CYQ Level 3 Diploma in Teaching Pilates Level 3 Diploma in Teaching Pilates ... (level 3) and ‘The original exercises, ... summative observation of practical teaching

1CYQ Level 3 Diploma in Teaching Pilates (600/4015/4) | Learner Assessment Record | Version 1.0© YMCA Qualifications 2012

Learner Assessment Record

CYQ Level 3 Diploma in Teaching Pilates


Central YMCA Quali!cations Support Services112 Great Russell StreetLondonWC1B 3NQ

020 7343 1800

www.cyq.org.uk

Learner Assessment Record

CYQ Level 3 Diploma in Teaching Pilates

Quali!cation number: 600/4015/4Operational start date: 1 December 2011

Copyright © YMCA Quali!cations (CYQ), 2012

All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means (electronic, photocopying, recording or otherwise), without the prior written permission of the copyright owners of this pack.

4CYQ Level 3 Diploma in Teaching Pilates (600/4015/4) | Learner Assessment Record | Version 1.0

© YMCA Qualifications 2012

Contents

Introduction ................................................................................................................................................ 5

About CYQ ................................................................................................................................................ 5

Learner assessment record ........................................................................................................................ 5

Quali!cation structure ................................................................................................................................ 6

Assessment speci!cation ........................................................................................................................... 7

Assessment plan ...................................................................................................................................... 14

Health, safety and welfare in the !tness environment – worksheet ......................................................... 16

Know how to support clients who take part in exercise and physical activity – worksheet ..................... 23

Fundamentals of Pilates – worksheet ...................................................................................................... 29

The original exercises, modi!cations and adaptions – worksheet .......................................................... 33

Client pro!le and goal setting ................................................................................................................. 39

Client pro!le, progessive programme and viva checklist ........................................................................ 45

Progessive programme evaluation .......................................................................................................... 48

Session planning – overview ................................................................................................................... 50

Session plan – Pilates .............................................................................................................................. 54

Planning checklist .................................................................................................................................... 60

Session evaluation and re"ection ............................................................................................................ 62

Observation of practical teaching – checklist ........................................................................................... 65

Assessor’s feedback ................................................................................................................................. 72

Assessor question and response sheet ................................................................................................... 73

Summary of achievement ........................................................................................................................ 74


Introduction

About CYQ

CYQ is the UK’s leading health and !tness speci!c awarding body and is a trusted name that enjoys widespread respect within the !tness industry. CYQ quali!cations are designed for people taking their !rst steps in the health and !tness industry or for those already working in the industry wishing to progress their careers. CYQ has been responsible for over 200,000 people launching or progressing their careers.

As an internationally recognised organisation, CYQ has a number of study options available including full time or part time, distance learning and progressive study routes. This variety ensures that there will be a study option that is right for you and which will enable you to increase your knowledge, gain new skills and develop your career. All of CYQ’s proven and established resources and assessment materials have been developed by leading industry experts in consultation with employers and training providers.

For more information, visit www.cyq.org.uk .

Learner assessment record (LAR)

Your learner assessment record is designed to support the assessment of your CYQ Level 3 Diploma in Teaching Pilates. It contains all the paperwork that you, your tutor and your assessor will need in order to complete the quali!cation.

You will share the learner assessment record with both your tutor and assessor, who will use the paperwork contained within to assess you throughout the duration of your training. This document is an essential part of your assessment and should be kept safe. Your tutor and assessor will guide you as to which forms you need at particular times, as well as how the forms should be used and completed.

Upon completion of the CYQ Level 3 Diploma in Teaching Pilates, you will be able to plan, deliver and evaluate safe and effective progressive Pilates sessions.



Quali!cation structure

To achieve your CYQ Level 3 Diploma in Teaching Pilates, you need to complete the following six units:

Anatomy and physiology for exercise and health Credit: 6 GLH: 43

Level: 3

Health, safety and welfare in a !tness environment Credit: 2 GLH: 16

Level: 2

Principles of exercise, !tness and health Credit: 4 GLH: 28

Level: 2

Know how to support clients who take part in exercise and physical activity Credit: 2 GLH: 13

Level: 2

Programming a Pilates teaching session Credit: 10 GLH: 50

Level: 3

Delivering a Pilates teaching session Credit: 13 GLH: 60

Level: 3

You will gain 37 credits within the Quali!cations and Credit Framework (QCF).


Assessment speci!cation

Your assessment has nine elements across six units:

Assessment element 1 – theory paper

You will be required to successfully complete the externally set theory test from CYQ. Questions will relate to the syllabus for ‘Anatomy and physiology for exercise and health’ unit (A/600/9051, Level 3).

Paperwork that relates to this assessment element

Assessment element 2 – worksheet

You will be required to complete the ‘Health, safety and welfare in a !tness environment’ worksheet. Questions relate to the syllabus for ‘Health, safety and welfare in a !tness environment’ unit (T/600/9016, Level 2). You will be required to fully complete the worksheet to achieve a pass.


Assessment element 3 – theory paper

You will be required to successfully complete the externally set theory test from CYQ. Questions will relate to the syllabus for ‘Principles of exercise, !tness and health’ unit (A/600/9017, Level 2).


Assessment element 4 – worksheet

You will be required to complete the ‘Know how to support clients who take part in exercise and physical activity’ worksheet. Questions relate to the syllabus for ‘Know how to support clients who take part in exercise and physical activity’ unit (M/600/9015, Level 2). You will be required to fully complete the worksheet to achieve a pass.


worksheet



Assessment element 5 – worksheets

You will be required to complete the ‘Fundamentals of Pilates’ worksheet (level 3) and ‘The original exercises, adaptations and modi!cations’ worksheet. You will be required to fully complete the worksheets to achieve a pass.


Assessment element 6 – client pro!le, progressive programme and viva

Using a real, apparently healthy individual (eg, a peer, family member, friend or partner) who does not require medical intervention, learners are required to produce and implement the following:

a) client pro!le and goal setting, including:

– short

– medium

– long

progression over the weeks according to the client’s goals, together with session outlines for weeks eight and 12, demonstrating anticipated further progression.

Sessions for weeks one to four must be implemented with the client. The detailed session plans, each for


Other information An ‘apparently healthy’ adult may be:

Client goals may relate to:

Paperwork that relates to this assessment element includes:

Paperwork not included in this learner assessment record includes:



Assessment element 7 – planning

You will be required to complete a session overview for the session you plan to deliver. The session overview should take account of:

You will also be required to prepare a detailed session plan for the Pilates session you will deliver for observed assessment (this may be one of the sessions from weeks one to four of your progressive programme). If it is not one of these sessions, then a separate detailed session plan will need to be prepared. The session plan should include the following:

Preparation phase:

– instruction of Pilates principles

– alignment

– breathing

– core activation

– concentration

– mobility and "owing movement

– posture and precision

– balance

Main phase, involving whole-body movement:


Starting positions (focus on at least four; these can feature in any of the sections):

Include all objectives/purposes listed below:

– scapular stability

– trunk stability

– pelvic stability

– spine mobility

– shoulder and hip mobility

– strength


Include: three actions listed below:

– "exion/extension

– rotation

– circumduction

– lateral "exion

Closing phase:


– stretching

– mobility

– relaxation (active or passive)

Paperwork that relates to this assessment element:

Assessment element 8 – summative observation of practical teaching

Evidence for this assessment must be in the form of direct observation of performance. Video assessment is also permissible and must adhere to CYQ guidelines.

The session delivered must relate to the session plan in assessment element 7.

You are required to instruct a Pilates session to a group of clients/participants. The session should contain:

An appropriate preparation section that includes instruction of:



An appropriate main section that includes instruction of:

– standing (both feet, single foot)

– seated (crook, staff/legs straight, tailor/cross legged, straddle)

– kneeling (buttocks on heels or buttocks lifted)

– prone lying ("at and elevated on elbows)

– side lying and kneeling

– on all fours

– supine lying (crook, corpse and tabletop)

– supine plank (weight between hands and feet)

Include all objectives/purposes listed below:

Include: three of the actions listed below:

An appropriate closing section that includes instruction of:

Include instruction of appropriate progressions, regressions and adaptations to accommodate different



Assessment element 9 – evaluation

You are required to complete a session evaluation and re"ection based on the session taught in assessment element 8.


checklist – assessment element 8)

The remaining forms contained within this pack are explained below:

Assessment planThis document is designed to allow you and your assessor to plan your progress through the assessment components. You can use this to plan with your assessor and tutor when assessment activities will take place.

Assessor feedback sheetThis form will be used by your assessor to record any feedback that you may be given. This form may be used at any stage in your learning to record feedback.

Question and response sheetThis form will be used by your assessor to record any questions that you may be asked and any responses you may give.

Summary of achievementThis document is designed to record the outcomes of the assessment elements and any further action

also be signed by you to declare authenticity of work and by your assessor to indicate which of the units have been satisfactorily completed. This document should be kept in a safe place as it acts as evidence of your achievements.



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15CYQ Level 3 Diploma in Teaching Pilates (600/4015/4) | Learner Assessment Record | Version 1.0© YMCA Qualifications 2012 15

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Worksheet: Health, safety and welfare in a !tness environment

Learner’s name:

Health and safety

1. Identify three types of emergency that may occur in a !tness environment

1

2

3

2. Describe the responsibilities of the following individuals during an emergency

Role Responsibility

1. General manager

3. Emergency services

3. Explain the importance of following emergency procedures calmly and effectively


4. Describe how to maintain the safety of people involved in typical emergencies, including children, older people and disabled people

Children

Older people

Disabled people

5. Outline why health and safety is important in a !tness environment

6. Identify the legal and regulatory requirements for health and safety relevant to working in a !tness environment

7. Describe duty of care and professional role boundaries in relation to special population groups

Children

Older people

Disabled people



8. Identify the typical roles of individuals responsible for health and safety in a !tness organisation

Individual Health and safety role

9. Describe three types of security procedure that you may need to follow when working in a !tness environment

1

2

3

10. Describe two key health and safety documents that are relevant in a !tness environment

1

2


11. Identify one possible hazard for each of the following aspects of working in a !tness environment

Hazard

Facilities

Equipment

Working practices (including lifting and handling of equipment)

Client behaviour

Security

Hygiene

12. Describe how to risk assess the types of hazard highlighted in question 11 above

13. Describe how to control risks associated with the types of hazard highlighted in question 11 above



14. Identify the appropriate person/position to contact within the !tness organisation when hazards and risks cannot be controlled personally

15. Describe what is meant by safeguarding the welfare of children and vulnerable adults

16. Describe the responsibilities and limitations of a !tness instructor with regards to safeguarding children and vulnerable adults

17. List four types of abuse and their associated signs that an instructor may encounter

Types of abuse Signs of abuse

1

2

3

4


18. Describe a !tness organisation’s policies and procedures in relation to safeguarding children and vulnerable adults, including typical reporting procedures

Policies Reporting procedures

1

2

19. Describe the procedures to follow to protect yourself from accusations of abuse

20. Identify two statutory agencies responsible for safeguarding children and vulnerable adults and state when it may be necessary to contact them (contact scenario)

Statutory agency Contact scenario



21. Describe how to maintain the con!dentiality of information relating to possible abuse

Final result: F Pass F Refer

I con!rm that the information within this worksheet is entirely my own work.

Learner’s signature: Date:

Assessor’s signature: Date:

Internal quality assurer’s signature: Date:


Worksheet: Know how to support clients who take part in exercise and physical activity

Learner’s name:

1. Give two reasons why it is important to form effective working relationships with clients

1

2

2. Give two reasons why it is important to present yourself and the organisation positively to clients

1

2

3. Describe how the communication skills below can assist in client motivation

Open questions

Eye contact

Active listening



4. Explain the importance of valuing equality and diversity when working with clients

5. List three typical barriers to exercise/physical activity that clients may experience

1

2

3

6. Explain how incorporating clients’ exercise/physical activity preferences into their programme can strengthen motivation and adherence

7. List two incentives and two rewards that can strengthen clients’ motivation and adherence

Incentives Rewards


8. List three strategies and describe how they can help clients overcome typical barriers to exercise/physical activity

Strategies How does the strategy help the client overcome the barrier?

1

2

3

9. Explain why it is important for a clients to take personal responsibility for their own !tness and motivation



10. Explain how each of the following can assist clients to develop their own strategy for motivation and adherence

11. Identify two behaviour change approaches/strategies to encourage adherence to exercise/physical activity

1

2

12. What does SMART stand for?

S

M

A

R

T

13. Describe the process for setting short, medium and long-term goals following initial goal-setting


14. Describe the process for revising short, medium and long-term goals

15. Explain the importance of client care:

a. From the point of view of the client

b. From the point of view of an organisation or company

16 Explain why it is important to deal with clients’ needs to their satisfaction



17. List two ways to identify clients’ needs

1

2

18. Give two reasons for the importance of dealing with clients’ needs timely, effectively and positively

1

2

19. State two ways in which you could exceed clients’ expectations

1

2


I con!rm that the information within this worksheet is entirely my own work.





Worksheet: Fundamentals of Pilates

1. Explain the qualities of a Pilates teacher (minimum of six qualities)

2. Explain the role of a Pilates teacher in relation to promoting long-term behavioural change (list the stages of change and appropriate interventions)

3. Explain the bene!ts of Pilates (minimum of six bene!ts)



4. Explain the importance of effective communication and describe how to adapt communication to meet clients’ needs

5. Explain the importance of verbal and nonverbal communication when instructing clients

6. Provide a brief explanation and overview on the history of Pilates and developments within the industry (the space provided gives an indication of the amount of explanation/overview required)


7. Explain the principles (techniques) of the original Pilates exercises and how they have evolved/been adapted to meet current theories and best practice

8. Explain what is meant by the ‘holistic approach’

9. Explain the term ‘integral biology’



10. Explain the use of suitable music within a Pilates session

11. Explain why a class without music might be bene!cial


I can con!rm that this worksheet is all my own work




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Physical activity readiness questionnaire

Name: Age: Male/Female:

Address:

Telephone – daytime: evening:

the amount of physical activity in your life.

For most people, physical activity should not pose a problem or hazard.

be inappropriate or for those who should seek medical advice concerning the type of activity most suitable for them. Common sense is your best guide for answering thesequestions.

Please read them carefully and circle YES or NO opposite the question, as it applies to you.

1. Has your doctor ever said that you have a heart condition and recommended only medically supervised activity?

YES/NO

2. Do you get chest pains brought on by physical activity? YES/NO

3. Have you developed chest pains in the last month? YES/NO

4. Do you tend to lose consciousness or fall over as a result of dizziness? YES/NO

5. Do you have a bone or joint problem that could be aggravated by the proposed physical activity?

YES/NO

6. Has a doctor ever recommended medication for your blood pressure or heart condition?

YES/NO

If you have answered YES to any of the above questions, then you are required to gain consent from your doctor before participating in the Pilates session.

If you have answered NO to all the above questions, you have reasonable assurance of your present suitability for:

A Pilates sessionA gradual increase in regular exercise promotes !tness and improves overall health, while minimising or eliminating discomfort. Postpone entry into the programme if you feel unwell or have a temporary illness.

Participant’s signature: Date:

Witness’s signature: Date: Clie

nt p

ro!l

e an

d go

al s

ettin

g

Lear

ner’s

nam

e:

D

ate:

Clie

nt’s

per

sona

l det

ails

Age

Gen

der

Hei

ght

Wei

ght

Oth

er

Med

ical

scr

eeni

ng (P

AR-

Q) o

utco

mes

(inc

lude

a c

opy

of P

AR-

Q a

nd in

form

ed c

onse

nt d

ocum

ents

)

Out

com

e of

PA

R-Q

and

adv

ice

give

nIn

form

ed c

onse

nt in

form

atio

n

Life

styl

e an

d fa

ctor

s th

at m

ay a

ffect

pos

ture

and

!tn

ess

Wor

kH

ome

and

fam

ilyD

iet

and

habi

ts (a

lcoh

ol, s

mok

ing,

etc

)A

ctiv

ity le

vels

41

Clie

nt p

ro!l

e an

d go

al s

ettin

g

Lear

ner’s

nam

e:

D

ate:

Clie

nt’s

per

sona

l det

ails

Age

Gen

der

Hei

ght

Wei

ght

Oth

er

Med

ical

scr

eeni

ng (P

AR-

Q) o

utco

mes

(inc

lude

a c

opy

of P

AR-

Q a

nd in

form

ed c

onse

nt d

ocum

ents

)

Out

com

e of

PA

R-Q

and

adv

ice

give

nIn

form

ed c

onse

nt in

form

atio

n

Life

styl

e an

d fa

ctor

s th

at m

ay a

ffect

pos

ture

and

!tn

ess

Wor

kH

ome

and

fam

ilyD

iet

and

habi

ts (a

lcoh

ol, s

mok

ing,

etc

)A

ctiv

ity le

vels



Clie

nt p

ro!l

e an

d go

al s

ettin

g (c

ontin

ued)

Post

ural

ass

essm

ent

note

s an

d sc

reen

ing

(incl

ude

a co

py o

f pos

tura

l ass

essm

ent

reco

rds)

Ass

essm

ent

Obj

ectiv

e –

targ

etEx

erci

se fo

cus

exam

ples

Hea

d an

d ce

rvic

al s

pine

Shou

lder

s, s

capu

lar a

nd

thor

acic

spi

ne

Pelv

is a

nd lu

mba

r spi

ne

Knee

s, fe

et a

nd a

nkle

s


Read

ines

s to

par

ticip

ate

in P

ilate

s an

d re

ason

s fo

r pa

rtic

ipat

ion,

incl

udin

g m

otiv

atio

n an

d at

titud

e

Clie

nt’s

goa

ls (p

roce

ss o

r ou

tcom

e) –

SM

ART

, to

incl

ude:

sho

rt t

erm

(4 w

eeks

) med

ium

ter

m (8

–12

wee

ks) a

nd lo

ng t

erm

(6 m

onth

s+),

eg, w

hat i

mpr

ovem

ents

/ch

ange

s w

ould

the

clie

nt li

ke to

see

/dis

cuss

how

pro

gres

s lin

ks to

goa

ls

Bar

riers

to

achi

evin

g go

als

Stra

tegi

es t

o ov

erco

me

barr

iers

Lear

ner’s

sig

natu

re:

D

ate:

Ass

esso

r’s s

igna

ture

:

Dat

e:

Inte

rnal

qua

lity

assu

rer’s

sig

natu

re:

D

ate:

Clie

nt p

ro!l

e an

d go

al s

ettin

g (c

ontin

ued)

Post

ural

ass

essm

ent

note

s an

d sc

reen

ing

(incl

ude

a co

py o

f pos

tura

l ass

essm

ent

reco

rds)

Ass

essm

ent

Obj

ectiv

e –

targ

etEx

erci

se fo

cus

exam

ples

Hea

d an

d ce

rvic

al s

pine

Shou

lder

s, s

capu

lar a

nd

thor

acic

spi

ne

Pelv

is a

nd lu

mba

r spi

ne

Knee

s, fe

et a

nd a

nkle

s



Prog

ress

ive

prog

ram

me

– pr

epar

atio

n ph

ase

This

pro

gres

sive

pro

gram

me

is d

esig

ned

to p

rogr

ess

on fr

om w

eek

four

(for

det

ails

of w

eeks

one

to fo

ur, s

ee th

e de

taile

d se

ssio

n pl

ans)

.

Lear

ner’s

nam

e:

D

ate:

Prog

ress

ion

Wee

k 8

(out

line)

Wee

k 12

(out

line)


Prog

ress

ion

Wee

k 8

(out

line)

Wee

k 12

(out

line)



Prog

ress

ive

prog

ram

me

– m

ain

phas

e

This

pro

gres

sive

pro

gram

me

is d

esig

ned

to p

rogr

ess

on fr

om w

eek

four

(for

det

ails

of w

eeks

one

to fo

ur, s

ee th

e de

taile

d se

ssio

n pl

ans)

.

Prog

ress

ion

Wee

k 8

(out

line)

Wee

k 12

(out

line)


Prog

ress

ion

Wee

k 8

(out

line)

Wee

k 12

(out

line)



Prog

ress

ive

prog

ram

me

– cl

osin

g ph

ase

This

pro

gres

sive

pro

gram

me

is d

esig

ned

to p

rogr

ess

on fr

om w

eek

four

(for

det

ails

of w

eeks

one

to fo

ur, s

ee th

e de

taile

d se

ssio

n pl

ans)

.

Prog

ress

ion

Wee

k 8

(out

line)

Wee

k 12

(out

line)


Prog

ress

ion

Wee

k 8

(out

line)

Wee

k 12

(out

line)

Lear

ner’s

sig

natu

re:

D

ate:

Ass

esso

r’s s

igna

ture

:

Dat

e:

Inte

rnal

qua

lity

assu

rer’s

sig

natu

re:

D

ate:



Client pro!le, progressive programme and viva checklist

Learner’s name:

Assessor’s name:

The learner requires a " in every box to pass. Questioning can be used and should be indicated by Q and then " or R, depending on the outcome.

Client pro!le The learner produced a client pro!le that:demonstrated methods of consultation, to include:

OutcomePass = "Refer = R

the client’s personal details

informed content

the client’s lifestyle and factors that may affect posture and !tness

a postural assessment and screening

past and present physical activity

The learner demonstrated understanding of the client pro!le in the viva

Client’s goal settingThe learner:explained the importance of a Pilates teacher working together with clients to agree goals, objectives, programme and adaptations, to include:


the client’s readiness to participate in Pilates (to change/improve posture)

the client’s attitude and motivation to exercise

the client’s goals (process or outcome goals) SMART, short, medium and

barriers to achieving goals

strategies to overcome barriers

The learner demonstrated understanding of client goal setting in the viva


progressive programmeThe learner produced a progressive programme that:


contained four detailed session plans relating to the !rst four weeks

contained an outline of logical progressions for week 8

contained an outline of logical progressions for week 12

clearly related to the client’s current readiness, motivation and physical capabilities

progressed appropriately for the client’s needs and barriers (physically and psychologically)

Listed appropriate preparation exercises and progressions and included

Listed appropriate main section exercise and progression and included:

and:

and:

The learner demonstrated understanding of the progressive programme in the viva



evaluationThe learner:


evaluated the Pilates programme

explained how to review the Pilates programme

The learner demonstrated understanding of evaluation in the viva

Assessor’s feedback:




Client pro!le, progressive programme and viva checklist (continued)

53

Progressive programme evaluation

To be completed after the four implemented sessions

Learner’s name: Date:

After my sessions, I received the following feedback from the client:

My session met the client’s needs in the following ways: (comment on the effectiveness of your exercises, relationship with the client, how you motivated the client and how well your instruction style matched the client’s needs)

With the information gathered from your client and your own evaluation of the progressive programme, explain how you will review your Pilates programme.



Progressive programme evaluation (continued)

Assessor’s comments:





Session overview – planning

Learner’s name: Venue: Date:

Name of quali!ed !rst aid personnel:

Location of telephone: Duration of session:

Session aim:

Session objectives – to achieve this aim, I will:

Anticipated !tness level: Anticipated skill level:

Checks made to participant (please tick):

1. Appropriate clothing 2. No accessories (jewellery, etc)

3. Injuries (if YES, list considerations below) 4. Postural screening (list issue below)

State any speci!c considerations relating to participant needs (eg, injuries/posture)



Organisation of equipment:

Equipment requirements are: List checks made regarding equipment:

Arrangements for equipment made with:

Describe the health and safety checks made to the following:

Environment:

Fire exits:

Temperature/ventilation:

Water availability:

Floor:

Obstacles:

Other:

PAR-Q and informed consent form received for each participant: YES/NO

Why is it important to have the above for each participant?

Session overview (continued)


Justify the reasons for the instances when you would temporarily defer a participant?

Have any participants been deferred? YES/NO

How and when would you refer a participant to another professional?

Have any participants been referred? YES/NO

Explain factors (based on the information in this session overview) that affect safe exercise participation OR give an example of how client screening may affect safe exercise participation.

Explain how you would inform participants of the purpose and value of cool-down activities and how you would justify why suf!cient time is required in the closing phase of the session.






Sess

ion

plan

– P

ilate

sLe

arne

r’s n

ame:

Dat

e:

W

eek

No:

Prep

arat

ion

phas

e

Exer

cise

nam

e

and

repe

titio

nsPu

rpos

eTe

achi

ng p

oint

s Vi

sual

isat

ions

/im

ager

y Re

gres

sion

(e

asie

r)Pr

ogre

ssio

n (h

arde

r) A

dapt

atio

n (a

ltern

ativ

e ex

erci

se

or p

ositi

on c

hang

e)


Exer

cise

nam

e

and

repe

titio

nsPu

rpos

eTe

achi

ng p

oint

s Vi

sual

isat

ions

/im

ager

y Re

gres

sion

(e

asie

r)Pr

ogre

ssio

n (h

arde

r) A

dapt

atio

n (a

ltern

ativ

e ex

erci

se

or p

ositi

on c

hang

e)

Prep

arat

ion

phas

e (c

ontin

ued)



Sess

ion

plan

– P

ilate

s

Mai

n ph

ase

Exer

cise

nam

e

and

repe

titio

nsPu

rpos

eTe

achi

ng p

oint

s Vi

sual

isat

ions

/im

ager

y Re

gres

sion

(e

asie

r)Pr

ogre

ssio

n (h

arde

r) A

dapt

atio

n (a

ltern

ativ

e ex

erci

se

or p

ositi

on c

hang

e)


Exer

cise

nam

e

and

repe

titio

nsPu

rpos

eTe

achi

ng p

oint

s Vi

sual

isat

ions

/im

ager

y Re

gres

sion

(e

asie

r)Pr

ogre

ssio

n (h

arde

r) A

dapt

atio

n (a

ltern

ativ

e ex

erci

se

or p

ositi

on c

hang

e)

Mai

n ph

ase

(con

tinue

d)



Sess

ion

plan

– P

ilate

s

Clo

sing

pha

se

Exer

cise

nam

e

and

repe

titio

nsPu

rpos

eTe

achi

ng p

oint

s Vi

sual

isat

ions

/im

ager

y Re

gres

sion

(e

asie

r)Pr

ogre

ssio

n (h

arde

r) A

dapt

atio

n (a

ltern

ativ

e ex

erci

se

or p

ositi

on c

hang

e)


Exer

cise

nam

e

and

repe

titio

nsPu

rpos

eTe

achi

ng p

oint

s Vi

sual

isat

ions

/im

ager

y Re

gres

sion

(e

asie

r)Pr

ogre

ssio

n (h

arde

r) A

dapt

atio

n (a

ltern

ativ

e ex

erci

se

or p

ositi

on c

hang

e)

Lear

ner’s

sig

natu

re:

D

ate:

Ass

esso

r’s s

igna

ture

:

Dat

e:

Inte

rnal

qua

lity

assu

rer’s

sig

natu

re:

D

ate:

Clo

sing

pha

se (c

ontin

ued)



Planning checklist Level 3 Diploma in Teaching Pilates

Learner’s name:

Assessor’s name:

The learner requires a " in every box to pass. Questioning can be used and should be indicated by Q and then " or R, depending on the outcome

The learner produced a session overview that: OutcomePass = "Refer = R

explained the health and safety precautions that must be checked prior to a Pilates session

explained when it may be necessary to adapt planned exercises to meet clients’ needs

justi!ed the reasons for temporary deferral

explained how and when Pilates teachers should refer participants to other professionals

explained the factors, based on client screening, that affect safe exercise participation

justi!ed why suf!cient time must be allowed for the closing phase of the session

explained how they would inform participants of the purpose and

The learner produced a session plan to instruct a Pilates teaching session that:


Included:

– instruction of Pilates principles – alignment– breathing – core engagement – mobility and "owing movement– posture and precision – balance


The learner produced a session plan to instruct a Pilates teaching session that:


Included:

– instruction of Pilates principles Start positions (at least four they can feature in other sections of the plan)

– prone lying and/or kneeling– side lying and/or kneeling– supine lying and/or kneeling– seated

and:

– scapular stability

– trunk stability – spine mobility – shoulder and hip mobility– strength

and any three of the actions listed:

– "exion/extension

– rotation– circumduction– lateral "exion

– instruction of Pilates principles – stretching – mobility – relaxation

Included appropriate progressions, regressions and adaptations to accommodate different needs

completed after the session







Session evaluation and re"ection


Review the outcomes of the Pilates session

After my Pilates teaching session, I gave the following feedback and positive reinforcement to the participants:

After my Pilates teaching session, I received the following feedback from the participants:

Explain the importance of giving feedback to the clients.

Explain how to deal with negative feedback.


Evaluating the Pilates session

Identify how well the exercises met participants’ needs, how effective and motivational the relationship with the participants was and how well the instructing style matched the participants’ needs.

Exercises

Relationship (effectiveness/motivational)

Instructing style

Identify how to improve personal practice.

Explain the value of re"ective practice.

Explain why the environment must be left in a condition suitable for future use.







Session evaluation and re"ection (continued)

69

Obs

erva

tion

of p

ract

ical

tea

chin

g –

chec

klis

t Le

vel 3

Dip

lom

a in

Tea

chin

g Pi

late

sLe

arne

r’s n

ame:

Dat

e:

Prep

arin

g –

the

lear

ner

requ

ires

a "

in e

very

box

to

pass

. Que

stio

ning

can

be

used

on

the

prep

arin

g cr

iteria

and

sho

uld

be in

dica

ted

by Q

and

the

n "

or R

, de

pend

ing

on t

he o

utco

me.

Prep

arin

g to

tea

chin

g a

Pila

tes

sess

ion

– th

e le

arne

r:O

utco

me

P1. p

repa

red

the

envi

ronm

ent a

nd ra

nge

of re

sour

ces

requ

ired

to d

eliv

er a

Pila

tes

teac

hing

ses

sion

Resu

lt fo

r pr

epar

ing

Pass

/Ref

er

Teac

hing

– t

he le

arne

r re

quire

s a

" in

eve

ry b

ox t

o pa

ss. Q

uest

ioni

ng is

not

per

mitt

ed o

n th

e te

achi

ng c

riter

ia

Teac

hing

– t

he le

arne

r:

Prep

arat

ion

phas

eM

ain

sect

ion

Clo

sing

ph

ase

Out

com

e

T1. e

xpla

ined

the

conc

epts

and

vita

l ele

men

ts o

f the

prin

cipl

es o

f Pila

tes

with

in e

ach

exer

cise

of t

he

Pila

tes

met

hod

T2. e

xpla

ined

and

dem

onst

rate

d th

e br

eath

ing

enga

gem

ent c

once

pt

T3. e

xpla

ined

and

dem

onst

rate

d th

e te

chni

ques

of P

ilate

s w

ithin

eac

h ex

erci

se o

f the

Pila

tes

met

hod

T4. e

xpla

ined

and

dem

onst

rate

d ho

w to

ada

pt P

ilate

s ex

erci

ses

for d

iffer

ent c

lient

s/pa

rtic

ipan

ts in

the

clas

s

T5. e

xpla

ined

and

dem

onst

rate

d he

alth

and

saf

ety

prec

autio

ns w

hen

perfo

rmin

g Pi

late

s m

ovem

ents

T6. d

emon

stra

ted

how

to in

stru

ct a

Pila

tes

teac

hing

ses

sion

(in

rela

tion

to th

e de

tail

requ

ired

for e

ach

phas

e of

the

sess

ion

– se

e ov

erle

af)

T7. d

emon

stra

ted

appr

opria

te m

etho

ds o

f voi

ce p

roje

ctio

n

T8. e

xpla

ined

the

impo

rtan

ce o

f cor

rect

ing

tech

niqu

e

Resu

lt fo

r te

achi

ngPa

ss/R

efer



71

Obs

erva

tion

of p

ract

ical

tea

chin

g –

chec

klis

t Le

vel 3

Dip

lom

a in

Tea

chin

g Pi

late

sPr

epar

atio

n ph

ase

Mai

n se

ctio

nC

losi

ng p

hase

To in

clud

e:

regr

essi

ons

and

adap

tatio

ns to

acc

omm

odat

e di

ffere

nt n

eeds

mon

itorin

g cl

ient

’s pe

rform

ance

To in

clud

e:

can

feat

ure

in a

ny o

f the

sec

tions

, not

just

the

mai

n ph

ase)

sta

ndin

g (b

oth

feet

, sin

gle

foot

) s

eate

d (c

rook

, sta

ff/le

gs s

trai

ght,

tailo

r/cr

oss

legg

ed,

stra

ddle

) k

neel

ing

(but

tock

s on

hee

ls o

r but

tock

s lif

ted)

pro

ne ly

ing

("at

and

ele

vate

d on

elb

ows)

sid

e ly

ing

and

knee

ling

on

all f

ours

sup

ine

lyin

g (c

rook

, cor

pse

and

tabl

etop

) s

upin

e pl

ank

(wei

ght b

etw

een

hand

s an

d fe

et)

Incl

ude

all o

bjec

tives

/pur

pose

s lis

ted

belo

w:

Incl

ude

thre

e of

the

actio

ns li

sted

bel

ow (p

leas

e tic

k):

"ex

ion/

exte

nsio

n r

otat

ion

circ

umdu

ctio

n l

ater

al "

exio

n

incl

usio

n of

app

ropr

iate

pro

gres

sion

s, re

gres

sion

s an

d ad

apta

tions

to a

ccom

mod

ate

diffe

rent

nee

ds

To in

clud

e:

regr

essi

ons

and

adap

tatio

ns to

acc

omm

odat

e di

ffere

nt n

eeds

mon

itorin

g cl

ient

’s pe

rform

ance



Obs

erva

tion

of p

ract

ical

tea

chin

g –

chec

klis

t (c

ontin

ued)

Leve

l 3 D

iplo

ma

in T

each

ing

Pila

tes

Eval

uatin

g an

d en

ding

the

ses

sion

– t

he le

arne

r re

quire

s a

" in

eve

ry b

ox t

o pa

ss. Q

uest

ioni

ng c

an b

e us

ed o

n th

e ev

alua

ting,

end

ing

a se

ssio

n an

d ga

inin

g fe

edba

ck

crite

ria E

3 to

E9

(ON

LY) a

nd s

houl

d be

indi

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d by

Q a

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hen

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epen

ding

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the

outc

ome.

Prep

arin

g to

tea

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g a

Pila

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sess

ion

– th

e le

arne

r:O

utco

me

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clie

nts/

part

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with

feed

back

and

pos

itive

rein

forc

emen

t at t

he e

nd o

f the

ses

sion

E2. e

xpla

ined

the

info

rmat

ion

requ

ired

for f

utur

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ssio

ns

E3. r

evie

wed

the

outc

omes

of t

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ilate

s se

ssio

n

E4. i

dent

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how

wel

l the

exe

rcis

es m

et p

artic

ipan

ts’ n

eeds

, how

effe

ctiv

e an

d m

otiv

atio

nal t

he re

latio

nshi

p w

ith th

e pa

rtic

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ts w

as a

nd h

ow w

ell

the

inst

ruct

ing

styl

e m

atch

ed th

e pa

rtic

ipan

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eeds

E5. i

dent

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how

to im

prov

e pe

rson

al p

ract

ice

E6. e

xpla

ined

the

valu

e of

re"e

ctiv

e pr

actic

e

E7. e

xpla

ined

the

impo

rtan

ce o

f giv

ing

feed

back

to c

lient

s

E8. e

xpla

ined

how

to d

eal w

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egat

ive

feed

back

E9. j

usti!

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hy th

e en

viro

nmen

t mus

t be

left

in a

con

ditio

n su

itabl

e fo

r fut

ure

use

Eval

uatin

g an

d en

ding

a s

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sult

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er

73

Obs

erva

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of p

ract

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tea

chin

g –

chec

klis

t (c

ontin

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Leve

l 3 D

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ma

in T

each

ing

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Eval

uatin

g an

d en

ding

the

ses

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– t

he le

arne

r re

quire

s a

" in

eve

ry b

ox t

o pa

ss. Q

uest

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an b

e us

ed o

n th

e ev

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ting,

end

ing

a se

ssio

n an

d ga

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g fe

edba

ck

crite

ria E

3 to

E9

(ON

LY) a

nd s

houl

d be

indi

cate

d by

Q a

nd t

hen

" or

R, d

epen

ding

on

the

outc

ome.

Prep

arin

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tea

chin

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tes

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ion

– th

e le

arne

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utco

me

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part

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ants

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feed

back

and

pos

itive

rein

forc

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nd o

f the

ses

sion

E2. e

xpla

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the

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ired

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utur

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ssio

ns

E3. r

evie

wed

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outc

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of t

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ilate

s se

ssio

n

E4. i

dent

i!ed

how

wel

l the

exe

rcis

es m

et p

artic

ipan

ts’ n

eeds

, how

effe

ctiv

e an

d m

otiv

atio

nal t

he re

latio

nshi

p w

ith th

e pa

rtic

ipan

ts w

as a

nd h

ow w

ell

the

inst

ruct

ing

styl

e m

atch

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rtic

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eeds

E5. i

dent

i!ed

how

to im

prov

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rson

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ract

ice

E6. e

xpla

ined

the

valu

e of

re"e

ctiv

e pr

actic

e

E7. e

xpla

ined

the

impo

rtan

ce o

f giv

ing

feed

back

to c

lient

s

E8. e

xpla

ined

how

to d

eal w

ith n

egat

ive

feed

back

E9. j

usti!

ed w

hy th

e en

viro

nmen

t mus

t be

left

in a

con

ditio

n su

itabl

e fo

r fut

ure

use

Eval

uatin

g an

d en

ding

a s

essi

on re

sult

Pass

/Ref

er



Obs

erva

tion

of p

ract

ical

tea

chin

g –

chec

klis

t (c

ontin

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Leve

l 3 D

iplo

ma

in T

each

ing

Pila

tes

Ass

esso

r’s c

omm

ent/

actio

n pl

an (i

f all

elem

ents

are

a ‘P

ass’

, the

n no

act

ion

plan

is re

quire

d).

Prep

arin

g

Teac

hing

Eval

uatin

g, e

ndin

g a

sess

ion

and

gain

ing

feed

back

Lear

ner’s

sig

natu

re:

D

ate:

Ass

esso

r’s s

igna

ture

:

Dat

e:

Inte

rnal

qua

lity

assu

rer’s

sig

natu

re:

D

ate:

75

Obs

erva

tion

of p

ract

ical

tea

chin

g –

chec

klis

t (c

ontin

ued)

Leve

l 3 D

iplo

ma

in T

each

ing

Pila

tes

Ass

esso

r’s c

omm

ent/

actio

n pl

an (i

f all

elem

ents

are

a ‘P

ass’

, the

n no

act

ion

plan

is re

quire

d).

Prep

arin

g

Teac

hing

Eval

uatin

g, e

ndin

g a

sess

ion

and

gain

ing

feed

back

Lear

ner’s

sig

natu

re:

D

ate:

Ass

esso

r’s s

igna

ture

:

Dat

e:

Inte

rnal

qua

lity

assu

rer’s

sig

natu

re:

D

ate:



Assessor’s feedback


Criterion number Feedback




77

Assessor question and response sheet

Learner’s name:

Assessor’s name:

Assessor’s question Learner’s response






Sum

mar

y of

ach

ieve

men

t C

YQ L

evel

3 D

iplo

ma

in P

ilate

s

Lear

ner’s

nam

e:

D

ate:

Cen

tre

nam

e:

Ass

esso

r’s n

ame:

IQA’

s na

me:

Ass

essm

ent

elem

ent

Ass

essm

ent

outc

ome

Ass

esso

r’s

sign

atur

e

and

date

Act

ion

plan

for

achi

evem

ent

and

evid

ence

pro

duce

d fo

r ex

empt

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Reas

sess

men

t ou

tcom

eA

sses

sor’s

si

gnat

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and

date

Ass

esso

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sign

-off

IQA

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igna

ture

(if

sam

pled

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gnat

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(if

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pled

)

1.Th

eory

pap

er:

Ana

tom

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for

exer

cise

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alth

Pass

%

Refe

r

Exem

ptio

n

2. W

orks

heet

: H

ealth

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tnes

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viro

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Pass

Refe

r

Exem

ptio

n

3.Th

eory

pap

er:

Prin

cipl

es o

f ex

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nd

heal

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Pass

%

Refe

r

%

Exem

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Ass

essm

ent

elem

ent

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essm

ent

outc

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Ass

esso

r’s

sign

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e

and

date

Act

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plan

for

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ent

and

evid

ence

pro

duce

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empt

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Reas

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men

t ou

tcom

eA

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sor’s

si

gnat

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and

date

Ass

esso

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sign

-off

IQA

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igna

ture

(if

sam

pled

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A’s

si

gnat

ure

(if

sam

pled

)

4. W

orks

heet

: Kn

ow h

ow to

su

ppor

t cl

ient

s w

ho ta

ke p

art

in e

xerc

ise

and

phys

ical

act

ivity

Pass

Refe

r

Exem

ptio

n

5. W

orks

heet

s:

of P

ilate

s

exer

cise

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adap

tatio

ns

and

mod

i!ca

tions

Pass

Refe

r

Exem

ptio

n

6. C

lient

pro

!le,

pr

ogre

ssiv

e pr

ogra

mm

e an

d vi

va

Pass

Refe

r

Exem

ptio

n

7. P

lann

ing

Pass

Refe

r

Exem

ptio

n



Lear

ner

auth

entic

ity s

tate

men

t:I c

on!r

m th

at th

e ev

iden

ce p

rovi

ded

for t

his

qual

i!ca

tion

is e

ntire

ly m

y ow

n w

ork.

Lea

rner

’s si

gnat

ure:

Dat

e:

Ass

esso

r’s s

ign-

off s

tate

men

tI c

on!r

m th

at I

am s

atis

!ed

that

the

lear

ner n

amed

abo

ve h

as p

rovi

ded

evid

ence

that

is v

alid

, aut

hent

ic, r

elia

ble,

cur

rent

and

suf

!cie

nt to

dem

onst

rate

the

requ

ired

know

ledg

e, u

nder

stan

ding

and

/or s

kills

for t

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nits

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ned

off h

ere.

Ass

esso

r’s s

igna

ture

:

Dat

e:

Inte

rnal

qua

lity

assu

rer’s

sig

natu

re:

D

ate:

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mar

y of

ach

ieve

men

t (c

ontin

ued)

Ass

essm

ent

elem

ent

Ass

essm

ent

outc

ome

Ass

esso

r’s

sign

atur

e

and

date

Act

ion

plan

for

achi

evem

ent

and

evid

ence

pro

duce

d fo

r ex

empt

ion

Reas

sess

men

t ou

tcom

eA

sses

sor’s

si

gnat

ure

and

date

Ass

esso

r’s

sign

-off

IQA

’s s

igna

ture

(if

sam

pled

)EQ

A’s

si

gnat

ure

(if

sam

pled

)

8. S

umm

ativ

e ob

serv

atio

n of

pra

ctic

al

teac

hing

Pass

Refe

r

Exem

ptio

n

9. E

valu

atio

nPa

ss

Refe

r

Exem

ptio

n



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