the musculoskeletal system. Osteopaths believe that the body can heal itself if the right combination of manual techniques such as massage and the manipulation of muscles, joints, ligaments and tendons are used to bring the body back to a cohesive

whole.



Chiropractor

A chiropractor is a health care professional focused on the diagnosis and treatment neuromuscular disorders, with an emphasis on treatment through manual adjustment and/or manipulation of the spine.

Most chiropractors seek to reduce pain and improve the functionality of patients as well as to educate them on how they can account for their own health via exercise, ergonomics and other therapies to treat back pain.

PodiatristA podiatrist is an Allied Health professional who specialises in treating the feet. They can treat conditions such as toe fungus, ingrown toenails, corns, calluses, bunions, infections and foot injuries.

Podiatrists can perform ingrown toenail surgery using a local anaesthetic. This is a very common procedure. They can also treat diabetic and arthritic patients, who may need the services of a podiatrist to cut their toenails correctly or to monitor any changes in their feet.

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5. Pre-exercise questionnaires Pre-exercise questionnaires must be completed by a parent/guardian/carer and can only be assessed by a suitably qualified person before a child begins any form of physical activity program.Pre-exercise questionnaire documents should include the following information: Contact details and emergency contact details Medical history – If any risks are identified, refer to a GP for

medical clearance for exercise participation Exercise history – type and level of intensity A disclaimer – this would usually contain a statement to the

effect that all information given is correct according to the parent/guardian/carer knowledge at the time of completion. It should also contain a statement that if there is a change to the medical condition of the child or their medications where appropriate, that the parent/guardian/carer will notify the physical activity provider.

Parent/guardian/carer signature giving authorisation and consent to participate in the activities

Countersignature by an appropriately qualified exercise professional indicating they have read and understood the content of the answers provided by the parent/guardian/carer as it would apply to the programming of the physical activities.

As mentioned previously, it is your responsibility to use this information under the Privacy of Information Act. The Act for each state and territory is different and each can be found at:http://www.privacy.gov.au/privacy_rights/laws/

The Children’s Hospital Institute of Sports Medicine (CHISM) has produced an example of a pre-exercise questionnaire for children and young adults, the ExPARA (Exercise and Physical Activity Readiness Assessment of Children and Young Adolescents. It is sourced from the “Kids in Gyms” Guidelines 2003 (author Dr R Parker CHISM, copyright Fitness Australia LTD and The Children’s Hospital at Westmead Pp 19-24 Attachment 2) http://www.chw.edu.au/prof/services/chism/childcare_guidelines_for_gyms.pdf

*FILL OUT THE FIT2LEAD EXAMPLE


http://www.chw.edu.au/prof/services/chism/childcare_guidelines_for_gyms.pdf

http://www.privacy.gov.au/privacy_rights/laws/


ACTIVITY 5: Pre-Exercise Questionnaires a) Conduct an internet search on pre-exercise questionnaires and choose

three to compare with the ExPARA example and list at least three differences.

i) (Medical history) the differences between the two questionnaires are for the CFA goes into more overall detail of the client’s medical history.

ii) The ExPARA document doesn’t ask anything about the clients exercise history at the moment

iii) The ExPARA is filled out by parents you need parent consent

.Why are pre-exercise questionnaires so important to use prior to a child’s participation in a physical activity program?

It is to identify conditions and possible allergies to avoid any problems for the client to encounter.

Discuss your answers with your supervisor, trainer or classmates

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ACTIVITY 6: Mary (10 years old) indicated in the exercise pre-screen that she suffers from heel pain. You referred her to her GP who has now provided the following advice:

“Mary may resume physical activity but should avoid repetitive springing and landing activities.”

a) How would you structure your physical activity class to enable Mary to participate without drawing attention to Mary’s injury?

Modify the program for Mary to change skipping into an exercise that is low impact suck as step ups.

b) What further advice would you give to both Mary and her parent/guardian/carer regarding the type of activity performed when not participating in the structured activities provided by the exercise professional

Discourage any sort of activities that can harm Mary of falling and injuring herself.

Discuss your answers with your supervisor, trainer or classmates.

6. Special needs situationsThere are many special needs medical situations that you may come across when training children or young adolescents.

ACTIVITY 7:Fill in the below table for the following special needs situations; The Royal Children’s Hospital Melbourne website is a great starting point of reference.www.rch.org.au

Note: It is not the role of the Exercise Professional to diagnose or treat any medical condition. This activity aims to raise your awareness of some common conditions you may encounter when working with children and young adolescents and an overview of typical treatment protocols.


http://www.rch.org.au/


Need Short Summary Signs and Symptoms

Treatment

Diabetes Type 1

Type 1 diabetes is the most common type of diabetes affecting children and adolescents in Australia. Type 1 diabetes is caused by the body not having enough insulin.

Being excessively thirsty Passing more urineFeeling tired and lethargic Always feeling hungry Having cuts that heal slowly Itching, skin infectionsBlurred vision Unexplained weight loss Mood swings Headaches Feeling dizzyLeg cramps.

Insulin is a hormone which helps glucose go from the body's blood into the body's cells.

Diabetes Type 2

Type 2 diabetes rarely occurs during childhood and adolescence. Type 2 diabetes is caused by the body being resistant to insulin.

Being excessively thirsty Passing more urine Feeling tired and lethargic Always feeling hungry Having cuts that heal slowly Itching, skin infections Blurred vision Gradually putting on weight Mood swings Headaches Feeling dizzy Leg cramps.

Type 2 diabetes is treated with diet, weight loss and oral medications in the majority of cases.

ADHDAttention Deficit Hyperactivity Disorder (ADHD) is a developmental problem which results in poor concentration and control of impulses. It can affect children's learning and social skills, and also family functioning. It is not an illness

Common signs and symptoms are:•Inattention Difficulty concentrating, forgetting instructions, moving from one task to another without completing anything.

•Impulsivity Talking over the top of others, losing control of emotions easily, being accident prone.•Overactivity Constant fidgeting and restlessness.

Medication

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Treatment

Epilepsy Epilepsy is a type of brain

disorder which leads to a sudden change in how the brain works. It can cause people to have repeated (several or many) seizures called epileptic fits (convulsions), for short periods of time. The seizures happen because there is an uncontrollable electrical discharge from the nerve cells in the brain.

The symptoms of the seizure depend on what parts of the brain are affected. What happens during a seizure lets doctors know what parts of the brain are involved.

Signs and symptoms may include:•Sensory disturbances - is when you/your child experiences tingling, numbness, changes to what you/your child sees, hears or smells, or unusual feelings that may be hard to describe.•Abnormal body movements - limp, stiff or jerking movements that may come with loss of consciousness and shallow or jerky breathing•Abnormal behaviour - is when you/your child may be confused or have automatic movements such as picking at clothing, chewing and swallowing or appearing afraid•All of the above

Most children who have only one seizure do not need medication.

Medication

If you/your child has repeated (several or many) seizures your doctor may prescribe some antiepileptic medication to help prevent seizures. There are many different medications used for epilepsy. The medication prescribed will depend on:•the type of seizure you/your child has•how often the seizures are happening•your/your child's age•whether or not you/your child has any development or behaviour problems.

Asthma Asthma is a common condition caused by narrowing of the small air passages (breathing tubes/bronchi) in the lungs. The narrowing happens because the air passages become swollen and inflamed. This makes it harder for air to get through, to breathe, and it causes wheezing, coughing and problems with breathing.

•coughing - which usually happens at night, during the early hours of the morning, when the weather is cool, and during exercise•wheezing - when breathing sounds like whistles•breathing problems

Relievers or preventers




Treatment

Eating Disorders

Eating disorders are not common but they are very serious psychiatric illnesses. They can lead to physical, emotional and social problems and can sometimes require hospitalisation. Eating disorders have the highest rate of mortality (death) of all psychiatric illnesses - either from medical complications or by suicide.

•Significant weight loss •Consistently reducing fat, calorie counting, skipping meals, fasting, avoiding certain food groups such as dairy or carbohydrates •Excessive/compulsive exercise •More preoccupation with body shape, weight and appearance •Intense fear of gaining weight

Eating disorders have very serious medical and psychological consequences and need both psychological and medical treatments.

Food Allergies

Peanut allergy is a common allergy in Australia. As many as one child in 200 could have a peanut allergy. An allergy can develop at any age, even in adulthood. About one person in ten with a peanut allergy will become 'non-allergic' over time.

Peanut allergies are more common in people who have other allergic conditions such as hay fever, asthma and eczema. They may also have allergies to other foods like milk, eggs, shell fish and other nuts. It is important to find out what else your child may be allergic to.

Mostreactions to peanuts are mild. The most common symptoms can include hives (rash and itching on the skin), extra eczema and vomiting. Severe symptoms are more uncommon. They include difficulty in breathing, due to swelling of the mouth and throat. If this happens you/your child needs to have urgent medical help - for example, call an ambulance or go straight to a hospital emergency department.

The only real treatment for peanut allergy is to avoid peanuts completely. Peanuts are hard to avoid because many foods are made in factories that may have used peanuts or nuts in other foods. Even in tiny amounts, peanuts and nuts can cause symptoms.

If you/your child has a diagnosed severe allergic reaction (anaphylaxis) to peanuts, then they may need to have an EpiPen (an automatic device for giving adrenalin - medication for anaphylaxis).

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7. Safety and Duty of CareYou, as an exercise professional, have a duty of care to children and young adolescents under your supervision.

ACTIVITY 8: c) Using the Kids in Gyms Guidelines list your responsibilities in relation to

duty of care when providing physical activity programs for children.

The vulnerability of children and young adolescentsProviding safe environments for conducting physical activities for children and young adolescentsConducting supervised and unsupervised age-appropriate physical activity programs for children and Young adolescents

Providing a wide range of safe and effective physical activity programs for children and young adolescentsProviding appropriate staff supervision of different physical activity programs and centre facilitiesProviding appropriate pre-exercise screening procedures for children and young adolescentsProviding centre and staff insurance protectionProviding suitably qualified centre staff to conduct physical activity programs for children and young adolescents.

You have a class of 15 young adolescents arrive for a structured strength training session. Describe what steps you would take to provide a safe class for the participants.Providing centre and staff insurance protectionProviding appropriate pre-exercise screening procedures for children and young adolescentsProviding safe environments for conducting physical activities for children and young adolescents Providing suitably qualified centre staff to conduct physical activity programs for children and young adolescents.



Fitness Assessment Protocols and Procedures

ACTIVITY 9:a) Research fitness assessment protocols to measure the following aspects of

fitness in relation to children and young adolescents:

Cardio vascular fitness

Beep test

Strength

hand grip dynamometer

FlexibilitySit and reach

Fundamental motor skillsThrow and catch 60 second ball tossThrow at target

Body composition measurementsWe don’t with kids we don’t want measure kids weight just in case it causes a mental illness such as an eating disorder

Discuss your responses with your trainer or supervisor to check your understanding of fitness assessment protocols

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b) Suggest modifications to ‘standard assessment tools’ for use with a group of children and not one-on-one.

Change hand grip test for strength to something along the lines of push-ups



CHAPTER 1 Summary Checklist

Before you begin training children or young adolescents – make sure you tick all the following boxes: Hold appropriate qualifications

Hold a current Senior First Aid/CPR Certificate

Have had a Working with Children Check

Hold Professional Indemnity and Public Liability Insurance

Have read and understood relevant child protection legislation pertinent to your state/territory

Have read and understood privacy of information legislation relevant to your state/territory

Have read and understood any Duty of Care policies related to your workplace

Hold appropriate Fitness Industry Professional Registration according to state & territory Codes of Practice

Be able to evaluate and apply a pre-exercise screening tool in relation to the provision of physical activities for children and adolescents

Gain a basic understanding of a range of common Special needs of children and young adolescents.

Be able to select and apply fitness and assessment protocols

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CHAPTER 2: Overview of Physical Activity for children and young adolescents

Elements of Competency covered: Develop a plan for an exercise class for children or young

adolescents. Instruct an exercise class for children and young adolescents

This chapter will cover the following topics:Benefits of exercise for children and young adolescents Stages of Growth and Development

a) Understand the Tanner Stages of DevelopmentAnatomy/physiology Differences between children and adults

c) Risks/Safety elementsa) Injury prevention

Instructional skillsa) Giving feedback/ use of language

MotivationGoal setting

Planning physical activity sessionsa) Choice of activities

SequencingMusic selectionCore component structureTimingContingency planningProgressions



1. Benefits of physical activity for children and young adolescents

Health benefits

ACTIVITY 1:a) List the health benefits of exercise for children?

i) •have stronger muscles and bones

ii) •have a leaner body because exercise helps control body fat

iii) •be less likely to become overweight

iv) •decrease the risk of developing type 2 diabetes

v) •possibly lower blood pressure and blood cholesterol levels

vi) •have a better outlook on life

b) Select 3 benefits from your list above and research the underpinning science behind each.

Social and psychological benefits

ACTIVITY 2:Refer to the following web page. http://www.embracethefuture.org.au/resiliency/social_skills.htm(The Mental Health Foundation of Australia Resilience Resource Centre Victoria, Australia)

After having researched the information on this web site (and any other relevant research) answer the following questions:

a) Why is it important to develop social skills in children and young adolescents?

Social success is critical for broader success, and resiliency research shows that children who are popular, likeable and able to resolve conflicts with others are also more likely to succeed at school,

b) In what way can physical activity be a valuable tool for aiding the social development of children and young adolescents?

http://www.embracethefuture.org.au/resiliency/social_skills.htm

Learner Workbook

Getting kids and adolescents to be confident to talk to others and stand out and lead others instead of being a follower.

c) How would you incorporate the teaching of social skills into your physical activity session plan?

I would definitely get a few kids to lead the others in a certain drill and then rotate so they each get a turn of leading and developing the confidence to speak out in front of others

Psychological benefitsThere are a range of psychological benefits to participating in physical activity. These may include: Improved self-esteem Improved self confidence A better outlook on life Reduced stress levels Good eating patterns Improved self image

ACTIVITY 3:Research and comment on each of the psychological benefits listed above that may be gained through participation in physical activity

Improved self-esteem kids will be confident

Improved self-confidence kids and young adolescents will be more confident and

Stand out from the crowd and become a leader

A better outlook on life makes you feel better about yourself

Reduced stress levels improves the life you have

Good eating patterns ensure your body gets the nutrients it needs



Improved self-image more confidence

Discuss your answers to ACTIVITY 1, 2 and 3 with your supervisor or trainer to check your understanding on health, social and psychological benefits of physical activity for children and young adolescents.

2. Stages of growth and development 2a) Understanding The Tanner Stages of DevelopmentThere are a number of stages of growth and development in children and young adolescents that need to be considered when planning and delivering physical activity.

ACTIVITY 4:There are 5 stages of maturation development “Tanner Stages of Development” listed below. Research and summarise how each is characterised in boys and girls;

Boys Girls

Tanner Stage 1

Penis, testes, scrotum- childhood sizePubic hair- no pubic hair

Breast- preadolescent breasts with elevation of the papilla onlyPubic hair- none

Tanner Stage 2

Penis, testes, scrotum- enlargement of testes, scrotal skin reddensPubic hair- sparse growth of long, slightly pigmented, straight or minimally curled hair that grows primarily at the base of the penis.

Breast- breast buds develop and areolar diameter enlarges.

Pubic hair- sparse growth of long, slightly pigmented, straight or minimally curled hair that grows primarily along the labia.

Tanner Stage 3

Penis, testes, scrotum- further growth of testes and scrotum with enlargement of the penis, mainly in length.Pubic hair- hair becomes darker, coarser and curlier

Breast- further enlargement of the breast and areola with no separation of their contours.Pubic hair- hair becomes darker and curlier

Tanner Stage 4

Penis, testes, scrotum- further growth of testes and scrotum with enlargement of the penis, especially in width.Pubic hair- adult type pubic hair covers an area smaller than in the adult and does not extend onto the thighs.

Breast- the areola and papilla project to form a secondary mound above the level of the breast.Pubic hair- adult type pubic hair covers an area smaller than in the adult and does not extend onto the thighs.

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Tanner Stage 5

Penis, testes, scrotum- genitalia are adult in both size and shape.Pubic hair- the hair is adult in quantity and type and extends on to the thighs

Breast- the breasts look like mature female breasts, the areola has recessed to the general contour of the breast. Pubic hair- the hair is adult in quantity and type and extends on to the thighs.

2b) Anatomy/PhysiologyACTIVITY 5:Compare and contrast the following anatomical and physiological features of children to adults in relation to physical activity.

Children Adults

Cardio vascular response to exercise

Heart and lungs are smaller can’t go as hard lungs aren’t fully developed.

Adults are more capable of more physical activity

Cardiac output Less cardiac output Increased cardio output adults are more developed

Hydration and thermoregulation

Lose water quicker Have grown and have developed so they can hold more water in their bodies to keep hydrated

Anaerobic metabolism

Don’t have greater stores of glycogen

Have a better glycogen level

Response to resistance training

Possible injury when resistance to the musculoskeletal system

More likely not to get injured are more developed.

Body Mass Index (BMI)

body mass index is irrelevant for kids seeing we don’t test kids weight

Will be higher compared to kids and adolescents



3. Risks/Safety elementsThe recommended Staff/Child Ratios for structured or supervised programs in centres according to the Fitness Australia/Children’s Hospital at Westmead “Kids in Gyms” document, 2003.are; 1:25 - 1 instructor for every 25 children when conducting

supervised or structured group fitness classes. This includes weights and non- weights fitness classes and circuit weight training classes. (This ratio may be exceeded on the proviso that for each increment between 1 and 25 children over the initial class size of 25 students, there must be one additional class instructor present).

1:8 - 1 instructor for every 8 children when conducting supervised or structured resistance training sessions.

For school groups a teacher must be present at all times in addition to the instructor.

Injury PreventionACTIVITY 6:The following are components of a physical activity session. Warm up Cool down including stretchingExplain how these elements may or may not assist with injury prevention in children and young adolescents.Warming up is a main element of any physical activity of training.No matter how old or young you are you should always warm up and cool down to prevent strains or injuries

ACTIVITY 7:Given the ‘Kids in Gyms’ guidelines were published in 2003, do you consider they are appropriate today? Why / why not?

I consider them to be appropriate, the years keep on going and from the guidelines and what I’ve learnt there don’t seem to be any changes as long as you have the right amount of trainers to child ratio its fine.

Learner Workbook

4. Instructional Skills 4a) Feedback/ LanguageGive constructive feedbackbeing the instructor for a session, there will be many times when you will give feedback to participants and/or their parent/guardian/carer. Sometimes this will concern a technical skill. Other times it will concern the management of the group or an individual. Timing is crucial when providing feedback. It is best if it is immediate as it will be more clearly understood and have greater effect.Here are some examples:

Constructive feedback Non-constructive feedback

Specific General

“Try standing with your feet wider apart Johnny”

“That’s not the way to do it Paul”

“You are doing a great job Lucy, let’s quicken the pace a little”

“What’s wrong with you Sarah, can’t you go faster?”

“That’s it, you’ve got it Kate” “That’s a bad effort Jack”

Technical Skill Technical Skill

“Superb technique Helen, you are keeping your back nice and straight”

“No, that’s wrong Dan, do it this way”

“Lovely posture Lisa. Just make sure your knees are slightly bent. That’s it, well done.”

“Jan, I told you not to do it that way – it’s dangerous”

“Well done Amy, you are using that equipment correctly”

“Don’t hold the bar like that Ben”

Group Management Group Management

“Follow my lead – watch how I bend my knees”

“Everyone in this class is slack. You are not trying your hardest”

“Fantastic effort everyone, we’ll take a 5 min water break”

“You still haven't got that right”

“Everyone should have a chance to try this move.”

“Give other people a chance to try it!”



ACTIVITY 8:Replace the following word with more age appropriate word(s)1. Diet – Healthy eating

2. Test – competition

3. Cardiovascular – ..................................................................running

4. Fat – weight

5. Normal Child – kid

6. Mentally Disabled – ..............................................................special needs

7. Obese – overweight

ACTIVITY 9:Role play the conversation you would have with the anxious mother of a child who has demonstrated a serious lack of hand/eye coordination due to the child’s level of obesity. The child also displays poor social skills and inattention to instructions. Pay attention to the language you use when providing feedback to the mother about her child’s participation in your physical activity classes. At the same time you need to convey the difficulties her child is having.

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4b) Motivation2 main types of motivation:Intrinsic – or internal motivation that comes from withinExtrinsic – motivation which comes from an outside sourceYou can use both of these motivation types to help increase the level of motivation a child has before, during and after training.

ACTIVITY 10:Complete the following table; List different ways you can help to increase or improve motivation levels:

Age Group Intrinsic Motivation Extrinsic motivation

3 – 5 yrs Verbal, positive encouragement “If we all do this together, we’ll have lots of fun!”Make the training environment fun and exciting

Tell the child at the beginning of the class that there is a reward at the end of class. This can help to extrinsically encourage the child to participate and join in.

6 – 9 yrs If we do this drill we will play a game at the end

Encourage the child to join in

9 – 14 yrsIf I was doing this with a basketball team or clinic I would introduce a scrimmage at the end for 10 minutes

Make sure they join in the clinic or event

15 yrs + For example with a 15 teen year old just say he wants to be an AFL footballer “come on Nate ,let’s go you train this hard every day and you will achieve in whatever path you take.”

Talk to the adolescent and just mention to them there goals to give them added motivation to achieve their goals.



4c) Goal SettingACTIVITY 11:a) Interview three children of different ages and find out what they would like

to achieve by participating in a physical activity programAge 12- have fun when trainingAge 15- improve fitness level Age 17 – increase cardiovascular level to 9 on the beep test for footy

b) Interview the parent/guardian/carer of each of those three children and find out what they would like their child to achieve from participation in the physical activity program

12 year olds parent-Get my child to be enthusiastic about physical activity 15 year olds parent – my child has been thinking about a fitness career and wants to get fitter and stronger 17 year old parent- my son wants to increase his cardio for football (AFL) and is looking for a career in the sport

c) Compare and contrast each pair of responses and suggest reasons for any differences in the parent/child response.

12 year – parent wants child to be enthusiastic and child wants to have fun so very much the same reasoning

Discuss your responses with your supervisor or trainer

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5. Planning Physical Activity SessionsACTIVITY 12:Develop and deliver a physical activity session lasting 45 minutes for a group of 10 year old children (mixed boys and girls). As part of the planning process, give your justifications for your decisions on the following considerations: Aims and objectives of both individual activities and overall

session Choice of activities and associated risk with:

- Cardio vascular activities- Strength- Flexibility- Fundamental motor skills

Sequencing of activities Music selection Component structures including warm up, body and cool down Timing Contingency planning Progressions



CHAPTER 2 Summary Checklist I understand the physical, social and psychological benefits & effects of

exercise for children and young adolescents

I understand the stages of growth and development

I understand the differences between training adults and children

I understand a range of strategies for minimising the risk of injury in children and young adolescents

I am able to develop and deliver a physical activity class to children and young adolescents

Learner Workbook

CHAPTER 3: Equipment and Activity Ideas

This chapter outlines ideas and examples that may assist you in planning exercise programs for children and young adolescents.

Elements of Competency covered: Develop a plan for an exercise class for children and young adolescents

This chapter will cover the following topics:Equipment SelectionMusic Selection Group Session PlansExample of 5 – 9 years Exercise Circuit ProgramExample of 9 – 12 years Exercise Circuit ProgramNon-circuit Training Example



1. Equipment Selection

Below are examples of equipment that can be used with children and young adolescents:

Equipment How to use

Hoppy Bounce on spot Relays Bounce High & Low Bounce Fast & Slow Bounce side to side Weave around markers Balance on hoppy

Ladder Fast feet Hop through one leg Jump Through Jump over beanbags Side step in and out in forward motion Hop Scotch (hop, jump, hop, jump)

Skipping ropes Normal Peppers (Fast) 1 leg 2 leg Backwards Cross overs

Aerobic Step Step up (1 leg/2 leg) Jump on/off or side to side Push-ups Dips Ezywalk

Hula Hoops Normal twirl Jump in and out Use as skipping rope Bean bag relay – use to hold bags Set up in a row to jump in and out

Balls + Tennis balls Soccer Bounce 1 hand/2 hand Throw and catch (partner) Kick ball against a wall – control Bounce around body (figure 8) or twist

around body Bounce fast/slow – High/low Bounce on air flow bats

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Equipment How to use

Bean Bags Balance Run and replace (relay with hula hoops) Balance on head relay Throw and catch (partner) Use to balance on head while doing any

activity in circuit (challenge)

Mini Tramp Jump Hop on one leg /alternate Bounce high/low, fast/slow Run/jog on tramp

Markers (Dome & Hats)

Station markers for circuit activities Straight line – weave/jump over Use for group games to mark out areas Relay set up Kick ball to markers/between markers Set up formations – square, triangle,

circle Games set up

Spike Balls Co-ordination – unusual bouncing patters

Throw & Catch (feels strange) Bounce 1 and / 2 hand Roll or kicking against wall

Own Body Star Jumps Tuck Jumps Push – Ups Sit – Ups Tricep Dips Squats Running/jogging on the spot Skipping Jumping Hopping Walking

Cricket Bats Cricket Bounce ball on bat (skill) Batting practice – bowl tennis balls to

batters

Air Flow Bats Tennis Balance ball/bean bag on bat Bounce ball on ground or on bat



ACTIVITY 13Create your own list of equipment you might use and activities that can be performed with it.

Equipment

3 – 5 yrs 5 – 9 yrs 9 – 14 yrs 15 + yrs

1.basketball

Pass to pass Dribble slowly Dribble throughCones or markers

Lay-upsJump shots Speed ladder while holding basketball

2.Tennis ball

Roll ball Bounce ball Throw down cricket stumps

Throw ball as high as participant can then catch then throw down cricket stumps

3.own body

Running on spot

Skipping Push ups Star jumps

Push ups Sit ups Tricep dips

4.mini tramp

Jump jump rapidly Hop on one leg /alternate

Bounce high/low, fast/slow

5.speed ladder

Jump over been bags

Run through Hop through one leg

Side step in and out in forward motion

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Example classes and activitiesThis section covers a variety of topics including:Music SelectionExample group session planExercise Circuit 5 – 9 yearsExercise Circuit 9 – 14 yearsNon Circuit training examples for all age groups

2. Music SelectionACTIVITY 2:a) Music can be inspirational for all ages. Why is music a great training tool

to use with children?

It is a great way to keep the children entertained in the session

b) As a general guide, what beats per minute (BPM) would you suggest for the following;

Warm-up 60%

Conditioning 60-80%

Cool-down 60%

Relaxation 20%

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c) What age groups could you use the following type of music for? Tick the appropriate box. You can tick more than one box.

MUSIC 3 – 5 5 – 9 9 – 14 15 +

Techno 15

Nursery rhymes 3-5 5-9

Pop 9-14 15

Alternate 9-14

Aerobic 9-14 15

Dance 3 5-9 9-14 15

Children’s groups/bands 3 5-9

Jazz 9-14 15

Hip-Hop 15

Soul 15

Classical 15

Rock 15

Hits 9-14 15

Make your own compilations!

Discuss your answers to ACTIVITIES 1 and 2 with your supervisor or trainer.



3. Example Group Session PlanThe following lesson plan is an example of training session with 10, 11 year old females.

Client: 10, 11 year old Females Date: 12/12/12

Location: Centennial Park Time: 10am

Duration: 40 min Age: 11 years

Special needs:

N/A

Aims/Objectives:

“To increase cardio vascular fitness and flexibility for the netball season”

Time (min)

Session activity Set up prior to session/equipment needed

1 Slow jog 30% effort

2 Increase speed of jog to 50% effort

3

4 Jog at 50% effort in pairs, pass a netball to each other, while jogging between the cones

Set out 50m distance with marker cones

Netball

5

6 Stop and stretch all major muscle groups

WATER BREAK

Hold each stretch for 10 – 30sec

7

8

9

10

11 Conduct a beep test with your class. Encourage them to go as far as they can


Set up CD player with Beep Test

12

13

14

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WATER BREAK

CD

15

16

17

18

19

20

21 Knees bent, slide at a 45 degree angle forwards 2 slides with right leg in front then 2 slides with left leg in front. Alternate 20m forwards and backwards

Use 20m distance

22

23

24

25 In pairs, one partner runs on the spot with fast feet while the other quickly throws the netball to them. Vary the throw up, down, side and straight. 1min effort then rest for 30 sec. Swap over – the thrower goes to fast feet and fast feet throws the ball. Repeat 3 timesWATER BREAK


Netball

26

27

28

29

30

31 Slowly jog at 50% effort

32 slow the jog down to 40% effort

33 Stop and stretch all major muscle groups

Hold each stretch for 10 – 30sec

34

35

36

37

38 Encourage the group to take big, deep breaths for 1 min. Encourage the group to re-hydrate whilst continuing to take deep breaths for 2 more minutes –walk around slowly

Water breaks must take place every 10 minutes

39

40



Contact Numbers Home xx xxxx xxxx Parent’s Mobile xxxx xxx xxx

Weather alternatives

NA

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4. Example of a 5 – 9 years Exercise Circuit Program Group orientated and fun Easy circuit to get use to exercise – best to use the buddy

system Movement and music based

PROGRAM FORMAT 45 – 50 min class Warm–up group activity (Approx 10 minutes) Circuit/fitness/Skills session (Approx 20 minutes) Reward group game (Approx 10 minutes) Cool-down/stretches/relaxation/hydration (Approx 5 – 10

minutes)

IMPORTANT – Hydration must occur every 5 – 10 minutes. It is very important for children to replace their fluids. Every child MUST bring a water bottle to class. Fluids must be taken before, during and after each class.It is a good idea to share some of your knowledge with the kids as you go through the circuit – for example, “This activity uses your biceps” – and point to the muscle.

START GROUP GAMES (Approx 10 min)

GAME DESCRIPTIONBull Rush Set out an area of approx (10m x 5m) distance

with markers at each end Every child lines up at one end One child is “in” with the instructor All children try to run to the other end without

being “tipped” If tipped – that child joins the original child who

was “in” + the instructor thus making it harder to get to the other end with more “tippers in the middle”

The last child un-tipped is the winner!Soccer Set up a distance of approx 10 – 15m with

markers as goals Two even teams No boundaries Aim to get “goals” – and to pass the ball around



GAME DESCRIPTIONLadder Relay run throughs – fast feet peppers, jumping,

hopping etc. Team time trials – quickest through the ladder Put beanbags in some squares – have to run/hop

over the squares with the bags in them (can’t step in those squares)

Set up the ladder in a criss cross pattern by twisting the rope (strange patterns to run through)

Do side stepping actions through the ladder. Dancing / Musical Statues

Play funky music and get the kids to freestyle dance to the music

Do jumping actions for kids to copy (the ones who are too shy to do their own moves)

Let all their energy out!! Stop the music and play statues – when the music

stops the child must “freeze”Tip / Tag Set up area to play in with markers approx 10m

by 5m One child is “in” Have to “tip” other children – once tipped they

become the “tipper” Only 1 child in at a time

Mini Aerobics Class

Create your own mini aerobics Use simple steps for the kids to follow (step

touch, ezywalk, star jumps – big muscle group actions)

Explain the move simply before starting Get the kids to make up some of their own

aerobics movesRelays / Races

Set up markers for distance Approx 10m Running / Jumping / Hopping Bouncing the ball Hoppy races (bouncing on hoppy) Skipping Set up markers to jump over or weave through Set up hula hoops to jump in and out of or over

and through 1 leg hop or 2 leg jump Relays can be in team – or individual Relays can be time trials or races

Learner Workbook

GAME DESCRIPTIONGroup Skipping

Warm-up with group skipping Every child has a rope and you skip in time to the

music Encourage to skip slow at the beginning and

speed up If child can’t skip – encourage them to hop and

jump on spot in time to the musicGroup Hula Challenge

Each child has a hula hoop to start Hula in time to the music – for as long as you can! If child cant hula – encourage them to put the

hoop on the ground and jump in and out of it to the music

Markers Set up rows of markers to weave in and out of Jump over the markers with two feet Jump over on one foot – co-ordination Use a ball and dribble it around the markers Set up sprints to markers Set up markers in different patterns – straight

line, square, triangle – for a change

CIRCUITThe circuit consists of approximately 10 different stations. Use markers to set up the different stations.There are many different types of circuits – it is best to use Buddy or Single circuits for younger children. Buddy circuits involve “pairing” up the group so they can work together. This is a great idea if the kids are new to circuit and need a friend! A single circuit is going through the circuit individually and is for more advanced kids who know how the circuit works.

IMPORTANT When you set up your circuit remember to: Set the circuit up with strengthening activities interspersing

aerobic/anaerobic activities and co-ordination skills. This makes the circuit well balanced and not too intense for children.

Spend about 30 – 45 seconds at each station (you may end up going through the circuit stations twice)

Have an “in between” activity for 1 min. After the kids do the circuit activity, intersperse it with a group activity – like star jumps, run around the circuit area, hop on one leg etc. This activity is more “aerobic” and fun!

Each Activity station must have 2 sets of equipment – so it is ok for numbers to double up (2 at a time at each station)



Get the children involved in setting up the circuit – ask them to help you put out the equipment. That way you can explain each activity as you put them out. Tell them what muscles they are using at some of the stations – so the circuit is educational.

Set the circuit up in a circle or arc so everyone feels “involved” as a group.

IMPORTANT – Make sure that if there is music provided, it is playing at this time – it is really important to make the circuit fun – and for the kids to do the actions in time to the music.

REMEMBER it is also very important to allow short drink breaks every 5 – 10 minutes during the circuit time.

MAKE SURE you can supervise all children in your class for correct use of equipment and technique.

Learner Workbook

EXAMPLE CIRCUIT STATION ACTIVITIES 5 – 9yrsStation

STRENGTH ACTIVITY AEROBIC ACTIVITY CO-ORDINATION

1. Stepper – Dips Star Jumps Ball bounce – 1 / 2 hand

2. Stepper – up and down

Tuck Jumps Ball throw and catch

3. Stepper – Ezywalk Run/jog on the spot Ball kick against a wall

4. Stepper – Jump on/off Skipping (no rope) Ball – around body

5. Modified Push – Ups Skipping rope - Peppers

Ball – balance on bat

6. Hop on one leg Skipping rope - Normal

Ball – bounce on bat

7. Jumping Skipping rope – Backwards

Ball cone dribble

8. Squats Skipping rope – Crossovers

Bean Bag throw/catch

9. Skipping (no rope) Hoppy – Bounce normal

Bean Bag balance

10. Hula hoop – jump in/out

Hoppy – Bounce Fast Hula Hoop spin

11. Hula hoop – jump in a row

Hoppy – Bounce – High/low

Hula Hoop skipping

12. Ball – squeeze (wrists)

Hoppy – Bounce side to side

Hoppy – Balance on

13. Ball – curls (biceps) Hoppy – Relays Hoppy – around markers

14. Markers – jump over Mini Tramp bouncing Skipping – Crossovers

15. Supervised sit – ups Mini Tramp Hopping Markers – run & weave



16. Ladder – Jump through

Mini Tramp jogging Ladder – hop/jump

17. Ladder – Hop through Relay races – use markers

Ladder – Side step

18. Step & leg curl Bean Bag run and replace

Handball against wall

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EXAMPLE CIRCUIT 5 - 9 yrs (Approx 20 minutes)This circuit is designed with general fitness and skills in mind.Interspersed activity ideas: Run around the circuit area – and onto the next stationJump on the spot for 30 secHop on one leg – change sidesStar jumpsDance on the spot to the music

STATION 1 Skipping rope – Skip as fast as you can

STATION 2 Stepper – Dips (triceps)

STATION 3 Mini Tramp – bounce on the spot as fast as you can for 30 sec

STATION 4 Bean Bags – Balance on your head and walk from marker to marker (5m distance)

STATION 5 Star Jumps – as many as you can for 30 sec

STATION 6 Hula Hoop – hop in and out on one leg – switch legs

STATION 7 Hoppy – bounce on spot as high as you can go

STATION 8 Ball/Tennis Ball – Bounce on the spot with one hand or 2 – depending on co-ordination level

STATION 9 Stepper – Step on and off the stepper as fast as you can

STATION 10 Bean Bags & Hula hoops – Run and replace. Put all the bean bags in one hula hoop – set up another hoop 5m away. Kids have to take one bag at a time from the hoop run 5m and put it in the other hoop.



REWARD GAME 10 – 15 minAfter the circuit is finished it is a good idea to reward the group as a whole with a group game. You can play a sporting game like soccer or cricket – or use one of the “starting” games shown earlier.Remember that it is a reward game so the emphasis is on “fun”!!!

COOL – DOWN / RELAXATION (Approx 5 – 10 min)At the end of the Reward Game – encourage the children to have a drink break.Once they have had a drink – take them through a few simple stretches of all the major muscle groups, like – Quads, hamstrings, calf, ankles, bicep, triceps, wrist, neck, back and shoulders. Explain each stretch slowly and visually. Hold each stretch for at least 20 seconds It is a good idea to name the muscle you are stretching so the

children can start to learn the different muscles in the body.

This is also a good time to add in the relaxation session – calming their minds and relaxing their bodies before the end of the class. You might like to include some yoga movements here.At the end of the class get the kids to give themselves a big clap and ask them to help clear away the equipment.REMEMBER to once again encourage hydration after the class has finished.

5. Example of a 9– 12 years Exercise Circuit Program Harder circuits More sport/muscle specific than 5 – 9yrs More intense workout with health tips and facts to improve

health and fitness levels More “individual” rather than “buddy” oriented “Fun” and challenging

ACTIVITY 3:Write a 40min circuit lesson plan for a group of 10, 9 – 14 yr old boys and girls. Include information on the set-up, safety, warm-up, conditioning/aerobic, fundamental motor skills, cool-down, and relaxation. Also include the circuit stations and activities at each.Use the format below of 10min warm up, 20min conditioning/aerobic/skills, 5 min cool down, 5min relaxation/re-hydration

Learner Workbook

Client: 5-9 year olds boys/girls Date:

23/9/13

Location:NCAT

Time:

2 pm

Duration: 50 mins Age: 5-9 year olds boys/girls

Special needs: N/A

Aims/Objectives:

Increase skills

Time

(min)

Session activity Set up prior to session/ equipment needed

1 jog around court 3-4 times

Stretch major muscles

Short game

Station 1 - crab walk

Station 2 - hula hoop hop scotch

Station 3 – ladder hops

Station 4 - throw tennis ball at wall

Station 5- star jumps

Station 6 – dribble soccer ball zig zagging through cones

hold for 10-15 seconds

5 min easy game

Hula hoops

ladder tennis ball and wall

cones and soccer ball

2

3

4

5

6

7

8

9

10



Time

(min)


Station 7- dribble basketball and have a shot at the basket

Station 8- steppers

Station 9 –bean bag balance

Station 10- mini tramp jump onto mattWATERBREAK

basketball and cones

steps

bean bags

mini tramp matts

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

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Time

(min)


28

29

30

31

Major muscle groups 10-15 seconds

32

33

34

35

36

37

38 Encourage the group to take big, deep breaths for 1 min. Encourage the group to re-hydrate whilst continuing to take deep breaths for 2 more minutes –walk around slowly

39

40

Variations and modifications for children with special needs in the class

Contact Numbers

Home xxx xxx xxxx Parent’s Mobile xxxx xxx xxx

Weather alternatives

N/A



Reflection on the workout-

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6. NON-CIRCUIT TRAINING EXAMPLE Below are examples of a non-circuit training session ideas for children and adolescents one-on-one with you as a trainer;DURATION: 45minFORMAT:Warm-up 5min – Major muscle group activity, starting slow then increasing in intensityConditioning 30min – training specific activities to individual goalsCool-down 5min – Slow cool-down activities and stretch Relaxation 5min – to unwind

Warm-up ideas: 5 min duration

Child 3 – 5 Child 5 – 9 Adolescent 9 – 14 & 15+

Stop/Go – Run around until you say STOP, then GO to run again

Big Muscle Group Activities – Jumping, skipping, hopping

Dancing - to music

Animal Game – Pretending to be a rabbit, horse, crocodile, monkey, dog etc

Hula hoop jump – Jump in and out of randomly placed hula hoops

Soccer – Passing the ball as you jog together

Stop/Go

Jogging – jog for 2 min to warm up then sprint for 10sec, jog 30sec, sprint 10 sec, jog 30sec, sprint 10sec etc….

Skipping rope – A few minutes of skipping is a great way to warm up, especially towards the end of the warm-up session

Jumps – Star jumps, tuck jumps, running on the spot, jumping side to side, high and low…..

Jogging – constant pace

Soccer – Passing the ball as you jog together

Netball/Football – Pass the ball as you jog together

Aerobics – Warm up with aerobics moves

Jog Sprint - Jog 30 sec, sprint 10 sec

If access to gym is available;

Supervised warm-up on;

Exercise bike

Treadmill

Spin Bike

Elliptical trainer

Recumbent bike

Rower



Conditioning Ideas: 30min duration

Child 3 – 5Goals – ‘Parents want child to have fun while exercising’

Child 5 – 9Goal – ‘improve soccer skills”

Adolescent 9 – 14 & 15+Goal – ‘to get fit ”

Children 3 – 5 love fun and simple games. Try bursts of activities like:

Skipping Frog jumping Commando

crawling Kicking balls Catching balls Jumping through

hoops Hula Hooping Bean Bag

Balancing Short relay drills

For example;

Put 3 tennis balls 5m apart. Child runs to each ball separately, bringing 1 ball to you each time. 1st ball = 5m run, 2nd ball = 10m run, 3rd ball = 15m run

Start by setting up some fitness drills. For example;

Set out 3 cones in a row 5m apart. Total distance = 15m

Sprint to the first, jog back,

Sprint to the second, jog back,

Sprint to the third, and jog back.

Rest for 1 min then repeat.

Rest for 2 min then repeat.

If you have access to a gym you can;

Perform aerobic and interval training on equipment such as:

Exercise Bike Treadmill Spin Bike Elliptical trainer Recumbent Bike Rower

Try to use as many pieces of equipment as possible to keep the session interesting.

You can do different forms of training on each piece of equipment. For Example;

Exercise Bike – warm up 1 min, sprint 30 sec, recover 30 sec, sprint 40 sec, and recover 40 sec…

Treadmill – Warm up walking, increase speed to light jog, increase speed to jog – jog at a steady pace for 5 min

Spin Bike – Hill climbing on harder resistance, sprinting on lower resistance and recovery on middle resistance

Elliptical trainer - Consistent pace for 5 min

Put out a line of witches hats 1m apart. The child will weave in and out of the hats in different ways;

Set out 3 cones in a triangle approx 2m apart.

Each cone will be a different activity for 30sec. Child must run

Learner Workbook




Running Crab crawling Backwards Crawling on knees Jumping Skipping

to next cone when activity is finished.

Cone 1: Sit-ups

Cone 2: Push-ups

Cone 3; Tuck jumps

Recumbent bike - Steady pace for 5 min

Rower – Concentrate on strokes per minute – try and increase for 1 min then recover. Repeat for 5 min.

Set out hula hoops randomly around. The child can run around until you say STOP – then they must jump into the nearest hula hoop and do what you say – for example;

Star jump Run on the spot Pretend to be a

kangaroo Dance Jump from side to

side…..Then say RUN and the child has to run around until you say STOP again.

Set up a drill situation of different soccer skills. For example:

Passing the ball Heading the ball Weaving the ball

through markers

Reflexes – kicking the ball against a wall close up without stopping

If you don’t have access to a gym:

Try focusing each session on a different activity or muscle group;

Boxing Push-ups Sit-ups Drills Bike riding

Goal setting

Star Jumps – Set star jump goals. For example;

10 star jumps 15 star jumps 20 star jumps 10 super fast star

jumps

Ball dribbling:

Run up and down the field dribbling the ball and passing it to each other. Try and speed up the pace every 2 min.

Keep Dribbling and take a shot at goal each end – set up

Organise circuits for specific sports eg tennis, soccer, basketball, netball, football






15 super fast star jumps…

some markers as goals.

Running;

Run 10m as fast as you can



Goal shooting;

You act as the goal keeper while the child takes a shot at the goal – try and keep this flowing so the child does not stop – just keeps kicking at the goal as soon as you return the shot.

Learner Workbook

Cool-Down Ideas: 5 min Duration

Child 3 – 5 Child 5 – 9 Adolescent 9 – 14 & 15+

Similar activities to the warm-up games are great.

The main focus here is to slow the activity down to decrease the child’s heart rate.

Go for a slow jog/walk

Start with a jog and then slow it down to a walk.

Animal Game – Pretending to be a rabbit, horse, crocodile, monkey, dog etc

The main focus here is to slow the activity down to decrease the child’s heart rate.

Go for a slow jog/walk

Start with a jog and then slow it down to a walk.

The main focus here is to slow the activity down to decrease the adolescents’ heart rate.

If access to gym is available;

Supervised cool- down on;

Exercise bike Treadmill Spin Bike Elliptical trainer Recumbent bike Rower

Make sure you slow the pace right down to bring the HR down.

Stretching

Make sure you spend plenty of time stretching each muscle group to prevent injury and soreness. Encourage hydration at this time.

Stretching


Stretching





Use a variety of equipment

Know how to structure a lesson and develop a lesson plan

Deliver a physical activity class according to the lesson plan

Learner Workbook

CHAPTER 4: Additional Information

Element of Competency covered in this chapter:

Dietary Guidelines

1. Dietary GuidelinesGo to the website below and find the Dietary Guidelines for Children and Adolescents in Australia.

http://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/n34.pdfACTIVITY 1:a) Download the healthy eating guidelines for children and young

adolescents and summarise the guidelines.Encourage and support breastfeedingChildren and adolescents need sufficient nutritious foods to grow anddevelop normally• Growth should be checked regularly for young children• Physical activity is important for all children and adolescentsEnjoy a wide variety of nutritious foodsChildren and adolescents should be encouraged to:• Eat plenty of vegetables, legumes and fruits• Eat plenty of cereals (including breads, rice, pasta and noodles), preferablywholegrain• Include lean meat, fish, poultry and/or alternatives• Include milks, yoghurts, cheese and/or alternatives– Reduced-fat milks are not suitable for young children under 2 years,because of their high energy needs, but reduced-fat varieties shouldbe encouraged for older children and adolescents• Choose water as a drink– Alcohol is not recommended for childrenand care should be taken to:• Limit saturated fat and moderate total fat intake– Low-fat diets are not suitable for infants• Choose foods low in salt• Consume only moderate amounts of sugars and foods containing added sugars


http://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/n34.pdf




Care for your child’s food: prepare and store it safely

b) Using the guidelines, analyse the following day’s eating and suggest changes to bring it into line with the healthy eating guidelines.

Suggested change

Breakfast

Cornflakes Full cream milk 2 tsp sugar Fruit drink

Fruit salad or yoghurt Skim milk Or glass of water

Playtime snack

Bag of chips Can coke

Carrot and celery sticks Bottle of water

Lunch Sandwich made with 2 slices white bread, butter, cheese spread, and lettuce

LCM bar Fruit yogurt Fruit popper drink

Bottle of waterA green salad lettuce onion tomatoes cucumber and for some protein some tuna Muesli bar

After school snack

Blueberry muffin Glass of full cream milk

A piece of fruit or dried fruitGlass of skim milk

Evening meal

Sausages Baked beans Hot chips Ice-cream

Pasta with Fried fish with a green saladGlass of water or milk

Before bed

Hot chocolate Biscuit

glass of milk or water and a piece of fruit

Learner Workbook


Read, understand and apply the Dietary Guidelines for Children and Adolescents in Australia



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Learner Workbook

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DELIVER YOUR CIRCUIT SESSION DEVELOPED IN THIS WORKBOOK AND YOUR TRAINER WILL OBSERVE YOU USING THE FOLLOWING OBSERVATION CHECKLIST. Ensure you evaluate the exercise session according to participant and or caregiver feedback and personal reflection. Furthermore, provide feedback to the group on their progress and any recommendations required in addition to determining the modifications you would like to make to the exercise plan. Run this session on a second occasion with the modifications incorporated.

Skills observation checklist for SISSTC313A Plan and deliver exercise to apparently healthy children and adolescents

Date of training/assessment visit: session 1 (prior to evaluation – feedback – reflection and modifications)

During the demonstration of skills, did the trainee: Yes No N/A

PLANNING THE SESSION: Follow organisational policies and procedures such as those relating to:• screens children and young adolescents prior to commencement of exercise sessions and communicates results to relevant caregivers and recommends referral to appropriate medical or allied health professionals where necessary

• develops a variety of sessions for exercise that are fun, interactive and safe for a range of client groups of children and young adolescents

• provides accurate and current information about healthy eating and healthy eating options in accordance with recommended guidelines

• evaluates exercise sessions and modifies exercise plans according to feedback received from participants and own evaluation.

DELIVER THE SESSION in an appropriate environment according to organisational policies and

procedures

after explaining common types of injuries that would prevent participation in the session and confirming that clients are not affected

Learner Workbook

using a selection of exercises with appropriate methodologies, sequencing and progression

that included pre-session instructions according to effective instructional principles

while appropriately monitoring exercise intensity and making adjustments as required

using motivational techniques and arousal control to positively influence client performance

Yes No N/A

while providing constructive and positive encouragement to clients

showing sensitivity to cultural and social differences

making exercise modifications as necessary

Deliver circuit training sessions: in an appropriate environment according to organisational policies and

procedures and legislation and regulatory requirements

after checking circuit equipment was in good working order

while using energy, water and other resources effectively when preparing and maintaining equipment and activity areas to reduce negative environmental impact

after communicating session objectives and the principles and benefits of circuit training to clients

after explaining the common types of injuries that would prevent participation in the session and confirming that clients were not affected

according to a circuit training plan and organisational policies and procedures and legislation and regulatory requirements

showing the ability to demonstrate and instruct correct use of equipment

using appropriate instructional principles

ensuring monitoring of client safety, intensity and technique, suggesting modifications as required

while showing the ability to recognise the signs and symptoms of overtraining and potentially harmful practices



implementing intervention strategies to noted potentially harmful practices or signs and symptoms of overtraining, according to organisational policies and procedures.

Evaluate group exercise sessions by: seeking and acknowledging feedback from clients

evaluating client response and feedback

evaluating own performance according to planned outcomes and organisational policies and procedures

Yes No N/A

indentifying potential improvements to enhance future sessions

modifying the session plan where relevant to meet client needs.

Uses safe and effective cueing.Applies contingency management techniques to deal with a range of problems and issues that may arise during the session, such as equipment failure or client overtraining, and makes adjustments in response to changing situations.

Learner Workbook

Instructs sessions that meets with client expectations (evidence provided by verbal feedback from clients during and after the session, as heard by the assessor) to deal with a range of problems and issues that arise during the session, such as equipment failure or client overtraining, and makes adjustments in response to changing situations.

Uses appropriate delivery techniques to client learning and performance.

The student’s performance was: Competent

Not competent

Feedback to student:_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

Comments from trainer: _______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________



Competent/Not competent:_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

Skills observation checklist for SISSTC313A Plan and deliver exercise to apparently healthy children and adolescents

Date of training/assessment visit: session 2 (incorporating the initial evaluation obtained during session 1

During the demonstration of skills, did the trainee: Yes No N/A

PLANNING THE SESSION: Follow organisational policies and procedures such as those relating to:• screens children and young adolescents prior to commencement of exercise sessions and communicates results to relevant caregivers and recommends referral to appropriate medical or allied health professionals where necessary

• develops a variety of sessions for exercise that are fun, interactive and safe for a range of client groups of children and young adolescents

• provides accurate and current information about healthy eating and healthy eating options in accordance with recommended guidelines

• evaluates exercise sessions and modifies exercise plans according to feedback received from participants and own evaluation.

DELIVER THE SESSION in an appropriate environment according to organisational policies and

procedures

after explaining common types of injuries that would prevent participation in the session and confirming that clients are not affected

using a selection of exercises with appropriate methodologies, sequencing and progression

Learner Workbook

that included pre-session instructions according to effective instructional principles

while appropriately monitoring exercise intensity and making adjustments as required

using motivational techniques and arousal control to positively influence client performance

Yes No N/A

while providing constructive and positive encouragement to clients

showing sensitivity to cultural and social differences

making exercise modifications as necessary

Deliver circuit training sessions: in an appropriate environment according to organisational policies and

procedures and legislation and regulatory requirements

after checking circuit equipment was in good working order

while using energy, water and other resources effectively when preparing and maintaining equipment and activity areas to reduce negative environmental impact

after communicating session objectives and the principles and benefits of circuit training to clients

after explaining the common types of injuries that would prevent participation in the session and confirming that clients were not affected

according to a circuit training plan and organisational policies and procedures and legislation and regulatory requirements

showing the ability to demonstrate and instruct correct use of equipment

using appropriate instructional principles

ensuring monitoring of client safety, intensity and technique, suggesting modifications as required

while showing the ability to recognise the signs and symptoms of overtraining and potentially harmful practices

implementing intervention strategies to noted potentially harmful practices or signs and symptoms of overtraining, according to organisational policies and procedures.



Evaluate group exercise sessions by: seeking and acknowledging feedback from clients

evaluating client response and feedback

evaluating own performance according to planned outcomes and organisational policies and procedures

Yes No N/A

indentifying potential improvements to enhance future sessions

modifying the session plan where relevant to meet client needs.

Uses safe and effective cueing.Applies contingency management techniques to deal with a range of problems and issues that may arise during the session, such as equipment failure or client overtraining, and makes adjustments in response to changing situations.

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