Embed Size (px)
Citation preview
1
USP58M Applying the principles of nutrition to a physical activity programme
Unit reference number: F/507/5610
Level: 3
Guided Learning (GL) hours: 42
Overview
This unit is about applying the principles of nutrition to a physical activity programme. Learners will develop knowledge of the principles and key guidelines of nutrition and healthy eating, and the relationship between these and physical activity. Learners will also develop the knowledge and skills to collect and analyse information from clients and use this to set goals and apply the principles of nutrition to a client’s physical activity programme.
Learning outcomes
On completion of this unit, learners will: LO1 Know the principles and key guidelines in relation to nutrition and healthy eating
LO2 Know nationally recommended best practice in relation to providing nutritional advice
LO3 Know the relationship between nutrition and physical activity
LO4 Know how to collect and analyse nutritional information
LO5 Be able to collect and analyse nutritional information
LO6 Be able to apply the principles of nutrition to a physical activity programme
Version 6
2
Assessment requirements
Learners must complete all four assessment requirements related to this unit:
1. Service portfolio 2. Graded practical assessment 3. External examination 4. Graded synoptic assessment
1. Service portfolio
Learners must produce a service portfolio. At a minimum the service portfolio for this unit must include client consultation records, client nutritional goals and recommendations of how to apply the principles of nutrition alongside their physical activity programme, covering all of the following:
Used all methods - Interview - Questioning - Verbal screening - Observation
Collected all information - Personal goals - Lifestyle - Medical history - Physical activity history - Physical activity likes and dislikes - Attitude, motivation to participate and barriers to change - Current fitness - Current nutritional habits - Personal, cultural or religious dietary practices - Stage of readiness - Posture and alignment
Worked with all types of client - Individual - Groups - With specific fitness needs - With general health needs
Considered all goals - Healthy eating - Weight management - Improved fitness/performance - Improved self-image - SMART formula (specific, measurable, achievable, realistic, timely) - Short, medium and long term - Process and outcome
Collected dietary information - Food diary - 24 hour recall - Food frequency questionnaires - Weighed food record
3
Signposted clients to other professionals (a minimum of 2) - Doctors - Physiotherapists - Psychologists - Registered dietitians - Registered nutritionists - Physiologists - Bio-mechanists - Counsellors - Sports therapists - Massage therapists - Specialist health/exercise professional
Used behavioural change strategies - Self efficacy - Goal setting and review against expected outcomes - Overcoming barriers/problem solving - Self monitoring - Self management strategies - Trigger management - Environmental control - Social support - Rewards
Used motivational techniques - Coaching techniques/processes - Goal orientated - Learning orientated - Social/relationship orientated - Intrinsic - Extrinsic - Goal setting - Incentives/rewards - Behaviour change
Evidence from the graded practical assessment must also be presented in the assessment portfolio. The service portfolio must be completed prior to learners undertaking the practical skills test. Whilst service portfolios will not be graded, they may be sampled by the VTCT External Quality Assurer (EQA).
4
2. Graded practical assessment
Learners must carry out a complete client consultation which will be observed, marked and graded by centre assessors. The grade achieved in the graded practical assessment will be the grade awarded for the unit. The graded practical assessment must take place in a real or realistic working environment on a real or realistic client. At a minimum the graded practical assessment for this unit must cover:
Information - Personal goals - Lifestyle - Medical history - Physical activity history - Physical activity likes and dislikes - Attitude, motivation to participate and barriers to change - Current fitness - Current nutritional habits - Personal, cultural or religious dietary practices - Stage of readiness - Posture and alignment
Clients (needs appropriate to client) - Individual - With specific fitness needs - With general health needs
Goals (a minimum of 3) - Healthy eating - Weight management - Improved fitness/performance - Improved self-image - SMART formula (specific, measurable, achievable, realistic, timely) - Short, medium and long term - Process and outcome
Dietary information (use of one record) - Food diary - 24 hour recall - Food frequency questionnaires - Weighed food record
Other professionals (where appropriate) - Doctors - Physiotherapists - Psychologists - Registered dietitians - Registered nutritionists - Physiologists - Bio-mechanists - Counsellors - Sports therapists - Massage therapists - Specialist health/exercise professional
5
Behavioural change strategies (a minimum of 2, appropriate to client needs) - Self efficacy - Goal setting and review against expected outcomes - Overcoming barriers/problem solving - Self monitoring - Self management strategies - Trigger management - Environmental control - Social support - Rewards
Motivational techniques (a minimum of 2, appropriate of client needs) - Coaching techniques/processes - Goal orientated - Learning orientated - Social/relationship orientated - Intrinsic - Extrinsic - Goal setting - Incentives/rewards - Behaviour change
Recorded professional discussion can also be used as an assessment method attached to the graded practical assessment and is particularly useful for gathering evidence for criteria related to monitoring and review, credible information sources, evaluation and reflection. Professional discussions should be planned and recorded.
3. External examination
Whilst the theory content of LO1, LO2, LO3 and LO4 may be naturally assessed in the graded practical assessment, they will be tested by an external examination at the end of the period of learning. External examinations will test knowledge and understanding from across the whole vocational area (mandatory units). Learners should use the unit content section of this unit to aid revision since exam questions will test the full breadth of this section. External examinations will be set and marked by VTCT and will contribute to the overall qualification grade.
4. Graded synoptic assessment
In the last term or final third of their qualification, learners will be required to undertake a graded synoptic assessment. This will require learners to carry out a range of activities from across the whole vocational area (mandatory units). Assessment coverage will vary year on year, although all activities will be covered over time. VTCT will set a brief for centres which will detail the activities to be covered in the graded synoptic assessment. Grading descriptors for the synoptic assessment will also be provided by VTCT. The graded synoptic assessment will be marked and graded by centre staff and externally verified by VTCT. The graded synoptic assessment will contribute to the overall qualification grade.
6
Unit content
LO1 Know the principles and key guidelines in relation to nutrition and healthy eating
Learners must know the structure and function of the digestive system:
Mouth – mastication, food chewed and moistened, salivary amylase breaks down starch into simple sugars
Oesophagus – peristalsis pushes food towards the stomach. No chemical breakdown
Stomach – pepsin breaks protein down into smaller amino acid chains. Peptides and lipase break down short chain triglycerides into fatty acids and monoglycerides. Hydrochloric acid kills bacteria and enables enzymes e.g. pepsin to perform their actions. Food churned and broken down into chime
Small intestine (duodenum, jejunum and the ileum) – breaks down nutrients into usable components. Chemical digestion using bile to emulsify lipids (fats) and pancreatic juice containing enzymes. Transports nutrients into blood stream
Pancreas – secretes pancreatic juice containing enzymes that assist breakdown of carbohydrates, protein and fat in small intestine
Liver – secretion of bile to emulsify fat and assist breakdown and absorption of fats
Gall bladder – located under the liver, stores and releases bile into small intestine
Large intestine – final stage of digestive process. Partial breakdown of cellulose (soluble fibre), re-absorption of the water from undigested food, undigested food fibre form faeces and pass to the rectum
Rectum – expels faeces
Kidneys – help to keep blood composition constant. Filter blood to remove excess water and waste products, which are secreted as urine
Appendix – no known function in digestion. Vestigial part of colon with an immune system function
Learners must know what is meant by key nutritional terms and common terminology used in nutrition:
Diet – an individual’s food intake and eating habits and behaviours
Healthy eating – following a healthy diet and eating a balanced intake of all nutrients in the appropriate quantities
Unhealthy eating – following an unhealthy diet and eating an unbalanced intake of the recommended nutrients, inappropriate quantities of specific nutrients (too little or too much)
Nutrition – the branch of science that deals with nutrients and nutrition
Balanced diet – a diet that contains adequate amounts of all the necessary nutrients
Glycaemic index (GI) – a ranking given to carbohydrate foods based on their effect on blood sugar and glucose levels:
- Low – 55 or less
- Medium – 56–69
- High – 70 or more
Glycemic Load (GL) – a method used to compare the speed and amount of glucose released from different carbohydrate foods, calculated by: GL = (GI x the amount of carbohydrate) divided by 100
- Low – 10
- Medium –11–19
- High – 20 or more
7
Calorie – a unit of heat used to indicate the amount of energy that foods will produce in the human body
UK dietary reference values (DRV) – new guidelines (replace RDA and RDI), developed to promote the concept of health and not just avoidance of disease. Guidelines provided for energy and all nutrients
Recommended daily allowance (RDA) – the average quantity of a nutrient that should be provided if the needs of all members of a specific population have to be met
Recommended daily intake (RDI) – the amount sufficient, or more than sufficient for the nutritional needs of nearly all healthy people in the UK
Learners must know the dietary role and sources of the key macronutrients and micronutrients: Macronutrients
Carbohydrates: - Simple carbohydrates (monosaccharides, disaccharides)
- Complex carbohydrates (polysaccharides, soluble and insoluble fibre)
- Role: Energy
Digestion (fibre)
Nervous system function
- Storage: Glucose transported in the blood as blood sugar
Glycogen in liver and muscles
- Sources: Simple carbohydrates – sugar, sweets, chocolate, fruit.
Complex carbohydrates – beans, bread, pasta, potatoes, rice, vegetables
Fats: - Lipids
- Saturated
- Unsaturated
- Cholesterol
- Fatty acids
- Trans fats
- Omega 3
- Omega 6
- Role: Provide essential fatty acids
Insulation
Protection of vital organs
Energy
Transport fat-soluble vitamins
- Storage: Glycerol and fatty acids
Adipose tissue – subcutaneous and visceral
8
- Sources:
Saturated – animal/dairy products, meat, fish, eggs, dairy products.
Unsaturated – fish oils, nuts, seeds, fruit (olives, avocado), plant oils, grains, beans and pulses.
Hydrogenated/trans fats – processed food products, e.g. confectionery, cakes, biscuits, bread, boxed cereals
Proteins: - Complete – contain all essential amino acids in adequate quantities for body
needs
- Incomplete – do not contain all essential amino acids in adequate quantities to meet body needs
- Role: Structural – cell components
Muscle growth and repair
Functional
Enzymes
Antibodies
Energy
- Storage: Amino acid pool
Muscle and other cell structures
- Sources: Animal (complete) – animal/dairy products, meat, fish, eggs, dairy
products
Plant (incomplete) – grains, beans and pulses, leafy vegetables Micronutrients
Vitamins: - Water soluble (C and B group)
- Fat soluble (A, D, E and K)
- Role: Energy metabolism
Protein synthesis
Glycogen synthesis
Blood clotting
Red blood cell formation
Aid growth
Maintenance of teeth and bones
Aid vision
- Sources: All natural food sources, e.g. vegetables, fruit, milk, fish, eggs, meat,
whole grains
Minerals: - Macro (calcium, phosphorus, magnesium, sodium, potassium, sulphur)
- Trace (copper, iron, zinc, selenium, manganese, iodine, cobalt, fluoride)
9
- Role:
Bone growth
Teeth growth
Energy production
Enzyme function
Nerve and muscle function
Water balance
Blood clotting
Oxygen transport in red blood cells
- Sources: All natural food sources, e.g. vegetables, fruit, milk, fish, eggs, meat,
whole grains Learners must know food groups and sources of the main nutrients:
Grains – bread, pasta, potatoes, cereal and rice
Fruit and vegetables – provide fibre, vitamins and minerals
Dairy – milk, cheese and yoghurt
Meat and protein – fish, nuts, dry beans and eggs
Miscellaneous foods high in fats and sugars – oils, sweets, cakes, biscuits, pastries, etc Learners must know the calorific value of nutrients:
Definitions of calorie and kilocalorie (kcal)
Carbohydrate (4 kcal) per gram
Protein (4 kcal) per gram
Fat (9 kcal) per gram
Alcohol (7 kcal) per gram (not a nutrient) Learners must know the function of water and the role of adequate hydration:
Function: - Maintain hydration
- Maintain homeostasis/body balance
- Maintain body processes and functions
- Physical and mental performance
- Heat regulation
- Maintain blood plasma volume
- Removal of waste products
Types of fluid/drinks: - Water
- Clear fluids (herbal teas)
- Caffeinated (coffee, tea, energy drinks)
- Sugar containing (squash, soda, fruit juices)
- Fat and sugar containing (cappuccino, latte, flat white, hot chocolate)
- Alcoholic (beer, wine, spirits)
Factors affecting intake needs: - Timing of intake
- Activity levels
- Temperature
10
Learner must know reliable and credible sources of information on current national guidelines for healthy eating:
Evidence based text books
Evidence based journals
Evidence based websites
Food Standards Agency
National Food Guide, Food Standards Agency (FSA), eatwell guide (balance of good health)
Government Department of Health (DoH) ‘five a day’ fruit and vegetable recommendation
Learners must know the national food guide:
Model: - Food Standards Agency Eatwell guide – Balance of Good Health
Nutritional principles and features: - Food types
- Balanced intake of macronutrients and micronutrients
- Food proportions
- Food choices
- Portion sizes Learners must know general healthy eating advice:
Base all meals around starchy foods e.g. wholegrains
Eat a minimum of five portions of fruit and vegetables a day
Reduce saturated fat and sugar e.g. fewer cakes and biscuits, less processed food
Eat at least two portions of fish per week (one of which should be oily)
Eat less salt
Maintain a healthy weight
Be active
Drink plenty of water
Eat breakfast Learners must know how to interpret food labelling information:
Legal requirements for most packaged foods: - Name of food
- Weight of the food
- Any special storage considerations
- A ‘best before’ date
- A ‘use before’ date
- The name and address of the manufacturer
- The place of origin
Non-legal requirements – not a legal requirement to have nutritional information on a product unless a specific claim has been made e.g. low fat
Additional information that is usually included: - Macronutrient amounts in grams
- Nutritional information provided per 100 grams/per portion of food
- Total energy value (KJ, kcal)
11
- Micronutrient % RDA
- Ingredients – e.g. saturated fats, sugars, sodium, salt, fibre
- Food standards agency guidelines
Unsubstantiated marketing claims of suppliers: - Advertising has to conform to strict legal guidelines
- Definitions of low sugar, low fat, light, less than 5% fat, 95% fat free, reduced fat, lite
Learners must know the significance of healthy food preparation:
Food preparation: - Baking
- Grilling
- Boiling
- Steaming
- Healthy cooking oils
- Adding salt
Significance: - Healthy levels of fat and salt intake
- Preserving nutrients in the preparation process Learners must know recommended servings and portion sizes:
Eatwell guide servings per day - Grains – six to eleven servings each day depending on need, choose
wholegrain or higher fibre versions with low sugar, fat and sodium content
- Fruit and vegetables – eat at least five portions of a variety of vegetables and fruit each day
- Dairy – two to three servings each day, choose lower fat and lower sugar options
- Meat and protein – two to three servings each day, eat more beans and pulses, eat two sources of sustainably sourced fish each week, one of which should be oily, eat less red and processed meat
- Oils and fat spreads – choose unsaturated oils and eat in very small amounts
Correct proportions of total energy intake from each nutrient - Carbohydrate – 50%-60% total energy intake (includes starch and sugar from
vegetables and fruit)
- Fat – 20%-35% total energy intake
- Saturated fat – less than 10% total energy intake
- Protein – 10-15% total energy intake
- Fibre – more than18gm of fibre/starch polysaccharides
Dietary needs vary according to age, gender, activity levels, health, body size and genetics
Learners must know the relationship between nutrition, physical activity, body composition and health:
Effects of excessive alcohol intake
Effects of diet on blood cholesterol/lipoproteins: - Effect of intake and physical activity on LDL:HDL ratio, effect of intake on
body composition
Types of fat in diet and effects of intake on cardiovascular health
12
Health risks associated with poor nutrition and unhealthy eating - Chronic diseases associated with poor nutrition, e.g. obesity, type 2 diabetes,
heart disease, stroke, osteoporosis, cancer, atherosclerosis, hypertension, arthritis, mental health problems (depression, anxiety)
- Acute conditions associated with nutritional deficiencies, e.g. anaemia, dehydration, hypoglycaemia
13
LO2 Know nationally recommended best practice in relation to providing nutritional advice
Learners must know professionals and professional bodies providing advice about nutrition:
Professionals – dietician, nutritionist, G.P.
Professional bodies – British Dietetic Association, Association for Nutrition, Food Standards Agency
Learners must know their professional role boundaries in relation to providing nutritional advice:
Scope of practice: - Provide information using published guidance from credible sources that is
nationally available to the public
Role boundaries: - Provide general healthy eating advice to healthy adults
- Evidence-based information that is available from recognised sources, e.g. FSA, DoH, British Dietetic Association (BDA)
Sources for information on boundaries: - Code of Ethics, REPs Code of Conduct, British Dietetic Association,
Association For Nutrition
When to refer to GP or healthcare professionals: - Health care professionals – registered dietician, registered nutritionist
- Reasons for referral: Chronic health conditions (e.g. severe obesity, diabetes, allergies,
coeliac, heart disease)
Malnutrition including vitamin and mineral deficiencies
Underweight
Eating disorders
Requests for specific meal plans or advice on dietary supplements Learners must know the importance of communicating the health risks of common diets and unhealthy eating:
Importance: - Reduce risk of diet-related health problems
- Raise awareness of the dangers of unsubstantiated diets
- Promote safe and effective dietary practice for weight management and physical activity
Health and performance implications: - Severe energy restriction (e.g. exhaustion, skin problems, confusion, loss of
muscle mass, reduced muscular fitness, reduced aerobic capacity)
- Weight loss (e.g. fatigue, reduced concentration, weakened immune system, reduced muscular fitness)
- Weight gain (e.g. obesity, diabetes, hypertension, CHD, increased risk of musculoskeletal injury, reduced aerobic capacity, reduced range of motion and mobility, reduced self esteem, negative body image)
14
Learners must know clients at risk of nutritional deficiencies:
Overweight/obese clients
Underweight clients
Clients with disordered eating patterns or eating disorders
Older clients
Clients on fad or popular diets
Clients on restricted diets – vegetarian or vegan diets, on gluten free diets
Pregnancy
Medical conditions, e.g. coeliac disease, irritable bowel syndrome Learners must know the effects of cultural and religious dietary practices:
Cultures and religions – e.g. Muslim, Jewish, Buddhist, Hindu, Christian
Influence on nutritional advice – forbidden or sacred foods (e.g. Hindu – cow), periods of dietary fasting or restriction
Learners must know about protein and vitamin supplementation:
Scope of practice – not to recommend or advise on supplements, personal choice of client, refer to GP, registered dietitian or registered nutritionist if nutritional deficiency is suspected
Safety – approved, intake within recommended guidelines
Effectiveness – for supplementing restricted diets, for supporting intense training programmes
Contra-indications – abnormalities in liver and kidney function, digestive system problems
15
LO3 Know the relationship between nutrition and physical activity
Learners must know the role of nutrients for aerobic and anaerobic energy production:
Carbohydrate – anaerobic glycolysis, aerobic energy production during higher exercise
intensity)
Fats – aerobic energy production during lower exercise intensity
Protein – used for aerobic energy production during energy depletion
Relative contributions of energy substrates during different activities and exercise intensities
Learners must know the role of the energy balance equation in relation to weight management:
The two components of the energy equation: - Energy intake – food and drink, the type and amount of food eaten, type and
amount of drinks consumed that contain energy, i.e. all macronutrients and alcohol
- Energy expenditure – relative expenditure of energy, basal/resting metabolic rate (BMR/RMR), movement (physical activity and exercise), thermic effect of food
Energy balance equation: - Energy in and out balanced = maintain weight
- Energy in exceeds energy out = weight gain (fat and muscle)
- Energy out exceeds energy in = weight loss (fat and muscle)
Other considerations – influence of individual differences on energy expenditure, e.g. genetics, hormone balance, dietary habits, energy needs for different activities, fitness levels, movement efficiency
Learners must know how to estimate Basal Metabolic Rate:
Calculating estimates using equations – Harris-Benedict, indirect calorimetry, BIA devices
Learners must know how to estimate energy requirements:
Based on physical activity levels – sedentary, moderately active, very active lifestyles
Physical activity log
Physical activity reference tables
Other relevant factors – occupation, lifestyle, physical activity Learners must know the energy expenditure for different physical activities:
Energy expenditure – use of metabolic equivalents (METs) and kilocalories per hour (Kcal/h)
Physical activities – running, walking, swimming, cycling, gardening, housework Learners must know how to evaluate nutritional requirements and hydration needs:
Evaluation of needs – goals, body composition, physical activity levels, exercise levels, sports participation, occupation, and lifestyle
Requirements – before, during and after activity
16
LO4 Know how to collect and analyse nutritional information
Learners must know how to develop effective working relationships with clients:
Respect for equality and diversity of clients: - Specific needs, apparently healthy adults, young people, antenatal and
postnatal clients, disabled clients, protected and other characteristics (age, gender, race, nationality, ethnic or national origin, religious or political beliefs, disability, marital status, social background, family circumstance, sexual orientation, gender reassignment, spent criminal convictions)
Importance: - Build rapport, value individual and diversity, mutual respect, confidence and
trust, fair treatment, determine and meet client needs, establish rapport, present self and organisation positively, gain new clients (word of mouth), promote adherence, enable client to achieve goals and reach potential
Communication skills: - Active listening, non-judgemental, empathy, use of open questions (as
appropriate), affirming and reflective statements, accessible language, positive feedback, accurate written records, awareness of non-verbal language (body language, posture, facial expressions and voice intonation)
Professional conduct: - Professional boundaries, scope of practice, appropriate dress/appearance,
positive attitude, show respect, equal opportunities, inclusion, punctuality Learners must know how to prepare the consultation area:
Private and no distractions
Clean and tidy
Comfortable setting
Remove any obstacles and barriers
All paperwork and resources ready
Learners must know the different methods of collecting nutritional information from clients:
Interview and consultation methods – formal, informal
Food diary or log (written, spreadsheet, app)
24 hour recall
Questionnaires, audio record, video record
Body composition assessments Learners must know the types of information to gather from clients:
Personal details – name, age, gender, address, contact details, preferred method of contact, emergency contact
Medical history and current health status – current or previous medical conditions/injuries that may affect participation, medications that may affect participation
Diet history: - Food and fluid timings and types
- Food and fluid portion sizes/amounts
- Method of cooking or preparation
- Hunger rating before eating and fullness/satisfaction after eating
- Food preferences
- Supplement use
- Reasons for eating – hunger, emotion, boredom
17
Nutritional knowledge
Attitudes and motivation
Stage of readiness to make dietary changes - Body composition measurements:
Body mass index (BMI)
Basal metabolic rate (BMR)
Hip/waist ratio
Waist circumference
Fat and muscle %
Relevant lifestyle factors: - Smoking
- Alcohol intake
- Physical activity levels
- Time spent in sedentary behaviour (home and/or work/school)
Physical activity history – past and current levels of activity, past and current exercise experience and type of activity/exercise programme undertaken
Physical activity preferences – likes and dislikes
Reasons for seeking advice on eating behaviour - improved health, weight management, assist with fitness goals
Barriers to making changes: - Intrinsic – self esteem, confidence, fear, lack of motivation
- Extrinsic – family, work, time, finances Learners must know methods used to measure body composition:
Methods: - Skin-fold callipers
- Bio-electrical impedance
- MRI scanning
- Hydrostatic weighing
Classification of health risk in relation to weight: - Underweight
- Overweight
- Obese
- Severely obese
Purpose of appraisal and reappraisal of body composition: - Monitor and review progress and achievement
- Monitor health status
- Set new nutritional goals
- Review energy requirements
- Provide motivation Learners must know how to use communication skills and structure the nutritional consultation:
Begin: - Initiate conversation:
Greet client
Introduce self (role and boundaries)
18
Encourage client to speak openly (using open-ended questions), use follow-up questions (probing) where appropriate
Maintain: - Build rapport and reflect empathy:
Using active listening
Affirming statements
Reflective statements
Appropriate non-verbal communications, e.g. body position, posture, gestures, facial expressions
Summaries to help progress the conversation
- Facilitate goal-setting: Determine client readiness to set goals in relation to a specific lifestyle
behaviour, e.g. use of questionnaires and rating scales, assess balance of change and sustain talk, confidence scales
Explain the process of goal setting, action planning and reviews
Assist the client with SMART goal setting (process and outcome)
Help clients to identify any personal barriers to making lifestyle changes and their personal suggestions and strategies for managing these barriers
Close: - Discuss the benefits of making changes and reviewing progress against
agreed targets
- Provide affirmations, encouragement to the client
- Negotiate action plan
- Ensure the client is satisfied with the agreed action plan
- Discuss communication and support strategies between sessions, including social support available to the client
- Book next meeting/appointment Learners must know the legal and ethical considerations when collecting nutritional information:
Legal and ethical implications: - Law of Tort (Delict in Scotland), REPs Code of Conduct, data protection
legislation, confidentiality, informed consent
Importance of confidentiality: - Adherence to the law, follow professional codes of conduct, maintain client’s
trust and respect
Informed consent: - Purpose of informed consent
- Content – aims, benefits, risks, responsibilities of client and instructor, record of questions and answers, date and signatures of client and instructor
Learners must know how to manage sensitive issues and information:
Sensitive issues: - Weight
- Body composition
- Taking anthropometrical measurements
- Dietary habits (e.g. over eating, yo-yo dieting)
- Eating disorders
- Medical conditions
- Alcohol intake
19
Managing sensitively issues and assessment results: - Confidentiality
- Positive regard
- Congruence
- Clear boundaries
- Empathy
- Sensitivity
- Respect
- Calm and relaxed
- Emphasis on positive action
Referral to another professional (if required), e.g. risk of harm to self
Use of verbal and non verbal communication skills Learners must know the purpose of dietary analysis:
Basis for recommendations based on recognised nutrition guidelines
Awareness raising process for client
Reasons for referral to registered dietician: - Potential health impacts
- Outside professional role boundaries
- Recognised standard of specialist expertise
- Complex or major dietary changes required
Learners must know how to analyse and use information:
Dietary assessment methods: - Food diary (food and fluid timings, food and fluid types, food and fluid portion
sizes/amounts compared to guidelines)
- Method of cooking or preparation
- Hunger rating and fullness/satisfaction after eating
Analyse and interpret collected information: - Calculation of estimated energy intake and estimated energy expenditure
- Comparison of nutrient intakes to recommended amounts
- Comparison of dietary behaviour to national guidelines and recommendations
Interpret information gained from methods: - Calculations
- Comparison to normative data tables
- Comparison to recommended guidelines Learners must know signs and symptoms of disordered eating:
Obsession with body weight
Obsessive perceptions of being overweight
Eating a limited or restricted diet
Making excuses not to eat
Picking at food
Using the bathroom immediately after meals
Fluctuations in weight
20
Mood swings
Excessive or obsessive exercise behaviour
Physical and psychological symptoms of anorexia nervosa and bulimia (weight loss, bingeing/purging)
Learners must know how to manage clients with suspected eating disorders:
Institute of Sport and Recreation Management guidance note - Key features (recognising warning signs)
- Recognising signs and symptoms, what to do
- Operational implications and recommendations Learners must know how to set nutritional goals with clients:
Principles of goal setting: - Short, medium and long term
- SMART (specific, measurable, achievable, realistic, timely)
Goals – healthy eating, weight management, improved fitness/performance
Barriers to achievement – time, cost, lack of knowledge, lifestyle, occupation, attitudes and beliefs of family and peers, culture and religion
Translating nutritional goals – translate technical terminology into recognised terminology e.g. timings of food intake, quantities and portion sizes, appropriate food choices, balance on the plate, servings of fruit and vegetables
Learners must know when to involve others in nutritional goal setting:
Who to involve: - Dietician
- Nutritionist
- GP
- Family
- Friends
When others should be involved: - Health risks
- Medical conditions
- Eating disorders
- Additional motivation and support required Learners must know motivational strategies:
Stages of readiness to change (Prochaska and Diclemente) - Pre-contemplation, contemplation, preparation, action, maintenance,
termination, lapse, relapse
- Processes of change
- Cognitive and behavioural strategies Goal setting
Self monitoring
Positive reinforcement
Contracting
Rewarding achievement
Information and education
Decision balance
Social support
21
Learners must know how to maintain records of the client consultation:
Accurately record ethically gathered information using an appropriate format
Maintain client confidentiality and adhere to relevant legislation when maintaining and storing client records
22
LO5 Be able to collect and analyse nutritional information
Prepare and check the area and resources needed to consult with the client and collect nutritional information:
Environment prepared
Consultation resources prepared Use appropriate communication skills to welcome the client, put them at ease and encourage them to speak openly:
Welcome positively
Use of open questions
Active listening
Consideration to verbal and non-verbal communication (own and clients) Explain own role boundaries with regard to providing nutritional advice:
National healthy eating guidelines only
Specialist information to be signposted to a registered dietician or registered nutritionist Collect the information needed to apply the principles of nutrition to a physical activity programme:
Personal goals
Lifestyle
Medical history
Diet history: - Food and fluid timings, food and fluid types, food and fluid portion
sizes/amounts, method of cooking or preparation, mood after eating), food preferences, supplement use, nutritional knowledge, attitudes and motivation, stage of readiness
Methods for collecting information: - Verbal discussion, interview, consultation, questionnaires, food diary, 24 hour
recall Record information about clients and their nutritional goals in an approved format:
Use approved formats (written, spreadsheet, apps)
Adhere to data protection legislation
Confidentiality
Record nutritional information – SMART goals for healthy eating, weight management, improved fitness
Explain to the client how the information gathered can be analysed to meet their nutritional needs and goals:
Nutritional needs and preferences, in relation to current status and nutritional goals
Calculation of energy intake and energy expenditure
Calculation of daily calorific intake
Comparison of nutrient intakes to recommended amounts
Comparison of dietary behaviour to national guidelines and recommendations
Comparison of body composition to normative data tables
Classification of health risk: underweight, healthy, overweight, obese and severely obese See LO4
23
LO6 Be able to apply the principles of nutrition to a physical activity programme u can: Portfolio reference /
Analyse and use the information gathered to apply the principles of nutrition to the client’s physical activity programme:
Food diaries
Physical measurements
Nutritional needs and preferences, in relation to current status and nutritional goals
Calculation of energy intake and energy expenditure
Calculation of daily calorific intake
Comparison of nutrient intakes to recommended amounts
Comparison of dietary behaviour to national guidelines and recommendations
Comparison of body composition to normative data tables
Classification of health risk – underweight, healthy, overweight, obese and severely obese
Access and make use of credible sources of educational information and advice:
National guidance, e.g. eatwell guide Design and agree nutritional goals that are compatible with the analysis and support and integrate with other programme components
Short, medium and long term
SMART – Specific, Measurable, Achievable, Realistic, Timely
Goals – Healthy eating, weight management, improved fitness/performance
Agree using communication and negotiation skills to reach a mutual agreement
Ensure that the nutritional goals support and integrate with other programme components:
- Types of exercise and activity
- Schedule of exercise and activity
- Health and fitness development
- Lifestyle Summarise the key advice and guidance provided
All changes and recommendations made Check the clients understanding of how to follow the nutritional advice as part of their physical activity programme
Summarise the relevant nutritional guidance
Discuss the nutritional information with the client
Question the client about their understanding of the nutritional guidance
Provide opportunity for the client to ask questions Explain the importance of monitoring and reviewing the client’s progress towards their nutritional goals:
Against previous SMART goals
Fitness re-assessment
Food diary analysis
To evaluate client strengths and areas for improvement
Set new SMART goals
24
Address barriers
Review motivation and support strategies
The importance of review points
See LO1, LO2, LO3, LO4
25
Employability skills to be demonstrated throughout the graded practical assessment and synoptic assessment
Professionalism:
Adhere to industry codes of ethical practice for delivering personal training, e.g. REPs, ukactive
Adhere to relevant legislation, e.g. health and safety, equality and inclusion, when working with clients
Communication:
Adapt and tailor their communication approach for different clients: - New and existing clients
- Clients with specific needs (weight loss, healthy eating)
- Special populations (young people, older adults, ante- or post-natal women, disabled people)
- Clients who are new to exercise
- Clients who are experienced exercisers
- Clients with different levels of motivation
- Clients with other needs, e.g. speakers of other languages, deaf or partial hearing, blind or partially sighted
Communication – speaking manner and tone of voice, being supportive, respectful, sensitive to client, use open questioning and active listening to gather information, be aware of body language, eye contact, gestures, posture, space and proximity. Sensitivity to clients with different communication styles.
Customer service:
Principles of customer service – quality, keeping promises, managing customer
expectations, customer satisfaction, speed of service, follow organisation procedures for meeting and greeting and inducting clients to equipment. REPs code of conduct to inform all client working practices
Examples of good practice in customer service – meeting and exceeding customer
needs and expectations, adding a personal touch, providing personal attention, knowing client names, using polite language, making extra efforts to demonstrate willingness to please the customer, treating the customer as an individual
Dealing quickly and effectively with a complaint – acknowledge complaint immediately
(HEAT – Hear, Empathise, Apologise, Take action), handle complaints (privately, positively, confidently, professionally, promptly, confidentially, empathetically, with trust and respect, to client’s satisfaction), follow agreed procedures to check complaint has been dealt with
Use of incentives and rewards, free or reduced cost training sessions, or guest passes, gym challenges, social events, rewards, e.g. member of the month (based on attendance). Appropriate information sources to keep members up-to-date and informed about activities: Timetables, notice board, e-mails, REPs code of conduct
The importance of customer service to a business – professional image, reputation of instructor, organisation and industry sector, exercise adherence, customer retention, customer satisfaction, customer relationships and repeat business, including word of mouth recommendations and referrals
26
Commercial awareness:
Eco-friendly and cost-efficient use of resources (e.g. time, disposal of waste, use of products and consumables). Provision of water for bottles but no paper/plastic cups, use of non-toxic and ecologically friendly cleaning products, recycling paper towel, shredded programme cards, nutritional consultation records and other documents. Turning equipment and air conditioning off overnight
Opportunities to promote and sell additional products and services, e.g. personal training sessions, training products (clothing and footwear, exercise mats, heart rate monitors, water bottles)
Opportunities to promote other exercise sessions and services offered by the facility, e.g. group exercise and studio classes, swimming, racquet sports, sports massage, physiotherapist, nutritionist, café, beauty therapy
Awareness of competitors: - Other gyms and fitness facilities available locally, their benefits and
disadvantages
- Different business types locally that may compete for a client’s disposable income
- Diets and weight loss services that clients may choose as an alternative to gyms or personal training
Unique selling points of products and services. Combination of facilities and services offered that are not available elsewhere. Specialities and target market niches. Opportunities to differentiate self and services from competitors, e.g. other personal trainers. Own experiences and achievements relevant to supporting others in a fitness capacity.
27
Assessment criteria
Assessment criteria will be applied to the graded practical assessment. In order to pass this unit, learners must at a minimum achieve all pass criteria. The pass criteria relate to the proficient demonstration of skills and knowledge. All criteria within a given grade must be achieved to be awarded that grade.
Learning outcome
The learner must:
Pass
The learner can:
Merit
To achieve a merit grade, in addition to achievement of the pass criteria, the learner can:
Distinction
To achieve a distinction grade, in addition to achievement of the pass and merit criteria, the learner can:
LO5 Be able to collect and analyse nutritional information
P1 Prepare and check the area and resources needed to consult with the client and collect nutritional information
M1 Tailor and adapt interpersonal communication to meet the client’s needs
M2 Use a systematic approach to carry out the consultation
M3 Ensure client modesty and dignity is preserved during any physical assessments or measurements
M4 Interpret information gathered from the client against national guidelines and other credible sources exclusively
M5 Demonstrate sensitivity when explaining consultation and assessment outcomes to clients
D1 Reflect on the effectiveness of communication skills used during the consultation and identify ways to improve personal practice
D2 Justify how the recommendations made to clients, meet their goals and activity needs and reflect current best practice for nutritional guidelines
P2 Use appropriate communication skills to welcome the client, put them at ease and encourage them to speak openly
P3 Explain own role boundaries with regard to providing nutritional advice
P4 Collect the information needed to apply the principles of nutrition to a physical activity programme
P5 Record information about clients and their nutritional goals in an approved format
P6 Explain to the client how the information gathered can be analysed to meet their nutritional needs and goals
LO6 Be able to apply the principles of nutrition to a physical activity programme
P7 Analyse and use the information gathered to apply the principles of nutrition to the client’s physical activity programme
P8 Access and make use of credible sources of educational information and advice
28
P9 Design and agree nutritional goals that are compatible with the analysis and support and integrate with other programme components
P10 Summarise the key advice and guidance provided
P11 Check the client’s understanding of how to follow the nutritional advice in conjunction with their physical activity programme
P12 Explain the importance of monitoring and reviewing the client’s progress towards their nutritional goals
You can: Portfolio reference /
29
Assessment guidance
Assessors must use the amplified assessment guidance in this section to judge whether assessment criteria have been achieved in the graded practical assessment.
P1 Prepare and check the area and resources needed to consult with the client and collect nutritional information
Learners must prepare and check the area ready for the consultation, so that it is welcoming and free from any distractions. Learners must ensure they have all the appropriate resources available and accessible, e.g. client profile record, food diaries, tape measures, body mass index scales.
Appropriate health and safety checks should also be made.
P2 Use appropriate communication skills to welcome the client, put them at ease and encourage them to speak openly
Learners must use their communication skills to welcome the client and put them at ease in the environment. Learners must ask appropriate open questions to encourage the client to speak openly and must actively listen to the client and reflect empathy.
P3 Explain own role boundaries with regard to providing nutritional advice
Learners must explain the boundaries of their role to the client, e.g. not a dietician, can only make general recommendations that are in line with current national guidance, not able to advise on specific diet plans or supplements, any specialist needs would need to be signposted to other professionals.
P4 Collect the information needed to apply the principles of nutrition to a physical activity programme
Learners must consult with a client to gather the information needed to provide appropriate healthy advice. Information collected must include: personal information (age, gender), nutritional goals and current eating behaviours, e.g. use of 24 hour recall or food diary to assess food and fluid types, quantities and timings; the client’s current physical activity programme; nutritional and physical activity goals and body composition information, e.g. body mass index, hip to waist ratio, waist circumference and appropriate health risk classification, e.g. healthy, underweight, overweight or obese.
P5 Record information about clients and their nutritional goals in an approved format
Learners must record the information gathered from clients using an appropriate format, e.g. consultation records, informed consent, food diary. The record must contain all information required for analysis, including: personal information (age, gender), nutritional goals and current eating behaviours, e.g. use of 24 hour recall or food diary to assess food and fluid types and timings; the client’s current physical activity programme; nutritional and physical activity goals and body composition information, e.g. body mass index, hip to waist ratio, waist circumference and appropriate health risk classification, e.g. healthy, underweight, overweight or obese.
The record must be concise and clearly presented and must maintain client confidentiality.
30
P6 Explain to the client how the information gathered can be analysed to meet their nutritional needs and goals
Learners must explain to the client how the information they have gathered can be analysed and used to meet the client’s nutritional needs and goals. For example, if a client expresses that they often feel tired at specific times of the day, it can be explained how food choices, timings and hydration may affect energy levels. Another example would be if a client requested to lose a large amount of weight in a short and unrealistic time frame, then learners must explain sensitively an appropriate rate of 1-2lb/week for weight loss, in relation to the information gathered.
P7 Analyse and use the information gathered to apply the principles of nutrition to the client’s physical activity programme
Learners must analyse the information collected from the client and use this to ensure all recommendations for healthy eating and nutritional advice are appropriate for the client’s needs and physical activity requirements. Learners must also ensure that any identified client goals are realistic and achievable and that the information provided meets with best practice and national guidance.
The key guidance and recommendations should be recorded using an appropriate format.
P8 Access and make use of credible sources of educational information and advice
Learners must demonstrate that the sources they use to inform their recommendations and agree client goals are credible. Credible sources are those that are evidence based and from nationally accepted sources which include: dietician, nutritionist, G.P, British Dietetic Association, Association for Nutrition, Food Standards Agency.
P9 Design and agree nutritional goals that are compatible with the analysis and support and integrate with other programme components
Learners must demonstrate that the goals established are compatible with the analysis of all information provided by the client, use the SMART formula (specific, measurable, achievable, realistic, timely), and include process and outcome goals of appropriate time frames (short, medium and long term).
Learners must demonstrate that the goals have been agreed using effective communication and negotiation skills and meet current best practice.
P10 Summarise the key advice and guidance provided
Learners must demonstrate that they can summarise the key advice and recommendations. Verbal explanations and written records must be concise and use accessible language. All written information should be recorded on an appropriate format.
P11 Check the client’s understanding of how to follow the nutritional advice in conjunction with their physical activity programme
Learners must use open questions and active listening to check the clients understanding in relation to the nutritional advice provided as part of their physical activity programme and how they intend to follow this. For example, if a recommendation was to eat 5 fruit and vegetables a day, the client should be asked how they think they can achieve this and their understanding of portion sizes will also need to be checked.
31
P12 Explain the importance of monitoring and reviewing the client’s progress towards their nutritional goals
Learners must explain the importance of monitoring and reviewing the client’s progress towards their nutritional goals, appropriate time frames for conducting reviews, and the methods that can be used to check progress, e.g. food diaries, physical measures (weight or measurements), subjective client feelings (feel more energetic).
M1 Tailor and adapt interpersonal communication to meet the client’s needs
Learners must demonstrate that they can tailor their use of communication skills and adapt these to meet the needs of the client. Skills demonstrated should include: active listening, non-judgemental, empathy, use of open questions (as appropriate), affirming and reflective statements, accessible language, positive feedback, awareness of non-verbal language (body language, posture, facial expressions and voice intonation)
** Professional discussion or questions can be used for this assessment criterion
M2 Use a systematic approach to carry out the consultation
Learners must demonstrate effective and efficient organisational and time management skills when conducting the consultation with the client. All resources must be available and ready and the client prepared to ensure the consultation runs smoothly and professionally. All information must be collected using a logical and systematic approach. The consultation must be completed in an appropriate time frame.
M3 Ensure client modesty and dignity is preserved during any physical assessments or measurements
Learners must introduce the topic of measurements in a way that presents the client with an informed choice as to which measurements they wish to have taken.
Learners must demonstrate during any physical measurements that client modesty and dignity is preserved. This may involve the exclusion of specific assessments at a client’s request or if deemed inappropriate, e.g. tape measure is anticipated to be too short to measure a waist circumference for a client who is obese. Any assessment used must be sensitive and respectful to the client. Where measurements are obtained, learners must demonstrate that client clothing and placement of tape measures and equipment is considerate, professional and non-invasive.
M4 Interpret information gathered from the client against national guidelines and other credible sources exclusively
Learners must demonstrate how they have used national guidelines and other credible sources to interpret information from clients. For example, the use of published scales to measure obesity (BMI and waist circumference) or the referral of a client with specific needs to a specialist dietician; or use of appropriate guidelines for managing clients with suspected eating disorders.
32
M5 Demonstrate sensitivity when explaining consultation and assessment outcomes to clients
Learners must demonstrate sensitivity when providing the client feedback on the outcomes of the consultation and any assessments and measurements. Communication must be professional and factual and given in a respectful way, e.g. not blaming or shaming. Client dignity should be maintained at all times.
D1 Reflect on the effectiveness of communication skills used during the consultation and identify ways to improve personal practice
Learners must reflect on the full range of communication skills used in the consultation and consider the detail and depth of the information gathered from the client. Learners must reflect on the extent to which the communication skills used helped to elicit information from the client, or blocked rapport and relationship with the client. Learners must identify a range of ways to help them develop specific skills and improve their own practice.
D2 Justify how the recommendations made to clients, meet their goals and activity needs and reflect current best practice for nutritional guidelines
Learners must be able to justify how the nutritional recommendations and guidance provided meet the client’s activity needs and reflect current best practice. Learners must use the information gathered from the client as the starting point and outline how each recommendation is a positive development from that starting point and how it reflects current national guidelines and meets the clients current and longer term physical activity needs. For example, offering guidance to drink more water and/or reduce the intake of alcohol or other fluids, should be explained in relation to benefits for health and performance with reference to specific and credible information sources.
33
Resources
The special resources required for this unit are access to a real or realistic working environment which supports the application of the principles of nutrition to a physical activity programme (within specific role boundaries). Best practice should be encouraged by giving learners the opportunity to access current research and guidelines that inform exercise and nutritional science and healthy eating (e.g. NICE, ACSM, BASES, BHFNC, Department of Health, Food Standards Agency). 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. Barasi, M (2003) Human Nutrition: A Health Perspective 2nd edition. CRC Press, USA. Bean, A (2014) Food for Fitness. 4th edition. Bloomsbury Publishing. London. UK. Coulson, M (2011) The Complete Guide to Personal Training. Bloomsbury Publishing. London. UK. McArdle, W, Katch, F and Katch, V (1991) Exercise Physiology. Energy, Nutrition, and Human Performance. 3rd Edition. Lea and Febiger. USA. Clarke N (2014) Nancy Clark's Sports Nutrition Guidebook-5th Edition. Human Kinetics, Champaign, USA. 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 Websites:
National Institute for Health and Care Excellence (NICE): www.nice.org.uk
American College of Sport Medicine (ACSM): www.acsm.org
Department of health: www.gov.uk/government/organisations/department-of-health
Eatwell guide: https://www.gov.uk/government/publications/the-eatwell-guide
British Association of Sport and Exercise Science: www.bases.org.uk
British Heart Foundation National Centre: www.bhfactive.org
NHS Choices: www.nhs.uk/Livewell/Goodfood?pages/water-drinks.aspx
Glycemic index: www.glycemicindex.com
British Heart Foundation: www.bhf.org.uk
Change 4 Life Department of Health Campaign: www.nhs.uk/change4life
Diabetes UK: www.diabetes.org.uk
The Nutrition Foundation: www.nutrition.org.uk
British Dietetic Association: www.bda.uk.com
Association For Nutrition: www.associationfornutrition.org
34
Delivery guidance
Teachers are encouraged to use innovative, practical and engaging delivery methods to enhance the learning experience. Learners may benefit from:
Meaningful employer engagement so they relate what is being learned to the real world of work and understand nutritional advice that can be provided a personal trainer and also the boundaries of the role
Work experience within a gym or personal training studio so they can practise to hone their skills in a real environment by working alongside experienced personal trainers who are working within the boundaries of their role to provide nutritional recommendations to support clients
Using interactive information and technology, systems and hardware so they can learn about nutritional concepts and theories; current healthy eating guidelines; and research the range of fad diets and the negative effects of these
Opportunities to practice their consultation skills with peers acting as clients and collecting information, setting goals and making nutritional recommendations (within their role boundaries) to meet specific physical activity needs
Opportunities to explore and discuss the negative effects of fad diets with guidance from an experienced dietician
Opportunities to observe and analyse different food labels and interpret the information listed
Presentations from guest speakers (e.g. dietitians) on the role of specific nutrients and dietary requirements that need support from a professional
Opportunities to review the dietary practices of different cultures and religions
35
Links with other units
This unit is closely linked with the following units:
USP51M Anatomy and physiology for exercise and health
Learners will be required to apply their knowledge of anatomy and physiology when applying the principles of nutrition to physical activity. The content of the anatomy and physiology unit should be delivered before the applying the principles of nutrition to a physical activity programme unit.
USP52M Health, safety and welfare in a fitness environment
Learners will be required to apply their knowledge of health and safety when consulting with clients to gather information to apply the principles of nutrition to a physical activity programme in a real or realistic working environment. Some content of the health and safety unit (risk assessment) should be delivered before the applying the principles of nutrition to a physical activity programme unit.
USP53M Principles of exercise, fitness and health
Learners will be required to apply their knowledge of the principles of exercise, fitness and health when consulting with clients and considering how to apply the principles of nutrition to a physical activity programme in a real or realistic working environment. The content of the principles unit should be delivered before the applying the principles of nutrition to a physical activity programme unit.
USP54M Planning gym-based exercise
Learners will be required to use the knowledge gained from the planning gym-based exercise unit when applying the principles of nutrition to a physical activity programme in a real or realistic working environment. The content of the planning gym-based exercise unit should be delivered before the applying the principles of nutrition to a physical activity programme unit.
USP55M Instructing gym-based exercise
Learners will be required to use the knowledge gained from the instructing gym-based exercise unit when applying the principles of nutrition to a physical activity programme in a real or realistic working environment. The content of the instructing gym-based exercise unit should be delivered before the applying the principles of nutrition to a physical activity programme unit.
USP56M Programming personal training with clients
Learners will be required to use the knowledge and skills gained from the programming personal training unit when consulting with clients to apply the principles of nutrition to a physical activity programme in a real or realistic working environment. The content of the programming personal training unit can be integrated with some content of the applying the principles of nutrition to a physical activity programme unit.
USP57M Delivering personal training
Learners will be required to use the knowledge and skills gained from the delivering personal training unit when applying the principles of nutrition to a physical activity programme in a real or realistic working environment. The content of the programming personal training unit can be integrated with some content of the applying the principles of nutrition to a physical activity programme unit.
36
USP59M Behaviour change and adherence
Learners will be required to use the knowledge and skills gained from the behaviour change and adherence unit when applying the principles of nutrition to a physical activity programme in a real or realistic working environment. The content of the behaviour change and adherence unit can be integrated with the delivery of the applying the principles of nutrition to a physical activity programme unit.
Graded synoptic assessment
At the end of the qualification of which this unit forms part, there will be a graded synoptic assessment which will assess the learner’s ability to identify and use effectively in an integrated way an appropriate selection of skills, techniques, concepts, theories, and knowledge from a number of units from within the qualification. It is therefore necessary and important that units are delivered and assessed together and synoptically to prepare learners suitably for their final graded assessment.
