1 USP102M Fitness testing Unit reference number: T/615/0930 Level: 3 Guided Learning (GL) hours: 60 Overview The unit provides learners with the knowledge and skills to conduct fitness tests and health screening and monitoring assessments. Learners will develop their knowledge of a range of laboratory-based and field-based fitness tests and a range of health screening and monitoring assessments. Learners will develop their skills to select and administer appropriate assessments safely and effectively, taking account of the client’s needs and the validity and reliability of the assessments. Learners will also develop the knowledge and skills to interpret results against normative data and provide feedback on how fitness can be improved. Learning outcomes On completion of this unit, learners will: LO1 Know a range of fitness tests and health screening assessments LO2 Be able to conduct health screening assessments and administer fitness tests LO3 Be able to interpret results of health screening and fitness tests and provide feedback to the client on how to improve fitness Version 5
Transcript
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USP102M Fitness testing
Unit reference number: T/615/0930
Level: 3
Guided Learning (GL) hours: 60
Overview
The unit provides learners with the knowledge and skills to conduct fitness tests and health screening and monitoring assessments. Learners will develop their knowledge of a range of laboratory-based and field-based fitness tests and a range of health screening and monitoring assessments. Learners will develop their skills to select and administer appropriate assessments safely and effectively, taking account of the client’s needs and the validity and reliability of the assessments. Learners will also develop the knowledge and skills to interpret results against normative data and provide feedback on how fitness can be improved.
Learning outcomes
On completion of this unit, learners will: LO1 Know a range of fitness tests and health screening assessments
LO2 Be able to conduct health screening assessments and administer fitness tests
LO3 Be able to interpret results of health screening and fitness tests and provide feedback to the client on how to improve fitness
Version 5
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Assessment requirements
Learners must complete all four assessment requirements related to this unit:
Learners must produce a service portfolio. At a minimum the service portfolio for this unit must contain evidence that the learners have:
Worked with a minimum of 2 contrasting sports people/clients
Conducted a minimum of 1 health screening test method on each person e.g. PAR-Q
Used a minimum of 3 health monitoring tests on each person - Resting heart rate
- Resting blood pressure
- Lung function
- Waist-to-hip ratio
- Body mass index (BMI)
Used a minimum of 1 test for each component of fitness on each person - Cardiovascular fitness
- Muscular fitness
- Performance/skill-related fitness
- Flexibility
- Body composition
Completed a description of all test results - Levels of fitness and an interpretation of results against normative data
(where appropriate)
The service portfolio must be completed prior to learners undertaking the graded practical skills test. Whilst treatment portfolios will not be graded, they may be sampled by the VTCT External Quality Assurer (EQA). Evidence from the graded practical assessment must also be presented in the service portfolio.
2. Graded practical assessment
Learners must select and safely administer a range of health screening and monitoring assessments for a selected individual which will be observed, marked and graded by centre assessors. The grade achieved in the graded practical assessment will be the grade awarded for the unit. The graded practical assessment must take place in a real or realistic working environment on a real or realistic client. At a minimum the graded practical assessment for this unit must cover:
Health screening procedures
Informed consent record
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Fitness testing of a selected individual
Administration of the following health and fitness assessments using validated and recognised protocols
- Resting heart rate
- Resting blood pressure
- Anthropometrics
- Body composition
- Lung function
- Cardiovascular fitness
- Flexibility range of movement
- Muscular strength
- Muscular endurance
- Motor skills/performance
A record of results
Interpretation of results against normative data
Feedback and guidance
Recorded professional discussion can also be used as an assessment method attached to the graded practical assessment and is particularly useful for gathering evidence for criteria related to evaluation and reflection. Professional discussions should be planned and recorded.
3. External examination
Whilst the theory content of LO1 may be naturally assessed in the graded practical assessment, it will be tested by an external examination towards the end of the period of learning. External examinations will test knowledge and understanding from across the whole vocational area (mandatory units). Learners should use the unit content section of this unit to aid revision since exam questions will test the full breadth of this section. External examinations will be set and marked by VTCT and will contribute to the overall qualification grade.
4. Graded synoptic assessment
In the last term or final third of their qualification, learners will be required to undertake a graded synoptic assessment. This will require learners to carry out a range of services from across the whole vocational area (mandatory units). Assessment coverage will vary year on year, although all services will be covered over time. VTCT will set a brief for centres which will detail the services to be covered in the graded synoptic assessment. Grading descriptors for the synoptic assessment will also be provided by VTCT. The graded synoptic assessment will be marked and graded by centre staff and externally verified by VTCT. The graded synoptic assessment will contribute to the overall qualification grade.
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Unit content
LO1 Know a range of fitness tests and health screening assessments
Explain the purpose of health screening, monitoring and fitness testing:
Purpose - Baseline measure of information
Assess health
Assess fitness
- Use information to set training goals and health targets
- Identify reasons for referral or deferral to other professionals GP
Personal trainer
Sports coach
How to select appropriate tests/assessments - Consideration of client needs, e.g. injuries or physical limitations, health
status, medical conditions. Estimated current fitness from other information gathered, e.g. lifestyle, current participation in sport and exercise, the demands of sport
- Purpose of assessment – reason why it is needed. This may render some assessments non-essential and unnecessary for some clients and in these instances the assessments should be excluded, e.g. the use of skin callipers for a client who is visibly obese, may be insensitive and invasive
- Components of fitness to be measured
- Components of health to be assessed Describe fitness tests used to assess different components of physical fitness:
Cardiovascular fitness (assessments and protocols) - Maximal versus submaximal tests
- Treadmill – based tests – Bruce protocol, modified Bruce, Balke-Ware, modified Balke, ramp
- Cycle ergometer tests – Astrand, YMCA
- Field-based tests – multi-stage fitness test, Rockport 1 mile walk, Brigham Young University jog test, 1.5 mile run test, Queens College step test, Sharkey (forestry) step test, Chester step test
Muscular fitness - Muscular strength
Static – hand grip dynamometer, cable tensiometers
Dynamic – repetition maximum
Isokinetic muscle testing at constant speeds
- Muscular endurance Press-up test – timed
Abdominal curl test – timed
YMCA bench press
Muscular endurance test battery
Core muscle tests – plank, supine bridge
Repetition maximum (15RM)
- Muscular power Standing broad jump
Vertical jump
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Repetition maximum (1RM/6RM/8RM)
Power clean/snatch
Margaria-Kalamen test
Performance and skill related fitness - Balance/proprioception
Standing stork test
Reaction time (reaction time ruler test)
Romberg’s test
Star excursion balance test
- Speed 35m speed test
60m speed test
- Agility T-test
Hexagon test
Illinois agility run test
Hurdle jump
- Anaerobic Power Wingate cycle test
300m run
Flexibility - Sit and reach
- Individual joint assessment
- Goniometry
Body composition - Skinfolds
- Bioelectrical impedance
- Hydrostatic weighing
- Air-displacement plethysmography
- Circumference measurements.
The advantages and disadvantages of different tests: - Validity – extent to which the test actually measures what it is supposed to,
specificity of assessments
- Reliability – extent to which the test could be repeated by another tester and the same result achieved
- Accuracy – test variables, such as time of day, tester skills, use of protocols, order of tests, pre-test warm up; individual factors, e.g. clothing, test experience/practice, food eaten, other training participated in on previous days
- Suitability – for different needs, e.g. injury of medical conditions may make some tests inappropriate/unsafe
- Practicality – environment and space, cost
- Time needed to complete tests
- Equipment – including calibration
- Facilities
- Number of individuals who can be tested at the same time
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Describe health screening and health monitoring assessments:
Health screening - PARQ, PARmedX
- Risk assessment and stratification for cardiovascular, pulmonary and metabolic disease (see ACSM risk stratification model)
- Medical evaluation (GP)
- Informed consent requirements prior to assessment
- IPAQ (activity levels)
- EQ-5D (wellbeing)
Health monitoring tests - Resting heart rate
- Resting blood pressure
- Lung function (peak expiratory flow (PEF)
- Forced vital capacity (FVC)
- Forced expiratory volume in one second (FEV1)
- Ratio of FEV1 to FVC
- Height/weight
- Waist circumference measurement
- Waist-to-hip ratio
- Body mass index (BMI)
- Bio-electrical impedance analysis
- Functional assessments
- Posture
The advantages and disadvantages of different tests - Validity
- Reliability
- Accuracy – test variables, such as time of day, tester skills, use of protocols, order of tests, pre-test warm up; individual factors, e.g. clothing, test experience/practice, food eaten, other training participated in on previous days
- Suitability
- Practicality – environment and space, cost
- Time needed to complete tests
- Equipment – including calibration
Correct order of assessments - Health screening, resting heart rate and blood pressure and informed consent
prior to any further assessments
- Cardiovascular assessments before flexibility assessments to ensure muscles are warm
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LO2 Be able to conduct health screening assessments and administer
fitness tests
Select health screening and fitness assessments appropriate for the individual:
Selection based on client’s needs and goals
Consideration to: - Type of sport (where relevant)
- Sport specific team or individual sports person (where relevant)
- Playing positions (where relevant)
- Levels of fitness
- Ability
- Components of fitness
- Individual needs, e.g. any exclusions, such as injury
Assessments: - Resting heart rate
- Resting blood pressure
- Anthropometrics (height and weight/body mass index/BMI/waist circumference/waist to hips ratio)
- Body composition (skinfold callipers/bio-electrical impedance)
- Flexibility range of movement (sit and reach test/visual assessment during stretch positions)
- Muscular strength
- Muscular endurance
- Motor skills/performance (balance, agility, speed, reaction time or power)
Explain suitability of assessments as part of the informed consent process - Purpose – to provide the client with the information they need to make an
informed decision regarding their participation in fitness assessments, to provide the client the opportunity to reflect on verbal and written information provided, to check the client’s understanding, legally admissible evidence
- Process – explain the reasons for informed consent, inform the client of the types of assessments and the purpose for using these assessments and their relevance to the client’s goals, the benefits and risks of the planned assessments, respond to client questions, recording signed consent, secure and confidential storage of written informed consent
- Content of informed consent record – aims, benefits, risks, responsibilities of client and instructor, record of questions and answers, date and signatures of client and instructor
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Conduct health fitness tests using validated and recognised protocols:
Gain informed consent prior to any assessment
Administration of the following health and fitness assessments using validated and recognised protocols:
- Resting heart rate
- Resting blood pressure
- Anthropometrics (height and weight/body mass index/BMI/waist circumference/waist to hips ratio)
- Lung function (peak expiratory flow (PEF); forced vital capacity (FVC); forced expiratory volume in one second (FEV1); ratio of FEV1 to FVC);
- Body composition (skinfold callipers/bio-electrical impedance)
- Flexibility range of movement (sit and reach test/visual assessment during stretch positions)
- Muscular strength
- Muscular endurance
- Motor skills/performance (balance, agility, speed, reaction time or power)
Give consideration to: - Pre-test procedures and explanation guidance to client
- Test sequence and protocols
- Contra-indications to testing
- Reasons to terminate test
- Test environment
Use appropriate communication skills throughout the assessment - Verbal and non-verbal communication to meet client needs and check on
client experience and how they are feeling
- Encourage the client to speak openly and provide feedback e.g. use positive and open body language, relevant open questions, active and empathic listening and reflective statements
- Respond to client questions and provide appropriate answers, e.g. explaining the purpose of health screening and the specific fitness assessments used; and any of the reasons for the inclusion or exclusion of any assessments
See other assessments listed in LO1 Record results of health assessments and fitness tests:
Record results - Appropriate method (data collection sheet)
- Correct unit of measurement
- Process raw data (test result converted to predicted VO2 max etc.)
Consideration to data protection
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LO3 Be able to interpret results of health screening and fitness tests and provide feedback to the client on how to improve fitness
Interpret results of health screening and fitness tests:
Interpret results of health screening tests against normative data (significance for health)
Interpretation considerations for health screening – reasons for referral or deferral of exercise/sport and fitness assessment:
- Clients who need to be referred or signposted Positive, ‘yes’ response to one or more PAR-Q questions – signpost to
GP
Contra-indications (high blood pressure, irregular heart rate) – signpost to GP
Multiple cardiovascular disease risk factors (CVD) – signpost to GP
Injuries – signpost to GP, physiotherapist, sports therapist
- Clients who need temporary deferral Feeling unwell, minor illness, e.g. colds, minor injuries, e.g. muscle
strain, excessive fatigue
Client presents with inappropriate clothing, footwear or equipment
Client not ready to participate
Apparently healthy, negative, ‘no’ responses to PAR-Q
Interpret considerations for health monitoring - Use of national guidelines for specific assessments, e.g. blood pressure,
waist circumference (NICE, Department of Health)
- ACSM reference
Interpretation of client’s fitness - Against normative data – published data interpretation tables; selection of
data tables; accepted ranges for health; norms for sports performers, and elite athletes; significance of results
- ACSM reference
Explain results of health screening and fitness tests:
Explanation of results - Highlight strengths and weaknesses
- Areas for improvement
- Goal setting
- Recommendations
Provide feedback that is: - Timely – immediately after testing
- Factual, accurate, positive and constructive language is used to explain outcomes
- Sensitive to client feelings and needs – no shaming
Maintain confidentiality
Maintain accurate records of assessment
Make exercise recommendations to develop specific components of fitness: - Muscular fitness:
Variables of different machines: level, intensity, strokes per minute, revolutions per minute, kilometres per hour, step speed, incline, decline, impact, range of motion, muscle groups emphasised
- Flexibility: ACSM guideline for frequency, intensity, time and type
Types: static maintenance (short duration) and developmental stretching (extended duration – 15-30 seconds), dynamic (range of movement) stretching
Stretching exercise positions – standing, sitting, kneeling or lying
Assisting aids – wall, step, strap, towel, gravity
- Motor skills: Specific to skill, e.g. speed, agility, reaction time, power, co-ordination,
balance
Activities of daily living: - Active travel
- Walking
- Climbing stairs
- Gardening
- Desk breaks
Moving more often and sitting down less
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Assessment criteria
Assessment criteria will be applied to the graded practical assessment. In order to pass this unit, learners must at a minimum achieve all pass criteria. The pass criteria relate to the proficient demonstration of skills and knowledge. All criteria within a given grade must be achieved to be awarded that grade.
Learning outcome
The learner must:
Pass
The learner can:
Merit
To achieve a merit grade, in addition to achievement of the pass criteria, the learner can:
Distinction
To achieve a distinction grade, in addition to achievement of the pass and merit criteria, the learner can:
LO2 Be able to conduct health screening assessments and administer fitness tests
P1 Select health screening and fitness assessments appropriate for the individual
M1 Adapt and tailor interpersonal communication to meet the client’s needs
M2 Use a systematic approach to carry out the assessments
M3 Adapt and tailor assessments to meet the client’s needs
D1 Reflect on the effectiveness of communication skills used and identify ways to improve personal practice
D2 Justify the choice of assessments used and their suitability for the client
P2 Conduct health fitness tests using validated and recognised protocols
P3 Record results of health assessments and fitness tests
LO3 Be able to interpret results of health screening and fitness tests and provide feedback to the client on how to improve fitness
P4 Interpret results of health screening and fitness tests
P5 Explain results of health screening and fitness tests
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Assessment guidance
Assessors must use the amplified assessment guidance in this section to judge whether assessment criteria have been achieved in the graded practical assessment.
P1 Select health screening and fitness assessments appropriate for the individual
Learners should select appropriate tests to meet the needs of the individual.
Resting heart rate
Resting blood pressure
Anthropometrics (height and weight/body mass index/BMI/waist circumference/waist to hips ratio)
Body composition (skinfold callipers/bio-electrical impedance)
Flexibility range of movement (sit and reach test/visual assessment during stretch positions)
Muscular strength
Muscular endurance
Motor skills/performance (balance, agility, speed, reaction time or power) The selected tests should be listed as part of the informed consent record and their suitability explained to the client.
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P2 Conduct health fitness tests using validated and recognised protocols
Learners must explain the assessment process and gain informed consent from the client prior to conducting any assessment; this record should be signed by the client and the learner conducting the assessment.
Learners should administer the following health and fitness assessments using validated and recognised protocols:
Resting heart rate
Resting blood pressure
Anthropometrics
Body composition
Lung function
Cardiovascular fitness
Flexibility range of movement
Muscular strength
Muscular endurance
Motor skills/performance
A record of results Learners must ensure that the health monitoring tests are carried out in an appropriate area where privacy, confidentiality and accuracy can be preserved.
Learners should carry out the fitness tests in an appropriate environment tailored to the person being tested, with consideration to health and safety in the environment, e.g. temperature.
Learners must use chosen methods and procedures to record the findings of both the health screening and monitoring results and the fitness test results.
All information should be recorded.
P3 Record results of health assessments and fitness tests
Learners must record the findings of the individual’s health and fitness tests. This may be done electronically or on paper. Learners must include normative data for fitness tests.
P4 Interpret results of health screening and fitness tests
Learners must use published data tables to compare the results of the fitness tests and appropriate guidance, e.g. NICE blood pressure, body composition, to compare the results of health assessments.
P5 Explain results of health screening and fitness tests
Learners must explain the results of the fitness tests to the individuals. Learners must explain how results compare with normative data or relevant health guidelines and provide recommendations for improvements based on areas of strength and weakness. Feedback should be provided with sensitivity, it should also be factual, accurate and constructive.
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M1 Adapt and tailor interpersonal communication to meet the client’s needs
Learners must demonstrate that they can tailor their use of communication skills and adapt these to meet the needs of the client. Communication skills adapted and tailored should include: active listening, reflection of empathy through the use of affirming gestures or language and reflective statements (e.g. reflecting back what the client says and the words they use during the assessment). Learners should also use appropriate and sensitive open questions to encourage the client to speak more openly and provide more information. Learners must also show awareness of their own and the client’s non-verbal communication (body language, posture, facial expressions and voice intonation). Learners must demonstrate sensitivity when explaining the outcomes of the assessment with the client and when offering recommendations. The client must be involved maximally in the discussion, sharing their own views (e.g. rather than the trainer just giving information). Client permission and readiness should be sought before giving any information and all information provided must be factual and communicated in a respectful, empathic and non-judgemental way, e.g. without blaming or shaming. Client dignity should be maintained and respected at all times.
M2 Use a systematic approach to carry out the assessments
Learners must demonstrate effective and efficient organisational and time management skills when conducting the assessments with the client. All resources must be available and ready and the client prepared to ensure the assessment runs smoothly and professionally. All assessments must be conducted in an appropriate test order and using a logical and systematic approach. All assessments must be completed in an appropriate time frame.
M3 Adapt and tailor assessments to meet the client’s needs
Learners must demonstrate that they can adapt assessments used to meet the needs of the client, and in response to the resources available to them. For example, excluding the use of more invasive measurements and assessments if a client is embarrassed or sensitive (e.g. exclusion of skinfold assessments for a client who is visibly overweight); or using an alternative method to assess a specific component of fitness in response to client needs (e.g. using a low impact cardiovascular assessment for a client who is untrained or has an injury that would restrict impact work. NB. This may include exclusion of some assessments, where appropriate); or if equipment is unavailable, e.g. use of a range of motion assessment instead of sit and reach.
D1 Reflect on the effectiveness of communication skills used and identify ways to improve personal practice
Learners must reflect on the full range of communication skills used during the assessment. This includes verbal and non-verbal communication.
Learners must reflect on the extent to which the communication skills and strategies used helped to elicit information from the client, or blocked rapport and relationship. Learners must identify a range of ways they can refine their skills to improve their practice.
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D2 Justify the choice of assessments used and their suitability for the client
Learners must be able to justify the choice of assessments used with the client. Learners must provide a rationale which includes why these choices are most appropriate for the client at the specific point in time (e.g. with consideration to the clients fitness and skill level, health status).
Learners must also be able to justify any assessments that were not used with the client, providing a clear and accurate rationale, e.g. exclusion of assessments due to injury, low fitness, ability, health status, increased risk or invasiveness of the assessment (such as exclusion of body fat measurements and other fitness assessments for an overweight and inactive client) etc.
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Resources
The special resources required for this unit are access to a real or realistic working environment which supports the undertaking of health screening and fitness testing. Best practice should be encouraged by giving learners the opportunity to work on real clients and in real environments, e.g. sports and fitness clubs and personal training studios with individuals requiring health screening and fitness tests. However, as this is not always possible and may create barriers to assessment, learners may carry out treatments on peers (realistic clients). Learners must also have access to consultation documentation, resources to aid health screening and fitness testing. Learners should also be directed to information that allows them to access norm values and standardisation of test protocol.
Recommended text books: ACSM (2014). ACSM’s Guidelines for Exercise Testing and Prescription. 9th ed.
American College of Sports Medicine. Philadelphia. USA. Wolters Kluwer/Lippincott Williams & Wilkins.
Bursztyn, P. (1990). Physiology for Sports People. A serious user’s guide to the body. USA. Manchester University Press
Coulson, M. (2011). The Complete Guide to Personal Training. London. UK. Bloomsbury Publishing
Fleck, S.J., and Kraemer, W.J. (1997). Designing Resistance Training Programmes. 2nd ed. USA. Human Kinetics
Golding, L et al (1989). Y’s Way to Physical Fitness. The Complete Guide to Fitness Testing and Instruction. USA.YMCA
Lawrence, D. & Hope B. (2011). The Complete Guide to Circuit Training. UK. Bloomsbury Publishing
McArdle, W.D. Katch, F.I. and Katch, V.L. (1996). Exercise Physiology. Energy, Nutrition and Human Performance. USA. Lea and Febiger
Norris, C. (2007). The Complete Guide to Stretching. 2nd ed. UK. A&C Black/Bloomsbury Publishing
Norris, C. (2011). The Complete Guide to Sports Injuries. UK. A&C Black/Bloomsbury Publishing
Norris, C. (2013). The Complete Guide to Exercise Therapy. UK. A&C Black/Bloomsbury Publishing
Paine, T. (2000). The Complete Guide to Sports Massage. 2nd ed. UK. A&C Black/Bloomsbury Publishing
Sharkey, B. (1990). Physiology of Fitness. 3rd ed. Champaign, Illinois. USA. Human Kinetics
NB: This list is not exhaustive. There are many other valuable text books.
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Recommended Websites: The National Institute for Health and Care Excellence (NICE): www.nice.org.uk
The American College of Sport Medicine (ACSM): www.acsm.org
The Department of health: www.gov.uk/government/organisations/department-of-health
The British Association of Sport and Exercise Science: www.bases.org.uk
The SMA Code of Ethics and Conduct: www.thesma.org
Institute of Sport and Remedial Massage: www.theisrm.com/terms.php
Complementary and Natural Healthcare Council (CNHC): www.cnhc.org.uk
Federation of Holistic Therapists (FHT): www.fht.org.uk
The council for soft tissue therapies: www.gcmt.org.uk
Delivery guidance
Teachers are encouraged to use innovative, practical and engaging delivery methods to enhance the learning experience. Learners may benefit from:
Work experience within a setting where they can shadow other professionals conducting fitness and health assessments, with the opportunity to work under supervision (where practicable) and practise their skills in a real environment
Using interactive information and technology systems and hardware so they can learn about fitness testing and assessment methods, including access to software used to interpret results and feedback
Practical workshops where they practise a range of fitness tests and health assessments working with peers and receiving feedback from a teacher
Discussion groups where they can explore the advantages and disadvantages of different assessments
Discussion workshops where they can explore the validity and reliability of different assessments, including the variables that may affect accuracy
Discussion workshops where they can explore test protocols and guidelines
Use of case studies and tutor led presentations with interaction to explore the recommendations and feedback that can be suggested in relation to test outcomes (within role boundaries)
Opportunities to practise giving feedback on test outcomes
Links with other units
In the VTCT Level 3 Diploma in Massage and Therapies for Sport, this unit is closely linked with the following units:
USP92M Anatomy and physiology for sports massage
Learners will be required to apply their knowledge of anatomy and physiology when studying fitness testing. The underpinning knowledge of anatomy and physiology will provide the learner with the ability to interpret and evaluate test results and formulate training programs to facilitate further improvements in various components of fitness. The content of the anatomy and physiology unit should be delivered before the fitness testing unit.
USP93M Professional practice in sports massage
Learners will be required to apply their knowledge of professional practice when conducting fitness assessments. Learners will be expected to work professionally and ensure their conduct meets with industry codes of practice and ethical guidelines. The content of the professional practice unit should be delivered before the fitness testing unit.
Learners will be required to apply their knowledge of assessment for sports massage when conducting fitness assessments. Consultation and assessment are legal requirements of the role and failure to consult properly with the client prior to and treatment or recommendations could invalidate therapy insurance. The content of the assessment for sports massage unit may be delivered before or integrated with the delivery of the fitness testing unit. USP95M Sports massage treatment
Learners will be required to apply their knowledge of sports massage treatments when studying fitness testing. This will ensure the complete service and all recommendations are holistic and fully meet the client needs. The content of the sports massage treatments unit should be delivered before the fitness testing unit.
USP96M Understand the principles of soft tissue dysfunction
Learners will be required to apply their knowledge of soft tissue dysfunction when studying fitness testing. Soft tissue dysfunction may render some assessments inappropriate and learners will need to seek alternative approaches, which may include signposting and referral to other professionals. The content of the principles of soft tissue dysfunction unit should be delivered before the fitness testing unit.
USP97M Health and lifestyle Learners will be required to apply their knowledge of health and lifestyle when studying fitness testing. Knowledge of health and lifestyle can assist the learner with interpretation of health screening data and broaden their ability to offer advice and guidance. The content of the health and lifestyle unit should be delivered before the fitness testing unit. In the Level 3 Diploma in Personal Training and Behaviour Change, Level 3 Extended Diploma in Personal Training and Behaviour Change and in the Level 3 Combined Diploma in Exercise Science and Personal Training, this unit is closely linked with the following units:
USP111M Applied anatomy and physiology for exercise and health science
Learners will be required to apply their knowledge of anatomy and physiology when learning about fitness testing. The content of the applied anatomy and physiology unit should be delivered before delivery of the fitness testing unit.
USP56M Programming personal training with clients
Learners will be required to know and apply some health and fitness testing methods when learning how to programme personal training. The content of the programming personal training unit can be delivered before or integrated with the delivery of the fitness testing unit.
USP57M Delivering personal training sessions
Learners will be required to apply their knowledge and skills of fitness testing when delivering personal training and reviewing personal training programmes with clients. The content of the delivering personal training unit can be delivered before or integrated with the delivery of the fitness testing unit.
USP59M Behaviour change and adherence
Learners will be required to apply their knowledge and skills of behaviour change when learning about fitness testing. The content of the behaviour change and adherence unit can be delivered before or integrated with the delivery of the fitness testing unit.
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Graded synoptic assessment
At the end of the qualification of which this unit forms part, there will be a graded synoptic assessment which will assess the learner’s ability to identify and use effectively in an integrated way an appropriate selection of skills, techniques, concepts, theories, and knowledge from a number of units from within the qualification. It is therefore necessary and important that units are delivered and assessed together and synoptically to prepare learners suitably for their final graded assessment.
