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28 Tasks to Success A guide to completing the course material

John Hardy, Fellow Follow Published on Jul 27, 2014

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level 3 keynote 1. 1. Level 3 – Personal Training Course By Faster Health and Fitness 2. 2. 28 Tasks to Success A guide to completing the course material 3. 3. Your Course 28 Steps to Complete Task Subject Area to Study Written Assignments/LAP Video Assignments Online Support Task 1 Anatomy and Physiology for Exercise Skype Tutorial – student revision requests, progress update Task 2 Programming for Personal Training Complete P20, Unit 2 & 3 Predictive Programme Overview. Sign, scan and send to assessor at [email protected] by close Day 11 Written posts and answers to questions on Facebook Task 3 Anatomy and Physiology for Exercise Written posts and answers to questions on Facebook Task 4 Programming for Personal Training Written posts and answers to questions on Facebook Task 5 Anatomy and Physiology for Exercise Complete P26-28, Unit 3 Programming with Personal Training Clients Worksheet. Sign, scan and send to assessor at [email protected] by close Day 13 Your Course 28 Steps to Complete Task Subject Area to Study Written Assignments/LAP Video Assignments Online Support Task ... Written posts and answers to questions on Facebook Task 6 Programming for Personal Training Written posts and answers to questions on Facebook Task 7 REST! Do Mock A&P Exam. Mark yourself REST! REST! 4. 4. Your Course 28 Steps to Complete Task Subject Area to Study Written Assignments/LAP Video Assignments Online Support Task 8 Anatomy and Physiology for Exercise Skype Tutorial – student revision requests, progress update Task 9 (Book in your live day of practice!) Programming for Personal Training Complete P20, Unit 2 & 3 Predictive Programme Overview. Sign, scan and send to assessor at fastercourses@lifecare- health.co.uk by close Day 11 Written posts and answers to questions on Facebook Task 10 Anatomy and Physiology for Exercise Written posts and answers to questions on Facebook Task 11 Programming for Personal Training Written posts and answers to questions on Facebook Task 12 Anatomy and Physiology for Exercise Complete P26-28, Unit 3 Programming with Personal Training Clients Worksheet. Sign, scan and send to assessor at fastercourses@lifecare- health.co.uk by close Day 13 Written posts and answers to questions on Facebook Task 13 Programming for Personal Training Written posts and answers to questions on Facebook Task 14 REST! Do Mock A&P Exam. Mark yourself REST! REST! 5. 5. Your Course 28 Steps to Complete Task Subject Area to Study Written Assignments/LAP Video Assignments Online Support Task 15 Applying the Principles of Nutrition to a Physical Activity Programme Complete P21-22 Unit 2 & 3 Programme Card. Sign, scan and send to assessor at fastercourses@lifecare- health.co.uk by close Day 20 Skype Tutorial – student revision requests, progress update Task 16 (Book in your live day of practice!) Delivering Personal Training Sessions Written posts and answers to questions on Facebook Task 17 Applying the Principles of Nutrition to a Physical Activity Programme Written posts and answers to questions on Facebook Task 18 Delivering Personal Training Sessions Written posts and answers to questions on Facebook Task 19 Applying the Principles of Nutrition to a Physical Activity Programme Written posts and answers to questions on Facebook Task 20 Delivering Personal Training Sessions Written posts and answers to questions on Facebook Task 21 REST! Do Mock Nutrition Exam. Mark it. REST! REST! 6. 6. Your Course 28 Steps to Complete Task Subject Area to Study Written Assignments/LAP Video Assignments Online Support Task 22 Applying the Principles of Nutrition to a Physical Activity Programme Complete P23 Unit 2 & 3 Programme Evaluation & Modification Summary Worksheet. Sign, scan and send to assessor at [email protected] by close Day 23 Skype Tutorial – student revision requests, progress update Task 23 Delivering Personal Training Sessions Written posts and answers to questions on Facebook Task 24 Applying the Principles of Nutrition to a Physical Activity Programme Familiarise yourself closely with P29 Unit 4 Summative Assessment Checklist. These are the criteria against which you will be assessed in the practical exam Written posts and answers to questions on Facebook Task 25 Delivering Personal Training Sessions Written posts and answers to questions on Facebook Task 26 Applying the Principles of Nutrition to a Physical Activity Programme Do mock exam Unit 1 Anatomy and Physiology for Exercise & Health. Mark it and work on weaker areas Written posts and answers to questions on Facebook Task 27 Delivering Personal Training Sessions Do mock exam for Unit 2 Anatomy and Physiology The next level Applying the Principles of Nutrition… Mark it and work on weaker areas Written posts and answers to questions on Facebook Task 28 (Live Assessment Day) Bring LAP P 21-33 with you Theory Exam: Unit 1 & Unit 2 Practical: 60 minute gym Sign docs LAP P29-33 7. 7. Anatomy and Physiology The next level 8. 8. Learning outcomes ! By the end of this session you will be able to: ! Identify the anatomical axes and planes with regard to joint actions and different exercises 9. 9. Anatomical planes 10. 10. Anatomical planes – frontal ! Divides the body into front and back sections (anterior and posterior) ! Joint action example ! Abduction and adduction 11. 11. Anatomical planes – sagittal ! Divides the body into left and right sections (can be uneven) ! Joint action example ! Flexion and extension 12. 12. Anatomical planes – transverse ! Divides the body into upper and lower parts ! Joint action example ! Rotation 13. 13. Joints The next level 14. 14. Learning outcomes ! By the end of this session you will be able to - ! Describe joints/joint structure with regard to range of movement and injury risk ! Describe the structure of the pelvic girdle and the associated muscles and ligaments 15. 15. Joint actions ! Revise joint actions from level 2 (optional) ! Look at new joint actions relevant to Level 3 16. 16. Joint actions (in addition to level 2) Inversion and eversion ! These movements occur in the foot (specifically the subtalar joint) ! Inversion is where the sole turns to face inwards and eversion is where the sole turns to face outwards. 17. 17. Inversion and eversion 18. 18. Joint actions Opposition ! This describes the specific movement of touching the thumb to the fingers. It is what makes humans unique from other animals in their ability to grip objects. 19. 19. Joint actions Opposition 20. 20. Joint action- rotation Covered at level 2 – however It is also possible to rotate ball and socket joints. For example, turning the leg inwards towards the middle of the body (internal or medial rotation). Turning the leg outwards away from the centre of the body (external or lateral rotation) 21. 21. The shoulder girdle ! The shoulder, or pectoral, girdle is composed of a double set of two bones on each side of the body. ! The clavicles are slender and doubly curved long bones that run horizontally across the upper chest and can be felt just below the neck. ! Each clavicle articulates at the top of the shoulder with the acromion process of the scapula (acromioclavicular joint or AC joint) in a gliding synovial joint and with the top end of the sternum (the sternoclavicular joint) at the shoulder’s front. Learning outcomes ! By the end of this session you will be able to: ! Identify the anatomical axes and planes with reg... 22. 22. The shoulder girdle 23. 23. The upper arm and shoulder joint ! The only bone in the upper arm is the humerus. ! It fits into the glenoid cavity of the shoulder girdle. ! The shoulder joint is quite shallow, giving a large range of movement ! The stability of the shoulder joint comes primarily from a small group of muscles called the rotator cuff. 24. 24. The upper arm and shoulder joint 25. 25. The lower arm elbow and wrist ! There are two long bones in the lower arm – the radius and the ulna. ! The ulna is slightly longer than the radius and has a much more prominent proximal head called the olecranon process that can be felt at the elbow joint. 26. 26. The lower arm elbow and wrist 27. 27. The lower arm elbow and wrist ! The radius and the ulna are connected to each other by a synovial pivot joint, both at their proximal and distal ends, called the radioulnar joints. ! In contrast, it is the radius that is far more prominent at the wrist. The wrist and hand ! The hand is composed of 27 small bones. The true wrist is composed of eight cuboid bones, the carpals, which form gliding synovial joints, giving a large degree of flexibility to the whole hand. ! The carpals are roughly arranged in two rows and the two biggest bones of the first row form the synovial joint with the radius. The second row articulates with the five metacarpals that radiate out to form the palm. ! The four fingers (or phalanges) are composed of three bony segments, articulating with each other via synovial hinge joints. ! The thumb, however, has only two segments. The articulation between the thumb and the first metacarpal is a synovial saddle joint 28. 28. The pelvic girdle The pelvic girdle transmits the whole weight of the upper body down through the legs to the ground. It also plays a major role in ensuring the correct alignment of the spine (the neutral spine position). Unlike the pectoral girdle, it needs to be strong, stable and resistant to large ranges of movement. It is composed of two bones on each side. These bones are themselves made from three separate bones: the ilium, ischium and pubic bones, which fuse together indistinguishably, in adulthood. 29. 29. The pelvic girdle 30. 30. The pelvic girdle ! The pubic bones are joined together anteriorly by a cartilaginous disc, the pubis symphysis, which completes the pelvic bowl. This pad of cartilage between the two joint surfaces plays an important role in the stability of the pelvis. Stability is also dependent on ligaments, which are affected by the correct alignment of the Sacroiliac (SI) joints. The pubis symphysis has a normal separation of 3–4mm, which can increase up to as much as 9mm in pregnancy due to the hormone relaxin. ! The effect of relaxin on the SI joints and pubis symphysis often leads them to become a source of discomfort. Any movement or pain is often diagnosed as pubis symphysis disorder (PSD). However, extreme separation is called diastasis symphysis pubis and needs to be specifically diagnosed by a medical practitioner. The general term given to pain in either area is pelvic girdle pain Anatomical planes (PGP). 31. 31. The pelvic girdle Male Female 32. 32. Male Female Narrow, shallow heart shaped pelvic bowl Deeper, wider oval shaped pelvic bowl Greater curvature in the sacrum Pelvic angle is almost vertical Pelvic angle tilts anteriorly The position of the acetabulum is almost vertical The position of the acetabulum has a slight posterior tilt Small Q angle between hip and knee joints allowing for more efficient transfer of force between the hip and knee joints Larger Q angle between hip and knee joints, causing less efficient transfer of force between hip and knee, leading to higher incidence of hip, knee and ankle injury in females engaging in impact activities such as running 33. 33. The knee joint and lower leg ! The larger of the two bones (second largest in the body) is the tibia. Its size reflects its role in weight transmission of the upper body from the femur down through the foot. ! The fibula is far weaker. It is completely non- weight-bearing and appears stick-like. However, it does have a role in bracing the tibia and giving the lower leg a stout, rectangular profile rather than a curved cylinder, thus improving its strength. ! The fibula also provides attachment points for muscles. 34. 34. The left tibia and fibula 35. 35. The knee ! The tibia alone articulates with the femur at the knee and it has large smooth depression that accepts the femoral condyles to form the knee joint – the most complex joint in the body. ! It is a hinge joint allowing movements of flexion and extension in the sagittal plane. ! The synovial joint cavity has many pouch-like projections called bursa. These bursae help to prevent friction between bone and a ligament or tendon and between the skin and the patella. ! The articular cartilage is reinforced with lateral and medial cartilaginous C-shaped wedges called menisci. The menisci help to stabilise the joint by preventing lateral displacement of the bones. 36. 36. The knee 37. 37. The knee ! The joint is held together internally by two sets of cruciate ligaments at both the front and back of the joint (forming a cross). ! The cruciate ligaments help to add further stability to the knee joint. ! The patella (not shown in the image), a sesamoid shaped bone that has developed inside the tendon of one of the main thigh muscles, crosses the front of the joint and protects the knee. ! It is held in place by strong ligaments that ensure smooth tracking over the surface of the knee joint during movement. ! The patellar ligament is technically an extension of the muscle tendon. 38. 38. The ankle joint and foot ! The foot follows the same principles as the hand. The tarsal bones – like the carpals of the hand – are roughly cuboid and articulate with each other via gliding synovial joints. There are seven tarsals, but the two largest ones, nearest to the lower leg, mainly carry body weight. These are: ! the talus bone that articulates with the tibia and fibula ! the large calcaneus, or heel bone, on which the talus sits Anatomical planes – frontal ! Divides the body into front and back sections (anterior and posterior) ! Joint action ex... 39. 39. The ankle joint and the foot 40. 40. The ankle joint and the foot ! The synovial joint between the talus and the tibia and fibula is a pure hinge joint: its movement is restricted to plantar and dorsiflexion in the sagittal plane. ! It is the gliding joints between the talus (subtalar joint), the calcaneus and all of the other tarsal bones that give the whole foot the flexibility to walk or run on uneven surfaces by allowing inversion and eversion movement. ! The metatarsals are five bony cylinders. ! The first and fifth metatarsals make contact with the ground and are strong weight bearers. The remaining three, however, form a transverse arch and are susceptible to fracture. ! The phalanges complete the pattern. Again like the fingers, they have three segments (apart from the big toe, which has two), but they are much smaller than in the fingers and therefore do not exhibit the same range of movement. 41. 41. Muscle Structure and Function The next level 42. 42. Learning outcomes ! By the end of this session you will be able to: ! Explain the cellular structure of muscle fibres ! Describe sliding filament theory ! Explain the effects of different types of exercise on muscle fibre types ! Describe the ability of muscle fibres to adapt to training 43. 43. Muscle structure and function 44. 44. Muscle structure Muscle fibre Myofibril Myofilament 45. 45. Sliding filament theory ! Occurs within the sarcomere ! The ‘unit’ of muscular contraction ! Requires calcium and ATP ! Nervous stimulus causes the myosin heads to attach to the actin forming cross bridges ! Myosin heads pivot and pull actin towards the centre of the sarcomere ! Process is repeated and myosin attaches further along the actin 46. 46. Motor units and recruitment 47. 47. Motor units and recruitment ! The strength of a muscular contraction will be affected by: ! The frequency of nerve impulses coming into the muscle cell ! The number of motor units activated 48. 48. Muscle fibre types Slow twitch fibres Fast twitch fibres Type 1 Type 2 Slow oxidative fibres Fast glycolytic fibres Red in colour White in colour Contain large numbers of mitochondria Contain low numbers of mitochondria Endurance type activities Strength / anaerobic type activities 49. 49. Muscle fibre types The 2 fibres subdivide: ! Type 2a – Fast oxidative glycolytic (FOG) ! Type 2x – Fast glycolytic (FG) 50. 50. Muscle Actions The next level 51. 51. Learning outcomes ! By the end of this session you will be able to: • Name, locate function of muscles and their attachment sites 52. 52. Trapezius Origin Back of skull: C7, all thoracic vertebrae Insertion Spine of scapula and lateral edge of clavicle Joint crossed Shoulder girdle (moves scapula relative to rib cage) Anatomical planes – sagittal ! Divides the body into left and right sections (can be uneven) ! Joint action example ! ... Joint actions Upper fibres elevate the shoulder girdle Middle fibres retract shoulder girdle Lower fibres depress shoulder girdle Whole muscle upwardly rotates scapula (works as a synergist with serratus anterior) 53. 53. Rhomboids Origin Spinous processes of cervical and thoracic vertebrae (C7 and T1– T5) Insertion Medial border of scapula Joint crossed Shoulder girdle (moves scapula relative to rib cage) Joint actions Retracts scapula Downwardly rotates scapula (works as a synergist with pectoralis minor) 54. 54. Levator scacpulae Origin Transverse processes of cervical vertebrae (C1–C4) Insertion Medial border of scapula, between superior angle and root of the spine of the scapula Joint crossed Shoulder girdle Joint action Elevates the scapula (origin fixed) Assists in downwards rotation of scapula Laterally flexes the neck (insertion fixed) 55. 55. Serratus anterior Origin Front of ribs 1–8 Insertion Anterior surface of medial border of scapula Joint crossed Shoulder girdle (moves scapula relative to rib cage) Joint action Protracts the scapula Upwardly rotates scapula (works as a synergist with trapezius) 56. 56. Pectoralis minor Origin Front of ribs 3–5 Insertion Coracoid process of scapula Joint crossed Shoulder girdle (moves scapula relative to rib cage) Joint action Protracts the scapula (origin fixed) Downwardly rotates scapula (works as a synergist with rhomboids) Elevates rib cage during breathing (insertion fixed) 57. 57. Deltoid Origin Clavicle (anterior head), acromion (medial head) and spine of scapula (posterior head) Insertion Lateral surface of humerus (nearly half way down) Joint crossed Shoulder (glenohumeral joint) Joint action Anterior fibres flex the shoulder and assist in horizontal flexion All fibres abduct the shoulder (emphasis on medial fibres) Posterior fibres extend the shoulder and assist in lateral rotation 58. 58. Pectoralis major Origin Clavicle, sternum and cartilages of ribs 1–6 Insertion Top of the humerus Joint crossed Shoulder (glenohumeral) joint Joint action Shoulder horizontal flexion Shoulder adduction Shoulder medial rotation 59. 59. Latissimus dorsi Origin Via thoracolumbar fascia (TLF) from spinous processes of T6–T12, lumbar and sacral vertebrae and iliac crest. Also lower 3–4 ribs and bottom (inferior) edge of scapula Insertion Top of the humerus (anterior) Joint crossed Shoulder (glenohumeral) joint Joint action Adducts and extends arm Assists in medial rotation of the arm. Depresses the shoulder girdle via the insertion on the humerus (origin fixed) 60. 60. Teres major Origin Lateral border of the scapula near the inferior angle Insertion Humerus (proximal, anterior) Joint crossed Shoulder joint Joint action Medial rotation Adduction and extension of the shoulder joint 61. 61. Supraspinatus Origin Superior to spine of scapula Insertion Superiorly on the head of the humerus Joint crossed Shoulder Joint action Assists deltoid in abduction of the arm Stabilises the shoulder joint: helps prevent downward dislocation 62. 62. Subscapularis Origin Anterior surface of scapula Insertion Anteriorly on the head of the humerus Joint crossed Shoulder Joint action Rotates the arm medially Stabilises the joint Anatomical planes – transverse ! Divides the body into upper and lower parts ! Joint action example ! Rotation 63. 63. Infraspinatus Origin Inferior to spine of scapula Insertion Laterally on the head of the humerus Joint crossed Shoulder Joint action Rotates arm laterally Stabilises the joint 64. 64. Teres minor Origin Lateral border of scapula near the inferior angle Insertion Laterally on the head of the humerus Joint crossed Shoulder Joint action Rotates arm laterally Stabilises the joint 65. 65. Biceps brachii Origin Scapula Insertion Top of radius, and bicipital aponeurosis to medial part of forearm Joints crossed Shoulder and elbow Joint action Flexes elbow Supinates forearm Assists in flexion of the shoulder 66. 66. Brachialis Origin Humerus Insertion Ulna Joint crossed Elbow Joint action Flexes the elbow 67. 67. Brachioradialis Origin Laterally at the distal end of humerus Insertion Laterally at the distal end of the radius Joint crossed Elbow Joint action Flexion when the forearm is semipronated (as in a drinking action) Assists other flexors 68. 68. Triceps brachii Origin Long head on the scapula just above shoulder joint Other two heads on the posterior of the humerus Insertion Olecranon of ulna Joints crossed Elbow and shoulder Joint action Extension of elbow Assists in shoulder extension and adduction (long head only) 69. 69. Erector spinae - Iliocostalis group Origin Ribs and iliac crest Insertion Transverse processes of cervical vertebrae and ribs superior to origin Joint crossed Vertebrae Joint action Extends the spine 70. 70. Longissimus group Origin Transverse processes of cervical, thoracic and lumbar vertebrae Insertion Transverse processes of superior vertebrae to origin Joint crossed Vertebrae Joint action Extends head and rotates it to same side Extends the spine 71. 71. Spinalis Origin Spinous processes of cervical, thoracic and lumbar vertebrae Insertion Spinous processes of superior vertebrae to origin Joint crossed Vertebrae Joint action Extends the spine 72. 72. Quadratus Lumborum Origin Iliac crest and Iliolumbar fascia. Insertion Upper 4 lumbar vertebrae and lower margin of 12th rib. Joint crossed Intervertebral joints of lumbar vertebrae. Joint action Unilateral concentric contraction: lateral flexion of lumbar spine. Unilateral isometric contraction: prevents lateral flexion of lumbar spine (e.g. when carrying a heavy suitcase in one hand). Bilateral eccentric contraction: assists in preventing hyperflexion of lumbar spine. 73. 73. Multifidus Origin Sacrum, and transverse processes of vertebrae. Insertion Spinous processes 2-4 vertebrae superior to origin. Joint crossed Intervertebral joints of vertebral column. Joint action Extension of vertebral column (bilaterally) Assists in rotation of vertebral column (unilaterally) Assists in lateral flexion of spine (unilaterally) Important to lumbar spine stability because it is a ‘local’ muscle, controlling the fine positioning of adjacent vertebrae. Joints The next level 74. 74. Rectus abdominis Origin Pubis and pubis symphysis Insertion Cartilages of ribs 5–7 and base of sternum Joints crossed Intervertebral joints of lumbar and thoracic vertebrae Joint function Flexion of vertebral column Tilts the pelvis backwards 75. 75. External obliques Origin Outer surface of bottom 8 ribs Insertion Mainly linea alba, also iliac crest Joints crossed Intervertebral joints of lumbar and thoracic vertebrae Joint function Unilaterally: rotation and lateral flexion (in combination with internal obliques) Bilaterally: flexion of the vertebral column 76. 76. Internal obliques Origin Thoracolumbar fascia, iliac crest. Insertion Linea alba, bottom 3 ribs. Joint crossed Intervertebral joints of lumbar lower thoracic vertebrae. Joint function Unilaterally: rotation and lateral flexion (in combination with external obliques) Bilaterally: flexion of vertebral column 77. 77. Transverse abdominis Origin Thoracolumbar fascia, cartilage of lower 6 ribs and Iliac crest Insertion Linea alba Joint crossed Intervertebral joints of lumbar vertebrae Joint function Compression of abdominal cavity, and increasing intra- abdominal pressure Support of abdominal contents 78. 78. Iliacus Origin Inside surface of ilium Insertion Top of femur (shares tendon with psoas major) Joint crossed Hip Joint action Flexes the hip 79. 79. Psoas major Origin Transverse processes and intervertebral discs of all lumbar vertebrae and T12 Insertion Top of femur (shares tendon with iliacus) Joints crossed Hip and intervertebral joints of lumbar vertebrae Joint action Flexes the hip (origin fixed) Pulls the trunk towards the legs – sit up action (insertion fixed) Unilaterally: assists in lateral flexion of the trunk Stabilises lumbar spine 80. 80. Sartorius Origin Anterior and laterally on the iliac crest Insertion Tibia (medially) Joint crossed Hip and knee Joint action Flexion and lateral rotation of the hip Flexion of the knee 81. 81. Tensor Fascia Latae Origin Crest of ilium Insertion Iliotibial tract/band Joint crossed Hip and knee (via iliotibial tract/band) Joint action Flexes the hip Abducts the hip Medially rotates the hip 82. 82. Gluteus maximus Origin Base of the spine (sacrum and coccyx) and back of the ilium Insertion Iliotibial tract/ band and femur Joint(s) crossed Hip Joint action Extends and laterally rotates hip 83. 83. Gluteus medius Origin Outer surface of the ilium Insertion Laterally on the top of the femur Joint crossed Hip Joint action Abducts the hip Assists in turning the thigh inwards (medial rotation) Posterior fibres laterally rotates the hip when hip is flexed Important in hip stabilisation during the support phase in walking/ running, preventing the pelvis dipping and the knees rolling in 84. 84. Gluteus minimus Origin Outer surface of the ilium Insertion Laterally on the top of the femur Joint crossed Hip Joint action Abducts the hip Assists in turning the thigh inwards Learning outcomes ! By the end of this session you will be able to - ! Describe joints/joint structure with regard to ... (medial rotation) Posterior fibres laterally rotates the hip when hip is flexed Important in hip stabilisation during the support phase in walking/ running, preventing the pelvis dipping and the knees rolling in 85. 85. Piriformis Origin Anterior surface of sacrum Insertion Top of femur (greater trochanter) Joint crossed Hip Joint action Abducts hip Assists in lateral rotation of hip (however, with hip flexed, may assist in medial rotation) 86. 86. Adductor group (longus, magnus, brevis) Origin Pubis Insertion Medial/posterior surface of femur Joint crossed Hip Joint action Adducts hip 87. 87. Pectineus Origin Pubis Insertion Femur Joint crossed Hip Joint action Adducts and flexes the hip Assists in turning the thigh inwards (medial rotation) 88. 88. Gracilis Origin Pubis Insertion Top of tibia (just below the knee joint) Joint crossed Hip and knee Joint action Adducts the hip Assists in knee flexion (helps hamstrings) 89. 89. Hamstrings group: biceps femoris, semimembranosus, semitendinosus Origin All three muscles: Ischium Short head of biceps femoris: half way down posterior surface of femur Insertion Semimembranosus, semitendinosus: tibia Biceps femoris: head of fibula Joints crossed Knee and hip Joint action Knee flexion Hip extension 90. 90. Quadriceps: rectus femoris, vastus medialis, intermedius, lateralis Origin Rectus femoris: iliac spine and top of acetabulum Vastus medialis/intermedius/ lateralis: femur Insertion Front of tibia via patella tendon Joints crossed Knee and hip (rectus femoris is the only quadriceps to cross both hip and knee joints) Joint action All four muscles extend the knee The rectus femoris also flexes the hip 91. 91. Tibialis anterior Origin Lateral condyle of tibia, upper half of lateral surface of tibia, and interosseous membrane Insertion Underside of medial cuneiform bone and first metatarsal Joint crossed Ankle Joint action Ankle dorsiflexion Sub-talar joint inversion (turns sole of foot inwards) 92. 92. Gastrocnemius Origin Condyles of femur, just above the knee Insertion Calcaneus via calcaneal (Achilles) tendon Joints crossed Ankle and knee Joint action Ankle plantar flexion Assists in knee flexion 93. 93. Soleus Origin Tibia, fibula and interosseous membrane Insertion Calcaneus via calcaneal (Achilles) tendon Joint crossed Ankle Joint action Ankle plantar flexion 94. 94. Posture and Core The next level 95. 95. Learning outcomes ! By the end of this session you will be able to: • Describe the structure and function of the stabilising muscles and ligaments of the spine • Describe local muscle changes that can take place due to insufficient stabilisation • Explain the potential problems that can occur as a result of postural deviations • Explain the impact of core stabilisation exercise 96. 96. Posture ! ‘the arrangement of body parts in a state of balance’ ! Correct posture: ! A solid foundation for all movements ! Optimal biomechanical efficiency ! Balance Joint actions ! Revise joint actions from level 2 (optional) ! Look at new joint actions relevant to Level 3 between the right and left sides and the front and back of the body ! Reduces the risk of injury ! Reduces the risk of degeneration of muscles and joints 97. 97. ! Static posture: ! Alignment when the body is still ! Dynamic posture: ! Alignment when the body is moving (walking, running, lifting) ! Core stability: ! Ability to prevent unwanted movement from the body’s centre ! Neutral spine ! The position of the spine in which impact and forces can be absorbed and transferred most effectively 98. 98. Core stability Core stability is provided by three different systems: ! Passive system ! Spinal column and the spinal ligaments ! Active system ! Muscular activity (Local and Global) ! Neural control ! Feedback from the proprioceptors 99. 99. Benefits of core stability ! Decreased injury risk ! Improved application of force ! Improved appearance ! Improved balance and motor skills ! Reduced low back pain ! Improved lung efficiency ! Decreased risk of falls in the elderly and frail 100. 100. Circulatory and the Heart The next level 101. 101. Learning outcomes ! By the end of this session you will be able to: ! Understand the heart and circulatory system and its relation to exercise and health ! Explain the function of heart valves ! Describe coronary circulation ! Explain the effect of disease processes on the structure and function of blood vessels ! Explain the short and long term effects of exercise on blood pressure , including the Valsalva effect ! Explain the cardiovascular benefits and risks of endurance / aerobic training ! Define blood pressure classifications and associated health risks 102. 102. The heart 103. 103. The heart valves 104. 104. The coronary arteries 105. 105. Respiratory volumes ! Tidal volume ! Amount of air moved in and out of the lungs in once breath ! Residual volume ! Amount of air left in the lungs after exhalation ! Vital capacity ! Maximum amount of air that can be inhaled and exhaled in one breath 106. 106. The nervous system The next level 107. 107. Learning outcomes ! By the end of this session you will be able to: ! Describe the specific roles of: ! The nervous system ! The central and peripheral nervous systems ! Describe nervous control and the transmission of a nervous impulse ! Describe the structure and function of neuron ! Explain the role of the motor unit ! Explain the process of motor recruitment ! Explain the function of proprioceptors and the stretch reflex ! Explain reciprocal inhibition ! Explain the neuromuscular adaptation associated with exercise ! Explain the benefits of improved neuromuscular efficiency 108. 108. The nervous system ! Functions ! Controls all the actions of all bodily systems ! Maintain ‘homeostasis’ • The body maintaining balance to operate effectively Joint actions (in addition to level 2) Inversion and eversion ! These movements occur in the foot (specifically the subt... 109. 109. The nervous system ! Sensory input ! To sense changes inside and outside the body ! Interpretation ! To analyse and interpret incoming information ! Motor output ! To respond to the information by activating the relevant bodily system 110. 110. The nervous system Structure 111. 111. The central nervous system (CNS) ! The brain and the spinal cord ! Receives messages from the peripheral nervous systems (PNS) ! Interpretation ! Sending out the correct motor response 112. 112. The peripheral nervous system (PNS) ! The incoming and outgoing nerves to the spinal cord ! Afferent nerves – sensory neurons carrying information about changes ! Efferent nerves – carry information about the required response to a change 113. 113. Afferent and efferent nerves ! Afferent Incoming information about changes ! CNS Interpretation and decision making ! Efferent Outgoing information about a response 114. 114. The autonomic and somatic nervous system ! The somatic nervous system – This branch is of the PNS is concerned with changes in the external environment. It senses movement, touch, pain, skin temperature etc. It is under our conscious control ! The autonomic nervous system – This branch of the PNS is concerned with changes in the internal environment. It senses hormonal status, functioning of internal organs, controls cardiac and smooth (involuntary) muscles and the endocrine glands that secrete hormones. The autonomic nervous system is not under our conscious control. 115. 115. Branches of the autonomic and somatic nervous system Efferent nerves that are under control of the autonomic nervous system are divided into two types ! Sympathetic nerves ! Increased heart rate ! Increased breathing rate ! More forceful contraction of the heart leading to increased stroke volume ! Vasoconstriction of the arteries and arterioles to increase blood pressure Parasympathetic nerves ! Parasympathetic nerves are responsible for decreasing activity and are more active during times of relaxation and calm. The sympathetic and parasympathetic nervous systems are constantly working together to help maintain homeostasis 116. 116. The structure of a neuron 117. 117. Sensory organs ! Sensors for changes in the internal environment operate through the autonomic nervous system. These sensors include: ! Chemoreceptors – Present throughout the body to detect changes in levels of chemicals such as carbon dioxide for respiration and calcium for muscle function. ! Thermoreceptors – Present in all tissues to detect temperature changes ! Baroreceptors – Found mainly in the walls of the arteries to detect changes in blood pressure ! Proprioceptors – Found in muscles and tendons to detect changes in body position 118. 118. Muscle spindles ! Located in the muscle ! Detect changes in muscle length ! Bring about reflexive contraction of skeletal muscle to prevent injury (stretch reflex) Inversion and eversion 119. 119. Golgi tendon organs ! Located in the muscle tendon ! Detects excessive tension in the muscle ! Brings about reflexive relaxation of skeletal muscle to prevent injury (inverse stretch reflex) 120. 120. The Endocrine System The next level 121. 121. Learning outcomes ! By the end of this session you will be able to: ! Describe the functions of the endocrine system ! Identify the major glands in the endocrine system ! Explain the function of hormones 122. 122. The endocrine system ! The endocrine system works in tandem with the nervous system to maintain homeostasis ! If the CNS receives information from afferent nerves to show that the body is out of a homeostatic state, efferent nerves may send information to directly stimulate a response, or may send information to an endocrine gland to release a hormone 123. 123. The endocrine system ! Regulation of homeostasis is achieved through feedback loops. Feedback loops are either positive or negative: ! Negative feedback loop – The most common form of feedback loop and the usual means of maintaining homeostasis. The body detects an internal change and activates mechanisms that reverse that change, for example, the stimulation of the pancreas to secrete insulin in response to high blood glucose levels or stimulation of the parathyroid glands to secrete parathyroid hormone when blood calcium levels are low. ! Positive feedback loops – These are less common and rather than reversing a change will activate responses that speed up a detected change. An example of this is the action of oestrogen during the menstrual cycle. Oestrogen released by the ovaries stimulates other endocrine glands to secret hormones that further increase levels of oestrogen. 124. 124. The glands 125. 125. Hormone summary Gland Location Main hormone(s) Actions Hypothalamus and pituitary Base of the brain Growth hormone • Increases fat metabolism • Increases glycogen synthesis • Increases blood glucose levels • Promotes growth in children and young adults • Promotes muscle mass Adrenals Top of the kidneys Adrenaline & noradrenaline (catecholamines) • Facilitates sympathetic nervous system activity Corticosteroids • Regulates stress and immune responses • Control of carbohydrates, fats and protein metabolism Thyroid Neck Thyroxine • Increases fat 126. 126. Hormone summary continued Gland Location Main hormone(s) Actions Parathyroid Neck (behind the thyroid) Parathyroid hormone • Controls levels of blood calcium to maintain muscle contraction and nerve impulse transmission Pancreas Abdominal cavity close to stomach Insulin & glucagon • Control blood sugar levels Ovaries Pelvic region Oestrogen & progesterone • Promote feminisation Testes Pelvic region Testosterone • Promote masculinisation Joint actions Opposition ! This describes the specific movement of touching the thumb to the fingers. It is what makes h... 127. 127. Energy Systems The next level 128. 128. Learning outcomes ! By the end of this session you will be able to: ! Understand energy systems and their relation to exercise ! Describe the three energy systems used for the production of ATP ! Describe the relative contribution of each energy system to total energy usage and different intensity levels ! Describe the fuels used by each energy system ! Identify the by-products of each energy system 129. 129. Energy – Carbohydrate ! 4kcal per gram ! 60 – 65% of daily calorie intake ! Stored in muscle and liver cells in the form of glycogen ! Glycogenolosis ! Conversion of glycogen into glucose 130. 130. Energy – Fat ! 9 kcal per gram ! 30% daily calorie intake ! Stored as adipose tissue ! Lipolysis ! Breakdown of triglycerides into fatty acids 131. 131. Energy – Protein ! Used as the building material for growth and repair ! 4kcal per gram ! 10 – 12% daily calorie intake ! Gluconeogenesis ! The breakdown of proteins into amino acids in the liver to produce glucose 132. 132. Energy ! Energy is released in the body by the breakdown of carbohydrates, fat and protein to produce: ! Adenosine Triphosphate (ATP) ! The body’s energy ‘currency’ 133. 133. The energy systems ! Phosphocreatine system ! Used for high intensity / short duration activities ! Anaerobic ! Energy supplied by creatine phosphate 134. 134. Phosphocreatine system ! Adaptations to training: ! Increased stores of creatine phosphate ! Faster breakdown of creatine phosphate ! Increased production and release of creatine phosphate in the liver 135. 135. How the system works (this information is not relevant to the theory exam) ! Creatine phosphate is stored in the sarcoplasm of muscle cells. There are very limited stores of CP in the muscle cells. The energy released from the breakdown of CP is used in the endothermic reaction to reattach a free phosphate to the adenosine diphosphate to reform adenosine triphosphate. Since the supplies of CP are so limited, this re-synthesis will only last up to 10 seconds before the supplies of CP are used up. ! Fast twitch muscle fibres (FG) will use the phosphocreatine system for energy production. Their low aerobic ability means that they need to use an energy system that can provide energy without the use of oxygen (anaerobically). Their suitability to short bursts of intense activity also means that the best energy system for them to utilise is the phosphocreatine system. 136. 136. The energy systems ! Lactic acid system ! Used for moderate to high intensity / short duration activities (about 90 seconds) ! Anaerobic ! Energy supplied by glycogen 137. 137. Lactic acid system ! Adaptations to training: ! Increased subjective tolerance to discomfort of lactate build up ! Increased glycogen storage ! Improved anaerobic glycolysis ! Improved lactic acid removal ! Increased anaerobic threshold and point of OBLA ! Work harder for longer 138. 138. How the system works (this information is not relevant to the theory exam) ! 10 complex chemical reactions are required to convert glycogen into pyruvic acid. Bearing in Joint actions Opposition mind the principles of human efficiency, the lactic acid system requires considerable effort for a relatively low yield of ATP ! In the absence of oxygen, the by-product of the lactic acid system, pyruvic acid, combines with hydrogen ions to form lactic acid. ! The presence of lactic acid in the blood is experienced as a cramping/ burning sensation in the muscles, which impedes performance and cannot be tolerated for very long. The lactic acid system is sustainable for about 2–3 minutes. ! The point at which lactic acid begins to accumulate faster than it can be removed is called onset of blood lactate accumulation (OBLA) or anaerobic threshold. At this point blood lactate concentration levels are approximately 4mmol, although this can vary between individuals. Onset of blood lactate accumulation is directly related to exercise intensity. 139. 139. The energy systems ! Aerobic system ! Used for low to moderate intensity / longer duration activities (about 90 seconds) ! Aerobic ! Energy supplied by glycogen and fatty acids 140. 140. Aerobic system ! Adaptations to training: ! Increased uptake and utilisation of oxygen in the muscle ! Improved capillarisation ! Increased size and number of mitochondria ! Increased fat metabolism ! Increased glycogen and myoglobin stores ! Raised aerobic and anaerobic threshold ! Increased VO2 max 141. 141. How the system works (this information is not relevant to the theory exam) ! When oxygen is available the by-product of anaerobic glycolysis, pyruvic acid, enters the mitochondria and is converted to acetyl coenzyme A. ! Coenzyme A then combines with oxaloacetic acid to form citric acid. ! The Kreb’s cycle is also sometimes called the citric acid cycle. ! The Kreb’s cycle produces enough energy to re-synthesise two molecules of ATP. By-products of these reactions include hydrogen ions which are transported through an electron transport chain by carrier molecules. ! The electron transport chain produces 34 molecules of ATP. ! This is a far greater and more productive yield than any other system. ! Carbon dioxide (CO2) is another by-product of the Kreb’s cycle that is exhaled by the lungs. ! The process is termed a cycle because the starting product, oxalacetic acid, is also the end product, so the process is able to repeat itself over and over again. 142. 142. Programs A guide to completing the course material 143. 143. Unit Aims The learner will: • Understand how to prepare PT programmes • Understand the importance of long term behaviour change for PT • Understand the principles of collecting information to plan a PT programme • Understand how to screen clients prior to a PT programme • Understand how to identify PT goals with clients • Understand how to plan a PT programme with clients 144. 144. Unit Aims The learner will: • Understand how to adapt a PT programme with clients • Be able to collect information about clients • Be able to agree goals with clients • Be able to plan a PT programme with clients • Be able to manage a PT programme • Be able to review progress with clients • Be able to adapt a PT programme with clients 145. 145. How the Unit is AssessedCase Study and Viva: Using a real, apparently healthy individual (e.g. a peer, family member, friend or partner) who does not require medical intervention, learners are required to produce and implement a case study that contains: ! Client profile ! Detailed 4 week PT programme ! 12 week PT overview Joint action- rotation Covered at level 2 – however It is also possible to rotate ball and socket joints. For example, tur... 146. 146. How the Unit is Assessed Client Profile: ! Client’s personal details ! Description of lifestyle ! Medical screening (PARQ) ! Postural screening ! Past and present physical activity ! Exercise preferences 147. 147. How the Unit is Assessed Client Profile: ! Description of client’s attitude to physical activity ! Stage of readiness to participate ! SMART goals (short, medium and long term) ! Barriers to achieving goals ! Proposed strategies to overcome barriers 148. 148. How the Unit is Assessed Detailed 4 Week Programme: The 4 week plan should contain a minimum of 4 session plans (1 per week) and the sessions should be between 30 and 60 minutes duration. For each session there should be: ! Detailed session plan/programme card ! Session evaluations (with records of adjustments made) ! Evidence of adjustments made to 4 week plan ! Client evaluations 149. 149. How the Unit is Assessed Session Plans: The session plans with the 4 week plan must also contain: ! Appropriate warm up activities ! A minimum of 2 of the following cardiovascular approaches to training (on CV machines or other CV modes): ! Interval ! Fartlek ! Continuous 150. 150. How the Unit is Assessed Session Plans: ! A minimum of 4 resistance approaches using RT machines, FW or alternative methods (e.g. body weight): ! Pyramid sets ! Super-setting ! Giant sets ! Tri sets ! Forced reps ! Pre/post exhaust ! Negative/eccentric training 151. 151. How the Unit is Assessed Session Plans: ! 1 core stability exercise ! 1 PNF stretch ! Appropriate cool down activities 152. 152. How the Unit is Assessed Session Plans: ! Content may be spread across all 4 sessions and do not have to be in each session ! 1 session plan must contain information regarding environments not designed specifically for exercise (e.g. outdoor, office, home) ! The programme should specify the acute variables to be applied (sets, reps, intensity, time, rest) ! The programme should meet the client’s goals and should adhere to sound principles of programming 153. 153. How the Unit is Assessed 12 Week PT Overview: The 12 week programme should relate to and build on the 4 week programme and should show projected logical progression from the 4 week programme at weeks 6 and 12. 154. 154. How the Unit is Assessed Viva: The viva will ensure that you have sufficient knowledge and understanding of the PT programme they have devised. Your ability to progress or regress activities according to the client’s goals, wants and needs will also be assessed during the viva. 155. 155. How to Prepare PT Programmes By the end of the session you will be able to: ! Describe the range of resources required to deliver a PT programme ! Explain how to work in environments that are not specifically designed for exercise/physical activity 156. 156. Resources Environment for the session: ! Inside areas (e.g. gym, studio, sports hall, home/office) ! Outside areas (e.g. parks) The shoulder girdle ! The shoulder, or pectoral, girdle is composed of a double set of two bones on each side of the bod... 157. 157. Resources Portable equipment: ! Benches ! Free weights ! Bands ! Steps ! Swiss balls ! Medicine balls ! Dumbbells 158. 158. Resources Fixed equipment: ! Fixed resistance machines ! Cable machines ! CV machines (e.g. Upright/recumbent cycle, treadmill, stepper, rowing machine, elliptical trainer and cross trainer) ! Vibration plates 159. 159. Environment Consider the following: • Health and safety considerations relating to different environments, to include: – Environment – Equipment – Clothing – Support from others – Others users of the environment 160. 160. Environment Consider the following: ! Personal safety issues ! Weather conditions ! First aid equipment ! Knowledge of location and of facilities (e.g. Toilets, drinking water, route planning) ! Possible hazards 161. 161. Environment Consider the following: ! Public liability insurance ! Risk assessment ! Available space ! Any additional planning requirements ! Body weight exercises 162. 162. Portable Equipment ! Hand weights/dumbbells ! Resistance bands ! Focus pads ! Medicine balls ! Stability balls ! Skipping ropes 163. 163. Portable Equipment ! Step ! Benches ! Trees ! TRX ! Bosu 164. 164. Long Term Behaviour Change for PT By the end of the session you will be able to: • Explain why it is important for clients to understand the advantages of PT • Explain why it is important for a PT to work together with clients to agree goals, objectives, programmes and adaptations • Explain the importance of long term behaviour change in developing client fitness • Explain how to ensure clients commit themselves to long term change 165. 165. Advantages of Personal Training • Regular 1:1 contact with instructor to aid motivation • Increased motivation and adherence • More frequent programme reviews • Formal reviews as scheduled and agreed with client • Informal reviews, ongoing observation and assessment at every session • Programmes updated and progressed more regularly 166. 166. Advantages of Personal Training ! Individualised programmes for the participant – more personal ! Programmes designed to address functional capability including core stability, postural deviations as well as client goals ! Reduced risk of injury whilst training ! Continuous feedback on technique ! Goals achieved by the client more quickly 167. 167. Goals and Objectives ! To ensure programmes truly address client’s specific needs ! Client is paying for the service, therefore expects goals to be achieved ! Discuss the benefits of progressive exercise programmes ! Change programmes immediately if a client’s circumstances change 168. 168. Strategies for Managing Change ! Behaviour ! Substituting alternatives ! Rewards ! Social support ! Commitment 169. 169. Strategies for Managing Change! Cognitive ! Increasing knowledge of benefits ! Risks ! Consequences ! Understanding beliefs ! Identifying healthier choices 170. 170. Strategies for Managing Change ! Humanistic ! Relationship between client and instructor The shoulder girdle 171. 171. How to Use Strategies ! Decision balance sheet to identify barriers ! Problem solving strategies for overcoming barriers ! Increase confidence ! Goal setting ! Action planning ! Promoting autonomy and interdependence (relational skills) 172. 172. Approaches to Long Term Behaviour Change Consider the following: ! How to plan an intervention to increase likelihood of participation ! How to integrate various methods of behaviour change in the development of an exercise programme 173. 173. Social Support ! Friends ! Family ! Other service users ! Buddy systems and training partners ! Group exercise 174. 174. Teaching Approach Consider the following: • Learning styles (visual, aural, kinaesthetic) • Verbal and non-verbal communication • Equal opportunities (e.g. age, gender, race, disability) 175. 175. Goal Setting Agree SMART goals (short, medium and long term) Specific Measurable Achievable Realistic Time-framed 176. 176. Principles of Progression Apply the principles of progression, to include: ! Specificity ! Progressive overload ! Reversibility ! Adaptability ! Individuality ! Recovery time 177. 177. Client Commitment To ensure client commitment, also consider the benefits of: ! A reward system ! Self belief and visualisation techniques ! Relapse strategies ! Having a network of support And consider the risks of overtraining and its impact on long term behaviour change 178. 178. Collecting Information By the end of the session you will be able to: ! Explain the principles of informed consent ! Explain why informed consent should be obtained ! Summarise the client information that should be collected 179. 179. Informed Consent Consider the following: ! Adhere to the Code of Ethical Practice ! Identify health and safety considerations ! Refer to a GP or other medical professional where required ! Take into account data protection requirements 180. 180. Client Information Collect the following information: ! Personal goals ! Future goals and aspirations ! Expectations 181. 181. Client Information Collect the following information: ! Lifestyle information: ! Work patterns ! Eating patterns ! Relevant personal circumstances ! Stress levels ! Hobbies/regular activities ! Time available to exercise ! Family/friends support 182. 182. Client InformationCollect the following information: ! Medical history ! Health history (health questionnaire) ! Current health status (PARQ or alternative) ! Risk factors ! Identification of medical conditions requiring medical clearance ! Past and present injuries and disabilities ! Postural analysis ! Any musculoskeletal discomfort 183. 183. Client Information Collect the following information: ! Physical activity history ! Past and current ! Physical activity likes and dislikes ! Past and current The upper arm and shoulder joint ! The only bone in the upper arm is the humerus. ! It fits into the glenoid cavity of... 184. 184. Client Information Collect the following information: • Motivation and barriers to participation – Attitude – Perceived barriers – Actual barriers – Intrinsic barriers (e.g. fear, embarrassment) – Extrinsic barriers (e.g. time, cost, family commitments) 185. 185. Client Information Collect the following information: ! Current fitness level ! Evaluation of current levels of all components of fitness, to include: ! Muscular strength ! Muscular endurance ! Cardio respiratory fitness ! Flexibility ! Motor skills ! Core stability ! Functional ability 186. 186. Client Information Assess components of fitness by taking physical measurements as appropriate for the clients: • Blood pressure (manual and digital) • Anthropometrics (height and weight, waist circumference or waist to hips ratio) • Body Mass Index • CV fitness (e.g. Astrand bike test, Rockport walking test, step test, Cooper 12 minute walk/run) 187. 187. Client Information Assess components of fitness by taking physical measurements as appropriate for the clients: • Range of motion (e.g. Sit and reach test, visual assessments during stretch positions) • Muscular fitness (e.g. Abdominal curl/sit up test, press up test) • Postural assessments (e.g. Squat technique, walking gait) 188. 188. Client Information Collect the following information: Stage of readiness – Stated future goals and aspirations – Exercise readiness questionnaire Posture and alignment – Upper and lower body – Repetitive movement patterns that may cause issues Functional ability – Ability to carry out everyday tasks easily and pain free – Using an ADL questionnaire 189. 189. How to Screen Clients By the end of the session you will be able to: • Explain how to interpret information collected from the client in order to identify client needs and goals • Explain how to analyse client responses to the PARQ • Describe types of medical conditions that will prevent PTs from working with a client (unless they have specialist training/qualifications) • Explain how and when PTs should refer clients to another professional 190. 190. Information Gathering ! Select and record client information correctly ! Obtain consent to exercise ! Identify contraindications to exercise ! Recognise and defer clients where applicable 191. 191. Information Gathering ! Consider methods for collecting objective information ! Consider methods for collecting subjective information ! Use additional questioning where required ! Check client’s understanding of the information collected 192. 192. Analyse Client Response to PARQ Consider the following: ! Any ‘yes’ responses ! Client concerns regarding readiness ! Instructor concerns regarding readiness ! How to interpret client’s body language ! High blood pressure reading 193. 193. Analyse Client Response to PARQ Consider the following: ! High heart rate reading (tachycardia ›100 bpm) ! Low heart rate reading (bradycardia ‹60bpm) ! Whether any additional questioning is required The upper arm and shoulder joint 194. 194. Medical Conditions The following types of medical conditions will prevent PTs from working with clients (unless they have specialist training/qualifications): • CHD • Pre and post natal • Diabetes • Disability • Cancer • Stroke 195. 195. Medical Conditions The following types of medical conditions will prevent PTs from working with clients (unless they have specialist training/qualifications): • Severe musculoskeletal issues/injuries • Ageing (when resulting in age-related issues) • Exercise referral (specific controlled medical conditions) • Obesity • Rehabilitation patients 196. 196. Referral Consider the limits of your own expertise and competence in prescribing a progressive exercise programme. Refer where required to: • GP • Physiotherapist • Other health professionals/consultants • Senior colleague (if appropriately qualified) 197. 197. How to Identify PT Goals with Clients By the end of the session you will be able to: ! Explain how to identify client’s short, medium and long term goals ! Identify when PTs should involve others, apart from their clients, in goal setting ! Explain how to use SMART objectives in a PT programme 198. 198. Goal Setting Identify short, medium and long term goals for the following: • General health and fitness • Physiological • Psychological • Lifestyle • Social • Functional ability 199. 199. Goal Setting ! Short term goal: weekly (mini process goals) ! Medium term goal: 1 – 3 months (process goals) ! Long term goal: 3 – 6, 6 – 12 months (outcome goals) 200. 200. Goal Setting Consider involving others where appropriate: ! Positive ParQ – referral/deferral ! Family and friends for external support and encouragement ! GP or other health professional for medical reasons 201. 201. Goal Setting Use SMART goals to: ! Break down a long term goal into more achievable sub-goals and to enhance sense of progression/success ! Demonstrate progress against baseline measures ! Structure a PT programme 202. 202. How to Plan a PT Programme with Clients By the end of the session you will be able to: ! Identify credible sources of guidelines on programme design and safe exercise ! Summarise the key principles of designing programmes to achieve short, medium and long term goals, including the order and structure of sessions ! Describe a range of safe and effective exercises/physical activities to develop all components of fitness ! Explain how to include physical activities as part of the client’s lifestyle to compliment exercise sessions ! Explain how to design programmes that can be run in environments not designed specifically for exercise ! Identify when it might be appropriate to share the programme with other professionals 203. 203. Sources of Information ! ACSM guidelines ! Reputable internet sources ! British Heart Foundation (BHF) guidelines ! Reputable journals (e.g. BHF, REPs etc) 204. 204. Principles of Programme Design Apply the principles of FITT: Frequency Intensity Time Type The lower arm elbow and wrist ! There are two long bones in the lower arm – the radius and the ulna. ! The ulna is sli... 205. 205. Principles of Programme Design Consider ACSM guidelines: CV fitness • High intensity, low duration, or moderate to vigorous exercise with longer duration • 64% and 70 – 94% of MHR • Those already physically active (in aerobic activity) require intensities at high end of continuum • For most individuals intensities within a range of 77% to 90% of MHR are sufficient to achieve improvements in CV fitness 206. 206. Principles of Programme Design Consider ACSM guidelines: Muscular fitness ! F – 2-3 times a week ! I – 8-10 exercises (1 per main muscle group), 1 set of 8-12 reps on each exercise, resistance 75% 1RM ! T – 20 minutes ! T – resistance machines/free weights 207. 207. Principles of Programme Design Consider ACSM guidelines: Flexibility ! F – ideally 5-7 times per week ! I – to the end of ROM at point of tightness ! T – 15-30 seconds for each stretch ! T – static stretches 208. 208. Principles of Programme Design Consider the following: ! Overload ! Adaptation ! Specificity ! Reversibility ! Progression ! Regression ! Rest and recovery (during and between sessions) 209. 209. Principles of Programme Design Apply the principles of periodisation: ! Macrocycles: long term (outcome) goal ! Mesocycles: medium term (process) goals ! Microcycles: short term (process) goals, where the detail of each training session is applied 210. 210. Principles of Programme Design Consider the order and relevance of fitness components for each session: • Warm up • Flexibility (as part of warm up) • Balance, motor skills training, proprioception training • Core stability • Cardiovascular workout • Muscular conditioning • Cool down, including flexibility 211. 211. Principles of Programme Design CV Fitness Consider the advantages and disadvantages of each training system: ! Interval ! Fartlek ! Continuous/constant pace training 212. 212. Principles of Programme Design Muscular Fitness Apply the following (as appropriate): ! Strength ! Endurance ! Power Using a range of: ! Resistance machines ! Free weights ! Cables ! Body weight exercises 213. 213. Principles of Programme Design RT machines: 214. 214. Principles of Programme Design Exercise bands: 215. 215. Principles of Programme Design Free weights: 216. 216. Principles of Programme Design Cables: 217. 217. Principles of Programme Design Flexibility: ! Static flexibility exercises ! Dynamic flexibility exercises ! PNF – assisted flexibility exercises ! Self myofascial release – foam rolling The lower arm elbow and wrist 218. 218. Principles of Programme Design Motor Skills ! Balance and coordination exercises ! Exercises that challenge proprioception/ spacial awareness 219. 219. Principles of Programme Design Core Stability ! Stabilisation core exercises for the spine ! Mobilisation core exercises for the spine 220. 220. Principles of Programme Design Core stability exercises: • Drawing-in manoeuvre (stabilisation) • Superman (stabilisation) • Floor bridge (stabilisation) • Plank (stabilisation) • Abdominal crunch (movement) • Reverse crunch (movement) • Cable rotation (movement) 221. 221. Principles of Programme Design Aim to include physical activities as part of the client’s lifestyle to compliment exercise sessions, to include: ! Activities of daily living (e.g. gardening, housework, shopping, walking) ! Benefits of using pedometers – walking ! Leisure activities (e.g. sports, hobbies) ! Family activities (e.g. family activity) ! Variety to aid motivation and adherence ! Cumulative effect of being more active on a daily basis Include on programme card as agreed with client 222. 222. How to Adapt a PT Programme with Clients By the end of the session you will be able to: ! Explain how the principles of training can be used to adapt the programme where required ! Describe the different training systems and their use in providing variety and in ensuring programmes remain effective ! Explain why it is important to keep accurate records of changes and the reasons for change 223. 223. CV Training Systems Consider the advantages and disadvantages of each of these training systems: • Interval • Fartlek • Continuous/constant pace training • Circuit training • Random 224. 224. CV Physiological Adaptations 225. 225. RT Systems Consider the advantages and disadvantages of each of these training systems: ! Pyramid systems ! Super setting (agonist/antagonist; agonist/agonist) ! Giant sets ! Tri sets ! Forced repetitions ! Pre/post exhaust ! Negative/eccentric training ! Stripping method ! Cheating method 226. 226. RT Anatomical and Physiological Adaptations 227. 227. RT Variables Apply the variables to RT to programme design: • Progressive overload • Exercise choice • Exercise sequence • Equipment • Environment • Split routines • Type of muscle contraction • Individuality (workout time; recovery time) 228. 228. RT Mesocycles ! Hypertrophy ! Strength phase ! Power phase ! Peaking phase ! Active recovery phase 229. 229. Biomechanics Apply the principles of biomechanics, to include: • Centre of gravity • Momentum • Posture and alignment • Levers • Stability 230. 230. Flexibility Systems Consider the advantages and disadvantages of each of these training methods: ! CRAC (contract, relax, agonist, contract) ! PNF (Proprioception Neuromuscular Facilitation) ! Self myofascial release ! Static ! Ballistic ! Dynamic ! Partner stretching The lower arm elbow and wrist ! The radius and the ulna are connected to each other by a synovial pivot joint, both at t... 231. 231. Record Keeping Maintain accurate records of changes, in relation to: ! Client’s short term and long term SMART goals ! Correct intensity ! Different exercise choices ! Adaptations and modifications ! Long term behaviour change Using an appropriate programme card 232. 232. Collecting Information about Clients By the end of the session you will be able to: • Establish rapport with the client • Explain own role and responsibilities to clients • Collect the information needed to plan a programme using appropriate methods • Show sensitivity and empathy to clients and the information they provide • Record the information using appropriate formats in a way that will aid analysis • Treat confidential information correctly 233. 233. Establishing Rapport Consider the following: • The importance of empathy, warmth, honesty and genuineness • Identifying potential barriers to instructor/client interaction • The use of effective questioning techniques • The importance of active listening skills • Understanding the significance of non-verbal communication • The need to maintain client confidentiality 234. 234. PT Role and Responsibilities Consider the following: • The Code of Ethical Practice • REPs registration • Client/trainer contract outlining role and responsibilities • Positive communication • Clear instructions and arrangements • Sources of help/contact • Professionalism 235. 235. Recording of Information Record information using appropriate formats, to include: • Medical questionnaires, psychological questionnaires, lifestyle questionnaires • Fitness assessment portfolio/records (CV fitness, muscular strength, muscular endurance, flexibility, body composition, neuromuscular efficiency, posture, BP) 236. 236. Agreeing Goals with Clients By the end of the session you will be able to: ! Work with clients to agree short term, medium term and long term goals appropriate to their needs ! Ensure the goals are SMART ! Agree with clients their needs and readiness to participate 237. 237. Agreeing Goals Work with clients to agree short, medium and long term goals appropriate to their needs: ! Client to agree and set a goal contract ! Identify and agree appropriate goal evaluation procedures ! Review process agreed with the client ! Adopt a flexible approach according to the client’s needs and abilities ! Ensure goals are SMART ! Conduct a readiness to exercise questionnaire 238. 238. Planning a PT Programme By the end of the session you will be able to: • Plan specific outcome measures, stages of achievement and exercise/physical activities • Ensure the components of fitness are built into the programme • Apply the principles of training to help clients achieve goals • Agree the demands of the programme with clients • Agree a timetable of sessions with clients • Agree appropriate evaluation methods and review dates 239. 239. Planning a PT Programme By the end of the session you will be able to: • Identify the resources needed for the programme, including the use of environments not designed for exercise • Record plans in a format that will help clients and others involved to implement the programme • Agree how to maintain contact with the client between sessions 240. 240. Planning a PT Programme Agree a timetable of sessions with clients: • Short term plan (weekly session plan) • Medium term plan (e.g. 3 month plan) • Long term plan (e.g. The pelvic girdle The pelvic girdle transmits the whole weight of the upper body down through the legs to the ground. It a... 6 month or 12 month plan) Carry out regular reviews of: • Short term process goals • Medium term process goals • Long term outcome goals 241. 241. Managing a PT Programme By the end of the session you will be able to: ! Ensure effective integration of all programme exercises/physical activities and sessions ! Provide alternatives to the programmed exercises/physical activities if clients cannot take part as planned ! Monitor clients’ progress using appropriate methods 242. 242. Reviewing Progress with Clients By the end of the session you will be able to: • Explain to clients the purpose of review • Review short, medium and long term goals with clients at agreed points in the programme, taking into account any changes in circumstances • Encourage clients to give their own views on progress • Use agreed evaluation guidelines • Give feedback to clients during their review that is likely to strengthen their motivation and adherence • Agree review outcomes with clients • Keep an accurate record of reviews and their outcome 243. 243. Evaluation Review the following: • Session aims • SMART goals • Activities • Client performance • Own performance (preparation and delivery) • Health and safety 244. 244. Adapting PT Programmes with Clients By the end of the session you will be able to: ! Identify goals and exercises/physical activities that need to be redefined or adapted ! Agree adaptations, progressions and regressions to meet clients’ needs to optimise achievement 245. 245. Delivering A guide to completing the course material 246. 246. Unit Aims The learner will: ! Understand how to instruct exercise during PT sessions ! Understand how to adapt exercise to meet client needs during PT sessions ! Understand how to review PT sessions with clients ! Be able to plan and prepare PT sessions ! Be able to prepare clients for PT sessions 247. 247. Unit Aims The learner will: ! Be able to instruct and adapt planned sessions ! Be able to bring the exercise session to an end ! Be able to reflect on providing PT sessions 248. 248. How the Unit is Assessed Continuous or summative assessment of: ! Physical measurements ! Blood pressure ! Anthropometrics ! Body composition ! CV fitness ! Range of motion ! Muscular fitness 249. 249. How the Unit is Assessed Continuous or summative assessment of: ! Training approaches ! Using CV machines or other CV training mode ! A minimum of 2 CV approaches to training ! Interval ! Fartlek ! Continuous 250. 250. How the Unit is Assessed Continuous or summative assessment of: ! Training approaches ! Using resistance machines/free weights/ alternative methods (e.g. body weight) ! A minimum of 4 RT approaches to training 251. 251. How the Unit is Assessed A minimum of 4 RT approaches to training: • Pyramid systems • Super-setting • Giant sets • Tri sets • Forced Repetitions • Pre/post exhaust • Negative/eccentric training The pelvic girdle 252. 252. How the Unit is Assessed Continuous or summative assessment of: • 1 core stability exercise • 1 PNF stretch • Evaluation 253. 253. How to Instruct Exercise By the end of the session you will be able to: ! Explain the importance of non-verbal communication when instructing clients ! Describe how to adapt communication to meet clients’ needs ! Evaluate different methods of maintaining clients’ motivation, especially when clients are finding exercises difficult ! Explain the importance of correcting technique 254. 254. Non-Verbal Communication Consider the following: ! Professional appearance ! Technically correct, safe and effective demos ! Appropriate body position at all times ! ‘Hands on’ correction technique where appropriate ! Eye contact 255. 255. Maintaining Motivation Methods of maintaining motivation: ! Positive reinforcement ! Positive feedback ! Instructor assistance/spotting ! Preserving client’s dignity and self-esteem when training at high intensities ! Voice pitch and tone ! Body language and positioning ! Engaging clients in conversation 256. 256. Correction Correcting technique is important to achieve the following: ! Maximise the effect/potential of the exercise ! Ensure the client is able to perform the exercise on their own in unsupervised sessions ! Increase the client’s confidence in the exercise ! Increase the client’s confidence in the trainer ! Reduce the risk of injury during and after the session ! Achieve the client’s goals for the planned session 257. 257. How to Adapt Exercise By the end of the session you will be able to: ! Explain why it is important to monitor individual progress especially if more than one client is involved in the session ! Describe different methods of monitoring intensity during exercise ! Describe different methods of monitoring clients’ progress during exercise ! Explain how to adapt exercise as appropriate to individual clients and conditions ! Explain how to modify the intensity of exercise according to the needs and responses of the client 258. 258. Monitoring Progress Consider the importance of monitoring progress, especially where more than 1 client is involved in the session: ! To ensure every client achieves their needs/goals ! To ensure exercises carried out are effective ! To ensure health and safety ! To reduce risk of injury 259. 259. Monitoring Progress ! Be aware of the difficulty of monitoring technique for all participants in a group session ! Consider how to recognise different client abilities within the same group and how to adapt the session accordingly ! Be aware that more timid clients may feel intimidated by more experienced clients 260. 260. Monitoring Intensity Consider the advantages and disadvantages of each of the following methods: ! Rate of perceived exertion (RPE) ! Talk test ! Heart rate monitoring (age related/ Karvonen) ! Visual signs ! Verbal assessments 261. 261. Monitoring ProgressConsider the following: ! Different clients’ needs and abilities ! Changes in circumstances ! Different environments ! Variations in number of clients attending the session The pelvic girdle ! The pubic bones are joined together anteriorly by a cartilaginous disc, the pubis symphysis, which c... 262. 262. Adaptation Adapt exercises/exercise positions to include the following: ! Ensure that body position does not invade the clients’ personal space ! Ensure safety, especially when spotting exercises are being performed for the first time ! Different environments 263. 263. Adaptation Adapt exercises/exercise positions to include the following: ! Group situations ! 90/90 position – during floor work ! Adapting exercise positions by regressing or progressing intensity as appropriate 264. 264. Modifying Exercise Intensity Apply the principles of progressive overload: ! Rate ! Rest ! Repetition ! Resistance ! Range 265. 265. Modifying Exercise Intensity Also consider the following: ! Different exercise choices ! Different exercise sequences ! Changing equipment used ! Increasing/decreasing overall work out time ! Increasing/decreasing rest time ! Increasing/decreasing stability of exercises 266. 266. How to Review PT Sessions By the end of the session you will be able to: • Explain why PTs should give clients feedback on their performance during a session • Explain why clients should be given the opportunity to ask questions, provide feedback and discuss their performance • Explain how to give clients feedback on their performance in a way that is accurate but maintains client motivation and commitment 267. 267. How to Review PT Sessions By the end of the session you will be able to: ! Explain why clients need to see their progress against objectives in terms of overall goals and programme ! Explain why clients need information about future exercise and physical activity, both supervised and unsupervised 268. 268. Feedback and Questions Provide feedback and opportunities for questions: ! To increase motivation and adherence ! To provide support and encouragement ! For health and safety ! To ensure that short, medium and long term SMART goals are being met 269. 269. Feedback and Questions Provide feedback and opportunities for questions: ! To increase client’s confidence to participate in unsupervised exercise ! To increase client’s confidence in the instructor ! To increase client’s overall confidence and self-esteem 270. 270. Questioning Techniques Consider the advantages and disadvantages of the following types of questions: • Open • Closed • Probing • Leading 271. 271. Motivational Feedback Consider the benefits of providing motivational feedback between sessions to encourage adherence – for example: ! Text ! Email ! Telephone ! Social networking 272. 272. Provide Information Provide information about future exercise and physical activity, both supervised and unsupervised: ! To help achieve short term goals ! To help increase motivation and adherence ! Pre booked sessions are more likely to be adhered to ! To encourage cross usage of facilities ! To add variety to the programme 273. 273. How to Plan and Prepare PT Sessions By the end of the session you will be able to: ! Plan a range of exercises/physical activities to help clients achieve their objectives and The pelvic girdle Male Female goals ! Identify, obtain and prepare the resources needed for planned exercise/ physical activities, improvising safely where necessary 274. 274. CV Fitness Include: ! Treadmills ! Bike – recumbent/upright ! Stair climbers ! Rowers ! Cross trainers 275. 275. CV Fitness Consider other forms of CV training: ! Walking ! Running ! Swimming ! Outdoor cycling 276. 276. Muscular Fitness Include: • Resistance machines • Free weights • Body weight exercises • Cable machines • Consider any other portable equipment that may be used in an outdoor setting 277. 277. Flexibility Include: • Flexibility for a warm up • Flexibility for a cool down • Static flexibility • Dynamic flexibility • Partner assisted flexibility (e.g. PNF) 278. 278. Motor Skills and Core Stability Also include: ! Exercises that challenge a client’s motor skills, balance, co-ordination and functional capability ! Core stability exercises that challenge both the stabilisation system (local) and the mobilisation system (global) 279. 279. Resources ! Indoor equipment ! Fixed machines ! Free weights ! CV machines ! Cables 280. 280. Resources ! Outdoor equipment ! Benches ! Trees ! Bands ! Free weights ! Body weight exercises 281. 281. Risk Assessment Carry out risk assessments on: ! Environment (including temperature and ventilation) ! Equipment ! Activities 282. 282. How to Prepare Clients for PT Sessions By the end of the session you will be able to: • Help clients feel at ease in the exercise environment • Explain the planned objectives and exercises/physical activities to clients • Explain to clients how objectives and exercises/ physical activities support their goals • Explain the physical and technical demands of the planned exercises/physical activities to clients 283. 283. How to Prepare Clients for PT Sessions By the end of the session you will be able to: ! Explain to clients how planned exercise/ physical activity can be progressed or regressed to meet their goals ! Assess the clients’ stage of readiness and motivation to take part in the planned exercises/physical activities ! Negotiate and agree with clients any changes to the planned exercises/physical activities ! Record changes to plans 284. 284. Preparing Clients Help clients feel at ease in the exercise environment: ! Arrive on time to prepare and to welcome the client ! Be dressed for the environment with appropriate footwear and clothing ! Greet the client in a warm, friendly manner ! Use the client’s name wherever possible ! Use positive language to encourage the client before the session begins 285. 285. Preparing Clients Explain the planned objectives and exercises/physical activities to clients: ! Outline the goals agreed with the client ! Outline the exercises that are to be performed to ensure the client is comfortable with the session, using the programme card ! Offer alternatives/possible adaptations ! Recognition of client’s preferences 286. 286. Preparing Clients Explain to clients how objectives and exercises/physical activities support their goals, identifying: ! The FITT principles that have been applied ! SMART Male Female Narrow, shallow heart shaped pelvic bowl Deeper, wider oval shaped pelvic bowl Greater curvature in the sacrum... goals and how the exercises meet client’s goals ! Where client preferences have been met Refer where possible to client’s previous exercise history. 287. 287. Preparing Clients Explain the physical and technical demands of the planned exercises/physical activities to clients, to include: • Periods of light intensity/vigorous intensity • Warm up and cool down • Length of the planned session 288. 288. Preparing Clients Explain to clients how planned exercise/physical activity can be progressed or regressed to meet their goals, to include: ! Pyramid systems ! Super setting ! Giant sets ! Tri sets ! Forced repetitions ! Pre/post exhaust ! Negative/eccentric training 289. 289. Stage of Readiness Assess the clients’ stage of readiness and motivation to take part in the planned exercises/physical activities: ! Verbal communication – questioning the clients ! Non-verbal communication – observing client’s body language 290. 290. Negotiate and Record Changes Negotiate and agree any changes to the planned activities with clients to: • Meet their goals and preferences • Enable them to maintain progress Record changes to plans where appropriate 291. 291. Instructing and Adapting Planned Exercises By the end of the session you will be able to: • Use motivational styles appropriate to the client • Explain the purpose and value of a warm up to clients • Provide warm ups appropriate to clients, planned exercise and the environment • Make best use of the environment in which clients are exercising • Provide instructions, explanations and demonstrations that are technically correct, safe and effective 292. 292. Instructing and Adapting Planned ExercisesBy the end of the session you will be able to: ! Adapt verbal and non-verbal communication methods to make sure their clients understand what is required ! Ensure clients can carry out the exercises safely on their own ! Analyse clients’ performance, positive reinforcement throughout ! Correct techniques at appropriate points ! Progress or regress exercises according to clients’ performance 293. 293. Warm Up Explain the purpose and value of a warm up to clients and prepare the client for the exercise ahead: • Increase heart rate gradually • Increase muscle tissue temperature • Psychological preparation for exercise Consider the following: • Individual needs • Type of programme • Type of environment • Availability of equipment 294. 294. Use of Equipment Make the best use of equipment in which clients are exercising. Consider the following: • Selection of appropriate equipment • Organise the equipment/space available to ensure that exercises flow • Ensure there is sufficient space and appropriate layout • Offer appropriate alternatives/adaptations as governed by the environment 295. 295. Guidelines to Teaching ! Ensure instructions are relevant ! Ensure instructions and demos are appropriate to the clients, including: ! Offering a range of alternative exercises ! Breaking down the exercises ! Building up exercises gradually ! Demonstrating correct instructor technique ! Appropriate instructor positioning ! Being visible to The knee joint and lower leg ! The larger of the two bones (second largest in the body) is the tibia. Its size reflects ... the client 296. 296. Guidelines to Teaching Use verbal and non-verbal communication methods. Verbal: • Clear, concise, specific and audible • Use of understandable and appropriate language 297. 297. Guidelines to Teaching Use verbal and non-verbal communication methods. Non-verbal: ! Demonstrations ! Body language ! Body positioning ! ‘Hands on’ (taking into consideration the Code of Ethical Practice) 298. 298. Guidelines to Teaching Analyse clients’ performance, providing positive reinforcement to ensure the following: ! Safety ! Intensity ! Technique ! Identification of errors ! Correction of technique ! Monitoring of intensity ! Positive feedback ! Motivation 299. 299. Bringing Sessions to an End By the end of the session you will be able to: ! Allow sufficient time for the closing phase of the session ! Explain the purpose and value of cool down activities to clients ! Select cool down activities according to the type and intensity of physical exercise and client needs and condition 300. 300. Bringing Sessions to an End By the end of the session you will be able to: ! Provide clients with feedback and positive reinforcement ! Explain to clients how their progress links to their goals ! Leave the environment in a condition suitable for future use 301. 301. Cool Down Explain the purpose and value of cool down activities to clients, to include: ! Potential increase in flexibility ! Removal of by-products of exercise ! Gradually returns the heart rate to normal ! Psychological benefits ! Relaxation techniques, stress reduction 302. 302. Cool Down Consider the following: ! CV cool down ! Flexibility/ROM training ! Partner assisted stretching (e.g. PNF) ! Self myofascial release (e.g. foam rolling) 303. 303. Ending the Session Provide clients with feedback and positive reinforcement: ! Allow sufficient time for feedback to be given ! Provide structured feedback based on planned session and goals ! Ask clients for their feedback on the session ! Likes/dislikes ! Intensity ! Expectations 304. 304. Ending the Session Explain to clients how their progress links to their goals: ! Short, medium and long term SMART goals ! Discuss and agree any adaptations, modifications to the programme and the reasons why ! Review the future plan/training schedule 305. 305. Reflect on Providing PT Session By the end of the session you will be able to: ! Review the outcomes of working with clients including their feedback ! Identify how to improve personal practice ! Explain the value of reflective practice 306. 306. Review Outcomes Review the outcomes of working with clients including their feedback: ! Session aims ! SMART goals ! Activities ! Client performance ! Own performance in ! Preparation ! Delivery ! Health and safety 307. 307. Review Outcomes ! Identify how well the sessions met the client’s goals ! Were the short term goals met? ! Are the medium, long term goals still achievable? ! Are any The left tibia and fibula adaptations, modifications required to the programme to meet the client’s needs, abilities and goals? ! How effective and motivational the relationship with the client was ! How well the instructing styles matched the client’s needs 308. 308. Evaluation ! Identify how to improve personal practice ! Identifying strategies to improve performance ! Establishing methods of reviewing progress on an on-going basis (agreed with the client) ! Explain the value of reflective practice ! Identify own strengths and weaknesses ! Identify areas for improvement ! Identify possible future training requirements 309. 309. Nutrition A guide to completing the course material 310. 310. Learning outcomes ! Understand the meaning of key nutritional terms ! Understand common terminology used in nutrition ! Identify the essential micro and macronutrients ! Explain the key healthy eating advice that underpins a healthy diet ! Describe UK dietary targets for the macronutrients ! Identify reliable sources for the given dietary targets ! Outline professional role boundaries with regards to offering nutritional advice 311. 311. What is a balanced diet? ! Diet: ‘The food and fluid routinely consumed’ ! Nutrition: The intake and assimilation (digestion) of nutrients ! Balanced Diet/Healthy Eating – A diet which provides adequate amounts of essential nutrients to promote health and prevent disease 312. 312. Terminology used in nutrition ! UK Dietary Reference Values (DRV) ! Recommended Daily Amounts (RDA) ! Recommended Daily Intakes (RDI) ! Glycaemic Index (GI) ! Guideline daily Amount (GDA) 313. 313. Essential macro and micronutrients Macronutrients ! Fat ! Carbohydrate ! Protein ! Water Micronutrients ! Vitamins ! Minerals 314. 314. UK dietary targets Based on total energy intake: ! Fats = no more than 35% (not more than 11% saturated, 13% monounsaturated, 6.5% polyunsaturated) ! Proteins = 10 -15% ! Carbohydrates = 50% (predominantly unrefined complex carbohydrates) 315. 315. UK dietary targets Some individuals may require more or less of a given nutrient, for example: ! Individuals who require higher or lower energy intakes e.g. very active or very sedentary lifestyles ! Pregnancy/lactation ! The elderly ! Fat loss 316. 316. Professionals and professional bodies ! Nutritionists (British Nutrition Foundation) ! Dieticians (British Dietetic Association) ! Scientific Advisory Committee for Nutrition (SACN) ! Department of Health ! Nutrition Society ! European Food Information Council 317. 317. Offering nutritional advice ! Scope of the qualification (Instructor/PT) ! Provide nutrition advice in line with ‘Healthy Eating Guidelines’ ! Individuals requiring more complex dietary analysis should be referred on to a dietician The knee ! The tibia alone articulates with the femur at the knee and it has large smooth depression that accepts the fe... 318. 318. Offering nutritional advice You should be able to distinguish between evidence-based knowledge versus the unsubstantiated marketing claims of suppliers 319. 319. Reliable sources of nutritional information ! Reports and updates from SACN ! British Nutrition Foundation ! British Dietetic Association ! Department of Health ! The Nutrition Society ! Academic journals: ! Journal of Human Nutrition and Dietetics ! British Journal of Nutrition 320. 320. Fat The next level 321. 321. Session aims ! Identify the function of fat ! Identify different classifications of fat ! Identify the energy value of fat ! Identify food sources of fat ! Identify UK dietary guidelines for fat consumption ! Describe the metabolism of fat ! Describe how fat is transported around the body ! Understand the consequences of too much or too little fat in the diet ! Describe the role of cholesterol ! ‘Healthy Eating Guidelines’ for fat 322. 322. Function of fat ! Protection of internal organs ! Thermoregulation ! Insulation of nerve cells ! Uptake and storage of fat-soluble vitamins ! Provide energy ! Component of cell membrane ! Storage and modification of hormones ! Provides a source of essential fatty acids (EFA) 323. 323. Classification of fat Fats Saturated Fats Mainly from animal products Solid at room temperature Unsaturated Fats Mainly from non animal sources Liquid at room temperature Trans Fats Not naturally occurring fats Produced through hydrogenation Monounsaturated Fats Polyunsaturated Fats 324. 324. Energy value of fat ! All fats have an energy value of 9kcals per gram 325. 325. Sources: Saturated fat ! Meat ! Meat Products ! Butter ! Lard ! Cream ! Eggs ! Palm Oil ! Coconut Oil 326. 326. Sources: Trans fat ! Some vegetable spreads ! Baked products ! Ready meals ! Fast foods 327. 327. Sources: Polyunsaturated fat ! Vegetable Oils ! Nuts ! Oily Fish: - Sardines - Tuna - Mackerel - Pilchards - Trout 328. 328. Sources: Monounsaturated fat ! Olive Oil ! Avocado ! Seeds ! Nuts ! Rapeseed ! Almond Oil Recommended

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Programming Gym-based sessions L3 heather13mcfarlane Muscle Structure and Function The next level

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How do I become a Personal Trainer? - 3 Tips to becoming a Personal Trainer Learning outcomes ! By the end of this session you will be able to: ! Explain the cellular structure of muscle fibres ... John Hardy

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Sliding filament theory ! Occurs within the sarcomere ! The ‘unit’ of muscular contraction ! Requires calcium and AT...

Motor units and recruitment

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Motor units and recruitment ! The strength of a muscular contraction will be affected by: ! The frequency of nerve imp...

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Learning outcomes ! By the end of this session you will be able to: • Name, locate function of muscles and their attach...

Trapezius Origin Back of skull: C7, all thoracic vertebrae Insertion Spine of scapula and lateral edge of clavicle Joint c...

Rhomboids Origin Spinous processes of cervical and thoracic vertebrae (C7 and T1– T5) Insertion Medial border of scapula J...

Levator scacpulae Origin Transverse processes of cervical vertebrae (C1–C4) Insertion Medial border of scapula, between su...

Serratus anterior Origin Front of ribs 1–8 Insertion Anterior surface of medial border of scapula Joint crossed Shoulder g...

Pectoralis minor Origin Front of ribs 3–5 Insertion Coracoid process of scapula Joint crossed Shoulder girdle (moves scapu...

Deltoid Origin Clavicle (anterior head), acromion (medial head) and spine of scapula (posterior head) Insertion Lateral su...

Pectoralis major Origin Clavicle, sternum and cartilages of ribs 1–6 Insertion Top of the humerus Joint crossed Shoulder (...

Latissimus dorsi Origin Via thoracolumbar fascia (TLF) from spinous processes of T6–T12, lumbar and sacral vertebrae and i...

Teres major Origin Lateral border of the scapula near the inferior angle Insertion Humerus (proximal, anterior) Joint cros...

Supraspinatus Origin Superior to spine of scapula Insertion Superiorly on the head of the humerus Joint crossed Shoulder J...

Subscapularis Origin Anterior surface of scapula Insertion Anteriorly on the head of the humerus Joint crossed Shoulder Jo...

Infraspinatus Origin Inferior to spine of scapula Insertion Laterally on the head of the humerus Joint crossed Shoulder Jo...

Teres minor Origin Lateral border of scapula near the inferior angle Insertion Laterally on the head of the humerus Joint ...

Biceps brachii Origin Scapula Insertion Top of radius, and bicipital aponeurosis to medial part of forearm Joints crossed ...

Brachialis Origin Humerus Insertion Ulna Joint crossed Elbow Joint action Flexes the elbow

Brachioradialis Origin Laterally at the distal end of humerus Insertion Laterally at the distal end of the radius Joint cr...

Triceps brachii Origin Long head on the scapula just above shoulder joint Other two heads on the posterior of the humerus ...

Erector spinae - Iliocostalis group Origin Ribs and iliac crest Insertion Transverse processes of cervical vertebrae and r...

Longissimus group Origin Transverse processes of cervical, thoracic and lumbar vertebrae Insertion Transverse processes of...

Spinalis Origin Spinous processes of cervical, thoracic and lumbar vertebrae Insertion Spinous processes of superior verte...

Quadratus Lumborum Origin Iliac crest and Iliolumbar fascia. Insertion Upper 4 lumbar vertebrae and lower margin of 12th r...

Multifidus Origin Sacrum, and transverse processes of vertebrae. Insertion Spinous processes 2-4 vertebrae superior to ori...

Rectus abdominis Origin Pubis and pubis symphysis Insertion Cartilages of ribs 5–7 and base of sternum Joints crossed Inte...

External obliques Origin Outer surface of bottom 8 ribs Insertion Mainly linea alba, also iliac crest Joints crossed Inter...

Internal obliques Origin Thoracolumbar fascia, iliac crest. Insertion Linea alba, bottom 3 ribs. Joint crossed Interverteb...

Transverse abdominis Origin Thoracolumbar fascia, cartilage of lower 6 ribs and Iliac crest Insertion Linea alba Joint cro...

Iliacus Origin Inside surface of ilium Insertion Top of femur (shares tendon with psoas major) Joint crossed Hip Joint act...

Psoas major Origin Transverse processes and intervertebral discs of all lumbar vertebrae and T12 Insertion Top of femur (s...

Sartorius Origin Anterior and laterally on the iliac crest Insertion Tibia (medially) Joint crossed Hip and knee Joint act...

Tensor Fascia Latae Origin Crest of ilium Insertion Iliotibial tract/band Joint crossed Hip and knee (via iliotibial tract...

Gluteus maximus Origin Base of the spine (sacrum and coccyx) and back of the ilium Insertion Iliotibial tract/ band and fe...

Gluteus medius Origin Outer surface of the ilium Insertion Laterally on the top of the femur Joint crossed Hip Joint actio...

Gluteus minimus Origin Outer surface of the ilium Insertion Laterally on the top of the femur Joint crossed Hip Joint acti...

Piriformis Origin Anterior surface of sacrum Insertion Top of femur (greater trochanter) Joint crossed Hip Joint action Ab...

Adductor group (longus, magnus, brevis) Origin Pubis Insertion Medial/posterior surface of femur Joint crossed Hip Joint a...

Pectineus Origin Pubis Insertion Femur Joint crossed Hip Joint action Adducts and flexes the hip Assists in turning the th...

Gracilis Origin Pubis Insertion Top of tibia (just below the knee joint) Joint crossed Hip and knee Joint action Adducts t...

Hamstrings group: biceps femoris, semimembranosus, semitendinosus Origin All three muscles: Ischium Short head of biceps f...

Quadriceps: rectus femoris, vastus medialis, intermedius, lateralis Origin Rectus femoris: iliac spine and top of acetabul...

Tibialis anterior Origin Lateral condyle of tibia, upper half of lateral surface of tibia, and interosseous membrane Inser...

Gastrocnemius Origin Condyles of femur, just above the knee Insertion Calcaneus via calcaneal (Achilles) tendon Joints cro...

Soleus Origin Tibia, fibula and interosseous membrane Insertion Calcaneus via calcaneal (Achilles) tendon Joint crossed An...

Posture and Core The next level

Learning outcomes ! By the end of this session you will be able to: • Describe the structure and function of the stabil...

Posture ! ‘the arrangement of body parts in a state of balance’ ! Correct posture: ! A solid foundation for all move...

! Static posture: ! Alignment when the body is still ! Dynamic posture: ! Alignment when the body is moving (walki...

Core stability Core stability is provided by three different systems: ! Passive system ! Spinal column and the spinal ...

Benefits of core stability ! Decreased injury risk ! Improved application of force ! Improved appearance ! Improve...

Circulatory and the Heart The next level

Learning outcomes ! By the end of this session you will be able to: ! Understand the heart and circulatory system and ...

The heart

The heart valves

The coronary arteries

Respiratory volumes ! Tidal volume ! Amount of air moved in and out of the lungs in once breath ! Residual volume ! ...

The nervous system The next level

Learning outcomes ! By the end of this session you will be able to: ! Describe the specific roles of: ! The nervous ...

The nervous system ! Functions ! Controls all the actions of all bodily systems ! Maintain ‘homeostasis’ • The body...

The nervous system ! Sensory input ! To sense changes inside and outside the body ! Interpretation ! To analyse an...

The nervous system Structure

The central nervous system (CNS) ! The brain and the spinal cord ! Receives messages from the peripheral nervous syste...

The peripheral nervous system (PNS) ! The incoming and outgoing nerves to the spinal cord ! Afferent nerves – sensory ...

Afferent and efferent nerves ! Afferent Incoming information about changes ! CNS Interpretation and decision making ! ...

The autonomic and somatic nervous system ! The somatic nervous system – This branch is of the PNS is concerned with chan...

Branches of the autonomic and somatic nervous system Efferent nerves that are under control of the autonomic nervous syste...

The structure of a neuron

Sensory organs ! Sensors for changes in the internal environment operate through the autonomic nervous system. These sen...

Muscle spindles ! Located in the muscle ! Detect changes in muscle length ! Bring about reflexive contraction of ske...

Golgi tendon organs ! Located in the muscle tendon ! Detects excessive tension in the muscle ! Brings about reflexiv...

The Endocrine System The next level

Learning outcomes ! By the end of this session you will be able to: ! Describe the functions of the endocrine system !...

The endocrine system ! The endocrine system works in tandem with the nervous system to maintain homeostasis ! If the C...

The endocrine system ! Regulation of homeostasis is achieved through feedback loops. Feedback loops are either positive ...

The glands

Hormone summary Gland Location Main hormone(s) Actions Hypothalamus and pituitary Base of the brain Growth hormone • Incr...

Hormone summary continued Gland Location Main hormone(s) Actions Parathyroid Neck (behind the thyroid) Parathyroid hormone...

Energy Systems The next level

Learning outcomes ! By the end of this session you will be able to: ! Understand energy systems and their relation to ...

Energy – Carbohydrate ! 4kcal per gram ! 60 – 65% of daily calorie intake ! Stored in muscle and liver cells in the ...

Energy – Fat ! 9 kcal per gram ! 30% daily calorie intake ! Stored as adipose tissue ! Lipolysis ! Breakdown of ...

Energy – Protein ! Used as the building material for growth and repair ! 4kcal per gram ! 10 – 12% daily calorie int...

Energy ! Energy is released in the body by the breakdown of carbohydrates, fat and protein to produce: ! Adenosine Tri...

The energy systems ! Phosphocreatine system ! Used for high intensity / short duration activities ! Anaerobic ! En...

Phosphocreatine system ! Adaptations to training: ! Increased stores of creatine phosphate ! Faster breakdown of cre...

How the system works (this information is not relevant to the theory exam) ! Creatine phosphate is stored in the sarcopl...

The energy systems ! Lactic acid system ! Used for moderate to high intensity / short duration activities (about 90 se...

Lactic acid system ! Adaptations to training: ! Increased subjective tolerance to discomfort of lactate build up ! I...

How the system works (this information is not relevant to the theory exam) ! 10 complex chemical reactions are required ...

The energy systems ! Aerobic system ! Used for low to moderate intensity / longer duration activities (about 90 second...

Aerobic system ! Adaptations to training: ! Increased uptake and utilisation of oxygen in the muscle ! Improved capi...

How the system works (this information is not relevant to the theory exam) ! When oxygen is available the by-product of ...

Programs A guide to completing the course material

Unit Aims The learner will: • Understand how to prepare PT programmes • Understand the importance of long term behaviour...

Unit Aims The learner will: • Understand how to adapt a PT programme with clients • Be able to collect information about...

How the Unit is AssessedCase Study and Viva: Using a real, apparently healthy individual (e.g. a peer, family member, frie...

How the Unit is Assessed Client Profile: ! Client’s personal details ! Description of lifestyle ! Medical screening ...

How the Unit is Assessed Client Profile: ! Description of client’s attitude to physical activity ! Stage of readiness ...

How the Unit is Assessed Detailed 4 Week Programme: The 4 week plan should contain a minimum of 4 session plans (1 per wee...

How the Unit is Assessed Session Plans: The session plans with the 4 week plan must also contain: ! Appropriate warm up ...

How the Unit is Assessed Session Plans: ! A minimum of 4 resistance approaches using RT machines, FW or alternative meth...

How the Unit is Assessed Session Plans: ! 1 core stability exercise ! 1 PNF stretch ! Appropriate cool down activiti...

How the Unit is Assessed Session Plans: ! Content may be spread across all 4 sessions and do not have to be in each sess...

How the Unit is Assessed 12 Week PT Overview: The 12 week programme should relate to and build on the 4 week programme and...

How the Unit is Assessed Viva: The viva will ensure that you have sufficient knowledge and understanding of the PT program...

How to Prepare PT Programmes By the end of the session you will be able to: ! Describe the range of resources required t...

Resources Environment for the session: ! Inside areas (e.g. gym, studio, sports hall, home/office) ! Outside areas (e....

Resources Portable equipment: ! Benches ! Free weights ! Bands ! Steps ! Swiss balls ! Medicine balls ! Dumb...

Resources Fixed equipment: ! Fixed resistance machines ! Cable machines ! CV machines (e.g. Upright/recumbent cycle,...

Environment Consider the following: • Health and safety considerations relating to different environments, to include: –...

Environment Consider the following: ! Personal safety issues ! Weather conditions ! First aid equipment ! Knowledg...

Environment Consider the following: ! Public liability insurance ! Risk assessment ! Available space ! Any additio...

Portable Equipment ! Hand weights/dumbbells ! Resistance bands ! Focus pads ! Medicine balls ! Stability balls !...

Portable Equipment ! Step ! Benches ! Trees ! TRX ! Bosu

Long Term Behaviour Change for PT By the end of the session you will be able to: • Explain why it is important for client...

Advantages of Personal Training • Regular 1:1 contact with instructor to aid motivation • Increased motivation and adher...

Advantages of Personal Training ! Individualised programmes for the participant – more personal ! Programmes designed ...

Goals and Objectives ! To ensure programmes truly address client’s specific needs ! Client is paying for the service, ...

Strategies for Managing Change ! Behaviour ! Substituting alternatives ! Rewards ! Social support ! Commitment

Strategies for Managing Change! Cognitive ! Increasing knowledge of benefits ! Risks ! Consequences ! Understand...

Strategies for Managing Change ! Humanistic ! Relationship between client and instructor

How to Use Strategies ! Decision balance sheet to identify barriers ! Problem solving strategies for overcoming barrie...

Approaches to Long Term Behaviour Change Consider the following: ! How to plan an intervention to increase likelihood of...

Social Support ! Friends ! Family ! Other service users ! Buddy systems and training partners ! Group exercise

Teaching Approach Consider the following: • Learning styles (visual, aural, kinaesthetic) • Verbal and non-verbal commun...

Goal Setting Agree SMART goals (short, medium and long term) Specific Measurable Achievable Realistic Time-framed

Principles of Progression Apply the principles of progression, to include: ! Specificity ! Progressive overload ! Re...

Client Commitment To ensure client commitment, also consider the benefits of: ! A reward system ! Self belief and visual...

Collecting Information By the end of the session you will be able to: ! Explain the principles of informed consent ! E...

Informed Consent Consider the following: ! Adhere to the Code of Ethical Practice ! Identify health and safety conside...

Client Information Collect the following information: ! Personal goals ! Future goals and aspirations ! Expectations

Client Information Collect the following information: ! Lifestyle information: ! Work patterns ! Eating patterns ! ...

Client InformationCollect the following information: ! Medical history ! Health history (health questionnaire) ! Cur...

Client Information Collect the following information: ! Physical activity history ! Past and current ! Physical acti...

Client Information Collect the following information: • Motivation and barriers to participation – Attitude – Perceived...

Client Information Collect the following information: ! Current fitness level ! Evaluation of current levels of all co...

Client Information Assess components of fitness by taking physical measurements as appropriate for the clients: • Blood p...

Client Information Assess components of fitness by taking physical measurements as appropriate for the clients: • Range o...

Client Information Collect the following information: Stage of readiness – Stated future goals and aspirations – Exercis...

How to Screen Clients By the end of the session you will be able to: • Explain how to interpret information collected fro...

Information Gathering ! Select and record client information correctly ! Obtain consent to exercise ! Identify contr...

Information Gathering ! Consider methods for collecting objective information ! Consider methods for collecting subjec...

Analyse Client Response to PARQ Consider the following: ! Any ‘yes’ responses ! Client concerns regarding readiness ! ...

Analyse Client Response to PARQ Consider the following: ! High heart rate reading (tachycardia ›100 bpm) ! Low heart r...

Medical Conditions The following types of medical conditions will prevent PTs from working with clients (unless they have ...

Medical Conditions The following types of medical conditions will prevent PTs from working with clients (unless they have ...

Referral Consider the limits of your own expertise and competence in prescribing a progressive exercise programme. Refer w...

How to Identify PT Goals with Clients By the end of the session you will be able to: ! Explain how to identify client’s ...

Goal Setting Identify short, medium and long term goals for the following: • General health and fitness • Physiological ...

Goal Setting ! Short term goal: weekly (mini process goals) ! Medium term goal: 1 – 3 months (process goals) ! Long ...

Goal Setting Consider involving others where appropriate: ! Positive ParQ – referral/deferral ! Family and friends for...

Goal Setting Use SMART goals to: ! Break down a long term goal into more achievable sub-goals and to enhance sense of pr...

How to Plan a PT Programme with Clients By the end of the session you will be able to: ! Identify credible sources of gu...

Sources of Information ! ACSM guidelines ! Reputable internet sources ! British Heart Foundation (BHF) guidelines ! ...

Principles of Programme Design Apply the principles of FITT: Frequency Intensity Time Type

Principles of Programme Design Consider ACSM guidelines: CV fitness • High intensity, low duration, or moderate to vigoro...

Principles of Programme Design Consider ACSM guidelines: Muscular fitness ! F – 2-3 times a week ! I – 8-10 exercises ...

Principles of Programme Design Consider ACSM guidelines: Flexibility ! F – ideally 5-7 times per week ! I – to the end...

Principles of Programme Design Consider the following: ! Overload ! Adaptation ! Specificity ! Reversibility ! P...

Principles of Programme Design Apply the principles of periodisation: ! Macrocycles: long term (outcome) goal ! Mesocy...

Principles of Programme Design Consider the order and relevance of fitness components for each session: • Warm up • Flex...

Principles of Programme Design CV Fitness Consider the advantages and disadvantages of each training system: ! Interval ...

Principles of Programme Design Muscular Fitness Apply the following (as appropriate): ! Strength ! Endurance ! Power...

Principles of Programme Design RT machines:

Principles of Programme Design Exercise bands:

Principles of Programme Design Free weights:

Principles of Programme Design Cables:

Principles of Programme Design Flexibility: ! Static flexibility exercises ! Dynamic flexibility exercises ! PNF – assi...

Principles of Programme Design Motor Skills ! Balance and coordination exercises ! Exercises that challenge propriocep...

Principles of Programme Design Core Stability ! Stabilisation core exercises for the spine ! Mobilisation core exercis...

Principles of Programme Design Core stability exercises: • Drawing-in manoeuvre (stabilisation) • Superman (stabilisatio...

Principles of Programme Design Aim to include physical activities as part of the client’s lifestyle to compliment exercise...

How to Adapt a PT Programme with Clients By the end of the session you will be able to: ! Explain how the principles of ...

CV Training Systems Consider the advantages and disadvantages of each of these training systems: • Interval • Fartlek •...

CV Physiological Adaptations

RT Systems Consider the advantages and disadvantages of each of these training systems: ! Pyramid systems ! Super settin...

RT Anatomical and Physiological Adaptations

RT Variables Apply the variables to RT to programme design: • Progressive overload • Exercise choice • Exercise sequenc...

RT Mesocycles ! Hypertrophy ! Strength phase ! Power phase ! Peaking phase ! Active recovery phase

Biomechanics Apply the principles of biomechanics, to include: • Centre of gravity • Momentum • Posture and alignment •...

Flexibility Systems Consider the advantages and disadvantages of each of these training methods: ! CRAC (contract, relax,...

Record Keeping Maintain accurate records of changes, in relation to: ! Client’s short term and long term SMART goals ! C...

Collecting Information about Clients By the end of the session you will be able to: • Establish rapport with the client •...

Establishing Rapport Consider the following: • The importance of empathy, warmth, honesty and genuineness • Identifying ...

PT Role and Responsibilities Consider the following: • The Code of Ethical Practice • REPs registration • Client/traine...

Recording of Information Record information using appropriate formats, to include: • Medical questionnaires, psychologica...

Agreeing Goals with Clients By the end of the session you will be able to: ! Work with clients to agree short term, medi...

Agreeing Goals Work with clients to agree short, medium and long term goals appropriate to their needs: ! Client to agree...

Planning a PT Programme By the end of the session you will be able to: • Plan specific outcome measures, stages of achiev...

Planning a PT Programme By the end of the session you will be able to: • Identify the resources needed for the programme,...

Planning a PT Programme Agree a timetable of sessions with clients: • Short term plan (weekly session plan) • Medium ter...

Managing a PT Programme By the end of the session you will be able to: ! Ensure effective integration of all programme e...

Reviewing Progress with Clients By the end of the session you will be able to: • Explain to clients the purpose of review...

Evaluation Review the following: • Session aims • SMART goals • Activities • Client performance • Own performance (pr...

Adapting PT Programmes with Clients By the end of the session you will be able to: ! Identify goals and exercises/physic...

Delivering A guide to completing the course material

Unit Aims The learner will: ! Understand how to instruct exercise during PT sessions ! Understand how to adapt exercis...

Unit Aims The learner will: ! Be able to instruct and adapt planned sessions ! Be able to bring the exercise session t...

How the Unit is Assessed Continuous or summative assessment of: ! Physical measurements ! Blood pressure ! Anthropom...

How the Unit is Assessed Continuous or summative assessment of: ! Training approaches ! Using CV machines or other CV ...

How the Unit is Assessed Continuous or summative assessment of: ! Training approaches ! Using resistance machines/free...

How the Unit is Assessed A minimum of 4 RT approaches to training: • Pyramid systems • Super-setting • Giant sets • Tr...

How the Unit is Assessed Continuous or summative assessment of: • 1 core stability exercise • 1 PNF stretch • Evaluation

How to Instruct Exercise By the end of the session you will be able to: ! Explain the importance of non-verbal communica...

Non-Verbal Communication Consider the following: ! Professional appearance ! Technically correct, safe and effective d...

Maintaining Motivation Methods of maintaining motivation: ! Positive reinforcement ! Positive feedback ! Instructor ...

Correction Correcting technique is important to achieve the following: ! Maximise the effect/potential of the exercise ! ...

How to Adapt Exercise By the end of the session you will be able to: ! Explain why it is important to monitor individual...

Monitoring Progress Consider the importance of monitoring progress, especially where more than 1 client is involved in the...

Monitoring Progress ! Be aware of the difficulty of monitoring technique for all participants in a group session ! Con...

Monitoring Intensity Consider the advantages and disadvantages of each of the following methods: ! Rate of perceived exer...

Monitoring ProgressConsider the following: ! Different clients’ needs and abilities ! Changes in circumstances ! Dif...

Adaptation Adapt exercises/exercise positions to include the following: ! Ensure that body position does not invade the c...

Adaptation Adapt exercises/exercise positions to include the following: ! Group situations ! 90/90 position – during flo...

Modifying Exercise Intensity Apply the principles of progressive overload: ! Rate ! Rest ! Repetition ! Resistance...

Modifying Exercise Intensity Also consider the following: ! Different exercise choices ! Different exercise sequences ...

How to Review PT Sessions By the end of the session you will be able to: • Explain why PTs should give clients feedback o...

How to Review PT Sessions By the end of the session you will be able to: ! Explain why clients need to see their progres...

Feedback and Questions Provide feedback and opportunities for questions: ! To increase motivation and adherence ! To pro...

Feedback and Questions Provide feedback and opportunities for questions: ! To increase client’s confidence to participate...

Questioning Techniques Consider the advantages and disadvantages of the following types of questions: • Open • Closed •...

Motivational Feedback Consider the benefits of providing motivational feedback between sessions to encourage adherence – f...

Provide Information Provide information about future exercise and physical activity, both supervised and unsupervised: ! ...

How to Plan and Prepare PT Sessions By the end of the session you will be able to: ! Plan a range of exercises/physical ...

CV Fitness Include: ! Treadmills ! Bike – recumbent/upright ! Stair climbers ! Rowers ! Cross trainers

CV Fitness Consider other forms of CV training: ! Walking ! Running ! Swimming ! Outdoor cycling

Muscular Fitness Include: • Resistance machines • Free weights • Body weight exercises • Cable machines • Consider an...

Flexibility Include: • Flexibility for a warm up • Flexibility for a cool down • Static flexibility • Dynamic flexibil...

Motor Skills and Core Stability Also include: ! Exercises that challenge a client’s motor skills, balance, co-ordination ...

Resources ! Indoor equipment ! Fixed machines ! Free weights ! CV machines ! Cables

Resources ! Outdoor equipment ! Benches ! Trees ! Bands ! Free weights ! Body weight exercises

Risk Assessment Carry out risk assessments on: ! Environment (including temperature and ventilation) ! Equipment ! A...

How to Prepare Clients for PT Sessions By the end of the session you will be able to: • Help clients feel at ease in the ...

How to Prepare Clients for PT Sessions By the end of the session you will be able to: ! Explain to clients how planned e...

Preparing Clients Help clients feel at ease in the exercise environment: ! Arrive on time to prepare and to welcome the c...

Preparing Clients Explain the planned objectives and exercises/physical activities to clients: ! Outline the goals agreed...

Preparing Clients Explain to clients how objectives and exercises/physical activities support their goals, identifying: ! ...

Preparing Clients Explain the physical and technical demands of the planned exercises/physical activities to clients, to i...

Preparing Clients Explain to clients how planned exercise/physical activity can be progressed or regressed to meet their g...

Stage of Readiness Assess the clients’ stage of readiness and motivation to take part in the planned exercises/physical ac...

Negotiate and Record Changes Negotiate and agree any changes to the planned activities with clients to: • Meet their goal...

Instructing and Adapting Planned Exercises By the end of the session you will be able to: • Use motivational styles appro...

Instructing and Adapting Planned ExercisesBy the end of the session you will be able to: ! Adapt verbal and non-verbal c...

Warm Up Explain the purpose and value of a warm up to clients and prepare the client for the exercise ahead: • Increase h...

Use of Equipment Make the best use of equipment in which clients are exercising. Consider the following: • Selection of a...

Guidelines to Teaching ! Ensure instructions are relevant ! Ensure instructions and demos are appropriate to the clien...

Guidelines to Teaching Use verbal and non-verbal communication methods. Verbal: • Clear, concise, specific and audible •...

Guidelines to Teaching Use verbal and non-verbal communication methods. Non-verbal: ! Demonstrations ! Body language ! ...

Guidelines to Teaching Analyse clients’ performance, providing positive reinforcement to ensure the following: ! Safety !...

Bringing Sessions to an End By the end of the session you will be able to: ! Allow sufficient time for the closing phase...

Bringing Sessions to an End By the end of the session you will be able to: ! Provide clients with feedback and positive ...

Cool Down Explain the purpose and value of cool down activities to clients, to include: ! Potential increase in flexibil...

Cool Down Consider the following: ! CV cool down ! Flexibility/ROM training ! Partner assisted stretching (e.g. PNF)...

Ending the Session Provide clients with feedback and positive reinforcement: ! Allow sufficient time for feedback to be g...

Ending the Session Explain to clients how their progress links to their goals: ! Short, medium and long term SMART goals ...

Reflect on Providing PT Session By the end of the session you will be able to: ! Review the outcomes of working with cli...

Review Outcomes Review the outcomes of working with clients including their feedback: ! Session aims ! SMART goals ! Ac...

Review Outcomes ! Identify how well the sessions met the client’s goals ! Were the short term goals met? ! Are the m...

Evaluation ! Identify how to improve personal practice ! Identifying strategies to improve performance ! Establishin...

Nutrition A guide to completing the course material

Learning outcomes ! Understand the meaning of key nutritional terms ! Understand common terminology used in nutrition ...

What is a balanced diet? ! Diet: ‘The food and fluid routinely consumed’ ! Nutrition: The intake and assimilation (dig...

Terminology used in nutrition ! UK Dietary Reference Values (DRV) ! Recommended Daily Amounts (RDA) ! Recommended Da...

Essential macro and micronutrients Macronutrients ! Fat ! Carbohydrate ! Protein ! Water Micronutrients ! Vitami...

UK dietary targets Based on total energy intake: ! Fats = no more than 35% (not more than 11% saturated, 13% monounsatur...

UK dietary targets Some individuals may require more or less of a given nutrient, for example: ! Individuals who require...

Professionals and professional bodies ! Nutritionists (British Nutrition Foundation) ! Dieticians (British Dietetic As...

Offering nutritional advice ! Scope of the qualification (Instructor/PT) ! Provide nutrition advice in line with ‘Heal...

Offering nutritional advice You should be able to distinguish between evidence-based knowledge versus the unsubstantiated ...

Reliable sources of nutritional information ! Reports and updates from SACN ! British Nutrition Foundation ! British...

Fat The next level

Session aims ! Identify the function of fat ! Identify different classifications of fat ! Identify the energy value ...

Function of fat ! Protection of internal organs ! Thermoregulation ! Insulation of nerve cells ! Uptake and storag...

Classification of fat Fats Saturated Fats Mainly from animal products Solid at room temperature Unsaturated Fats Mainly fr...

Energy value of fat ! All fats have an energy value of 9kcals per gram

Sources: Saturated fat ! Meat ! Meat Products ! Butter ! Lard ! Cream ! Eggs ! Palm Oil ! Coconut Oil

Sources: Trans fat ! Some vegetable spreads ! Baked products ! Ready meals ! Fast foods

Sources: Polyunsaturated fat ! Vegetable Oils ! Nuts ! Oily Fish: - Sardines - Tuna - Mackerel - Pilchards - Trout

Sources: Monounsaturated fat ! Olive Oil ! Avocado ! Seeds ! Nuts ! Rapeseed ! Almond Oil

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