Unit Specification - VTCT · USP128 Unit Specification_v2 Page 3 of 27 Unit content LO1 Know the components of fitness and methods of training Learners must know what is meant by

USP128 Unit Specification_v2 Page 1 of 27

Unit Specification USP128 – Fitness principles and training approaches

Unit reference number: F/616/9397

Level: 3 Guided Learning (GL) hours: 120

Overview

Physical fitness is integral to the successful performance of athletes and sports people, at all levels of competition. It is also an intended outcome for those participating in regular exercise. Following an effectively structured, progressive training programme that incorporates all components of fitness, offers a balanced approach for exercise participants. Effective programming can also help to ensure that an athlete or sports person peaks at the appropriate moment in the competitive season.

This unit provides learners with the knowledge and understanding of the components of fitness and the effects of exercise on the body. It will focus on the range of training methods available to regular exercisers and athletes, to improve the various components of physical fitness, including speed, strength, power, muscular endurance, aerobic endurance and flexibility.

Learners will develop their knowledge of the different components of fitness and the types of activities used to improve specific components. They will develop knowledge of the principles and variables used to progress and regress exercise and activity programmes to improve fitness and health and improve performance in sport. They will explore different methods for monitoring exercise intensity and will consider the contra-indications and safety guidelines for special populations, including older adults, disabled and young people.

As part of the learning programme, learners will participate in a variety of activities, exercise programmes and sports. Under the supervision of the tutor, they will be supported to plan, monitor and review progressive fitness training programmes that incorporate the key principles of training and periodisation to maximise effectiveness. Learners will be able to use the knowledge gained in this unit to analyse different training programmes and make recommendations for training approaches and appropriate content to improve physical fitness and/or performance in sport for different individuals.


Learning outcomes

On completion of this unit, learners will:

LO1 Know the components of fitness and methods of training

LO2 Know the effects of exercise and sport on the body

LO3 Know how to apply the principles and variables of fitness to an exercise programme

LO4 Know exercise contra-indications and safety guidelines for special populations

LO5 Know how to plan, monitor, review and analyse fitness training programmes


Unit content LO1 Know the components of fitness and methods of training

Learners must know what is meant by the terms physical activity, exercise, sport, fitness and health

Content to include

Physical activity – any movement of the body that increases energy expenditure above resting levels. Not being physically inactive/sedentary for extended periods of time

- Examples – everyday activities, e.g. gardening or vigorous housework, playing games, dancing

Exercise – activities that are planned, structured and performed regularly with the specific intention of maintaining or improving one or more of the components of physical fitness

- Examples – walking, swimming (cardiovascular fitness), weight training, body weight exercises (muscular fitness), stretching, yoga, Pilates (flexibility, core stability and balance), sports or sports training sessions

Sport – activities that may be competitive or recreational, individual or team, played or competed in at an amateur, professional or Olympic/Paralympic level, e.g. team games, athletics, field events, water-based sports, distance running, individual sports

- Examples – distance running, swimming, cycling events, track and field events (javelin, shot put, long jump, high jump etc.) weight lifting, boxing, martial arts, gymnastics, swimming, diving, sailing and games (ice hockey, football, etc.)

Fitness – a result or outcome from taking part in regular exercise - Health-related – cardiovascular, muscular fitness (strength and endurance), flexibility

- Skill-related – agility, balance, power, speed, reaction time, co-ordination

Health – ‘a state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity’ (World Health Organisation, 1948)

Components of total fitness - Physical (the body systems) – heart, lungs, muscles, bones and joints

- Nutritional (diet and healthy eating) – eating a healthy and balanced diet containing all main nutrients, maintaining a healthy body weight and body composition, having access to healthy food

- Medical – absence of any diagnosed chronic health condition, disease, illness or injury

- Mental and emotional (the mind and emotions) – positive mind-set, balanced emotions, harmony between the mind and emotions, ability to cope and manage stress and stressful situations

- Social – maintaining positive relationships and connections with others at work, home, community and society, inclusion and equality, rather than isolation and exclusion


Learners must know the components of health-related physical fitness, the benefits of training each component and types of exercise and activity to improve each component

Content to include

Cardiovascular - Definition – efficiency of the heart, lungs and circulatory system to take in, transport

and utilise oxygen and remove waste products

- Types of exercise – activities that involve rhythmic and continuous use of large muscle groups, moderate or vigorous intensity for extended durations

- Examples – swimming, cycling, walking, running, stair climbing, use of cardiovascular machines, group exercise, indoor cycling, long distance events (marathon running, tour de France) and team games (football, netball, hockey)

- Benefits – improved cardiovascular health and reduced risk of associated cardiovascular diseases, improved body composition

- Risks – impact and/or overuse injuries, over-training

- Training guidelines – 3-5 days a week, moderate to vigorous intensity, 20-30 minutes or up 60 minutes of continuous or intermittent activity

Moderate – 150 minutes weekly, e.g. 30 minutes on 5 days of the week, which can be accumulated in bouts of 10 minutes or more

Vigorous – 75 minutes weekly (for comparable benefits to the 150 min of moderate intensity activity) in bouts of 20 minutes sustained exercise (See American College of Sports Medicine, ACSM, guidelines)

A combination of moderate and vigorous physical activity equivalent in volume to the 150 minutes of moderate/75 minutes of vigorous exercise guidelines

Muscular fitness - Definition – muscular strength – ability of a muscle or group of muscles to generate

maximal force or overcome a maximal resistance, e.g. 1 repetition maximum (RM)

- Definition – muscular endurance – ability of a muscle or group of muscles to contract repeatedly for an extended duration without fatigue

- Types of exercise – resistance machines, body weight exercises, free weights, water resistance, cable machines, portable resistance training equipment, elastic resistance, cable machines Examples – gym-based training, studio resistance training, body conditioning

classes, core stability, yoga, Pilates. Sporting events include power lifting (strength), martial arts and combat sports

- Benefits – improved posture, improved muscle tone and physical shape, improved body composition, improved joint stability

- Risks – overuse injuries, muscle imbalance, incorrect exercise technique and alignment

- Training guidelines – 2-3 days a week for same muscle groups on non-consecutive days (See ACSM guidelines) Resistance (load) or % of one repetition maximum (1RM) – 40-50% for older or

sedentary adults, 60-70% for beginners, > 80% for experienced

Repetitions to volitional fatigue (the point where no further repetitions can be performed without a loss of control or technique) 1-6 repetitions for maximal strength, 6-12 repetitions for hypertrophy (bodybuilding), 8-12 repetitions for


muscular fitness (10-15 repetitions for beginners or 15-20 repetitions for endurance)

Sets and rest – single sets effective for beginners or older adults. 2-4 sets for adults. < 2 sets with short rest periods 30-90 seconds for endurance. 3-4 sets with longer rest periods of 1-2 minutes for muscular fitness/hypertrophy. Long rest periods of 2-3 or more minutes between sets for strength

Flexibility - Definition – the ability of a joint and associated muscles to move through the full

potential range of motion

- Types of stretching – static – active and passive, dynamic – Range of motion or ballistic, advanced stretching methods – proprioceptive neuromuscular facilitation, e.g. contract-relax (CR) and contract-relax-antagonist-contract (CRAC)

Examples – yoga, Pilates, stretching. Sporting events – gymnastics, martial arts, dance and ice dance

- Benefits – improved range of motion, improved posture, reduced risk of injury, improved functional ability, injury rehabilitation, reduced muscle stiffness/cramps

- Risks – incorrect technique leading to misalignment and joint strain/sprain, exceeding range of motion and overstretching, injury to muscles and tendons, injury to ligaments and joint capsules

- Training guidelines – at least 2-3 days a week, ideally every day. Stretch to the point of mild discomfort. Static stretches 10-30 seconds. 2-4 repetitions of specific muscle stretches. PNF – static contraction for 3-6 seconds followed by 10-30 second static stretch (See ACSM guidelines)

Learners must know the components of skill-related physical fitness, the benefits of training each component and types of exercise and activity to improve each component

Content to include

Components of skill-related or motor fitness – speed, reaction time, agility, balance, coordination, power

Benefits – skills related to specific sporting activities, e.g. power (strength and speed) required for throwing and jumping events, speed required for track events, coordination and balance required for gymnastics and dance, agility needed in racquet sports and team sports, reaction time required for boxing and leaving blocks in sprint races

Training guidelines – consider how skill training fits within an overall training programme and best combines with guidelines for other fitness components trained, e.g. for power, see strength/endurance considerations in relation to frequency of training and allow sufficient rest and recovery



Learners must know how different lifestyle behaviours affect health, wellbeing and performance

Content to include

Genetics and heredity – muscle fibre type composition, body type

Gender, age, height, weight, lever length

Training status and experience – inactive and sedentary, active work and travel, regular exerciser, previously active (concept of muscle memory)

Lifestyle factors – nutrition, smoking, alcohol, drugs, work, rest, stress, weather

Health inequalities – socio-economic status, low income, low education, ethnicity

Psychological factors – motivation (explored in detail in the applied psychology unit)

Learners must know the benefits and risks of exercise and sport

Content to include

Benefits of exercise and sport – physical, psychosocial, medical. (See LO1 – components of total fitness)

Risks of exercise and sport – injury, overtraining, addiction


Learners must know how the body responds and adapts to different types of exercise and sport

Content to include

Acute response to exercise and sport – all body systems

Long-term adaptations to exercise and sport – all body systems

Information to be used to enable them to analyse different exercise modalities and recommend appropriate exercise programmes to improve fitness and performance for specific sports

Cardiovascular and respiratory system responses and adaptations - Cardiac – improved oxygen transport, increased heart size, increased stroke volume,

decreased resting heart rate, increased maximal heart rate and cardiac output, improved blood flow distribution

- Respiratory – improved pulmonary ventilation, improved pulmonary diffusion, arterial-venous oxygen difference, decreased resting breathing rate, increased lung capacity, improved strength and endurance of respiratory muscles

- Vascular – increased blood volume, capillarisation, reduced peripheral resistance

Exercise response – no change in diastolic blood pressure, progressive increase in systolic blood pressure

Immediate post-exercise effects – reduced resting blood pressure for up to 24 hours

Long term effects – reduction in overall resting blood pressure, improved regulation of overall blood pressure

- Blood pooling – pooling of blood in the extremities (lower limbs)

Caused by reduced venous return following exercise relative to cardiac output (roles of skeletal muscle pump and non-return valves in venous return)

Associated risks (dizziness, fainting)

Prevention of blood pooling through progressive cool down to maintain haemostasis

- Exercise types (see cardiovascular fitness LO1)

Skeletal system responses and adaptations - Improved bone density, increased joint stability, improved mobility and range of

motion at joints

- Significance of weight-bearing exercise – improved bone density and reduced risk of osteoporosis

- Types of weight-bearing exercise – walking, running, resistance training

- Potential increase in risk of osteoarthritis from repetitive loading of joints

- Exercise types (see muscular fitness LO1)

Energy systems - Long term effects of aerobic exercise, increased concentration of aerobic enzymes,

increased size and number of mitochondria, increased ability to use fat as an energy source, increased storage of muscle glycogen

- Long term effects of lactate threshold training (intervals) include improved tolerance and clearance/buffering of acidosis


- Long term effects of phosphocreatine system training (maximal effort, sprints, explosive lifting, jumping) include increased levels of phosphocreatine and free creatine within muscles

- Exercise types (see cardiovascular fitness LO1)

Neuromuscular system responses and adaptations - Short term – increased contractility, increased excitability, increased elasticity,

improved coordination and synchrony of motor unit recruitment, increased energy metabolism, heat generation

Delayed onset of muscle soreness (DOMS) - Structural muscle damage and microtrauma (microscopic fibre tears, muscle cell

leakage), effects of eccentric muscle contractions

- Causal exercises and techniques (e.g. new or unaccustomed training techniques, increased training volume or intensity, plyometrics, eccentric resistance training, downhill running)

- Long term muscular endurance training – increase in cross-sectional area of type 1 fibres, atrophy of type 2 fibres, reduced total muscle mass, increase size and number of mitochondria, increased numbers of capillaries and capillary density

- Long term hypertrophy training – increase in muscle mass and cross-sectional area of type 1 and 2 fibres, increased motor unit recruitment, potentially an increased size and number of mitochondria, reduced capillary density

- Long term strength training – increased co-ordination/synchronicity of muscle firing, hypertrophy of all muscle fibre types

- Exercise types (see muscular fitness, motor fitness and flexibility LO1)


Learners must know the current guidelines and recommendations (ACSM and Department of Health) for physical activity to maintain health for adults

Content to include

150 minutes of moderate-intensity aerobic activity every week, e.g. 5 days for 30 minutes (time can be accumulated in bouts of ten minutes or more)

Or 75 minutes of vigorous-intensity activities (at least 20 minutes, 3 days a week)

Or an equivalent combination of moderate-intensity activities and vigorous-intensity activities

Plus, muscle strengthening exercises on 2 or more days a week (muscular fitness training/ resistance training) (ACSM, 2014. DH, 2011)

The health benefits associated with regular physical activity - Reduced early mortality, reduced morbidity from coronary heart disease, stroke,

diabetes, certain cancers

- Improved mental health and psychological wellbeing, reduced risk of anxiety, stress and depression

- Improved weight management and body composition, reduced risk of obesity

- Improved posture, prevention of lower back pain, reduced risk of injury, improved joint stability

- Increased bone density, reduced risk of osteoporosis

- Improved quality of life, improved independence, reduced risk of falls (older adults)

- Improved ability to perform active daily living tasks, improved functional capacity

The effect of physical activity on the causes of chronic diseases and medical conditions - Coronary heart disease – reduced blood pressure, improved blood cholesterol profile,

improved elasticity of blood vessels, capillarisation, improved blood flow distribution

- Some cancers – increased physical activity is associated with reduced risk of colon cancer, other healthier lifestyle choices, and reduced stress and improved body composition that may protect from some other cancers

- Type 2 diabetes – improved regulation of insulin, improved blood glucose regulation

- Hypertension – reduced blood pressure post-exercise and long-term, improved blood flow distribution, improved elasticity of blood vessels, reduced muscular tension, reduced stress level

- Obesity – improved fat metabolism, increased calorie expenditure

- Osteoporosis – increased bone formation, improved density, improved posture, reduced risk of injury

- Mental health – improved mood, increased dopamine, endorphins, increased feel-good factor and sense of well-being



Learners must know the principles and variables of training to progress and regress exercises and activities

Content to include

Definitions and associated physiological implications of each principle

Specificity – the SAID principle (Specific Adaptation to Imposed Demand). The body adapts to the specific training demands placed on it, e.g. stretching increases flexibility but will not affect cardiovascular fitness. The adaptations from running training will not improve swimming performance, Lat pull-down exercise training will not transfer to improved pull-up performance

Progressive overload – for adaptation to occur the body will have to work harder than it is accustomed to. Progressive overload can be achieved by increasing the volume of work (frequency, intensity, time, type) and balancing rest and recovery time. General adaptation syndrome

Reversibility – the ‘use it or lose it principle’. Improvements will only be maintained if activity is continued. If training ceases, the benefits gained will be lost through gradual decline. The training volume required to maintain a fitness component is lower than that which was required to improve it

Adaptability – the body adapts physiologically to the specific type of challenge and overload

Individuality – individual factors that will affect training potential include: age, gender, heredity (genetics), body type, and physiological differences such as current flexibility, motor skills or strength

Recovery time – rest and recovery time are essential to prevent overtraining. Physiological adaptations occur during rest and recovery periods. Fatigue, recovery/compensation, super compensation and involution

FITT principles - Frequency – how often or the number of times per week the activity will be

performed

- Intensity – how hard the activities will be in a single session, %1RM, % HRmax

- Time or duration – how long the activities will be performed for, minutes, number of repetitions x sets x exercises

- Type – the specific activities that will be performed, e.g. walking, swimming, strength, endurance, Pilates

Programme variables - Repetitions

- Rate or speed

- Range of motion

- Resistance (including gravity, body weight and external resistance)

- Rest

NB: For American College of Sports Medicine (ACSM) standard guidelines and application to different components of fitness see LO1.


Learners must know the key considerations for progressing or regressing a training programme

Content to include

Individual training needs analysis - Reasons for progression – progressive overload, challenge, physiological adaption, to

improve specific fitness components, training for an event

- Reasons for regression – overtraining, inadequate recovery, over participation in competition, repetitive and boring training, consistent, high intensity, high levels of non-training stress

- Recognising signs and symptoms of overtraining – condition and performance, psychological, movement co-ordination

- Guidelines for prevention and recovery of overtraining, importance of rest and recovery. Use of periodisation to plan progressive programmes

Consideration to relevant principles and variables

Application of SMART goal setting (Specific, Measurable, Achievable, Realistic and Relevant, Time-bound)

Periodisation: macrocycle, mesocycle, microcycle, single training sessions, units of training for specific components

Learners must know the effects of speed, levers, gravity and resistance on exercise safety and effectiveness

Content to include

Speed - Slower exercise speed enables stricter posture and more accurate alignment, muscle

undergoing contraction for longer may increase time under tension and effort of resistance exercises (e.g. longer time spent on concentric or eccentric phase of movement, longer time holding a position increases work of fixator muscles)

- Faster exercise speed may increase cardiovascular demand of the exercise and make the exercise more relevant to sport-specific movement speeds but also increases potential for injury risk, increases potential for improper posture and alignment, increase of intensity related to increase in heart rate and demand on energy systems (anaerobic)

Levers – lever length will affect speed of movement, force generation (intensity), range of motion, torque loads

Gravity – will affect speed and control of eccentric movements, power generation, working across gravity will reduce intensity/resistance for some muscular fitness exercises, gravity will assist some stretch positions, water-based exercise modalities decrease effects of gravity on movement (reduce weight-bearing)

Resistance – increased resistance will increase exercise intensity and reduce speed of movement

The key differences when programming for gains in fitness of health: - See training guidelines (LO1)


Learners must know the principles of periodised programme design

Content to include

Definition: The systematic planning of training to maximise performance, usually for a specific competition or event within the sporting year

Key principles - Progressive cycling of various aspects of a training program during a specific period

- Macrocycle – the annual yearly plan which consists of a preparation phase (general, e.g. build aerobic fitness, and specific, e.g. activity specific – road running, velodrome, swimming, etc.) preparatory phases, competitive phase (one or more competitions leading to an ultimate event, e.g. 10k and half marathons to build to a marathon) and transition phases (resting and down time)

- Mesocycle – a training phase in the annual plan (between 2-6 weeks long, typically 4 weeks or 1 month); usually has a specific training target for the duration of the cycle (e.g. muscular endurance muscle mass or anaerobic power); usually contain between 3-6 microcycles – depending on the phase, e.g. preparatory – 4-6 microcycles or competitive 2-4 microcycles depending on the athlete’s competition calendar

The goal being to ensure peak performance is reached at priority points, e.g. competitions, by building cycles

- Microcycle – typically a week (and a specific number of training sessions, 4-16), usually built around progression of specific training variables or alternating effort (e.g. light, heavy) that enable the required physiological adaptations. Content is dependent on where the microcycle presents within the whole macrocycle

Variables within each microcycle are progressed as the individual adapts to the new training load

Sessions are individual workouts, which may contain multiple components and train multiple components of fitness

Units of training refer to discrete components within sessions training each component, e.g. a session may include one unit of training for anaerobic conditioning, a unit of training for muscular endurance and a unit of training for mobility/flexibility

Application with consideration - Different client needs and goals – e.g. health, fitness, strength, endurance, flexibility,

aerobic or anaerobic conditioning, specific sport or competition, etc.

- Training programme specificity, e.g. type of exercise, component of fitness, sport

- Periodised programme phase and cycle:

General preparatory phase

Specific preparatory phase

Pre-competitive phase

Competitive phase

Transition phase

Unloading periods

Cycles (macro-, meso-, micro-)


Application of the principles of training in the context of exercise or sport programme - Principles of training: SPORT – specificity, progression, overload, reversibility, tedium

- Progressive overload – achieved through applying FITT (frequency, intensity, time and type variables)

- Work/rest ratios

- Recovery

Learners must know training methods/techniques that can be used to meet different goals

Content to include

Consideration to different client needs and client goals (fitness, health sport specific)

Training methods for different components of fitness

- Cardiovascular, e.g. interval, fartlek, continuous, long, slow, distance, etc.

- Resistance training methods: Pyramid systems

Super-setting

Giant sets

Tri sets

Forced repetitions

Pre/post exhaust

Negative/eccentric training

Various spotting techniques

- Flexibility – static, dynamic, maintenance, developmental, active, passive, PNF (partner assisted and self-assisted)

- Skills training – power, speed, balance, coordination, reaction time – specific to sport or activity need



Learners must know exercise contra-indications and safety guidelines for older adults (50+)

Content to include

Definition of older adults (ACSM. 2014) - Aged 65 and over

- Aged 50-64 with chronic health conditions or physical limitations

Considerations – only 1% of the 50+ population is highly trained, activity levels are low and decline with age, 1-2% loss in physical components of fitness each year. Effects of ageing process on anatomical and physiological systems must also be considered

Contra-indications – resting blood pressure 180/90, resting heart rate >90bpm, multiple CVD risk factors, combinations of symptoms of other chronic health conditions also contra-indicated, risk of falls, poor functional status

Safe exercise guidelines – pre-exercise health screening, refer to other professionals if required, undertake longer and more gradual mobility and warm-up, undertake a gradually tapered cool down, exercise intensity must be at a challenging but health-related level, use RPE scale to monitor intensity, emphasise correct exercise technique, increase duration of transitions, simplify exercise when required, learn new exercises at the most basic level, avoid extreme spinal flexion or rapid/excessive rotation


Learners must know exercise contra-indications and safety guidelines for ante-natal and post-natal women

Content to include

Definition of ante-natal and post-natal - Ante-natal – three trimesters

- Post-natal – post-birth period

Considerations – guidelines apply to normal and healthy adult women, normal and healthy pregnancy, normal and healthy birth, previously normal and healthy pregnancies and births. Anatomical and physiological changes during pregnancy should also be considered in relation to each trimester

- Contra-indications – refer to ACSM relative and absolute contra-indications

- Relative include – severe anaemia, poorly controlled type 1 diabetes, orthopaedic limitations, heavy smoker

- Absolute include – pre-eclampsia, premature labour during current pregnancy, placenta praevia after 26-week gestation

Safety guidelines – screening tool (see ACSM guidelines), non-exercisers should begin with 15 minutes continuous aerobic activity gradually increasing to 30 minutes, not exceed 45 minutes duration, maintain adequate hydration and calorie intake, avoid exercising in hot and humid conditions, use the RPE scale to monitor intensity not heart rate, avoid supine exercise after 16 weeks of pregnancy, avoid prone exercise, avoid prolonged motionless standing, avoid heavy isometric exercise, avoid leg adduction and abduction against resistance, avoid loaded forward flexion, avoid rapid changes of direction, avoid uncontrolled twisting or ballistic movements, avoid risk of falling or trauma, avoid high intensity or impact exercise, re-educate post-natal women on posture and joint alignment before progressing, avoid crunching and twisting abdominal exercises, babies should be excluded from the exercise area, ensure instructor’s first aid skills are up‑to‑date, follow exercise guidelines for trimesters of pregnancy

Learners must know exercise contra-indications and safety guidelines for young people (aged 14-16)

Content to include

Definition – young people aged 14-16 who are apparently healthy can participate

Considerations – pre-screening to check health status. Individuals with medical conditions, including obesity require specialist interventions

Contra-indications – stage of growth and development, musculoskeletal injuries (growth plates)

Safety guidelines – wear appropriate clothing and footwear, undertake a gradual warm-up and cool-down, avoid heavy resistance exercises, use RPE to monitor exercise intensity, resistance training should use lighter weights and higher reps, emphasise correct exercise technique, avoid ballistic stretching, ensure adequate hydration and calorie intake


Learners must know exercise contraindications and safety guidelines for disabled people

Content to include

Definition – World Health Organisation (WHO) define disability as – ‘an umbrella term covering impairments, activity limitations and participation restrictions’

- Physical and medical conditions with disabling symptoms include

- Sensory – deafness, partially hearing, blind, partially sighted

- Cognitive – e.g. Down’s syndrome

- Medical – e.g. cancer, fibromyalgia, stroke, obesity, arthritic conditions, HIV/Aids

- Mental – e.g. severe depression, post-traumatic stress disorder

- Physical – e.g. limb amputation, cerebral palsy

Contra-indications – impaired physical condition and function, impaired motor skills, impaired neurological or cognitive function, impaired sensory function, musculoskeletal imbalances and postural deviations

Safety guidelines – medical screening and referral prior to participation, refer to other professionals if required, consideration to equality and inclusion legislation, undertake exercise in a safe and supportive environment, make reasonable adjustments to enable access, adapt exercise to accommodate the specific disability, provide specialist assistance if required, incorporate functional and life related movement, use specialist equipment if required

NB: See ACSM (references) for most current safety guidelines and contra-indications for special populations.



Learners must know the information required to plan training sessions

Content to include

Individual information – age, gender, exercise and sport participation and experience, any special considerations (e.g. older adult, ante- or post- natal)

Health screening – PAR-Q, 2014 PAR-Q+ or Health Commitment Statement

Informed consent – purpose and contents of an informed consent record

Environmental information – type of environment (indoor, outdoor, pool, gym, studio, sports hall), space, temperature, facilities and equipment available

Equipment information – type of equipment, safety checks, induction required, correct use

Health and safety considerations and risk assessment – HSE five stages, collecting and recording information, contingency planning

Recording information using appropriate formats

Learners must know how information can be used to plan single training sessions

Content to include

Plan – Use F.I.T.T. guidelines as a basis for deciding on session content, intensities and durations, ensure components included are relevant to client goals and objectives for the session

Participants – adapt guidelines considering whether participant(s) are trained, untrained, beginners, groups, have medical conditions, disabilities or other individual needs

Cardiovascular training – target intensity, measuring/monitoring intensity (heart rate monitoring, rating of perceived exertion, talk test, Karvonen formula, anaerobic threshold); work/rest ratio

Resistance training – type of exercises included (compound, isolation, whole-body, split routine – body part/movement type/muscle group focus); type of resistance used (bodyweight, elastic resistance, machine cable, free weight); repetitions to volitional fatigue (inverse relationship with load, goal specific, e.g. 1-6 maximal strength 6-12 hypertrophy, 8-12 general muscular fitness, 10-15 new exerciser, 12-20 muscle endurance); time under tension; load; sets; rest between sets; lifting tempo and speed of movement; isotonic (concentric, eccentric); isometric

Flexibility training – choice of exercises, number of exercises, duration, repetitions, order of exercises

Speed training – distance, time, repetitions, sets, rest, work/rest ratio

Health and safety considerations when participating – screening (readiness to participate in planned session – physical & motivational), checking of environment, equipment and clothing; appropriate supervision


Learners must know programme design considerations to minimise injury risk, optimise recovery and enable physiological adaptation

Content to include

Session structure – warm-up, main workout, cool-down and flexibility

Adequate rest and recovery between sessions, according to type of training (strength, endurance, hypertrophy) and training approach (systems used), recovery needs between units of training for different components of fitness/intensities of training (flexibility training, cardiovascular training 24-48 hrs, light resistance training 24-72 hrs, heavy resistance training 48-96+ hrs, neurologically demanding training, e.g. speed training, plyometrics, etc. 72+hrs)

Appropriate teaching and instructional methods, including observation, correction and exercise modification/adaptation/provision of alternatives

Consideration to nutrition, lifestyle and psychological factors

Consideration to individual, e.g. any pre-existing areas of dysfunction or injury

Recording information using appropriate formats

Learners must know how information can be used to plan progressive programmes

Content to include

Planning – Use F.I.T.T. guidelines as a basis for planning programmes; SMART targets; apply periodisation principles for exercisers training regularly (more than 3 times weekly) with a long-term goal, review programme adherence, monitoring data and participant results every 4-8 weeks to determine whether progress has been made as expected and inform future planning

Participants – lifestyle, fitness, goals (short, medium and long-term), screening; medical history, changes to health or medical status

Principles of training – overload; progression; specificity; reversibility; adaptability; individuality; reversibility; F.I.T.T. principles

Periodisation – macrocycle; mesocycle; microcycle; individual sessions; units of training

Health and safety considerations when participating – screening, checking of environment, equipment and clothing; appropriate induction and supervision

Recording information using appropriate formats • Planned reviews as part of programme – measurements relevant to goals, e.g. body

composition, aerobic fitness testing, repetition maximum testing, range of movement testing. Review of SMART goals


Learners must know different methods of monitoring exercise frequency, intensity, duration (volume) and type

Content to include

Frequency – exercise diary/calendar/log, mobile application, notebook

Session and component duration – exercise diary/calendar/log, mobile application, wearable devices or fitness equipment linked to website/mobile application, notebook

Type – training diary/notebook, calendar entry, mobile application, wearable devices or fitness equipment linked to website/mobile application

Intensity - Rating of perceived exertion (RPE)

- Heart rate monitoring – manual and heart rate monitor

- Talk test

- Observation – recognition of signs and symptoms to indicate over or under-exertion

How to calculate theoretical maximal heart rate

How to calculate target heart rate zones for different training goals

Learners must know the limitations and benefits of the different methods of monitoring exercise intensity

Content to include

Rating of perceived exertion (RPE) - Description – visual scales against which the individual describes how they perceive

overall exercise intensity. Two scales devised by Gunnar Borg Original – 6 to 20, reflects heart rates ranging from 60-200 bpm

Modified category ratio 10 scale (CR10), 0 to 10*, more familiar and user-friendly to rate numerically

- Benefits – visual scales using the verbal descriptions of exertion should be used to provide an accurate estimate of intensity, useful when heart rate monitoring cannot be used, e.g. individual on beta blocker/ACE inhibitor medication or heart rate monitors do not fit

- Limitations – needs to be explained, takes practice for individuals to become proficient. Effort perceived is subjective and individuals may misrepresent. Only accurate when scale is visually presented

Heart rate monitoring - Description – measuring the rate at which the heart beats to determine intensity.

There are two methods: Heart rate monitors (chest belt, arm band, wrist, handles on CV machines)

Manual pulse taking (radial artery of wrist, carotid artery of neck)

Calculations: - A rough estimate of maximal heart rate with minimal calculation is the calculation:

220 – age = MHR

- More accurate estimates of age predicted maximal heart rate can be calculated using the formula developed by Gelish et al. 207 – (0.7 x age) = MHR


- Target heart rates (THR) can be determined based on a model of training zones 50-60% moderate aerobic zone, 60-70% aerobic weight management zone, 70-80% aerobic fitness improvement zone, 80-90% peak performance zone. Guidelines have moved away from a threshold-based model for health, but target zones are still useful for goal-oriented programming for individuals

- ACSM (2014) intensity guidelines Moderate intensity – 50-65% of MHR

Vigorous intensity – 65-90% of MHR

- Benefits – use of a heart rate monitor provides an accurate, objective measurement of the body’s response to exercise

- Limitations – age-adjusted MHR is an estimate and actual MHR for an individual may be up to 20bpm higher or lower (Gelish et al 2007). Manual pulse taking is less accurate, monitors can be expensive, calculations are required

Observation: - Indicators – facial expressions, skin colouring (pallor around the lips may represent

reduced oxygen), posture, alignment, exercise technique, coordination, sweating

- Benefit – easy to use, immediate assessment

- Limitations – general indicators, no research-based validity

Talk test: - Description – field test for determining ventilatory thresholds. Protocols evaluate the

individual’s ability to repeat a passage of text during exercise Light activity – talking easily, breathing lightly, heart rate increased

Moderate activity – talking comfortably, breathing deeper and quicker, body feels warmer

Vigorous activity – talking more difficult, breathing heavier and deeper, shortness of breath, unable to repeat passage without hesitation

- Advantages – simple and easy, doesn’t require any specialist equipment or specific skills to be taught. Can reliably indicate ventilatory thresholds 1 and 2, which have been correlated with aerobic and anaerobic thresholds

- Limitations – subjective interpretation by tester and less accurate than other methods

Learners must know how to monitor and review training programmes

Content to include

Monitor – safety, adherence (sessions planned vs. sessions completed), effectiveness (stated SMART goal vs. actual change in measurements), enjoyment and satisfaction (session ratings, survey/feedback at review)

Methods (client management software solutions, training diary, online programme, mobile application) – days; times and length of sessions; details of session; progression; motivation; observation of individual; results; feedback; links to goals

Review – when to review programmes (start, middle (allow 4-8 weeks between reviews for physiological adaptation to be observed), end and longer-term follow up); assessments that can be used to review (questionnaires, physical measurements, fitness tests and health assessments, etc.); extent to which programme has achieved goals; modification of programme; modification of goals; strengths and areas for improvement


Learners must know how to analyse training programmes for safety and effectiveness using collected data

Content to include

Analysis – comparison of stated SMART goals and target measurements to actual changes achieved, e.g. 5% weight loss target vs 3% achieved or 8 second reduction in 5km time versus 6 seconds achieved, use of collected data for analysis (baseline measurements, data collected about sessions, e.g. adherence to programme, average heart rates, durations, resistance training volumes completed, nutritional records, e.g. food diary, calorie consumption estimates and macronutrient breakdown from mobile applications or nutrition analysis software, measurements collected at review), consider appropriateness of session structure (intensity and duration of planned components – warm-up, main session, cool-down); any injury that occurred during the phase of training that could be related to the programme design or content, appropriateness of specific exercises – position, alignment, intensity (repetitions, resistance, range of motion, rest, sets, target heart rate, etc.) and appropriateness. Analyse original SMART goal – if not achieved was it: too ambitious? not achievable enough? affected by unforeseen events? Consider recovery strategies and influence of lifestyle factors on goal achievement/health

• Feedback – participants (trained, untrained, beginners, groups), survey/questionnaire, interview, formal and informal, peer feedback, tutor feedback, coach feedback


Assessment requirements

Synoptic external examination

This unit will be assessed by a synoptic external examination at the end of the period of learning. External examinations will test knowledge and understanding from across the whole unit. Learners should use the unit content section of this unit to aid revision since exam questions will test the full breadth of this section.

All unit learning outcomes are covered in each and every qualification. The full breath of unit content is covered equally over the life of the qualification; this provides scope for significant variation between examinations and reduces examination predictability.

A sample examination paper can be downloaded from the VTCT website.

The assessment criteria to guide theory paper development and support learner revision are listed below.

Learning Outcome Assessment Criteria

LO1 Know the components of fitness and methods of training

1.1. Define and describe the terms physical activity, exercise, sport, fitness and health

1.2. Describe the components of health-related physical fitness and explain the benefits of training each component

1.3. Give examples of types of exercise and activity to improve each component

1.4. Describe the components of skill-related physical fitness and explain the benefits of training each component

1.5. Give examples of types of exercise and activity used to improve each component



2.1. Explain different factors that can affect fitness and health

2.2. Describe the benefits and risks of exercise and sport

2.3. Describe how the body responds and adapts to different types of exercise and sport

2.4. Describe the current guidelines and recommendations (ACSM and Department of Health) for physical activity to maintain health for adults

2.5. Explain the effects of physical activity on the risks for developing and management of chronic diseases and medical conditions




3.1. Define the principles and variables of training – specificity, progressive overload, reversibility, adaptability, individuality, recovery time and FITT principles – frequency, intensity, time, type

3.2. Explain how to apply the principles and variables of training to progress and regress exercises and activities

3.3. Describe key considerations for progressing or regressing a training programme

3.4. Explain the effects of speed, levers, gravity and resistance on exercise safety and effectiveness

3.5. Describe how periodisation can be used in programme design

3.6. Evaluate training methods/techniques that can be used to meet different goals



4.1. Know absolute contra-indications for exercise

4.2. Recognise exercise contra-indications for special populations, including: older adults (50+), ante-natal and post-natal women, young people (aged 14-16), disabled people

4.3. List key safety guidelines for special populations, including: older adults (50+), ante-natal and post-natal women, young people (aged 14-16), disabled people



5.1. Describe the information required to plan single physical activity, exercise or fitness training sessions

5.2. Outline programme design considerations to minimise injury risk, optimise recovery and enable physiological adaptation for different training needs

5.3. Use information to make recommendations for planning the content and structure of single training sessions

5.4. Use information to make recommendations for progressive programming for specific goals or needs

5.5. Describe different methods of monitoring exercise frequency, intensity, duration (volume) and type

5.6. Explain the limitations and benefits of different methods of monitoring exercise intensity

5.7. Explain how to monitor and review training programmes

5.8. Analyse training programmes for safety and effectiveness using collected data


Delivery guidance Much of the learning on this module should take place in a practical setting. Time should be spent allowing learners to take part in fitness training sessions that incorporate a range of training methods against the various components of fitness; and participation in their own training programmes is recommended.

Teachers are encouraged to use innovative, practical and engaging delivery methods to enhance the learning experience.

Learners may benefit from the use of:

Teacher presentations and interactive discussions: These can be used to introduce most topics, including the components of fitness, training modalities and principles and variables of training and periodisation. For example, learners should be able to identify and define the components of fitness. The tutor could then ask learners to consider which sports require which components of fitness and why? They can then explore methods to train each component of fitness.

Practical sessions: Learners should then have the opportunity to take part in a range of training sessions that use different methods of training for each component of fitness (speed, strength, power, muscular endurance, aerobic endurance, flexibility). Activity sessions for specialist populations should also be included (older adults, disabled people, etc). Time can then be spent discussing and reviewing the session structure and different training methods and approaches used and analysing the exercises selected to assess their appropriateness.

Guest speakers/presenters: Sport coaches, athletes, fitness instructors could all be invited to discuss different training programmes and the components of fitness improved. They could also discuss training seasons and how they use periodisation within their own training. Qualified fitness instructors or sports coaches could be invited to deliver some of the practical sessions. DVDs could also be used to observe and analyse different types of sessions.

Field trips: Learners could visit sports centres or leisure facilities to participate in different activities or observe others participating.

Practical workshops: Workshops that enable application of theoretical knowledge in practical contexts are especially valuable, e.g. progression and adaptation of specific exercises can be explored through practical workshops. Exercises to improve specific components of fitness can also be explored practically, e.g. strength and endurance, flexibility exercise. Learners can use practical workshops to revise knowledge gained in the functional anatomy and applied physiology units. This can then be discussed in relation to exercise and programme design.

Case studies and learner presentations: A range of individual case studies can be explored and the information can be used to draft and propose different training sessions and progressive programmes to meet specific needs. Learners could use themselves or their peers as case studies. Learners can identify specific goals and, under the supervision of the tutor, establish SMART targets. The information can be used to develop session plan outlines for different training sessions, e.g. speed training, resistance training, cardiovascular training and flexibility training. Learners can present and discuss their programmes with peers to share good practice. Learners could also participate in the sessions they and their peers design to experience the effects. This may help them to identify modifications, progressions and regressions required.

Interactive information and technology systems: This can be used to help learners actively learn about different fitness concepts and theories. The use of the internet or DVD recordings to watch or research training programmes can help learners to plan their own sessions as can their participation in fitness training sessions led by the tutor or another qualified instructor or coach.


Small group work: Learners can work in pairs or small groups to develop planning resources. Templates for session plans and progressive programmes could be developed with guidance from the tutor. Basic templates and examples could be provided by the tutor to allow learners to develop fitness training programmes and receive feedback before producing their own programmes. Learners can also work in small groups to plan individual training sessions and progressive programmes to meet different needs. These programmes can be explored and discussed with the tutor and peers and the merits or weaknesses of specific activities and design concepts explored.


Resources The resources for this unit must support learners to develop their knowledge of exercise, fitness and health and apply this to their own and others activity and fitness training practices.

Best practice should be encouraged by giving learners the opportunity to access current research and guidelines that inform exercise science (e.g. NICE, ACSM, BASES, BHFNC, Department of Health).

Recommended text books:

ACSM (2014). ACSM’s Guidelines for Exercise Testing and Prescription. 9th ed. American College of Sports Medicine. Wolters Kluwer/Lippincott Williams & Wilkins. Philadelphia. USA.

Coulson, M (2011) The Complete Guide to Teaching Exercise to Special Populations. Bloomsbury Publishing. London. UK.

Coulson, M (2011) The Complete Guide to Personal Training. Bloomsbury Publishing. London. UK.

Fleck, S.J, and Kraemer, W.J (1997) Designing Resistance Training Programmes. 2nd ed. Human Kinetics. USA.

Lawrence, D (2008). The Complete Guide to Exercise to Music. 3rd ed. Bloomsbury Publishing. London. UK.

Lawrence, D (2008). The Complete Guide to Exercise in Water. 3rd ed. Bloomsbury Publishing. London. UK.

Lawrence, D and Hope, B (2011). The Complete Guide to Circuit Training. 3rd ed. Bloomsbury Publishing. London. UK.

Norris, C (2007) The Complete Guide to Stretching. 2nd Edition. Bloomsbury Publishing. London. UK.

Rieger, T., Jones, B., Jimenez, A (2015) EuropeActive’s Essentials for Personal Trainers. Champaign, Illinois, USA, Human Kinetics.

NB: This list is not exhaustive. There are many other valuable text books.

Government reports and white papers:

Department of Health (2004). At Least Five a Week. Evidence on the impact of physical activity and its relationship to health. A report from the Chief Medical Officer. London. Department of Health.

Department of Health (2011) Start Active, Stay Active: A report on physical activity for health from the four home countries’ Chief Medical Officers. London: Department of Health Physical Activity Team. Available from – http://www.bhfactive.org.uk/userfiles/Documents/startactivestayactive.pdf

Recommended websites:

American College of Sport Medicine (ACSM): www.acsm.org

British Association of Sport and Exercise Science: www.bases.org.uk

British Heart Foundation National Centre for Physical Activity and Health: www.ncsem-em.org.uk

Department of Health: www.gov.uk/government/organisations/department-of-health

National Institute for Health and Care Excellence (NICE): www.nice.org.uk

School of Sport, Exercise and Health Sciences at Loughborough University (SSESHS): www.ssehsactive.org.uk

http://www.bhfactive.org.uk/userfiles/Documents/startactivestayactive.pdf

http://www.acsm.org/

http://www.bases.org.uk/

http://www.ncsem-em.org.uk/

http://www.gov.uk/government/organisations/department-of-health

http://www.nice.org.uk/

http://www.ssehsactive.org.uk/


Document History

Version Issue Date Changes Role

v1 16/03/2018 First published Qualifications Manager

v2 12/07/2018 Amended following DfE approval Product Administrator