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Evidence Guide: SRFFIT004B - Develop basic fitness programs

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

SRFFIT004B - Develop basic fitness programs

What evidence can you provide to prove your understanding of each of the following citeria?

Gather pre-programming information, including a client's current fitness level

  1. Identify a client's fitness level from their fitness screening and appraisal
  2. Identify a range of exercises to target specific fitness components
  3. Identify factors that will effect a client's ability to perform in an exercise program
  4. Consider medical or injury problems stated by the client during the appraisal, exercise screening, and recommendations from a medical practitioner or allied health professional when a program is developed for a client
  5. Consider the client's fitness level in a range of areas when developing a client exercise profile
  6. Design a program that would create a balanced fitness profile, or meets the specific client needs
Identify a client's fitness level from their fitness screening and appraisal

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify a range of exercises to target specific fitness components

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify factors that will effect a client's ability to perform in an exercise program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider medical or injury problems stated by the client during the appraisal, exercise screening, and recommendations from a medical practitioner or allied health professional when a program is developed for a client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider the client's fitness level in a range of areas when developing a client exercise profile

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design a program that would create a balanced fitness profile, or meets the specific client needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a basic exercise plan of general activities suited to client's needs, lifestyle and exercise preferences

  1. Plan a general activity program for a client to maximise the positive aspects of their environment and personal attributes for long term adherence to a program
  2. Incorporate motivation techniques to maximise exercise program adherence
  3. Develop a general activities plan
  4. Record recommendations to the client in terms of safety and adherence
  5. Gain the client's agreement to the exercise plan
Plan a general activity program for a client to maximise the positive aspects of their environment and personal attributes for long term adherence to a program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incorporate motivation techniques to maximise exercise program adherence

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a general activities plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record recommendations to the client in terms of safety and adherence

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gain the client's agreement to the exercise plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a fitness program for clients

  1. Utilise principles of exercise program design to develop fitness programs for clients given all relevant information regarding the client
  2. Outline the relative contribution to aerobic and anaerobic fitness of a variety of activities relevant to the client
  3. Apply programming guidelines to developing aerobic, strength, endurance and stretching programs relevant to client's goals and fitness and, the relative benefits desired from the program
  4. Develop appropriate aerobic fitness, strength, endurance, and stretching programs for clients
Utilise principles of exercise program design to develop fitness programs for clients given all relevant information regarding the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Outline the relative contribution to aerobic and anaerobic fitness of a variety of activities relevant to the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply programming guidelines to developing aerobic, strength, endurance and stretching programs relevant to client's goals and fitness and, the relative benefits desired from the program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop appropriate aerobic fitness, strength, endurance, and stretching programs for clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Give clear and effective instruction ensuring effective services provision and vocal effectiveness

  1. Demonstrate an effective instructional model
  2. Instruct a set of exercises so that they can be accurately copied
  3. Use an appropriate client interaction skills and techniques to show a caring attitude
  4. Self-evaluate aspects of one's performance as an instructor
  5. Demonstrate strategies for voice projection and communication that prevent vocal damage in the gymnasium, aqua and/or exercise to music situation
Demonstrate an effective instructional model

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Instruct a set of exercises so that they can be accurately copied

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use an appropriate client interaction skills and techniques to show a caring attitude

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Self-evaluate aspects of one's performance as an instructor

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate strategies for voice projection and communication that prevent vocal damage in the gymnasium, aqua and/or exercise to music situation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Supervise fitness activities in a manner that makes the client feel at ease, safe and motivated

  1. Provide effective and efficient instructor supervision
  2. Apply gymnasium rules and etiquette
  3. Deal with appropriately, negative attitudes and personal difficulties that clients might experience in a fitness activities situation
  4. Use appropriate behaviour and strategies to assist clients in a variety of situations where clients might feel embarrassed, competitive or aggressive
  5. Utilise appropriate behaviour and strategies to ensure easy and effective fitness activities
  6. Time management strategies are displayed during fitness activities and program instruction
Provide effective and efficient instructor supervision

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply gymnasium rules and etiquette

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Deal with appropriately, negative attitudes and personal difficulties that clients might experience in a fitness activities situation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate behaviour and strategies to assist clients in a variety of situations where clients might feel embarrassed, competitive or aggressive

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Utilise appropriate behaviour and strategies to ensure easy and effective fitness activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Time management strategies are displayed during fitness activities and program instruction

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review and adapt a client's exercise program in accordance with their progress

  1. Evaluate parameters of the fitness level being developed in the program
  2. Obtain feedback from clients on their own personal progress and their degree of satisfaction with service provision at the centre
  3. Undertake relevant fitness appraisals to monitor a client's fitness development
  4. Record the clients amended/adapted exercise program on to a program card
Evaluate parameters of the fitness level being developed in the program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain feedback from clients on their own personal progress and their degree of satisfaction with service provision at the centre

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake relevant fitness appraisals to monitor a client's fitness development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record the clients amended/adapted exercise program on to a program card

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Display an appropriate instructional style

  1. Demonstrate the personal qualities of an effective instructor, using styles and behaviours that encourage clients and recognise behaviours that intimidate clients
  2. Utilise relationship and task-oriented instructional styles, appropriate to the instructors own personality, while relating to clients in a caring, approachable and energetic manner
Demonstrate the personal qualities of an effective instructor, using styles and behaviours that encourage clients and recognise behaviours that intimidate clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Utilise relationship and task-oriented instructional styles, appropriate to the instructors own personality, while relating to clients in a caring, approachable and energetic manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statements

Critical aspects of evidence to be considered

Assessment must confirm the ability integrated demonstration of all elements of competency and their performance criteria, in particular the ability to

develop and deliver a program specific to the client need

Interdependent assessment of units

This unit must be assessed after attainment of competency in the following unit(s)

Nil

This unit must be assessed in conjunction with the following unit(s)

Nil

For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s)

Nil

Required knowledge and skills

Required knowledge

Familiarity with common fitness terminology

Required skills

Experience in the appropriate fitness activity to be programmed, including the ability to perform the programmed exercise correctly with the available equipment and experience in following a long term exercise program

Resource implications

Physical resources - assessment of this competency requires access to

a real or simulated work environment

appropriate documentation and resources normally used in the workplace

a fitness centre with the appropriate facilities and equipment for the context of delivery such as

a weights gym

exercise to music room

pool

community fitness environment

an outdoor environment such as a running track

clients able to give information regarding progress in their fitness programs

Human resources - assessment of this competency will require resources consistent with those outlined in the Assessment Guidelines. That is, assessors (or persons within the assessment team) must

be competent in this unit but preferably be competent in the unit at the level above

be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area

have attained the mandatory competency requirements for assessors under the Australian Quality Training Framework (AQTF) as specified in Standard 7.3 of the Standards for Registered Training Organisations

Consistency in performance

Due to issues such as safety requirements and delivery of appropriate techniques, this unit of competency must be assessed over a minimum of three (3) different occasions to ensure consistency of performance over the Range Statements and context applicable to the work environment

Context for assessment

This unit of competency must be assessed in the context of fitness in Australia. For valid and reliable assessment the fitness activity should closely replicate the work environment. The environment should be safe, with the hazards, circumstances and equipment likely to be encountered in a real workplace

This unit of competence should be assessed through the observation of processes and procedures, oral and/or written questioning on required knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a "period of time" and/or in a "number of locations", any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

KEY COMPETENCIES

Collect, Analyse&Organise Information

Communicate Ideas&Information

Plan&Organise Activities

Work with Others&in Teams

Use Mathematical Ideas&Techniques

Solve Problems

Use Technology

2

3

3

3

1

2

1

These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.

The three levels of performance (1, 2 and 3) denote the level of competency required to perform the task:

Use routine approaches

Select from routine approaches

Establish new approaches

Collecting, analysing and organising information -

Communicating ideas and information -

Planning and organising activities -

Working with teams and others -

Using mathematical ideas and techniques -

Solving problems -

Using technology -

Please refer to the Assessment Guidelines for advice on how to use the Key Competencies.

Required Skills and Knowledge

Not applicable.

Range Statement

Range Statements

The Range Statements provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. The Range Statements relate to the unit as a whole and helps facilitate holistic assessment. In addition, the following variables may be present for this particular unit of competency

CATEGORIES

Allied health professional or medical practitioner

[all categories]

the following allied health professionals may be suitably credentialled

Physiotherapists

Chiropractors

Exercise Physiologist

Occupational Therapists

Osteopaths

Massage Therapists

Sports Physicians

Medical Practitioners

Podiatrists

Dietitians

Therapeutic recreation (Diversional Therapist)

Client

[all categories]

experienced or inexperienced

various ages

screened

active or inactive

Client goals

[all categories]

the instructor considers the following client aims when providing exercise advice

current activity status

preferences

health details

fitness results

Fitness appraisals

[all categories]

basic sub maximal appraisals of fitness capacity, which may include parameters such as

cardiovascular response

heart rate, such as tri-level aerobic response

blood pressure

range of movement

strength

anthropometric, such as

girth measurements

skin folds

Fitness level

[all categories]

physical fitness

motivation

psychological

emotional

Fitness screening

[all categories]

initial screening should determine whether the client

has a medical condition

has an injury

is taking prescribed medication

initial screening may consist of a

questionnaire

interview

clearance letter from a physician, allied health professional, or other medical professional

Instruction

[all categories]

instructing a client in a fitness activity, including

a simple explanation to the client

a demonstration of effective exercise technique

setting of intensity and loading

clear communication with client

reinforcement of correct technique and attitude

Medical Professionals

[all categories]

general practice doctors

medical specialists

Principles of exercise program design

[all categories]

FITT formula

frequency

intensity

time

type

program phases

preparation phase

conditioning phase

recovery phase

adaptation phase

program types

sets and reps

circuit

single set to failure

split routines

matrix

Program

[all categories]

a listing of exercise for a specific client or client group, to include

motivational strategies for a client

realistic goals

a program structure, such as preparation phase, conditioning phase, recovery phase, and adaptation phase

specific exercises

expected outcomes

a professional presentation

exercises for a specific fitness session matched to an exercise plan, incorporating components of fitness such as

aerobic fitness

body fat reduction

cardiovascular endurance

stretching

range of movements

flexibility

strength

power, activity or sports specific

muscle endurance

muscle hypertrophy