Specification Edexcel Level 3 NVQ Diploma in Personal Training (QCF) For first registration June 2011 Edexcel NVQ/competence-based qualifications
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Specification
Edexcel Level 3 NVQ Diploma in Personal Training (QCF)
For first registration June 2011
Edexcel NVQ/competence-based qualifications
Edexcel, a Pearson company, is the UK’s largest awarding organisation offering vocational and academic qualifications and testing, to employers, training providers, colleges, schools, and other places of learning in the UK, and in over 85 countries worldwide.
Our specialist suite of qualifications include NVQs and competency based qualifications, Apprenticeships, WorkSkills, Functional Skills, Foundation Learning, as well as our exclusive range of BTECs, from entry level right through to Higher National Diplomas.
References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)
Authorised by Martin Stretton Prepared by Dominic Sutton
Publications Code N028973
All the material in this publication is copyright © Pearson Education Limited 2011
Contents
Qualification title covered by this specification 1
Key features of the Edexcel Level 3 Diploma in Personal Training (QCF) 2
What is the purpose of this qualification? 2
Who is this qualification for? 2
What are the benefits of this qualification to the learner and employer? 2
What are the potential job roles for those working towards this qualification? 2
What progression opportunities are available to learners who achieve this qualification? 2
What is the qualification structure for the Edexcel Level 3 NVQ Diploma in Personal Training (QCF) 3
How is the qualification graded and assessed? 4
Assessment strategy 4
Types of evidence (to be read in conjunction with the assessment strategy in Annexe D) 5
Centre recognition and approval 6
Centre recognition 6
Approvals agreement 6
Quality assurance 6
What resources are required? 6
Unit format 7
Units 9
Unit 1: Anatomy and physiology for exercise and health 11
Unit 2: Principles of exercise, fitness and health 17
Unit 3: Promote health, safety and welfare in active leisure and recreation 23
Unit 4: Motivate clients to maintain long term adherence to exercise and physical activity 35
Unit 5: Reflect on and develop own practice in providing exercise and physical activity 45
Unit 6: Evaluate exercise and physical activity programmes 53
Unit 7: Design, manage and adapt a personal training programme with clients 59
Unit 8: Deliver exercise and physical activity as part of a personal training programme 75
Unit 9: Apply the principles of nutrition to support client goals as part of an exercise and physical activity programme 87
Unit 10: Plan, market and sell services 99
Further information 108
Useful publications 108
How to obtain National Occupational Standards 108
Professional development and training 109
Annexe A: Progression pathways 111
The Edexcel qualification framework for the Active Leisure and Learning sector 111
Annexe B: Quality assurance 113
Key principles of quality assurance 113
Quality assurance processes 113
Annexe C: Centre certification and registration 115
What are the access arrangements and special considerations for the qualifications in this specification? 115
Annexe D: Assessment requirements/strategy 117
Assessment strategy for active leisure, learning and wellbeing 117
Annexe to the Assessment Strategy for Active Leisure, Learning and Well-being - Level 3 Diploma in Personal Training NVQ 126
Assessment guidance and evidence requirements for each unit 130
Annexe E: The Register of Exercise Professionals (REPs) Code of Ethical Practice 143
Explanation and examples of terms 146
Level 3 Diploma in Personal Training NVQ anatomy 148
Annexe F: Additional requirement for qualifications that use the term ‘NVQ’ in a QCF qualification title 151
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Per
sonal
Tra
inin
g (
QC
F):
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
1
Qual
ific
atio
n t
itle
cov
ered
by
this
spec
ific
atio
n
This
spec
ific
atio
n g
ives
you t
he
info
rmation y
ou n
eed t
o o
ffer
the
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in P
erso
nal
Tra
inin
g (
QCF)
:
Qu
alifi
cati
on
tit
le
Qu
alifi
cati
on
N
um
ber
(QN
) R
eg
ula
tio
n
start
date
O
pera
tio
nal
start
date
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Per
sonal
Tra
inin
g (
QCF)
: 600/1
786/7
14/0
4/2
011
01/0
6/2
011
This
qual
ific
atio
n h
as
bee
n a
ppro
ved w
ithin
the
Qual
ific
ations
and C
redit F
ram
ework
(Q
CF)
and is
elig
ible
for
public
fundin
g a
s det
erm
ined
by
the
Dep
artm
ent
for
Educa
tion (
DfE
) under
Sec
tion 9
6 o
f th
e Le
arnin
g a
nd S
kills
Act
2000.
The
qual
ific
atio
n t
itle
lis
ted a
bove
fea
ture
s in
the
fundin
g lis
ts p
ublis
hed
annual
ly b
y th
e D
fE a
nd t
he
regula
rly
updat
ed w
ebsi
te.
It w
ill a
lso a
ppea
r on t
he
Learn
ing A
ims
Dat
abas
e (L
AD
), w
her
e re
leva
nt.
You s
hould
use
the
QCF
Qualif
icat
ion N
um
ber
(Q
N),
when
you w
ish t
o s
eek
public
fundin
g f
or
your
lear
ner
s. E
ach
unit w
ithin
a
qual
ific
ation w
ill a
lso h
ave
a u
niq
ue
QC
F unit r
efer
ence
num
ber
, w
hic
h a
re lis
ted in t
his
spec
ific
atio
n.
The
QCF
qual
ific
atio
n t
itle
and u
nit r
efer
ence
num
ber
s w
ill a
ppea
r on t
he
lear
ner
s’ f
inal
cer
tifica
tion d
ocu
men
t. L
earn
ers
nee
d t
o
be
made
aw
are
of th
is w
hen
they
are
rec
ruited
by
the
centr
e an
d r
egis
tere
d w
ith E
dex
cel.
For
furt
her
info
rmat
ion o
n t
he
fundin
g o
f 14-1
9 q
ual
ific
atio
ns
off
ered
in E
ngla
nd,
ple
ase
ref
er t
o t
he
DfE
Sec
tion 9
6 w
ebsi
te.
For
furt
her
info
rmat
ion o
n t
he
fundin
g o
f 19+
qualif
icat
ions
off
ered
in E
ngla
nd,
ple
ase
ref
er t
o t
he
SFA
web
site
.
For
furt
her
info
rmat
ion o
n f
undin
g in W
ales
, vi
sit
the
DAQ
W w
ebsi
te.
For
furt
her
info
rmat
ion o
n f
undin
g in N
ort
her
n I
rela
nd,
visi
t th
e D
ELN
I and D
EN
I w
ebsi
te.
N028973 – Specification – Edexcel Level 3 Diploma in Personal Training (QCF):– Issue 1 – August 2011 © Pearson Education Limited 2011
2
Key features of the Edexcel Level 3 NVQ Diploma in Personal Training (QCF)
This qualification:
is nationally recognised
is based on the Personal Training National Occupational Standards (NOS). The NOS, assessment strategy and qualification structure are owned by SkillsActive.
The Edexcel Level 3 NVQ Diploma in Personal Training has been approved as a component for the Advanced Fitness Advanced Apprenticeship framework.
What is the purpose of this qualification?
This qualification is designed for learners working in, or aspiring to work in, health and fitness, particularly in personal training roles or similar.
Who is this qualification for?
This qualification is for all learners aged 16 and above who are capable of reaching the required standards.
Edexcel’s policy is that the qualification should:
be free from any barriers that restrict access and progression
ensure equality of opportunity for all wishing to access the qualification(s).
What are the benefits of this qualification to the learner and employer?
This qualification will give learners entry to the Register of Exercise Professionals at level 3.
What are the potential job roles for those working towards this qualification?
Roles in health and fitness, particularly that of personal trainer or similar.
What progression opportunities are available to learners who achieve this qualification?
Further information is available in Annexe A.
N028973 – Specification – Edexcel Level 3 NVQ Diploma in Personal Training (QCF): Issue 1 – August 2011 © Pearson Education Limited 2011
3
What is the qualification structure for the Edexcel Level 3 NVQ Diploma in Personal Training (QCF)
Individual units can be found in the Units section.
To achieve the Edexcel Level 3 NVQ Diploma in Personal Training (QCF), the learner must achieve all 48 credits from all 9 mandatory units, and may complete the additional unit, if appropriate.
Mandatory units
Edexcel Level 3 NVQ Diploma in Personal Training (QCF)
Unit reference Mandatory units Level Credit
A/600/9051 Unit 1: Anatomy and physiology for exercise and health
3 6
A/600/9017 Unit 2: Principles of exercise, fitness and health
2 4
D/601/4484 Unit 3: Promote health, safety and welfare in active leisure and recreation
2 4
K/601/7758 Unit 4: Motivate clients to maintain long term adherence to exercise and physical activity
3 4
F/601/7362 Unit 5: Reflect on and develop own practice in providing exercise and physical activity
2 4
M/601/7759 Unit 6: Evaluate exercise and physical activity programmes
3 3
H/601/7760 Unit 7: Design, manage and adapt a personal training programme with clients
3 6
K/601/7761 Unit 8: Deliver exercise and physical activity as part of a personal training programme
3 10
M/601/7762 Unit 9: Apply the principles of nutrition to support client goals as part of an exercise and physical activity programme
3 7
Unit reference Additional unit Level Credit
T/601/7763 Unit 10: Plan, market and sell services
3 5
N028973 – Specification – Edexcel Level 3 Diploma in Personal Training (QCF):– Issue 1 – August 2011 © Pearson Education Limited 2011
4
How is the qualification graded and assessed?
The overall grade for the qualification is a ‘pass’. The learner must achieve all the required units within the specified qualification structure.
To pass a unit the learner must:
achieve all the specified learning outcomes
satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion
show that the evidence is their own.
The qualifications are designed to be assessed:
in the workplace or
in conditions resembling the workplace, as specified in the assessment requirements/strategy for the sector, or
as part of a training programme.
Assessment strategy
The assessment strategy for this qualification has been included in Annexe D. It has been developed by SkillsActive in partnership with employers, training providers, awarding organisations and the regulatory authorities. The assessment strategy includes details on:
criteria for defining realistic working environments
roles and occupational competence of assessors, expert witnesses, internal verifiers and standards verifiers
quality control of assessment
evidence requirements.
Evidence of competence may come from:
current practice where evidence is generated from a current job role
a programme of development where evidence comes from assessment opportunities built into a learning/training programme whether at or away from the workplace
the Recognition of Prior Learning (RPL) where a learner can demonstrate that they can meet the assessment criteria within a unit through knowledge, understanding or skills they already possess without undertaking a course of learning. They must submit sufficient, reliable and valid evidence for internal and standards verification purposes. RPL is acceptable for accrediting a unit, several units or a whole qualification
a combination of these.
N028973 – Specification – Edexcel Level 3 NVQ Diploma in Personal Training (QCF): Issue 1 – August 2011 © Pearson Education Limited 2011
5
It is important that the evidence is:
Valid relevant to the standards for which competence is claimed
Authentic produced by the learner
Current sufficiently recent to create confidence that the same skill, understanding or knowledge persist at the time of the claim
Reliable indicates that the learner can consistently perform at this level
Sufficient fully meets the requirements of the standards.
Types of evidence (to be read in conjunction with the assessment strategy in Annexe D)
To successfully achieve a unit the learner must gather evidence which shows that they have met the required standard in the assessment criteria. Evidence can take a variety of different forms including the examples below. Centres should refer to the assessment strategy for information about which of the following are permissible.
direct observation of the learner’s performance by their assessor (O)
outcomes from oral or written questioning (Q&A)
products of the learner’s work (P)
personal statements and/or reflective accounts (RA)
outcomes from simulation, where permitted by the assessment strategy (S)
professional discussion (PD)
assignment, project/case studies (A)
authentic statements/witness testimony (WT)
expert witness testimony (EPW)
evidence of Recognition of Prior Learning (RPL).
The abbreviations may be used for cross-referencing purposes.
Learners can use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is, therefore, not necessary for learners to have each assessment criterion assessed separately. Learners should be encouraged to reference the assessment criteria to which the evidence relates.
Evidence must be made available to the assessor, internal verifier and Edexcel standards verifier. A range of recording documents is available on the Edexcel website – www.edexcel.com. Alternatively, centres may develop their own.
N028973 – Specification – Edexcel Level 3 Diploma in Personal Training (QCF):– Issue 1 – August 2011 © Pearson Education Limited 2011
6
Centre recognition and approval
Centre recognition
Centres that have not previously offered Edexcel qualifications need to apply for and be granted centre recognition as part of the process for approval to offer individual qualifications. New centres must complete both a centre recognition approval application and a qualification approval application.
Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by the new qualification and the conditions for automatic approval are met. Centres already holding Edexcel approval are able to gain qualification approval for a different level or different sector via Edexcel online.
Approvals agreement
All centres are required to enter into an approvals agreement which is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any linked codes or regulations. Edexcel will act to protect the integrity of the awarding of qualifications, if centres do not comply with the agreement. This could result in the suspension of certification or withdrawal of approval.
Quality assurance
Detailed information on Edexcel’s quality assurance processes is given in Annexe B.
What resources are required?
Each qualification is designed to support learners working in the personal training sector. Physical resources need to support the delivery of the qualifications and the assessment of the learning outcomes and must be of industry standard. Centres must meet any specific resource requirements outlined in Annexe D: Assessment strategy. Staff assessing the learner must meet the requirements within the overarching assessment strategy for the sector.
N028973 – Specification – Edexcel Level 3 NVQ Diploma in Personal Training (QCF): Issue 1 – August 2011 © Pearson Education Limited 2011
7
Unit format
Each unit in this specification contains the following sections.
Unit title:
Unit reference number:
QCF level:
Credit value:
Guided learning hours:
Unit summary:
Assessment requirements/evidence requirements:
Assessment methodology:
Learning outcomes:
Assessment criteria:
Evidence type:
Portfolio reference:
Date:
The unit title is approved on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).
This is the unit owner’s reference number for the specified unit.
All units and qualifications within the QCF have a level assigned to them, which represents the level of achievement. There are nine levels of achievement, from Entry level to level 8. The level of the unit has been informed by the QCF level descriptors and, where appropriate, the NOS and/or other sector/professional.
All units have a credit value. The minimum credit value is one, and credits can only be awarded in whole numbers. Learners will be awarded credits when they achieve the unit.
A notional measure of the substance of a qualification. It includes an estimate of the time that might be allocated to direct teaching or instruction, together with other structured learning time, such as directed assignments, assessments on the job or supported individual study and practice. It excludes learner-initiated private study.
This provides a summary of the purpose of the unit.
The assessment/evidence requirements are determined by the SSC. Learners must provide evidence for each of the requirements stated in this section.
Learning outcomes state exactly what a learner should know, understand or be able to do as a result of completing a unit.
The assessment criteria of a unit specify the standard a learner is expected to meet to demonstrate that a learning outcome, or a set of learning outcomes, has been achieved.
Learners must reference the type of evidence they have and where it is available for quality assurance purposes. The learner can enter the relevant key and a reference. Alternatively, the learner and/or centre can devise their own referencing system.
This provides a summary of the assessment methodology to be used for the unit.
The learner should use this box to indicate where the evidence can be obtained eg portfolio page number.
The learner should give the date when the evidence has been provided.
N028973 – Specification – Edexcel Level 3 Diploma in Personal Training (QCF):– Issue 1 – August 2011 © Pearson Education Limited 2011
8
N028973 – Specification – Edexcel Level 3 NVQ Diploma in Personal Training (QCF): Issue 1 – August 2011 © Pearson Education Limited 2011
9
Units
N028973 – Specification – Edexcel Level 3 Diploma in Personal Training (QCF):– Issue 1 – August 2011 © Pearson Education Limited 2011
10
N028973 – Specification – Edexcel Level 3 NVQ Diploma in Personal Training (QCF): Issue 1 – August 2011 © Pearson Education Limited 2011
11
Unit 1: Anatomy and physiology for exercise and health
Unit reference number: A/600/9051
QCF level: 3
Credit value: 6
Guided learning hours: 43
Unit summary
This unit covers the knowledge an instructor needs about anatomy and physiology relating to exercise programming for a range of clients.
Assessment requirements/evidence requirements
Refer to Level 3 Personal Training Assessment Strategy developed by SkillsActive, which can be downloaded from SkillsActive’s website.
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 D
iplo
ma
in P
erso
nal
Tra
inin
g (
QCF)
:–
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
12
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
hea
rt a
nd
circ
ula
tory
sys
tem
and its
re
lation t
o e
xerc
ise
and
hea
lth
1.1
Exp
lain
the
funct
ion o
f th
e hea
rt v
alv
es
1.2
D
escr
ibe
coro
nar
y ci
rcula
tion
1.3
Exp
lain
the
effe
ct o
f dis
ease
pro
cess
es o
n t
he
stru
cture
and funct
ion o
f blo
od v
esse
ls
1.4
Exp
lain
the
short
and long t
erm
eff
ects
of ex
erci
se
on b
lood p
ress
ure
, in
cludin
g t
he
vals
alva
effec
t
1.5
Exp
lain
the
card
iova
scula
r ben
efits
and r
isks
of
endura
nce
/aer
obic
tra
inin
g
1.6
D
efin
e blo
od p
ress
ure
cla
ssific
ations
and a
ssoci
ate
d
hea
lth r
isks
2
Under
stan
d t
he
musc
ulo
skel
etal
sys
tem
an
d its
rel
atio
n t
o e
xerc
ise
2.1
Exp
lain
the
cellu
lar
stru
cture
of m
usc
le fib
res
2.2
D
escr
ibe
the
slid
ing fila
men
t th
eory
2.3
Exp
lain
the
effe
cts
of diffe
rent
types
of ex
erci
ses
on
musc
le f
ibre
typ
e
2.4
Id
entify
and loca
te t
he
musc
le a
ttac
hm
ent
site
s fo
r th
e m
ajor
musc
les
of
the
body
2.5
N
ame,
loca
te a
nd e
xpla
in t
he
funct
ion o
f sk
elet
al
musc
le invo
lved
in p
hys
ical
act
ivity
2.6
Id
entify
the
anat
om
ical
axi
s an
d p
lanes
with r
egar
d
to join
t act
ions
and d
iffe
rent
exer
cise
s
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Per
sonal
Tra
inin
g (
QC
F):
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
13
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.7
Exp
lain
the
join
t act
ions
bro
ught
about
by
spec
ific
m
usc
le g
roup c
ontr
act
ions
2.8
D
escr
ibe
join
ts/j
oin
t st
ruct
ure
with r
egar
d t
o r
ange
of m
otion/m
ove
men
t an
d inju
ry r
isk
2.9
D
escr
ibe
join
t m
ove
men
t pote
ntial
and join
t act
ions
2.1
0
Des
crib
e th
e st
ruct
ure
of
the
pel
vic
girdle
and
asso
ciate
d m
usc
les
and lig
amen
ts
3
Under
stan
d p
ost
ura
l an
d
core
sta
bili
ty
3.1
D
escr
ibe
the
stru
cture
and f
unct
ion o
f th
e st
abili
sing lig
amen
ts a
nd m
usc
les
of
the
spin
e
3.2
D
escr
ibe
loca
l m
usc
le c
han
ges
that
can
take
pla
ce
due
to insu
ffic
ient
stab
ilisa
tion
3.3
Exp
lain
the
pote
ntial ef
fect
s of
abdom
inal
adip
osi
ty
and p
oor
post
ure
on m
ove
men
t ef
fici
ency
3.4
Exp
lain
the
pote
ntial pro
ble
ms
that
can
occ
ur
as a
re
sult o
f post
ura
l dev
iations
3.5
Exp
lain
the
impac
t of co
re s
tabili
sation e
xerc
ise
and
the
pote
ntial
for
inju
ry/a
ggra
vation o
f pro
ble
ms
3.6
Exp
lain
the
ben
efits,
ris
ks a
nd a
pplic
atio
ns
of th
e fo
llow
ing t
ypes
of
stre
tchin
g:
st
atic
(pas
sive
and a
ctiv
e)
dyn
amic
pro
prioce
ptive
Neu
rom
usc
ula
r Fa
cilit
atio
n
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 D
iplo
ma
in P
erso
nal
Tra
inin
g (
QCF)
:–
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
14
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Under
stan
d t
he
ner
vous
syst
em a
nd its
rel
atio
n t
o
exer
cise
4.1
D
escr
ibe
the
spec
ific
role
s of:
–
the
centr
al ner
vous
syst
em (
CN
S)
–
the
Peripher
al N
ervo
us
Sys
tem
(PN
S)
incl
udin
g
som
atic
and a
uto
nom
ic s
yste
ms
4.2
D
escr
ibe
ner
vous
contr
ol an
d t
ransm
issi
on o
f a
ner
vous
impuls
e
4.3
D
escr
ibe
the
stru
cture
and f
unct
ion o
f a
neu
ron
4.4
Exp
lain
the
role
of a m
oto
r unit
4.5
Exp
lain
the
pro
cess
of m
oto
r unit r
ecru
itm
ent
and
the
signific
ance
of
a m
oto
r unit’s
siz
e an
d n
um
ber
of m
usc
le f
ibre
s
4.6
Exp
lain
the
funct
ion o
f m
usc
le p
roprioce
pto
rs a
nd
the
stre
tch r
efle
x
4.7
Exp
lain
rec
ipro
cal in
hib
itio
n a
nd its
rel
evan
ce t
o
exer
cise
4.8
Exp
lain
the
neu
rom
usc
ula
r ad
apta
tions
ass
oci
ated
w
ith e
xerc
ise/
trai
nin
g
4.9
Exp
lain
the
ben
efits
of im
pro
ved n
euro
musc
ula
r co
ord
inat
ion/e
ffic
iency
to e
xerc
ise
per
form
ance
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Per
sonal
Tra
inin
g (
QC
F):
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
15
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5
Under
stan
d t
he
endocr
ine
syst
em a
nd its
rel
atio
n t
o
exer
cise
and h
ealth
5.1
D
escr
ibe
the
funct
ions
of th
e en
docr
ine
syst
em
5.2
Id
entify
the
maj
or
gla
nds
in t
he
endocr
ine
syst
em
5.3
Exp
lain
the
funct
ion o
f horm
ones
incl
udin
g:
–
gro
wth
horm
one
–
thyr
oid
horm
ones
–
cort
icost
eroid
s
–
cate
chola
min
es
–
insu
lin
–
glu
cagon
6
Under
stan
d e
ner
gy
syst
ems
and t
hei
r re
lation
to e
xerc
ise
6.1
Id
entify
the
contr
ibution o
f en
ergy
acc
ord
ing t
o:
–
dura
tion o
f ex
erci
se/a
ctiv
ity
bei
ng p
erfo
rmed
–
type
of ex
erci
se/a
ctiv
ity
bei
ng p
erfo
rmed
–
inte
nsi
ty o
f ex
erci
se/a
ctiv
ity
bei
ng p
erfo
rmed
6.2
Id
entify
the
by-
pro
duct
s of th
e th
ree
ener
gy
syst
ems
and t
hei
r si
gnific
ance
in m
usc
le f
atig
ue
6.3
D
escr
ibe
the
effe
ct o
f en
dura
nce
tra
inin
g/a
dva
nce
d
trai
nin
g m
ethods
on t
he
use
of
fuel
for
exer
cise
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 D
iplo
ma
in P
erso
nal
Tra
inin
g (
QCF)
:–
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
16
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N028973 – Specification – Edexcel Level 3 NVQ Diploma in Personal Training (QCF): Issue 1 – August 2011 © Pearson Education Limited 2011
17
Unit 2: Principles of exercise, fitness and health
Unit reference number: A/600/9017
QCF level: 2
Credit value: 4
Guided learning hours: 28
Unit summary
This unit covers knowledge an instructor needs to programme safe and effective exercise for a range of clients, the health benefits of physical activity and the importance of healthy eating.
Assessment requirements/evidence requirements
Refer to Level 2 Fitness Instructing or level 3 Personal Training Assessment Strategy developed by SkillsActive, which can be downloaded from SkillsActive’s website.
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 D
iplo
ma
in P
erso
nal
Tra
inin
g (
QCF)
:–
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
18
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
effe
cts
of
exer
cise
on t
he
body
1.1
D
escr
ibe
card
iova
scula
r an
d r
espirat
ory
adap
tations
to e
ndura
nce
/aer
obic
tra
inin
g
1.2
Id
entify
the
short
- an
d long-t
erm
eff
ects
of ex
erci
se
on b
lood p
ress
ure
1.3
D
escr
ibe
the
‘blo
od p
oolin
g’ ef
fect
follo
win
g
exer
cise
1.4
D
escr
ibe
the
effe
cts
of ex
erci
se o
n b
ones
and join
ts
incl
udin
g t
he
signific
ance
of w
eight-
bea
ring
exer
cise
1.5
D
escr
ibe
del
ayed
onse
t of m
usc
le s
ore
nes
s (D
OM
S)
1.6
Id
entify
exe
rcis
es o
r te
chniq
ues
lik
ely
to c
ause
del
ayed
onse
t of
musc
le s
ore
nes
s
1.7
D
escr
ibe
the
short
- and long-t
erm
effec
ts o
f diffe
rent
types
of ex
erci
se o
n m
usc
le
1.8
D
escr
ibe
diffe
rent
exer
cise
s th
at c
an im
pro
ve
post
ure
2
Under
stan
d t
he
com
ponen
ts o
f fitn
ess
2.1
D
efin
e th
e co
mponen
ts o
f hea
lth-r
elat
ed f
itnes
s
2.2
D
efin
e th
e co
mponen
ts o
f sk
ill-r
elat
ed fitnes
s
2.3
Id
entify
the
fact
ors
that
aff
ect
hea
lth-
and s
kill-
rela
ted fitnes
s
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Per
sonal
Tra
inin
g (
QC
F):
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
19
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Under
stan
d h
ow
to a
pply
th
e princi
ple
s an
d
vari
able
s of fitn
ess
to a
n
exer
cise
pro
gra
mm
e
3.1
D
escr
ibe
the
phys
iolo
gic
al im
plic
atio
ns
of:
–
spec
ific
ity
–
pro
gre
ssiv
e ove
rload
–
reve
rsib
ility
–
adap
tabili
ty
–
indiv
idual
ity
–
reco
very
tim
e
3.2
Exp
lain
the
princi
ple
s of FI
TT (
Freq
uen
cy,
Inte
nsi
ty,
Tim
e an
d T
ype)
3.3
Exp
lain
the
princi
ple
s of a p
rogre
ssiv
e tr
ainin
g
pro
gra
mm
e in
dev
elopin
g c
om
ponen
ts o
f fitn
ess
3.4
Exp
lain
how
to r
ecognis
e w
hen
and h
ow
to r
egre
ss
a tr
ainin
g p
rogra
mm
e
3.5
Exp
lain
the
princi
ple
s of ad
apta
tion,
modific
atio
n
and p
rogre
ssio
n f
or
each
com
ponen
t of FI
TT
(Fre
quen
cy,
Inte
nsi
ty,
Tim
e an
d T
ype)
3.6
D
escr
ibe
the
effe
ct o
f sp
eed o
n p
ost
ure
, alig
nm
ent
and inte
nsi
ty
3.7
D
escr
ibe
the
effe
ct o
f le
vers
, gra
vity
and r
esis
tance
on e
xerc
ise
3.8
D
escr
ibe
the
diffe
rence
s bet
wee
n p
rogra
mm
ing
exer
cise
for
phys
ical
fitnes
s an
d f
or
hea
lth b
enef
its
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 D
iplo
ma
in P
erso
nal
Tra
inin
g (
QCF)
:–
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
20
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Under
stan
d t
he
exer
cise
co
ntr
aindic
atio
ns
and k
ey
safe
ty g
uid
elin
es for
spec
ial popula
tions
4.1
D
escr
ibe
the
exer
cise
contr
aindic
atio
ns
and k
ey
safe
ty g
uid
elin
es for
work
ing w
ith o
lder
peo
ple
(50
plu
s)
4.2
D
escr
ibe
the
exer
cise
contr
aindic
atio
ns
and k
ey
safe
ty g
uid
elin
es for
work
ing w
ith a
nte
nata
l an
d
post
nata
l cl
ients
4.3
D
escr
ibe
the
exer
cise
contr
aindic
atio
ns
and k
ey
safe
ty g
uid
elin
es for
work
ing w
ith y
oung p
eople
(1
4-1
6)
4.4
D
escr
ibe
the
key
safe
ty c
onsi
der
atio
ns
for
work
ing
with d
isab
led p
eople
5
Under
stan
d h
ow
to s
afel
y m
onitor
exer
cise
inte
nsi
ty
5.1
D
escr
ibe
the
ben
efits
and lim
itations
of diffe
rent
met
hods
of m
onitoring e
xerc
ise
inte
nsi
ty incl
udin
g:
–
the
talk
tes
t
–
Rat
e of Pe
rcei
ved E
xert
ion (
RPE
)
–
hea
rt r
ate
monitoring a
nd t
he
use
of
diffe
rent
hea
rt r
ate
zones
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Per
sonal
Tra
inin
g (
QC
F):
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
21
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6
Under
stan
d t
he
hea
lth
ben
efits
of phys
ical
ac
tivi
ty
6.1
D
escr
ibe
the
hea
lth b
enef
its
of phys
ical
act
ivity
6.2
D
escr
ibe
the
effe
ct o
f phys
ical
act
ivity
on t
he
cause
s of
cert
ain d
isea
ses
incl
udin
g:
–
coro
nary
hea
rt d
isea
se
–
som
e ca
nce
rs
–
type
2 d
iabet
es
–
hyp
erte
nsi
on
–
obes
ity
–
ost
eoporo
sis
7
Under
stan
d t
he
import
ance
of hea
lthy
eating
7.1
D
escr
ibe
the
nat
ional fo
od m
odel
/guid
e
7.2
D
escr
ibe
key
hea
lthy
eating a
dvi
ce t
hat
under
pin
s a
hea
lthy
die
t
7.3
Exp
lain
the
import
ance
of adeq
uat
e hyd
ration
7.4
Exp
lain
pro
fess
ional
role
boundar
ies
in r
elat
ion t
o
off
erin
g n
utr
itio
nal
advi
ce
7.5
Exp
lain
the
die
tary
role
of
the
key
nutr
ients
7.6
Id
entify
the
com
mon d
ieta
ry s
ourc
es o
f th
e ke
y nutr
ients
7.7
D
escr
ibe
the
ener
gy
bal
ance
equat
ion
7.8
Exp
lain
the
hea
lth r
isks
of poor
nutr
itio
n
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 D
iplo
ma
in P
erso
nal
Tra
inin
g (
QCF)
:–
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
22
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N028973 – Specification – Edexcel Level 3 NVQ Diploma in Personal Training (QCF): Issue 1 – August 2011 © Pearson Education Limited 2011
23
Unit 3: Promote health, safety and welfare in active leisure and recreation
Unit reference number: D/601/4484
QCF level: 2
Credit value: 4
Guided learning hours: 30
Unit summary
This unit covers the knowledge and competence that the learner needs to promote health, safety and welfare in active leisure and recreation.
Assessment requirements/evidence requirements
This unit must be assessed in accordance with the following three documents, which can be downloaded from SkillsActive’s website:
Additional Requirements for Qualifications that use the title NVQ within the QCF
Assessment Strategy for NVQs and SVQs
QCF Evidence Requirements and Assessment Guidance for the Level 3 NVQ Diploma in Personal Training.
Learning Outcomes 1, 2, 4, 6 and 8
These can be assessed by:
professional discussion
oral questions and answers
questions requiring written answers.
Learning Outcomes 3, 5, 7 and 9
These must be assessed using workplace evidence generated when the learner is promoting health, safety and welfare in active leisure and recreation.
N028973 – Specification – Edexcel Level 3 Diploma in Personal Training (QCF):– Issue 1 – August 2011 © Pearson Education Limited 2011
24
Learning Outcome 3
When helping to control risks in the sport and activity environment, the learner must cover four of the following types:
(a) hazards
1 unsafe facilities or environment
2 unsafe equipment
3 unsafe working practices
4 unsafe behaviour
5 use of hazardous substances
6 security breaches
7 situations likely to cause emotional distress
with three of the following types:
(b) methods of control
1 dealing with the hazard personally
2 reporting the hazard to the relevant colleague
3 protecting others from harm.
Learning Outcome 5
When helping to safeguard and protect children and vulnerable adults, the learner must cover two of the following types:
(a) abuse (including bullying)
1 physical
2 emotional
3 neglect
4 sexual.
Learning Outcome 7
When dealing with injuries and signs of illness, the learner must cover two of the following types:
(a) casualty
1 adult
2 child
3 person with particular needs
N028973 – Specification – Edexcel Level 3 NVQ Diploma in Personal Training (QCF): Issue 1 – August 2011 © Pearson Education Limited 2011
25
with two of the following types:
(b) qualified assistance
1 qualified first aider
2 emergency services
with two of the following types:
(c) condition
1 minor injury that can be dealt with on-site
2 minor illness that can be dealt with on-site
3 major injury requiring medical attention
4 major illness requiring medical attention
5 emotional distress.
Learning Outcome 9
When following emergency procedures, the learner must cover two of the following types:
(a) people involved
1 adults
2 children
3 people with disabilities.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 D
iplo
ma
in P
erso
nal
Tra
inin
g (
QCF)
:–
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
26
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Know
how
to p
rom
ote
hea
lth,
safe
ty a
nd w
elfa
re
in a
ctiv
e le
isure
and
recr
eation
1.1
Li
st t
he
valu
es o
r co
des
of
pra
ctic
e re
leva
nt
to t
he
work
bei
ng c
arried
out
1.2
D
escr
ibe
the
requirem
ents
for
hea
lth,
safe
ty a
nd
wel
fare
rel
evan
t to
ow
n w
ork
, in
cludin
g H
ealth a
nd
Saf
ety
at
Work
Act
and r
equirem
ents
fro
m r
elev
ant
Nat
ional
Gove
rnin
g B
odie
s
1.3
Id
entify
man
ufa
cture
rs’ guid
elin
es a
nd inst
ruct
ions
for
the
use
of
faci
litie
s an
d e
quip
men
t
1.4
D
escr
ibe
why
hea
lth,
safe
ty a
nd w
elfa
re a
re
import
ant
in a
n a
ctiv
e le
isure
and r
ecre
atio
n
envi
ronm
ent
1.5
Id
entify
the
per
sons
resp
onsi
ble
for
hea
lth a
nd
safe
ty in o
wn w
ork
pla
ce
1.6
O
utlin
e ow
n o
rgan
isation’s
sec
urity
pro
cedure
s
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Per
sonal
Tra
inin
g (
QC
F):
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
27
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2
Know
how
to c
ontr
ol ri
sks
in a
ctiv
e le
isure
and
recr
eation
2.1
D
escr
ibe
the
types
of haz
ard
s th
at a
re lik
ely
to
occ
ur
in o
wn a
rea o
f w
ork
and t
he
acc
iden
ts a
nd
inju
ries
each
could
cause
2.2
O
utlin
e how
to iden
tify
haz
ards
2.3
Li
st h
ealth,
safe
ty a
nd s
ecuri
ty c
hec
ks t
o b
e fo
llow
ed
2.4
D
escr
ibe
how
to c
arr
y out
basi
c ri
sk a
sses
smen
ts o
f th
e ty
pes
of haza
rds
that
may
occ
ur
2.5
D
escr
ibe
why
it is
import
ant
to g
et a
dvi
ce f
rom
a
rele
vant
colle
ague
if u
nsu
re a
bout
haz
ards
and
risk
s in
ow
n w
ork
pla
ce
2.6
Id
entify
who t
o a
sk if unsu
re a
bout
haza
rds
and
risk
s in
ow
n w
ork
pla
ce
2.7
D
escr
ibe
how
to d
eal co
rrec
tly
with t
he
types
of
haz
ards
that
may
occ
ur
in o
wn w
ork
pla
ce,
taki
ng
acco
unt
of
risk
s
2.8
Id
entify
docu
men
ts r
elat
ing t
o h
ealth a
nd s
afe
ty
whic
h m
ay h
ave
to b
e co
mple
ted
2.9
O
utlin
e how
to c
om
ple
te h
ealth a
nd s
afe
ty
docu
men
ts c
orr
ectly
2.1
0
Outlin
e w
hy
colle
agues
and c
ust
om
ers
should
be
enco
ura
ged
to b
ehave
in a
saf
e m
anner
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 D
iplo
ma
in P
erso
nal
Tra
inin
g (
QCF)
:–
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
28
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.1
1
Des
crib
e how
to e
nco
ura
ge
colle
agues
and
cust
om
ers
to b
ehave
in a
saf
e m
anner
2.1
2
Outlin
e w
hy
it is
import
ant
to m
ake
sugges
tions
about
hea
lth a
nd s
afe
ty iss
ues
2.1
3
Des
crib
e how
to m
ake
sugges
tions
about
hea
lth
and s
afe
ty iss
ues
2.1
4
Outlin
e w
hy
it is
import
ant
to iden
tify
and r
eport
an
y diffe
rence
s bet
wee
n h
ealth a
nd s
afet
y re
quirem
ents
and o
wn w
ork
pla
ce p
olic
ies
and
pro
cedure
s
2.1
5
Des
crib
e how
to iden
tify
and r
eport
any
diffe
rence
s bet
wee
n h
ealth a
nd s
afet
y re
quirem
ents
and o
wn
work
pla
ce p
olic
ies
and p
roce
dure
3
Be
able
to h
elp t
o c
ontr
ol
risk
s in
the
active
lei
sure
an
d r
ecre
ation
envi
ronm
ent
3.1
Ensu
re t
hat
rel
evan
t an
d u
p-t
o-d
ate,
hea
lth a
nd
safe
ty info
rmat
ion is
avai
lable
3.2
Fo
llow
the
rele
vant
hea
lth a
nd s
afet
y re
quirem
ents
at
all
tim
es
3.3
Car
ry o
ut
hea
lth a
nd s
afe
ty c
hec
ks a
s re
quired
3.4
Id
entify
haza
rds
3.5
Ass
ess
and c
ontr
ol ri
sks
usi
ng o
rgan
isat
ional
pro
cedure
s
3.6
G
et a
dvi
ce fro
m r
elev
ant
colle
agues
when
unsu
re
about
haza
rds
and r
isks
3.7
Pas
s on s
ugges
tions
for
impro
ving h
ealth a
nd
safe
ty t
o t
he
rele
vant
colle
ague
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Per
sonal
Tra
inin
g (
QC
F):
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
29
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Know
how
to h
elp t
o
safe
guar
d a
nd p
rote
ct
child
ren a
nd v
uln
erab
le
adults
4.1
D
escr
ibe
what
is
mea
nt
by
safe
guar
din
g a
nd
pro
tect
ing t
he
wel
fare
of ch
ildre
n a
nd v
uln
erab
le
adults
4.2
D
escr
ibe
ow
n r
ole
and r
esponsi
bili
ties
for
safe
guar
din
g a
nd p
rote
ctin
g c
hild
ren a
nd o
ther
vu
lner
able
peo
ple
4.3
Li
st t
he
four
of
types
of
abuse
4.4
O
utlin
e th
e bas
ic indic
ator
s and im
pac
t of ea
ch o
f th
e fo
ur
types
of ab
use
4.5
D
escr
ibe
the
risk
s th
at indiv
idual
abuse
rs o
r pote
ntial
abuse
rs p
ose
to c
hild
ren a
nd v
uln
erab
le
peo
ple
4.6
D
escr
ibe
org
anis
ational
polic
ies
and p
roce
dure
s in
re
lation t
o s
afeg
uar
din
g a
nd p
rote
ctin
g,
incl
udin
g
the
report
ing p
roce
dure
s
4.7
O
utlin
e w
hat
to d
o if
conce
rned
about
poss
ible
ab
use
4.8
D
escr
ibe
how
to r
espond t
o a
child
or
som
eone
else
dis
closi
ng a
buse
or
conce
rns
about
abuse
4.9
O
utlin
e w
hat
to d
o if
ther
e are
bar
rier
s to
rep
ort
ing
ow
n c
once
rns
4.1
0
Iden
tify
sta
tuto
ry a
gen
cies
with r
esponsi
bili
ties
for
safe
guar
din
g a
nd p
rote
ctin
g
4.1
1
Outlin
e w
hen
to c
onta
ct s
tatu
tory
agen
cies
with
resp
onsi
bili
ties
for
safe
guard
ing a
nd p
rote
ctin
g
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 D
iplo
ma
in P
erso
nal
Tra
inin
g (
QCF)
:–
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
30
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.1
2
Outlin
e how
to c
onta
ct s
tatu
tory
agen
cies
with
resp
onsi
bili
ties
for
safe
guard
ing a
nd p
rote
ctin
g
4.1
3
Des
crib
e w
hy
it is
import
ant
to s
har
e co
nce
rns
about
poss
ible
abuse
with o
ther
s
4.1
4
Des
crib
e th
e lim
its
of ow
n c
om
pet
ence
with r
egard
to
saf
eguard
ing a
nd p
rote
ctin
g
4.1
5
Outlin
e w
hy
it is
import
ant
to t
reat
info
rmat
ion
about
poss
ible
abuse
confiden
tially
5
Be
able
to h
elp t
o
safe
guar
d a
nd p
rote
ct
child
ren a
nd v
uln
erab
le
adults
5.1
Ensu
re t
hat
up-t
o-d
ate
info
rmation o
n g
uid
elin
es
for
safe
guar
din
g a
nd p
rote
ctin
g c
hild
ren a
nd
vuln
erable
adults
is a
vaila
ble
5.2
Id
entify
what
the
polic
ies
and p
roce
dure
s m
ean f
or
ow
n job a
nd a
rea o
f w
ork
5.3
Fo
llow
the
rele
vant
pro
cedure
s fo
r:
–
Saf
eguard
ing a
nd p
rote
ctin
g c
hild
ren a
nd
vuln
erable
adults
at
all tim
es
–
Prote
ctin
g s
elf
from
pote
ntial acc
usa
tions
5.4
Be
ale
rt t
o p
oss
ible
sig
ns
of abuse
5.5
Id
entify
, re
cord
and r
eport
any
conce
rns
about
the
wel
fare
of
child
ren a
nd v
uln
erab
le a
dults,
while
m
ainta
inin
g c
onfiden
tial
ity
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Per
sonal
Tra
inin
g (
QC
F):
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
31
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6
Know
how
to d
eal w
ith
inju
ries
and s
igns
of
illnes
s
6.1
Li
st t
he
types
of
acci
den
ts,
inju
ries
and illn
esse
s th
at m
ay
occ
ur
in o
wn a
rea o
f w
ork
6.2
O
utlin
e how
to r
espond c
orr
ectly
to e
motional
dis
tres
s
6.3
O
utlin
e how
to d
eal w
ith a
ccid
ents
, in
juri
es a
nd
illnes
ses
bef
ore
qual
ifie
d a
ssis
tance
arr
ives
6.4
D
escr
ibe
how
to d
ecid
e w
het
her
to c
onta
ct t
he
on-
site
first
aid
er o
r im
med
iate
ly c
all th
e em
ergen
cy
serv
ices
6.5
Id
entify
who is
the
on-s
ite
firs
t ai
der
and h
ow
to
conta
ct t
hem
6.6
D
escr
ibe
the
pro
cedure
s to
conta
ct t
he
emer
gen
cy
serv
ices
6.7
O
utlin
e w
hy
it is
import
ant
to p
rote
ct t
he
casu
alty
and o
ther
s in
volv
ed f
rom
furt
her
har
m
6.8
O
utlin
e th
e pro
cedure
s to
pro
tect
the
casu
alty
and
oth
ers
6.9
O
utlin
e w
hy
it is
import
ant
to p
rovi
de
com
fort
and
reas
sura
nce
6.1
0
Des
crib
e how
to p
rovi
de
com
fort
and r
eass
ura
nce
6.1
1
Outlin
e ow
n r
esponsi
bili
ties
for
report
ing a
ccid
ents
6.1
2
Outlin
e th
e pro
cedure
s fo
r re
port
ing a
ccid
ents
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 D
iplo
ma
in P
erso
nal
Tra
inin
g (
QCF)
:–
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
32
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
7
Be
able
to d
eal w
ith
inju
ries
and s
igns
of
illnes
s
7.1
Rem
ain c
alm
and follo
w o
rgan
isat
ional
pro
cedure
s
7.2
Pr
ote
ct t
he
casu
alty
and o
ther
peo
ple
fro
m furt
her
risk
7.3
Cal
l fo
r qual
ifie
d a
ssis
tance
appro
priate
to t
he
casu
alty’
s co
nditio
n
7.4
Pr
ovi
de
reass
ura
nce
and c
om
fort
to t
he
peo
ple
in
volv
ed
7.5
G
ive
the
qual
ifie
d a
ssis
tance
cle
ar a
nd a
ccura
te
info
rmat
ion a
bout
what
hap
pen
ed
7.6
Fo
llow
the
rele
vant
acc
iden
t re
port
ing p
roce
dure
s
8
Know
how
to follo
w
emer
gen
cy p
roce
dure
s 8.1
D
escr
ibe
the
emer
gen
cy p
roce
dure
s in
ow
n p
lace
of
work
8.2
O
utlin
e w
hat
inst
ruct
ions
must
be
giv
en t
o t
he
peo
ple
invo
lved
8.3
O
utlin
e org
anis
atio
nal
rep
ort
ing p
roce
dure
s fo
r em
ergen
cies
8.4
D
escr
ibe
the
types
of pro
ble
ms
that
may
occ
ur
when
carr
ying o
ut
emer
gen
cy p
roce
dure
s
8.5
D
escr
ibe
why
pro
ble
ms
that
occ
ur
when
car
ryin
g
out
emer
gen
cy p
roce
dure
s sh
ould
be
report
ed
8.6
Id
entify
who t
o r
eport
pro
ble
ms
to
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Per
sonal
Tra
inin
g (
QC
F):
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
33
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
9
Be
able
to f
ollo
w
emer
gen
cy p
roce
dure
s 9.1
G
ive
the
peo
ple
invo
lved
cle
ar a
nd c
orr
ect
inst
ruct
ions
9.2
Car
ry o
ut
ow
n r
ole
in t
he
emer
gen
cy p
roce
dure
s ca
lmly
and c
orr
ectly
9.3
M
ainta
in t
he
safe
ty o
f th
e peo
ple
invo
lved
9.4
Fo
llow
the
corr
ect
pro
cedure
s fo
r re
port
ing t
he
emer
gen
cy
9.5
Rep
ort
any
pro
ble
ms
with t
he
emer
gen
cy
pro
cedure
s to
the
rele
vant
colle
ague
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N028973 – Specification – Edexcel Level 3 Diploma in Personal Training (QCF):– Issue 1 – August 2011 © Pearson Education Limited 2011
34
N028973 – Specification – Edexcel Level 3 NVQ Diploma in Personal Training (QCF): Issue 1 – August 2011 © Pearson Education Limited 2011
35
Unit 4: Motivate clients to maintain long term adherence to exercise and physical activity
Unit reference number: K/601/7758
QCF level: 3
Credit value: 4
Guided learning hours: 15
Unit summary
This unit covers the knowledge and competence that the learner needs to motivate clients to maintain long-term adherence to exercise and physical activity.
Assessment requirements/evidence requirements
This unit must be assessed in accordance with the following three documents, which can be downloaded from SkillsActive’s website:
Additional Requirements for Qualifications that use the title NVQ within the QCF
Assessment Strategy for NVQs and SVQs
QCF Evidence Requirements and Assessment Guidance for the Level 3 NVQ Diploma in Personal Training.
Learning Outcomes 1, 3, and 5
These can be assessed by:
professional discussion
oral questions and answers
questions requiring written answers.
Learning Outcomes 2, 4 and 6
These must be assessed using workplace evidence generated when the learner is motivating clients to maintain long-term adherence to exercise and physical activity.
N028973 – Specification – Edexcel Level 3 Diploma in Personal Training (QCF):– Issue 1 – August 2011 © Pearson Education Limited 2011
36
Learning Outcome 2
When establishing and maintaining an effective relationship with clients the learner must cover four of the following types:
(a) clients
1 individuals
2 groups
3 with specific fitness needs
4 with general health needs.
Learning Outcome 4
When working with clients to develop and maintain adherence strategies the learner must cover four of the following types:
(a) clients
1 individuals
2 groups
3 with specific fitness needs
4 with general health needs.
Learning Outcome 6
When providing ongoing customer service to clients the learner must cover four of the following types:
(a) clients
1 individuals
2 groups
3 with specific fitness needs
4 with general health needs.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Per
sonal
Tra
inin
g (
QC
F):
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
37
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d h
ow
to
esta
blis
h a
nd m
ainta
in a
n
effe
ctiv
e re
lationsh
ip w
ith
clie
nts
1.1
Exp
lain
how
to p
rese
nt
a p
osi
tive
im
age
of se
lf a
nd
org
anis
atio
n
1.2
Exp
lain
why
the
rela
tionsh
ip b
etw
een t
he
inst
ruct
or
and c
lient
is im
port
ant
1.3
D
escr
ibe
the
type
of
inst
ruct
or/
clie
nt
rela
tionsh
ip
whic
h w
ill a
ssis
t cl
ient
pro
gre
ss a
nd a
dher
ence
to
phys
ical
act
ivity
1.4
D
escr
ibe
the
types
of per
sonal qual
itie
s th
at
inst
ruct
ors
nee
d t
o d
evel
op in o
rder
to h
elp a
nd
support
clie
nts
1.5
Exp
lain
why
clie
nts
nee
d t
o u
nder
stan
d t
he
inst
ruct
ors
role
and r
esponsi
bili
ties
and t
he
role
s an
d r
esponsi
bili
ties
of oth
er p
rofe
ssio
nal
s w
ho m
ay
be
invo
lved
1.6
Exp
lain
the
exte
nt
and lim
itat
ions
of
ow
n r
ole
and
resp
onsi
bili
ty w
hen
work
ing w
ith c
lients
1.7
D
escr
ibe
how
to s
elec
t an
d u
se a
ran
ge
of
com
munic
atio
n s
trate
gie
s to
com
munic
ate
with
diffe
rent
clie
nts
1.8
Exp
lain
how
to a
dap
t th
e re
lationsh
ip w
ith t
he
clie
nt
to t
ake
acco
unt
of
chan
gin
g n
eeds
and
circ
um
stan
ces
1.9
Exp
lain
what
is
mea
nt
by
a ‘p
rofe
ssio
nal
re
lationsh
ip’ bet
wee
n inst
ruct
or
and c
lient
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 D
iplo
ma
in P
erso
nal
Tra
inin
g (
QCF)
:–
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
38
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
0
Exp
lain
what
is
mea
nt
by
‘val
uin
g d
iver
sity
’ in
a
pra
ctic
al co
nte
xt w
hen
work
ing w
ith c
lients
1.1
1
Des
crib
e th
e ty
pes
of pre
judic
e an
d d
iscr
imin
atio
n
that
indiv
idual
clie
nts
mig
ht
exper
ience
and h
ow
to
ove
rcom
e th
ese
1.1
2
Exp
lain
what
is
mea
nt
by
‘confiden
tial
ity’
and w
hy
it
is im
port
ant
when
work
ing w
ith c
lients
, oth
er s
taff
and p
rofe
ssio
nals
1.1
3
Outlin
e th
e ty
pes
of in
form
ation t
hat
may
be
subje
ct t
o d
ata
pro
tect
ion/c
onfiden
tial
ity
1.1
4
Exp
lain
how
to m
ainta
in c
lient
confiden
tial
ity
in lin
e w
ith g
ood p
ract
ice
1.1
5
Exp
lain
how
abid
ing b
y th
e Exe
rcis
e an
d F
itnes
s Code
of Eth
ical
Pra
ctic
e act
s to
ensu
re t
hat
equalit
y an
d d
iver
sity
are
ref
lect
ed d
uring t
he
exer
cise
se
ssio
n
1.1
6
Iden
tify
the
diffe
rence
bet
wee
n a
dvi
sing o
n
exer
cise
par
tici
pat
ion a
nd e
very
day
lifes
tyle
phys
ical
act
ivity
1.1
7
Exp
lain
how
to m
anage
conflic
t an
d d
isag
reem
ents
w
ith c
olle
agues
1.1
8
Outlin
e pro
cedure
s to
follo
w in t
he
even
t of
clie
nt
com
pla
ints
N028973 –
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ific
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inin
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QC
F):
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August
2011 ©
Pea
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duca
tion L
imited
2011
39
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2
Be
able
to e
stab
lish a
nd
mai
nta
in a
n e
ffec
tive
re
lationsh
ip w
ith c
lients
2.1
Pre
sent
a posi
tive
im
age
of
self a
nd o
rgan
isat
ion t
o
clie
nts
2.2
D
evel
op a
n e
ffec
tive
work
ing r
elat
ionsh
ip w
ith
clie
nts
2.3
Cle
arly
def
ine
ow
n r
ole
and r
esponsi
bili
ties
to
clie
nts
and t
he
role
s an
d r
esponsi
bili
ties
of oth
er
pro
fess
ional
s w
ho m
ay b
e in
volv
ed
2.4
Com
munic
ate
clea
rly
with c
lients
in a
way
that
m
akes
them
fee
l va
lued
2.5
U
se inst
ruct
ing s
tyle
s th
at
matc
h c
lients
’ nee
ds
2.6
Adap
t th
e re
lationsh
ip w
ith c
lients
to m
eet
thei
r ch
angin
g n
eeds
2.7
Ensu
re t
he
rela
tionsh
ip w
ith c
lients
follo
ws
good
pra
ctic
e an
d e
thic
al r
equirem
ents
2.8
Show
that
div
ersi
ty a
nd e
qual opport
unitie
s ar
e va
lued
for
all cl
ients
2.9
M
ainta
in c
onfiden
tial
ity
requir
emen
ts
2.1
0
Han
dle
any
dis
agre
emen
ts a
nd c
om
pla
ints
pro
mptly,
posi
tive
ly a
nd a
ccord
ing t
o o
rganis
atio
nal
pro
cedure
s
N028973 –
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ific
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iplo
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erso
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QCF)
:–
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August
2011 ©
Pea
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tion L
imited
2011
40
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Under
stan
d h
ow
to w
ork
w
ith c
lients
to d
evel
op a
nd
mai
nta
in a
dher
ence
st
rate
gie
s
3.1
Exp
lain
why
it is
import
ant
to d
evel
op a
rel
atio
nsh
ip
with t
he
clie
nt
base
d o
n m
utu
al tr
ust
and o
pen
nes
s
3.2
Exp
lain
why
it is
import
ant
for
the
clie
nt
to t
ake
re
sponsi
bili
ty f
or
thei
r ow
n f
itnes
s an
d b
ehav
iour
chan
ge
3.3
Anal
yse
beh
avio
ura
l psy
cholo
gy
and d
iffe
rent
appro
ach
es t
o b
ehavi
our
chan
ge
3.4
Ass
ess
diffe
rent
stra
tegie
s to
enab
le c
lients
to
chan
ge
thei
r beh
avio
ur
and a
chie
ve t
hei
r goal
s
3.5
D
escr
ibe
the
typic
al g
oal
s an
d e
xpec
tations
that
clie
nts
hav
e
3.6
D
escr
ibe
the
types
of bar
rier
s in
div
idual
clie
nts
may
face
when
under
taki
ng p
hys
ical
act
ivity
and
ach
ievi
ng t
hei
r goals
3.7
Exp
lain
how
clie
nts
can
be
hel
ped
to o
verc
om
e th
ese
bar
rier
s
3.8
D
escr
ibe
the
types
of in
centive
s an
d r
eward
s th
at
may
be
appro
priat
e to
a r
ange
of diffe
rent
clie
nts
3.9
Exp
lain
the
poss
ible
rea
sons
for
the
types
of
exer
cise
pre
fere
nce
s th
at d
iffe
rent
clie
nts
may
hav
e
3.1
0
Exp
lain
how
to a
ssis
t cl
ients
to d
evel
op t
hei
r ow
n
adher
ence
str
ateg
ies
3.1
1
Exp
lain
how
to m
onitor
and a
dapt
a cl
ient’s
adher
ence
str
ateg
y
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Dip
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August
2011 ©
Pea
rson E
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tion L
imited
2011
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
2
Des
crib
e th
e co
mm
unic
atio
n s
kills
nee
ded
to a
ssis
t cl
ients
with m
otiva
tion incl
udin
g:
–
how
to a
sk o
pen
-ended
ques
tions
–
active
lis
tenin
g s
kills
–
met
hods
of gat
her
ing p
erso
nal
info
rmation
–
appro
priat
e ques
tionin
g t
echniq
ues
–
inte
rpre
ting c
lient
resp
onse
s in
cludin
g b
ody
languag
e an
d o
ther
form
s of
beh
avio
ur
espec
ially
when
under
taki
ng p
hys
ical
act
ivity
–
mea
ns
of su
mm
aris
ing g
ather
ed info
rmat
ion
4
Be
able
to w
ork
with
clie
nts
to d
evel
op a
nd
mai
nta
in a
dher
ence
st
rate
gie
s
4.1
W
ork
with c
lients
to e
nco
ura
ge
mutu
al t
rust
, open
nes
s an
d a
will
ingnes
s to
tak
e re
sponsi
bili
ty f
or
thei
r ow
n f
itnes
s an
d b
ehav
iour
chan
ge
4.2
Id
entify
the
clie
nts
’ goal
s fo
r ta
king p
art
in r
egula
r phys
ical
act
ivity
and r
eadin
ess
to c
han
ge
beh
avio
ur
4.3
Anal
yse
the
clie
nts
’ lif
esty
le a
nd iden
tify
opport
unitie
s fo
r ex
erci
se a
nd p
hys
ical
act
ivity
and
pote
ntial
bar
rier
s
4.4
Id
entify
the
clie
nts
’ pre
fere
nce
s fo
r ex
erci
se
4.5
Id
entify
appro
priat
e in
centive
s an
d r
eward
s fo
r th
e cl
ients
tak
ing p
art
in p
hys
ical
act
ivity
4.6
W
ork
with t
he
clie
nts
to d
evel
op a
long t
erm
st
rate
gy
to a
dher
e to
exe
rcis
e and p
hys
ical ac
tivi
ty,
build
ing o
n o
pport
unitie
s, p
refe
rence
s an
d
ince
ntive
s, a
nd m
inim
isin
g b
arr
iers
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 D
iplo
ma
in P
erso
nal
Tra
inin
g (
QCF)
:–
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
42
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4.7
M
onitor
the
clie
nts
’ adher
ence
to e
xerc
ise
and
phys
ical
act
ivity
4.8
Pr
ovi
de
support
to t
he
clie
nts
’ adher
ence
str
ateg
y to
ach
ieve
long-t
erm
beh
avio
ur
chan
ge
in lin
e w
ith
thei
r goal
s
4.9
W
ork
with t
he
clie
nts
to a
dapt
and r
efin
e th
eir
adher
ence
str
ateg
y
5
Under
stan
d h
ow
to
pro
vide
ongoin
g c
ust
om
er
serv
ice
to c
lients
5.1
Exp
lain
the
import
ance
of
clie
nt
care
both
to t
he
clie
nt
and t
he
org
anis
atio
n
5.2
Exp
lain
why
it is
import
ant
to d
eal ef
fect
ivel
y w
ith
clie
nt/
indiv
idual
nee
ds
5.3
O
utlin
e th
e ty
pes
of in
form
ation w
hic
h c
lients
usu
ally
nee
d
5.4
O
utlin
e how
to r
espond t
o r
eques
ts a
ccord
ing t
o t
he
org
anis
atio
ns
pro
cedure
s
5.5
Id
entify
wher
e to
sourc
e re
leva
nt
info
rmat
ion t
o
mee
t cl
ient
nee
ds
5.6
Exp
lain
what
typ
es o
f is
sues
may
nee
d t
o b
e re
ferr
ed t
o a
noth
er p
rofe
ssio
nal
, w
hen
to r
efer
th
em a
nd w
ho t
his
pro
fess
ional
may
be
in d
iffe
rent
situ
atio
ns
5.7
Exp
lain
the
import
ance
of
dea
ling w
ith a
ny
del
ay
with c
lients
and d
escr
ibe
how
to d
o s
o e
ffec
tive
ly
N028973 –
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ific
atio
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Edex
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vel 3 N
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Dip
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Per
sonal
Tra
inin
g (
QC
F):
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
43
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6
Be
able
to p
rovi
de
ongoin
g
cust
om
er s
ervi
ce t
o c
lients
6.1
Engag
e w
ith c
lients
during e
xerc
ise
6.2
Res
pond p
osi
tive
ly t
o c
lients
6.3
G
ather
as
much
info
rmat
ion a
s poss
ible
about
clie
nts
’ nee
ds
and e
xpec
tations
6.4
Li
sten
to a
nd a
sk t
he
clie
nts
’ ques
tions
to c
hec
k ow
n u
nder
stan
din
g
6.5
D
iscu
ss w
ith t
he
clie
nts
diffe
rent
way
s of
mee
ting
thei
r nee
ds
and e
xpec
tations
6.6
Alw
ays
try
to m
eet
clie
nts
’ nee
ds
and e
xpec
tations
to t
he
bes
t of ow
n a
bili
ty a
nd in lin
e w
ith a
ccep
ted
good p
ract
ice
6.7
If
clie
nts
’ nee
ds
and e
xpec
tations
are
bey
ond o
wn
leve
l of
com
pet
ence
, co
nsu
lt a
noth
er p
rofe
ssio
nal
6.8
Pr
ovi
de
the
clie
nts
with c
lear
info
rmation a
nd
advi
ce w
hen
they
nee
d it
6.9
Fi
nd o
ut
how
wel
l id
entified
solu
tions
work
and
pro
vide
alte
rnat
ive
guid
ance
if
nec
essa
ry
6.1
0
Han
dle
clie
nt
com
pla
ints
posi
tive
ly a
nd f
ollo
win
g
agre
ed p
roce
dure
s
N028973 –
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atio
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vel 3 D
iplo
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erso
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inin
g (
QCF)
:–
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
44
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N028973 – Specification – Edexcel Level 3 NVQ Diploma in Personal Training (QCF): Issue 1 – August 2011 © Pearson Education Limited 2011
45
Unit 5: Reflect on and develop own practice in providing exercise and physical activity
Unit reference number: F/601/7362
QCF level: 2
Credit value: 4
Guided learning hours: 23
Unit summary
This unit covers the knowledge and competence that the learner needs to reflect on and develop own practice in providing exercise and physical activity.
Assessment requirements/evidence requirements
This unit must be assessed in accordance with the following three documents, which can be downloaded from SkillsActive’s website:
Additional Requirements for Qualifications that use the title NVQ within the QCF
Assessment Strategy for NVQs and SVQs
QCF Evidence Requirements and Assessment Guidance for the Level 3 NVQ Diploma in Personal Training.
Learning Outcomes 1, 2, and 4
These can be assessed by:
professional discussion
oral questions and answers
questions requiring written answers.
Learning Outcomes 3 and 5
These must be assessed using workplace evidence generated when the learner is reflecting on and developing own practice in providing exercise and physical activity.
N028973 – Specification – Edexcel Level 3 Diploma in Personal Training (QCF):– Issue 1 – August 2011 © Pearson Education Limited 2011
46
Learning Outcome 3
When reflecting on own professional practice the learner must cover one of the following types:
(a) clients
1 individuals
2 groups.
Learning Outcome 5
When improving own professional practice and career opportunities the learner must cover six of the following types:
(a) aspects of professional practice
1 planning exercise
2 instructing exercise
3 observing and supporting clients
4 use of resources
5 communicating with clients
6 motivating clients.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Per
sonal
Tra
inin
g (
QC
F):
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
47
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d h
ow
to r
efle
ct
on a
nd d
evel
op o
wn
pra
ctic
e in
pro
vidin
g
exer
cise
and p
hys
ical
activi
ty
1.1
Li
st t
he
valu
es o
r co
des
of
pra
ctic
e re
leva
nt
to t
he
work
bei
ng c
arried
out
and d
escr
ibe
thei
r im
port
ance
1.2
D
escr
ibe
the
role
of
the
fitn
ess
pro
fess
ional
in t
he
indust
ry
1.3
O
utlin
e th
e im
port
ance
of
reflec
tion a
nd c
ontinuin
g
pro
fess
ional
dev
elopm
ent
in h
elpin
g c
lients
to
dev
elop f
itnes
s an
d m
otiva
tion
1.4
O
utlin
e th
e st
ruct
ure
of th
e in
dust
ry
1.5
Id
entify
indust
ry o
rgan
isat
ions
and d
escr
ibe
thei
r re
leva
nce
to t
he
fitn
ess
pro
fess
ional
1.6
O
utlin
e ap
pro
priat
e re
gis
trat
ion s
yste
ms
and
continuin
g p
rofe
ssio
nal
dev
elopm
ent
requirem
ents
1.7
D
escr
ibe
emplo
ymen
t opport
unitie
s in
diffe
rent
sect
ors
of
the
indust
ry
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 D
iplo
ma
in P
erso
nal
Tra
inin
g (
QCF)
:–
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
48
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2
Under
stan
d h
ow
to r
efle
ct
on o
wn p
rofe
ssio
nal
pra
ctic
e
2.1
D
escr
ibe
asp
ects
of
pro
fess
ional
pra
ctic
e th
at
should
be
reflec
ted o
n
2.2
O
utlin
e th
e in
form
atio
n t
hat
should
be
use
d t
o
reflec
t on o
wn p
rofe
ssio
nal pra
ctic
e
2.3
D
escr
ibe
diffe
rent
met
hods
of co
llect
ing info
rmat
ion
and h
ow
to inte
rpre
t it
2.4
D
escr
ibe
how
to r
efle
ct o
n o
wn p
rofe
ssio
nal
pra
ctic
e
2.5
Id
entify
key
les
sons
and h
ow
to m
ake
use
of th
ese
in futu
re p
rofe
ssio
nal
pra
ctic
e
2.6
O
utlin
e th
e im
port
ance
of
dis
cuss
ing idea
s w
ith
anoth
er p
rofe
ssio
nal
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Per
sonal
Tra
inin
g (
QC
F):
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
49
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to r
efle
ct o
n o
wn
pro
fess
ional
pra
ctic
e 3.1
Rev
iew
the
outc
om
es o
f w
ork
ing w
ith c
lients
, th
eir
feed
back
and fee
dback
fro
m o
ther
sta
ff
3.2
Id
entify
:
–
how
eff
ective
phys
ical ac
tivi
ties
wer
e
–
how
eff
ective
and m
otiva
tional
the
rela
tionsh
ip
with t
he
clie
nt
was
–
how
wel
l th
e pro
fess
ional
codes
of et
hic
s w
ere
imple
men
ted w
hen
work
ing w
ith c
lients
–
how
wel
l th
e in
stru
ctin
g s
tyle
adopte
d m
atc
hed
cl
ients
’ nee
ds
–
how
wel
l th
e cl
ients
’ ex
erci
se,
incl
udin
g t
hei
r hea
lth,
safe
ty a
nd w
elfa
re w
ere
man
aged
–
the
effe
ctiv
enes
s of in
tera
ctin
g a
nd w
ork
ing w
ith
oth
er m
ember
s of st
aff
3.3
Id
entify
way
s in
whic
h futu
re p
ract
ice
can b
e im
pro
ved
3.4
D
iscu
ss idea
s w
ith a
noth
er p
rofe
ssio
nal and t
ake
ac
count
of
thei
r vi
ews
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 D
iplo
ma
in P
erso
nal
Tra
inin
g (
QCF)
:–
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
50
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Under
stan
d h
ow
to
impro
ve o
wn p
rofe
ssio
nal
pra
ctic
e an
d c
are
er
opport
unitie
s
4.1
Id
entify
how
oft
en p
rofe
ssio
nal
pra
ctic
e sh
ould
be
revi
ewed
4.2
O
utlin
e how
to a
cces
s in
form
atio
n o
n d
evel
opm
ents
in
exe
rcis
e an
d p
hys
ical
act
ivity
4.3
Id
entify
are
as in w
hic
h furt
her
dev
elopm
ent
in o
wn
pro
fess
ional
pra
ctic
e is
req
uired
4.4
D
escr
ibe
the
import
ance
of havi
ng a
per
sonal
act
ion
pla
n in p
lace
for
ow
n d
evel
opm
ent
4.5
O
utlin
e th
e ty
pes
of dev
elopm
ent
activi
ties
that
are
av
aila
ble
and h
ow
they
can
be
acce
ssed
4.6
D
escr
ibe
the
import
ance
of
regula
rly
revi
ewin
g a
nd
updat
ing o
wn p
erso
nal
act
ion p
lan
5
Be
able
to im
pro
ve o
wn
pro
fess
ional
pra
ctic
e an
d
care
er o
pport
unitie
s
5.1
Rev
iew
ow
n p
rofe
ssio
nal
pra
ctic
e on a
reg
ula
r basi
s
5.2
Kee
p u
p-t
o-d
ate
with d
evel
opm
ents
in e
xerc
ise
and
phys
ical
act
ivity
5.3
Consi
der
ow
n c
aree
r goal
s
5.4
D
evel
op a
per
sonal
act
ion p
lan t
hat
will
hel
p t
o
impro
ve p
rofe
ssio
nal
pra
ctic
e an
d c
are
er p
rosp
ects
5.5
Tak
e par
t in
rel
evan
t dev
elopm
ent
activi
ties
as
part
of th
e per
sonal
act
ion p
lan
5.6
Rev
iew
ow
n p
rogre
ss in d
evel
opin
g p
rofe
ssio
nal
pra
ctic
e an
d c
are
er p
rosp
ects
and u
pdat
e th
e per
sonal
act
ion p
lan a
ccord
ingly
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Per
sonal
Tra
inin
g (
QC
F):
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
51
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N028973 – Specification – Edexcel Level 3 Diploma in Personal Training (QCF):– Issue 1 – August 2011 © Pearson Education Limited 2011
52
N028973 – Specification – Edexcel Level 3 NVQ Diploma in Personal Training (QCF): Issue 1 – August 2011 © Pearson Education Limited 2011
53
Unit 6: Evaluate exercise and physical activity programmes
Unit reference number: M/601/7759
QCF level: 3
Credit value: 3
Guided learning hours: 14
Unit summary
This unit covers the knowledge and competence that the learner needs, to evaluate exercise and physical activity programmes.
Assessment requirements/evidence requirements
This unit must be assessed in accordance with the following three documents, which can be downloaded from SkillsActive’s website:
Additional Requirements for Qualifications that use the title NVQ within the QCF
Assessment Strategy for NVQs and SVQs
QCF Evidence Requirements and Assessment Guidance for the Level 3 NVQ Diploma in Personal Training.
Learning Outcomes 1 and 3
These can be assessed by:
professional discussion
oral questions and answers
questions requiring written answers.
Learning Outcomes 2 and 4
These must be assessed using workplace evidence generated when the learner is evaluating exercise and physical activity programmes.
N028973 – Specification – Edexcel Level 3 Diploma in Personal Training (QCF):– Issue 1 – August 2011 © Pearson Education Limited 2011
54
Learning Outcome 2
When working with clients to evaluate exercise and physical activity programmes the learner must cover all of the following types:
(a) objectives
1 short-term
2 medium-term
3 long-term.
Learning Outcome 4
When identifying lessons for future practice the learner must cover all of the following types:
(a) programme component
1 information gathering
2 planning
3 selection and structure of activities
4 programme management
5 programme monitoring
6 programme adaptation and progression
7 client relationship
8 client motivation and adherence
9 client satisfaction.
with two of the following types:
(b) relevant people
1 colleagues
2 line manager
3 clients.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Per
sonal
Tra
inin
g (
QC
F):
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
55
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d h
ow
to w
ork
w
ith c
lients
to e
valu
ate
ex
erci
se a
nd p
hys
ical
activi
ty p
rogra
mm
es
1.1
Exp
lain
why
it is
import
ant
to e
valu
ate
pro
gre
ssiv
e phys
ical
act
ivity
pro
gra
mm
es
1.2
O
utlin
e th
e princi
ple
s of ev
alu
ation in t
he
conte
xt o
f phys
ical
act
ivity
1.3
O
utlin
e w
hat
info
rmation is
nee
ded
to e
valu
ate
phys
ical
act
ivity
pro
gra
mm
es
1.4
Exp
lain
met
hods
that
can
be
use
d t
o c
olle
ct t
he
info
rmat
ion r
equired
to e
valu
ate
phys
ical
act
ivity
pro
gra
mm
es
1.5
Exp
lain
why
it is
import
ant
to e
valu
ate
all st
ages
an
d c
om
ponen
ts o
f th
e pro
gra
mm
e
1.6
D
escr
ibe
met
hods
that
can
be
use
d t
o o
rgan
ise
info
rmat
ion s
o t
hat
it
can b
e an
alys
ed
1.7
D
escr
ibe
met
hods
that
can
be
use
d t
o g
et
stru
cture
d f
eedback
fro
m c
lients
1.8
Exp
lain
why
stru
cture
d fee
dback
is
import
ant
1.9
Exp
lain
how
to a
nal
yse
info
rmation a
nd c
lient
feed
back
1.1
0
Exp
lain
why
it is
import
ant
to d
iscu
ss p
relim
inar
y co
ncl
usi
ons
with t
he
clie
nt
1.1
1
Exp
lain
why
the
clie
nt’s
view
s are
im
port
ant
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 D
iplo
ma
in P
erso
nal
Tra
inin
g (
QCF)
:–
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
56
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2
Be
able
to w
ork
with
clie
nts
to e
valu
ate
exer
cise
and p
hys
ical
activi
ty p
rogra
mm
es
2.1
Colla
te a
ll av
aila
ble
info
rmation r
egar
din
g t
he
pla
nned
pro
gra
mm
e an
d c
lient
obje
ctiv
es
2.2
Colla
te info
rmat
ion r
egar
din
g c
lient
pro
gre
ss,
adap
tations
to t
he
pro
gra
mm
e an
d t
he
reas
ons
for
adap
tation
2.3
Colla
te info
rmat
ion r
egar
din
g c
lient
adher
ence
2.4
Colle
ct s
truct
ure
d fee
dbac
k fr
om
the
clie
nt
2.5
Anal
yse
avai
lable
info
rmat
ion a
nd fee
dback
2.6
O
utlin
e pre
limin
ary
concl
usi
ons
about
the
effe
ctiv
enes
s of
the
pro
gra
mm
e
2.7
D
iscu
ss p
relim
inar
y co
ncl
usi
ons
with t
he
clie
nt
and
take
acc
ount
of th
eir
view
s
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Per
sonal
Tra
inin
g (
QC
F):
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
57
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Under
stan
d h
ow
to
iden
tify
les
sons
for
futu
re
pra
ctic
e
3.1
Exp
lain
why
continuous
impro
vem
ent
in p
ract
ice
is
import
ant
for
exer
cise
/phys
ical
act
ivity
inst
ruct
ors
3.2
Exp
lain
why
it is
import
ant
to p
riori
tise
the
impro
vem
ent
of
som
e pro
gra
mm
e co
mponen
ts
3.3
Exp
lain
how
to p
rioritise
whic
h p
rogra
mm
e co
mponen
ts t
o w
ork
on
3.4
O
utlin
e so
urc
es o
f in
form
ation,
advi
ce a
nd b
est
pra
ctic
e on h
ow
to im
pro
ve p
rogra
mm
e co
mponen
ts
3.5
Exp
lain
why
it is
import
ant
to s
har
e co
ncl
usi
ons
about
impro
ving o
wn p
ract
ice
with o
ther
peo
ple
3.6
Id
entify
who t
o s
hare
idea
s fo
r im
pro
vem
ents
in
ow
n p
ract
ice
with
3.7
D
escr
ibe
how
to m
ake
use
of im
pro
vem
ents
in o
wn
pra
ctic
e in
the
futu
re
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 D
iplo
ma
in P
erso
nal
Tra
inin
g (
QCF)
:–
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
58
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Be
able
to iden
tify
les
sons
for
futu
re p
ract
ice
4.1
Id
entify
the
rela
tive
succ
ess
of ea
ch p
rogra
mm
e co
mponen
t
4.2
Pr
ioritise
those
pro
gra
mm
e co
mponen
ts t
hat
are
vi
tal to
im
pro
ving p
ract
ice
4.3
Id
entify
how
pro
gra
mm
e co
mponen
ts c
ould
be
impro
ved
4.4
Shar
e ow
n c
oncl
usi
ons
with r
elev
ant
peo
ple
and
take
acc
ount
of th
eir
feed
back
4.5
U
nder
take
furt
her
res
earc
h a
nd d
evel
opm
ent
to
impro
ve p
rogra
mm
e co
mponen
ts
4.6
N
ote
les
sons
for
futu
re p
ract
ice
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N028973 – Specification – Edexcel Level 3 NVQ Diploma in Personal Training (QCF): Issue 1 – August 2011 © Pearson Education Limited 2011
59
Unit 7: Design, manage and adapt a personal training programme with clients
Unit reference number: H/601/7760
QCF level: 3
Credit value: 6
Guided learning hours: 30
Unit summary
This unit covers the knowledge and competence that the learner needs to design, manage and adapt a personal training programme with clients.
Assessment requirements/evidence requirements
This unit must be assessed in accordance with the following three documents, which can be downloaded from SkillsActive’s website:
Additional Requirements for Qualifications that use the title NVQ within the QCF
Assessment Strategy for NVQs and SVQs
QCF Evidence Requirements and Assessment Guidance for the Level 3 NVQ Diploma in Personal Training.
Learning Outcomes 1, 3, 5, 7 and 9
These can be assessed by:
professional discussion
oral questions and answers
questions requiring written answers.
Learning Outcomes 2, 4, 6, 8 and 10
These must be assessed using workplace evidence generated when the learner is designing, managing and adapting a personal training programme with clients.
N028973 – Specification – Edexcel Level 3 Diploma in Personal Training (QCF):– Issue 1 – August 2011 © Pearson Education Limited 2011
60
Learning Outcome 2
When collecting and recording information about clients the learner must cover six of the following types:
(a) information
1 personal goals
2 lifestyle
3 medical history
4 physical activity history
5 physical activity likes and dislikes
6 attitude, motivation to participate and barriers to participation
7 current fitness level
8 stage of readiness
9 posture and alignment
10 functional ability
with two of the following types:
(b) clients
1 individuals
2 groups
3 with specific fitness needs
4 with general health needs
with all of the following types:
(c) methods
1 interview
2 questionnaire
3 observation
4 physical/fitness assessments.
Learning Outcome 4
When analysing information and agreeing goals with clients the learner must cover two of the following types:
(a) clients
1 individuals
2 groups
3 with specific fitness needs
4 with general health needs
N028973 – Specification – Edexcel Level 3 NVQ Diploma in Personal Training (QCF): Issue 1 – August 2011 © Pearson Education Limited 2011
61
with three of the following types:
(b) goals
1 general health and fitness
2 physiological
3 psychological
4 lifestyle
5 social
6 functional ability.
Learning Outcome 6
When planning, preparing and managing a personal training programme with clients the learner must cover four of the following types:
(a) exercises/physical activities
1 cardiovascular fitness
2 muscular fitness
3 flexibility
4 motor skills
5 core stability
6 circuit formats
with two of the following types:
(b) clients
1 individuals
2 groups
3 with specific fitness needs
4 with general health needs
with three of the following types:
(c) goals
1 general health and fitness
2 physiological
3 psychological
4 lifestyle
5 social
6 functional ability.
N028973 – Specification – Edexcel Level 3 Diploma in Personal Training (QCF):– Issue 1 – August 2011 © Pearson Education Limited 2011
62
Learning Outcome 8
When reviewing progress with clients the learner must cover two of the following types:
(a) clients
1 individuals
2 groups
3 with specific fitness needs
4 with general health needs
with four of the following types:
(b) methods
1 interviews
2 questionnaires
3 observation
4 physical/fitness assessments
with three of the following types:
(c) goals
1 general health and fitness
2 physiological
3 psychological
4 lifestyle
5 social
6 functional ability.
Learning Outcome 10
When adapting a personal training programme with clients the learner must cover two of the following types:
(a) clients
1 individuals
2 groups
3 with specific fitness needs
4 with general health needs
N028973 – Specification – Edexcel Level 3 NVQ Diploma in Personal Training (QCF): Issue 1 – August 2011 © Pearson Education Limited 2011
63
with three of the following types:
(b) goals
1 general health and fitness
2 physiological
3 psychological
4 lifestyle
5 social
6 functional ability
with four of the following types:
(c) exercises/physical activities
1 cardiovascular fitness
2 muscular fitness
3 flexibility
4 motor skills
5 core stability
6 circuit formats.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 D
iplo
ma
in P
erso
nal
Tra
inin
g (
QCF)
:–
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
64
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d h
ow
to c
olle
ct
and r
ecord
info
rmat
ion
about
clie
nts
1.1
Exp
lain
why
it is
import
ant
to c
olle
ct a
ccura
te
info
rmat
ion a
bout
clie
nts
1.2
Exp
lain
how
to d
ecid
e w
hat
info
rmat
ion t
o c
olle
ct
1.3
Exp
lain
safe
and a
ppro
priat
e m
ethods
that
can
be
use
d t
o c
olle
ct t
he
info
rmat
ion n
eeded
to p
lan
per
sonal
tra
inin
g p
rogra
mm
es
1.4
O
utlin
e th
e le
gal an
d e
thic
al im
plic
atio
ns
of
colle
ctin
g info
rmation a
bout
clie
nts
1.5
Exp
lain
how
to e
stablis
h r
apport
with c
lients
and
iden
tify
the
com
munic
atio
n s
kills
nee
ded
1.6
D
escr
ibe
the
import
ance
of
show
ing e
mpath
y an
d
bei
ng s
ensi
tive
to c
lients
’ goal
s an
d c
urr
ent
stag
e of
read
ines
s
1.7
Exp
lain
how
to a
dm
inis
ter
and inte
rpre
t th
e Ph
ysic
al Act
ivity
Rea
din
ess
Ques
tionnai
re (
PAR-Q
)
1.8
D
escr
ibe
diffe
rent
form
ats
for
reco
rdin
g info
rmation
about
clie
nts
1.9
Exp
lain
pro
fess
ional
role
boundar
ies
with r
egar
d t
o
offer
ing p
erso
nal
tra
inin
g
to c
lients
with d
iffe
rent
med
ical
conditio
ns
1.1
0
Exp
lain
when
it
is n
eces
sary
to r
efer
clie
nts
to
anoth
er p
rofe
ssio
nal
and d
escr
ibe
the
pro
cedure
th
at s
hould
be
follo
wed
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tco
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Ass
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men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
1
Exp
lain
the
import
ance
of
safe
guar
din
g t
he
confiden
tialit
y of co
llect
ed info
rmat
ion a
nd d
escr
ibe
how
to d
o s
o
1.1
2
Anal
yse
the
stre
ngth
s an
d w
eakn
esse
s of
the
various
met
hods
of co
llect
ing info
rmat
ion f
or
diffe
rent
types
of
clie
nts
1.1
3
Exp
lain
how
to e
nsu
re c
lients
info
rmed
conse
nt
is
obta
ined
bef
ore
colle
ctin
g info
rmat
ion
1.1
4
Outlin
e le
gal and o
rganis
atio
nal re
quir
emen
ts f
or
dat
a pro
tect
ion a
nd c
onfiden
tialit
y
2
Be
able
to c
olle
ct a
nd
reco
rd info
rmat
ion a
bout
clie
nts
2.1
Est
ablis
h a
rap
port
with c
lients
2.2
Exp
lain
ow
n r
ole
and r
esponsi
bili
ties
to t
he
clie
nts
2.3
Id
entify
what
info
rmat
ion n
eeds
to b
e co
llect
ed
about
clie
nts
2.4
Colle
ct info
rmat
ion a
bout
clie
nts
usi
ng a
ppro
priat
e m
ethods
2.5
Show
sen
sitivi
ty a
nd e
mpat
hy
to c
lients
and t
he
info
rmat
ion t
hey
pro
vide
2.6
Rec
ord
the
info
rmat
ion in a
way
that
will
hel
p t
o
anal
yse
it
2.7
Id
entify
when
clie
nts
nee
d r
efer
ral to
anoth
er
pro
fess
ional
2.8
M
ainta
in c
lient
confiden
tial
ity
in lin
e w
ith g
ood
pra
ctic
e pro
cedure
s
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ific
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iplo
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ing
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tco
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men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Under
stan
d h
ow
to
anal
yse
info
rmat
ion a
nd
agre
e goal
s w
ith c
lients
3.1
Exp
lain
why
it is
import
ant
to w
ork
toget
her
with
clie
nts
to a
gre
e goal
s an
d a
ctiv
itie
s
3.2
Exp
lain
the
import
ance
of
long-t
erm
beh
avi
our
chan
ge
and h
ow
to e
nsu
re c
lients
under
stan
d a
nd
com
mit t
hem
selv
es t
o long-t
erm
chan
ge
3.3
D
escr
ibe
how
to o
rganis
e in
form
atio
n in a
way
w
hic
h w
ill a
ssis
t its
inte
rpre
tation a
nd a
nal
ysis
3.4
D
escr
ibe
how
to a
nal
yse
and inte
rpre
t co
llect
ed
info
rmat
ion s
o t
hat
clie
nts
nee
ds
and g
oals
can b
e id
entified
3.5
Exp
lain
the
import
ance
of
clie
nts
under
standin
g t
he
adva
nta
ges
of ta
king p
art
in a
per
sonal tr
ain
ing
pro
gra
mm
e
3.6
Exp
lain
why
it is
import
ant
to b
ase
goal se
ttin
g o
n
an a
nal
ysis
of
clie
nts
’ nee
ds
3.7
D
escr
ibe
the
poss
ible
bar
rier
s w
hic
h m
ay p
reve
nt
clie
nts
ach
ievi
ng t
hei
r goals
3.8
Exp
lain
why
it is
import
ant
to iden
tify
and a
gre
e sh
ort
, m
ediu
m a
nd long t
erm
goal
s th
at t
ake
ac
count
of
bar
rier
s an
d d
iscr
epanci
es,
incl
udin
g
clie
nt
fear
s an
d r
eser
vations
about
phys
ical
act
ivity
3.9
Exp
lain
when
peo
ple
oth
er t
han
clie
nts
should
be
invo
lved
in g
oal
set
ting
3.1
0
Exp
lain
how
to d
evel
op,
agre
e an
d r
ecord
goal
s w
hic
h a
re a
ppro
priat
e to
clie
nts
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ific
atio
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August
2011 ©
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rson E
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tion L
imited
2011
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
1
Exp
lain
how
to m
ake
goal
s sp
ecific
, m
easu
rable
, ac
hie
vable
, re
alis
tic
and t
ime
bound a
nd iden
tify
w
hy
this
is
import
ant
3.1
2
Ass
ess
stra
tegie
s w
hic
h c
an p
reve
nt
dro
p o
ut
or
rela
pse
4
Be
able
to a
nal
yse
info
rmat
ion a
nd a
gre
e goal
s w
ith c
lients
4.1
Anal
yse
the
info
rmat
ion c
olle
cted
4.2
Id
entify
any
barr
iers
to p
art
icip
atio
n a
nd e
nco
ura
ge
clie
nts
to fin
d a
solu
tion
4.3
Agre
e cl
ients
nee
ds
and r
eadin
ess
to p
artici
pat
e
4.4
W
ork
with c
lients
to a
gre
e sh
ort
, m
ediu
m a
nd long-
term
goal
s ap
pro
priate
to t
hei
r nee
ds
4.5
Ensu
re t
he
goal
s are
spec
ific
, m
easu
rable
, ac
hie
vable
, re
alis
tic
and t
ime
bound a
nd r
efle
ct
acce
pte
d g
ood p
ract
ice
4.6
Rec
ord
the
agre
ed g
oal
s in
a form
at t
hat
is c
lear
to
all th
ose
invo
lved
in t
he
pro
gra
mm
e
4.7
Id
entify
and a
gre
e st
rate
gie
s to
pre
vent
dro
p o
ut
or
rela
pse
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ific
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iplo
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erso
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August
2011 ©
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imited
2011
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5
Under
stan
d h
ow
to p
lan,
pre
par
e an
d m
anag
e a
per
sonal
tra
inin
g p
rogra
mm
e w
ith c
lients
5.1
Exp
lain
why
thoro
ugh p
lannin
g a
nd p
repar
atio
n a
re
nec
essa
ry
5.2
Exp
lain
how
to r
esea
rch a
nd iden
tify
exe
rcis
es a
nd
activi
ties
whic
h w
ill h
elp c
lients
to a
chie
ve t
hei
r goal
s
5.3
Exp
lain
how
to d
esig
n p
erso
nal
tra
inin
g
pro
gra
mm
es a
ccord
ing t
o a
ccep
ted g
ood p
ract
ice
5.4
Exp
lain
how
to a
pply
the
princi
ple
s of tr
ain
ing t
o
pro
gra
mm
e des
ign
5.5
Exp
lain
how
to d
esig
n a
pro
gre
ssiv
e pro
gra
mm
e to
al
low
clie
nts
to a
chie
ve s
hort
, m
ediu
m a
nd long
term
goal
s
5.6
D
escr
ibe
how
to incl
ude
phys
ical ac
tivi
ties
as
part
of th
e cl
ient’s
lifes
tyle
to c
om
ple
men
t ex
erci
se
sess
ions
5.7
Exp
lain
how
to c
hoose
res
ourc
es a
nd e
nvi
ronm
ents
th
at w
ill h
elp c
lients
to p
art
icip
ate
in t
he
pro
gra
mm
e ac
cord
ing t
o t
hei
r nee
ds
5.8
Exp
lain
how
to d
esig
n p
rogra
mm
es t
hat
can
be
run
in e
nvi
ronm
ents
not
des
igned
for
phys
ical
exe
rcis
e,
for
exam
ple
a c
lient’s
hom
e or
outd
oor
area
5.9
Exp
lain
how
to d
ecid
e on t
he
ord
er o
f ex
erci
ses
and
activi
ties
in t
he
pro
gra
mm
e
5.1
0
Outlin
e cu
rren
t guid
elin
es o
n p
rogra
mm
e des
ign
and s
afe
exe
rcis
e
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ific
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2011 ©
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tion L
imited
2011
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
1
Exp
lain
how
to m
ake
sure
the
com
ponen
ts o
f fitn
ess
are
built
into
the
pro
gra
mm
e
5.1
2
Exp
lain
how
to s
truct
ure
the
sess
ions
whic
h m
ake
up t
he
pro
gra
mm
e
5.1
3
Exp
lain
how
to r
ecord
the
pro
gra
mm
e
5.1
4
Exp
lain
why
it is
import
ant
to a
gre
e th
e pro
gra
mm
e w
ith c
lients
5.1
5
Exp
lain
when
it
is a
ppro
priat
e to
share
the
pro
gra
mm
e w
ith o
ther
pro
fess
ional
s
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ific
atio
n –
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vel 3 D
iplo
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erso
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August
2011 ©
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tion L
imited
2011
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6
Be
able
to p
lan,
pre
par
e an
d m
anage
a per
sonal
tr
ainin
g p
rogra
mm
e w
ith
clie
nts
6.1
Pl
an s
pec
ific
outc
om
e m
easu
res,
sta
ges
of
achie
vem
ent
and e
xerc
ises
/phys
ical act
ivitie
s th
at
are
appro
priat
e to
clie
nts
’ goals
and lev
el o
f fitn
ess
6.2
Ensu
re e
xerc
ises
/phys
ical act
ivitie
s ar
e co
nsi
sten
t w
ith a
ccep
ted g
ood p
ract
ice
6.3
Exp
lain
and a
gre
e th
e dem
ands
of th
e pro
gra
mm
e w
ith c
lients
6.4
Pla
n a
nd a
gre
e a p
rogre
ssiv
e tim
etab
le o
f se
ssio
ns
with c
lients
6.5
Agre
e ap
pro
priat
e ev
aluat
ion m
ethods
and r
evie
w
dat
es
6.6
Id
entify
the
reso
urc
es n
eeded
, m
akin
g b
est
use
of
the
envi
ronm
ents
in w
hic
h c
lients
will
exe
rcis
e
6.7
Apply
the
princi
ple
s of tr
ainin
g t
o h
elp c
lients
ac
hie
ve s
hort
-, m
ediu
m-
and long-t
erm
goal
s
6.8
Ensu
re e
ffec
tive
inte
gra
tion o
f al
l pro
gra
mm
e ex
erci
ses/
phys
ical
act
ivitie
s an
d s
essi
ons
6.9
Pr
ovi
de
alter
native
s to
the
pro
gra
mm
ed
exer
cise
s/phys
ical
act
ivitie
s if c
lients
can
not
take
par
t as
pla
nned
6.1
0
Rec
ord
pla
ns
in a
form
at t
hat
will
hel
p a
ll co
nce
rned
to
im
ple
men
t th
e pro
gra
mm
e
6.1
1
Agre
e how
to m
ainta
in c
onta
ct w
ith c
lients
bet
wee
n
sess
ions
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ific
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2011 ©
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tion L
imited
2011
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ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
7
Under
stan
d h
ow
to r
evie
w
pro
gre
ss w
ith c
lients
7.1
Exp
lain
the
import
ance
of
monitoring a
nd r
evie
win
g
pro
gra
mm
es w
ith c
lients
7.2
Ass
ess
met
hods
of
colle
ctin
g,
anal
ysin
g a
nd
reco
rdin
g info
rmation t
hat
will
hel
p t
o r
evie
w
pro
gre
ss a
gai
nst
goals
and initia
l base
line
dat
a
7.3
D
escr
ibe
how
to c
om
munic
ate
info
rmation t
o c
lients
an
d p
rovi
de
effe
ctiv
e fe
edback
7.4
Exp
lain
why
it is
import
ant
to e
nco
ura
ge
clie
nts
to
giv
e th
eir
view
s
7.5
Exp
lain
how
to a
nal
yse
and r
ecord
clie
nts
’ pro
gre
ss
7.6
Exp
lain
why
it is
import
ant
to a
gre
e ch
anges
with
clie
nts
7.7
Exp
lain
why
it is
import
ant
to c
om
munic
ate
pro
gre
ss a
nd c
han
ges
to a
ll th
ose
invo
lved
in t
he
pro
gra
mm
e
7.8
Exp
lain
why
it is
import
ant
to k
eep a
ccura
te r
ecord
s of
chan
ges
and t
he
reas
ons
for
chan
ge
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ific
atio
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iplo
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erso
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inin
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August
2011 ©
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tion L
imited
2011
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ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
8
Be
able
to r
evie
w p
rogre
ss
with c
lients
8.1
M
onitor
clie
nts
’ pro
gre
ss u
sing a
ppro
priat
e m
ethods
8.2
Rev
iew
pro
gre
ss w
ith c
lients
at
agre
ed p
oin
ts in t
he
pro
gra
mm
e
8.3
Ensu
re c
lients
under
stan
d t
he
purp
ose
of re
view
an
d h
ow
it
fits
into
thei
r pro
gra
mm
e
8.4
Enco
ura
ge
clie
nts
to g
ive
thei
r ow
n v
iew
s on
pro
gre
ss
8.5
U
se a
gre
ed e
valu
atio
n g
uid
elin
es
8.6
G
ive
posi
tive
and t
imel
y fe
edback
to c
lients
during
thei
r re
view
8.7
Agre
e re
view
outc
om
es w
ith c
lients
and k
eep
accu
rate
rec
ord
s
9
Under
stan
d h
ow
to a
dap
t a
per
sonal
tra
inin
g
pro
gra
mm
e w
ith c
lients
9.1
Exp
lain
how
to r
evie
w s
hort
-, m
ediu
m-
and long-
term
goal
s w
ith c
lients
taki
ng into
acc
ount
any
chan
ges
in c
ircu
mst
ance
s
9.2
Exp
lain
how
the
princi
ple
s of tr
ainin
g c
an b
e use
d
to a
dapt
the
pro
gra
mm
e w
her
e goal
s ar
e not
bei
ng
ach
ieve
d o
r new
goals
have
bee
n iden
tified
9.3
D
escr
ibe
how
to c
om
munic
ate
adap
tations
to
clie
nts
and o
ther
pro
fess
ional
s
9.4
Exp
lain
the
diffe
rent
trai
nin
g s
yste
ms
and t
hei
r use
in
pro
vidin
g v
ariet
y and e
nsu
ring p
rogra
mm
es
rem
ain e
ffec
tive
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Per
sonal
Tra
inin
g (
QC
F):
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
73
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
10
Be
able
to a
dap
t a
per
sonal
tra
inin
g
pro
gra
mm
e w
ith c
lients
10.1
Id
entify
goal
s an
d e
xerc
ises
/phys
ical
act
ivitie
s th
at
nee
d t
o b
e re
def
ined
or
adapte
d
10.2
Agre
e ad
apta
tions,
pro
gre
ssio
ns
or
regre
ssio
ns
to
mee
t cl
ients
’ nee
ds
as
and w
hen
nec
essa
ry t
o
optim
ise
ach
ieve
men
t
10.3
Id
entify
any
chan
ges
to r
esourc
es a
nd
envi
ronm
ents
and a
gre
e th
em w
ith c
lients
10.4
In
troduce
adap
tations
in a
way
that
is
appro
priate
to
clie
nts
and t
hei
r nee
ds
10.5
Rec
ord
changes
to p
lans
for
the
pro
gra
mm
e to
tak
e ac
count
of
adap
tations
10.6
M
onitor
the
effe
ctiv
enes
s of ad
apta
tions
and u
pdate
th
ese
as n
eces
sary
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N028973 – Specification – Edexcel Level 3 Diploma in Personal Training (QCF):– Issue 1 – August 2011 © Pearson Education Limited 2011
74
N028973 – Specification – Edexcel Level 3 NVQ Diploma in Personal Training (QCF): Issue 1 – August 2011 © Pearson Education Limited 2011
75
Unit 8: Deliver exercise and physical activity as part of a personal training programme
Unit reference number: K/601/7761
QCF level: 3
Credit value: 10
Guided learning hours: 70
Unit summary
This unit covers the knowledge and competence that the learner needs to deliver exercise and physical activity as part of a personal training programme.
Assessment requirements/evidence requirements
This unit must be assessed in accordance with the following three documents, which can be downloaded from SkillsActive’s website:
Additional Requirements for Qualifications that use the title NVQ within the QCF
Assessment Strategy for NVQs and SVQs
QCF Evidence Requirements and Assessment Guidance for the Level 3 NVQ Diploma in Personal Training.
Learning Outcomes 1, 3, 5 and 7
These can be assessed by:
professional discussion
oral questions and answers
questions requiring written answers.
Learning Outcomes 2, 4, 6 and 8
These must be assessed using workplace evidence generated when the learner is delivering exercise and physical activity as part of a personal training programme.
N028973 – Specification – Edexcel Level 3 Diploma in Personal Training (QCF):– Issue 1 – August 2011 © Pearson Education Limited 2011
76
Learning Outcome 2
When planning and preparing individualised exercise sessions the learner must cover three of the following types:
(a) clients
1 individuals
2 groups
3 with specific fitness needs
4 with general health needs
with two of the following types:
(b) resources
1 environment for the session
2 portable equipment
3 fixed equipment
with four of the following types:
(c) exercises
1 cardiovascular fitness
2 muscular fitness
3 flexibility
4 motor skills
5 core stability
6 circuit formats.
Learning Outcome 4
When preparing clients for individualised exercise sessions the learner must cover two of the following types:
(a) clients
1 individuals
2 groups
3 with specific fitness needs
4 with general health needs
N028973 – Specification – Edexcel Level 3 NVQ Diploma in Personal Training (QCF): Issue 1 – August 2011 © Pearson Education Limited 2011
77
with five of the following types:
(b) goals
1 general health and fitness
2 physiological
3 psychological
4 lifestyle
5 social
6 functional ability
with four of the following types:
(c) exercises
1 cardiovascular fitness
2 muscular fitness
3 flexibility
4 motor skills
5 core stability
6 circuit formats.
Learning Outcome 6
When teaching and adapting planned exercises the learner must cover three of the following types:
(a) clients
1 individuals
2 groups
3 with specific fitness needs
4 with general health needs
with four of the following types:
(b) exercises
1 cardiovascular fitness
2 muscular fitness
3 flexibility
4 motor skills
5 core stability
6 circuit formats
N028973 – Specification – Edexcel Level 3 Diploma in Personal Training (QCF):– Issue 1 – August 2011 © Pearson Education Limited 2011
78
with two of the following types:
(c) environments
1 gym
2 studio/sports hall
3 client’s home or other enclosed space
4 outdoors.
Learning Outcome 8
When bringing exercise sessions to an end the learner must cover three of the following types:
(a) clients
1 individuals
2 groups
3 with specific fitness needs
4 with general health needs
with four of the following types:
(b) exercises
1 cardiovascular fitness
2 muscular fitness
3 flexibility
4 motor skills
5 core stability
6 circuit formats.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Per
sonal
Tra
inin
g (
QC
F):
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
79
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d h
ow
to p
lan
and p
repar
e in
div
idualis
ed
exer
cise
ses
sions
1.1
Exp
lain
the
import
ance
of
care
ful an
d t
horo
ugh
pla
nnin
g a
nd p
repar
ation b
efore
phys
ical
exe
rcis
e
1.2
Exp
lain
how
to iden
tify
spec
ific
obje
ctiv
es f
rom
the
ove
rall
pro
gra
mm
e goal
s
1.3
Exp
lain
how
tim
ings,
inte
nsi
ties
and s
equen
ces
can
affe
ct p
rogra
mm
e outc
om
es
1.4
Exp
lain
the
import
ance
of
mat
chin
g t
each
ing a
nd
lear
nin
g s
tyle
s to
maxi
mis
e cl
ients
’ pro
gre
ss a
nd
motiva
tion
1.5
D
escr
ibe
how
to u
tilis
e ve
rbal
and n
on-v
erbal
co
mm
unic
atio
n t
echniq
ues
1.6
Exp
lain
how
to s
elec
t an
d p
repare
the
equip
men
t an
d e
nvi
ronm
ent
as
nee
ded
1.7
Exp
lain
how
to w
ork
in e
nvi
ronm
ents
that
are
not
spec
ific
ally
des
igned
for
phys
ical
exe
rcis
e
2
Be
able
to p
lan a
nd
pre
par
e in
div
idual
ised
ex
erci
se s
essi
ons
2.1
Pr
ovi
de
a ra
nge
of ex
erci
ses
to h
elp c
lients
ach
ieve
obje
ctiv
es a
nd g
oals
2.2
Pl
an a
nd a
gre
e th
e fo
cus
of ex
erci
ses
and u
tilis
e th
e re
sourc
es a
vaila
ble
, im
pro
visi
ng s
afe
ly w
her
e nec
essa
ry
2.3
Pl
an r
ealis
tic
tim
ings,
inte
nsi
ties
and s
equen
ces
of
exer
cise
s
2.4
Id
entify
, obta
in a
nd p
repar
e th
e re
sourc
es n
eeded
fo
r th
e pla
nned
exe
rcis
es
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 D
iplo
ma
in P
erso
nal
Tra
inin
g (
QCF)
:–
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
80
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Under
stan
d h
ow
to
pre
par
e cl
ients
for
indiv
idual
ised
exe
rcis
e se
ssio
ns
3.1
Exp
lain
why
it is
import
ant
to e
nsu
re c
lients
are
pro
per
ly p
repar
ed p
hys
ical
ly a
nd p
sych
olo
gic
ally
bef
ore
act
ivity
beg
ins
3.2
Exp
lain
why
it is
import
ant
to fin
d o
ut
how
clie
nts
re
sponded
to p
revi
ous
phys
ical
act
ivity
and if
anyt
hin
g h
as c
han
ged
sin
ce t
hen
3.3
D
escr
ibe
the
import
ance
of
expla
inin
g t
he
pla
nned
obje
ctiv
es a
nd a
ctiv
itie
s to
clie
nts
3.4
Exp
lain
why
clie
nts
nee
d t
o k
now
the
phys
ical
and
tech
nic
al d
eman
ds
of th
e act
ivity
and h
ow
this
m
ight
affe
ct m
otiva
tion
3.5
Exp
lain
why
it m
ay
be
nec
essa
ry t
o n
egotiat
e an
d
agre
e ch
anges
to p
lans
with c
lients
3.6
Exp
lain
why
and h
ow
any
chan
ges
to p
lans
should
be
reco
rded
3.7
O
utlin
e th
e hea
lth,
safe
ty a
nd e
mer
gen
cy
pro
cedure
s an
d r
equirem
ents
3.8
Exp
lain
why
clie
nts
nee
d t
o k
now
about
hea
lth,
safe
ty a
nd e
mer
gen
cy p
roce
dure
s
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Per
sonal
Tra
inin
g (
QC
F):
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
81
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Be
able
to p
repar
e cl
ients
fo
r in
div
idualis
ed e
xerc
ise
sess
ions
4.1
M
eet
clie
nts
punct
ual
ly a
nd m
ake
them
fee
l at
ease
4.2
Colle
ct a
ny
new
info
rmat
ion a
bout
clie
nts
res
ponse
to
pre
vious
act
ivity
4.3
D
iscu
ss t
he
pla
nned
obje
ctiv
es a
nd e
xerc
ises
for
the
sess
ion a
nd h
ow
thes
e lin
k to
clie
nts
’ goal
s
4.4
D
iscu
ss t
he
phys
ical
and t
echnic
al d
eman
ds
of
the
pla
nned
exe
rcis
es a
nd h
ow
clie
nts
can
pro
gre
ss o
r re
gre
ss t
hes
e to
mee
t goals
4.5
Ass
ess,
agre
e an
d r
evie
w c
lients
’ st
ate
of
read
ines
s an
d m
otiva
tion t
o t
ake
part
in t
he
pla
nned
ex
erci
ses
4.6
N
egotiate
, ag
ree
and r
ecord
changes
to t
he
pla
nned
ex
erci
ses
with c
lients
to m
eet
goal
s an
d
pre
fere
nce
s an
d e
nab
le t
hem
to m
ainta
in p
rogre
ss
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 D
iplo
ma
in P
erso
nal
Tra
inin
g (
QCF)
:–
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
82
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5
Under
stan
d h
ow
to t
each
an
d a
dap
t pla
nned
exe
rcis
es
5.1
Exp
lain
why
a bal
ance
of in
stru
ctio
n,
exer
cise
and
dis
cuss
ion is
import
ant
when
inst
ruct
ing c
lients
5.2
O
utlin
e th
e ra
nge
of
appro
ved t
each
ing a
nd
motiva
tional
sty
les
that
can
be
use
d a
nd e
xpla
in
how
to v
ary
thes
e ac
cord
ing t
o c
lients
’ re
sponse
5.3
Exp
lain
the
import
ance
of w
arm
-up a
nd t
he
range
of w
arm
-up a
ctiv
itie
s th
at c
an b
e use
d f
or
the
activi
ties
bei
ng t
aught
5.4
Exp
lain
how
to c
hoose
war
m-u
ps
appro
pri
ate
to
diffe
rent
clie
nts
and c
onditio
ns
5.5
Exp
lain
why
clie
nts
should
under
stan
d t
he
purp
ose
an
d v
alu
e of w
arm
-up
5.6
Exp
lain
how
to p
rovi
de
inst
ruct
ions,
dem
onst
rations
and e
xpla
nat
ions
clea
rly
and e
ffec
tive
ly
5.7
D
escr
ibe
the
corr
ect
posi
tions
for
the
exer
cise
s bei
ng t
aught
5.8
Exp
lain
how
to a
dap
t ex
erci
se p
osi
tions
as
appro
priat
e to
indiv
idual
clie
nts
and c
onditio
ns
5.9
Exp
lain
why
it is
import
ant
to m
ake
sure
clie
nts
under
stan
d inst
ruct
ions,
dem
onst
rations
and
expla
nations
and d
escr
ibe
how
this
can
be
done
5.1
0
Exp
lain
the
import
ance
of non-v
erbal
com
munic
atio
n a
nd t
he
effe
ct o
f body
languag
e
5.1
1
Exp
lain
how
to a
dap
t co
mm
unic
atio
n t
o m
eet
clie
nts
’ nee
ds
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Per
sonal
Tra
inin
g (
QC
F):
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
83
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.1
2
Exp
lain
why
it is
import
ant
to m
onitor
indiv
idual
pro
gre
ss e
spec
ially
if m
ore
than
one
clie
nt
is
invo
lved
5.1
3
Appra
ise
met
hods
of m
onitoring c
lients
’ pro
gre
ss
5.1
4
Iden
tify
when
it
may
be
nec
essa
ry t
o a
dapt
pla
nned
ex
erci
ses
to m
eet
clie
nts
’ nee
ds
and e
xpla
in h
ow
to
do s
o
5.1
5
Exp
lain
met
hods
of m
ainta
inin
g c
lients
’ m
otiva
tion
espec
ially
when
they
are
fin
din
g e
xerc
ises
difficu
lt
5.1
6
Exp
lain
the
import
ance
of
corr
ecting t
echniq
ues
and
how
to a
dopt
appro
priat
e te
ach
ing s
tyle
s to
ensu
re
clie
nts
apply
tec
hniq
ues
corr
ectly
5.1
7
Exp
lain
how
to m
odify
the
inte
nsi
ty o
f ex
erci
se t
o
mat
ch c
lients
’ re
sponse
to p
hys
ical
act
ivity
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 D
iplo
ma
in P
erso
nal
Tra
inin
g (
QCF)
:–
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
84
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6
Be
able
to t
each
and
adap
t pla
nned
exe
rcis
es
6.1
Ensu
re t
her
e is
an e
ffec
tive
bal
ance
of
inst
ruct
ion,
activi
ty a
nd d
iscu
ssio
n w
ithin
the
sess
ion
6.2
U
se t
each
ing a
nd m
otiva
tional
sty
les
that
are
ap
pro
priat
e to
clie
nts
and a
ccep
ted g
ood p
ract
ice
6.3
Pro
vide
clie
nts
with a
n a
ppro
priat
e w
arm
-up
6.4
M
ake
bes
t use
of
the
envi
ronm
ent
in w
hic
h c
lients
ar
e ex
erci
sing
6.5
Pr
ovi
de
inst
ruct
ions,
exp
lanations
and
dem
onst
rations
that
are
tec
hnic
ally
corr
ect,
saf
e an
d e
ffec
tive
6.6
Chec
k cl
ients
’ under
stan
din
g o
f in
stru
ctio
ns,
ex
pla
nations
and d
emonst
rations
6.7
Adap
t ve
rbal
and n
on-v
erbal
com
munic
atio
n
met
hods
to m
ake
sure
clie
nts
under
stan
d w
hat
is
required
6.8
Ensu
re c
lients
can
car
ry o
ut
the
exer
cise
s sa
fely
on
thei
r ow
n
6.9
O
bse
rve
and a
nal
yse
clie
nts
’ per
form
ance
, pro
vidin
g p
osi
tive
rei
nfo
rcem
ent
thro
ughout
6.1
0
Corr
ect
tech
niq
ues
at
appro
priate
poin
ts
6.1
1
Progre
ss o
r re
gre
ss e
xerc
ises
acc
ord
ing t
o c
lients
’ per
form
ance
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Per
sonal
Tra
inin
g (
QC
F):
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
85
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
7
Under
stan
d h
ow
to b
ring
exer
cise
ses
sions
to a
n
end
7.1
Exp
lain
why
it is
import
ant
to a
llow
suffic
ient
tim
e fo
r cl
ients
to f
inis
h e
xerc
isin
g a
nd h
ow
the
cool-
dow
n c
an b
e ad
apte
d t
o d
iffe
rent
leve
ls o
f cl
ient
nee
ds
and e
xper
ience
7.2
Exp
lain
the
purp
ose
and v
alu
e of
cool-
dow
n
activi
ties
and h
ow
to s
elec
t th
ese
acco
rdin
g t
o t
he
type
and inte
nsi
ty o
f phys
ical
exe
rcis
e an
d c
lients
nee
ds
and c
onditio
n
7.3
Exp
lain
why
clie
nts
should
under
stan
d t
he
valu
e an
d p
urp
ose
of
cool-
dow
n
7.4
D
escr
ibe
why
clie
nts
should
be
giv
en t
he
opport
unity
to a
sk q
ues
tions,
pro
vide
feed
bac
k an
d
dis
cuss
thei
r per
form
ance
and e
xpla
in h
ow
to m
ake
sure
this
hap
pen
s
7.5
D
escr
ibe
why
clie
nts
should
be
giv
en fee
dbac
k on
thei
r per
form
ance
and e
xpla
in h
ow
to d
o t
his
in a
w
ay t
hat
is a
ccura
te b
ut
main
tain
s cl
ient
motiva
tion
and c
om
mitm
ent
7.6
Exp
lain
why
clie
nts
nee
d t
o s
ee t
hei
r pro
gre
ss
agai
nst
obje
ctiv
es in t
erm
s of th
eir
ove
rall
goal
s an
d p
rogra
mm
e
7.7
Exp
lain
why
clie
nts
nee
d info
rmat
ion a
bout
futu
re
activi
ties
, ei
ther
super
vise
d o
r unsu
per
vise
d
7.8
O
utlin
e th
e co
rrec
t pro
cedure
s fo
r dea
ling w
ith
equip
men
t an
d t
he
wid
er f
acili
ty o
nce
the
sess
ion is
ove
r
N028973 –
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ific
atio
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iplo
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in P
erso
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QCF)
:–
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e 1 –
August
2011 ©
Pea
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imited
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Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
8
Be
able
to b
ring e
xerc
ise
sess
ions
to a
n e
nd
8.1
Allo
w s
uffic
ient
tim
e fo
r th
e cl
osi
ng p
has
e of
the
sess
ion
8.2
End t
he
exer
cise
s usi
ng a
cool dow
n t
hat
is
saf
e an
d e
ffec
tive
for
clie
nts
8.3
Pr
ovi
de
clie
nts
with p
osi
tive
rei
nfo
rcem
ent
about
thei
r per
form
ance
8.4
G
ive
clie
nts
fee
dback
on t
he
sess
ion
8.5
Exp
lain
to c
lients
how
pro
gre
ss m
ade
links
to t
hei
r sh
ort
, m
ediu
m a
nd long t
erm
goals
8.6
D
iscu
ss o
ther
poss
ible
phys
ical
act
ivitie
s w
ith
clie
nts
8.7
Le
ave
the
envi
ronm
ent
in a
conditio
n s
uitable
for
futu
re u
se
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N028973 – Specification – Edexcel Level 3 NVQ Diploma in Personal Training (QCF): Issue 1 – August 2011 © Pearson Education Limited 2011
87
Unit 9: Apply the principles of nutrition to support client goals as part of an exercise and physical activity programme
Unit reference number: M/601/7762
QCF level: 3
Credit value: 7
Guided learning hours: 42
Unit summary
This unit covers the knowledge and competence that the learner needs to apply the principles of nutrition to support client goals as part of an exercise and physical activity programme.
Assessment requirements/evidence requirements
This unit must be assessed in accordance with the following three documents, which can be downloaded from SkillsActive’s website:
Additional Requirements for Qualifications that use the title NVQ within the QCF
Assessment Strategy for NVQs and SVQs
QCF Evidence Requirements and Assessment Guidance for the Level 3 NVQ Diploma in Personal Training.
Learning Outcomes 1 and 3
These can be assessed by:
professional discussion
oral questions and answers
questions requiring written answers.
Learning Outcomes 2 and 4
These must be assessed using workplace evidence generated when the learner is applying the principles of nutrition to support client goals as part of an exercise and physical activity programme.
N028973 – Specification – Edexcel Level 3 Diploma in Personal Training (QCF):– Issue 1 – August 2011 © Pearson Education Limited 2011
88
Learning Outcome 2
When collecting and analysing information and agreeing goals with the client the learner must cover seven of the following types:
(a) information
1 personal goals
2 lifestyle
3 medical history
4 physical activity history
5 diet history
6 food preferences
7 supplement use
8 nutritional knowledge, attitudes and motivation
9 stage of readiness
with two of the following types:
(b) clients
1 with specific fitness needs
2 with general health needs
with two of the following types:
(c) goals
1 healthy eating
2 weight management
3 improved fitness
4 improved self-image.
Learning Outcome 4
When applying, monitoring and adapting the principles of nutrition and weight management to an exercise and physical activity programme the learner must cover two of the following types:
(a) clients
1 with specific fitness needs
2 with general health needs
N028973 – Specification – Edexcel Level 3 NVQ Diploma in Personal Training (QCF): Issue 1 – August 2011 © Pearson Education Limited 2011
89
with two of the following types of:
(b) goals
1 healthy eating
2 weight management
3 improved fitness
4 improved self-image.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 D
iplo
ma
in P
erso
nal
Tra
inin
g (
QCF)
:–
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
90
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d h
ow
to c
olle
ct
and a
nal
yse
info
rmation
and a
gre
e goal
s w
ith t
he
clie
nt
1.1
O
utlin
e th
e ra
nge
of
pro
fess
ionals
and p
rofe
ssio
nal
bodie
s in
volv
ed in t
he
area
of nutr
itio
n
1.2
D
escr
ibe
how
to o
bta
in c
lients
’ in
form
ed c
onse
nt
bef
ore
colle
ctin
g n
utr
itio
nal in
form
atio
n
1.3
Exp
lain
why
it is
import
ant
to c
olle
ct a
ccura
te
nutr
itio
nal
info
rmat
ion a
bout
clie
nts
1.4
D
escr
ibe
the
info
rmation t
hat
nee
ds
to b
e co
llect
ed
to o
ffer
nutr
itio
nal
advi
ce t
o c
lients
saf
ely
and
effe
ctiv
ely
1.5
O
utlin
e th
e le
gal an
d e
thic
al im
plic
atio
ns
of
colle
ctin
g n
utr
itio
nal
info
rmat
ion
1.6
D
escr
ibe
diffe
rent
form
ats
for
reco
rdin
g n
utr
itio
nal
in
form
atio
n
1.7
Exp
lain
why
confiden
tial
ity
is im
port
ant
when
co
llect
ing n
utr
itio
nal
info
rmat
ion
1.8
Exp
lain
iss
ues
that
may
be
sensi
tive
when
co
llect
ing n
utr
itio
nal
info
rmat
ion
1.9
Exp
lain
basi
c die
tary
ass
essm
ent
met
hods
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VQ
Dip
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F):
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e 1 –
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imited
2011
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ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
0
Eva
luat
e diffe
rent
met
hods
that
can
be
use
d t
o
mea
sure
body
com
posi
tion
and h
ealth r
isk
in
rela
tion t
o w
eight
incl
udin
g:
–
Body
Mas
s In
dex
(BM
I)
–
wai
st c
ircu
mfe
rence
(W
C)
–
wais
t to
hip
rat
io
–
skin
fold
s an
d s
kin fold
indic
es
–
bio
elec
tric
al im
ped
ence
1.1
1
Ass
ess
hea
lth r
isk
in r
elat
ion t
o b
ody
com
posi
tion,
hei
ght
and w
eight
and,
wher
e ava
ilable
, co
mpar
e to
‘n
orm
s’
1.1
2
Exp
lain
how
to s
ensi
tive
ly d
ivulg
e th
e in
terp
reta
tion
of
colle
cted
info
rmat
ion a
nd r
esults
to c
lients
1.1
3
Des
crib
e how
to r
ecognis
e th
e si
gns
and s
ympto
ms
of dis
ord
ered
eat
ing
1.1
4
Des
crib
e a h
ealthy
eating p
atte
rn
1.1
5
Exp
lain
the
circ
um
stan
ces
in w
hic
h a
clie
nt
should
be
reco
mm
ended
to v
isit a
GP
about
the
poss
ibili
ty
of re
ferr
al t
o a
reg
iste
red d
ietitian
and t
he
pro
cess
th
at s
hould
be
follo
wed
1.1
6
Exp
lain
the
circ
um
stan
ces
in w
hic
h a
clie
nt
should
be
refe
rred
on t
o a
acc
redited
sport
s die
titian
and
the
pro
cess
that
should
be
follo
wed
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ific
atio
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iplo
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imited
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ing
ou
tco
mes
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ess
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t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.1
7
Anal
yse
and inte
rpre
t co
llect
ed info
rmation t
o
iden
tify
clie
nts
’ nee
ds
and n
utr
itio
nal
goals
in
com
pariso
n t
o n
atio
nal
guid
elin
es/t
he
nat
ional
food
model
1.1
8
Exp
lain
how
to a
pply
the
princi
ple
s of goal se
ttin
g
when
off
erin
g n
utr
itio
nal
advi
ce
1.1
9
Exp
lain
when
to invo
lve
peo
ple
oth
er t
han
the
clie
nt
in n
utr
itio
nal
goal se
ttin
g a
nd iden
tify
who t
hes
e peo
ple
mig
ht
be
1.2
0
Iden
tify
barr
iers
whic
h m
ay p
reve
nt
clie
nts
ac
hie
ving t
he
agre
ed n
utr
itio
nal
goal
s
1.2
1
Des
crib
e m
otiva
tional
str
ateg
ies
that
can b
e use
d
to e
nco
ura
ge
hea
lthy
eating a
nd p
reve
nt
non-
com
plia
nce
or
rela
pse
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imited
2011
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ing
ou
tco
mes
Ass
ess
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t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2
Be
able
to c
olle
ct a
nd
anal
yse
info
rmat
ion a
nd
agre
e goal
s w
ith t
he
clie
nt
2.1
Colle
ct,
reco
rd a
nd a
nal
yse
the
info
rmat
ion n
eeded
ab
out
clie
nts
nutr
itio
nal
goals
2.2
Id
entify
when
clie
nts
nee
d r
efer
ral to
anoth
er
pro
fess
ional
2.3
Agre
e cl
ients
’ nee
ds
and r
eadin
ess
to t
ake
par
t
2.4
Agre
e cl
ients
’ sh
ort
-, m
ediu
m-
and long-t
erm
nutr
itio
nal
goal
s
2.5
Id
entify
barr
iers
to c
lients
ach
ievi
ng t
he
agre
ed
nutr
itio
nal
goal
s
2.6
Set
nutr
itio
nal
goal
s th
at a
re s
pec
ific
, m
easu
rable
, ac
hie
vable
, re
alis
tic
and t
ime-
bound a
nd r
efle
ct
acce
pte
d g
ood p
ract
ice
2.7
Rec
ord
the
agre
ed g
oal
s in
a form
at t
hat
is c
lear
to
all w
ho m
ay
be
invo
lved
2.8
Id
entify
and a
gre
e st
rate
gie
s to
pre
vent
non-
com
plia
nce
or
rela
pse
2.9
Id
entify
and a
gre
e re
view
poin
ts
N028973 –
Spec
ific
atio
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Edex
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vel 3 D
iplo
ma
in P
erso
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QCF)
:–
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2011 ©
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imited
2011
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ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Under
stan
d h
ow
to a
pply
, m
onitor
and a
dap
t th
e princi
ple
s of nutr
itio
n a
nd
wei
ght
manag
emen
t to
an
exer
cise
and p
hys
ical
activi
ty p
rogra
mm
e
3.1
D
escr
ibe
the
stru
cture
and f
unct
ion o
f th
e dig
estive
sy
stem
3.2
Exp
lain
the
mea
nin
g o
f ke
y nutr
itio
nal te
rms
incl
udin
g:
–
die
t
–
hea
lthy
eating
–
nutr
itio
n
–
bal
ance
d d
iet
3.3
Exp
lain
pro
fess
ional
role
boundar
ies
with r
egar
d t
o
off
erin
g n
utr
itio
nal
advi
ce t
o c
lients
3.4
Exp
lain
the
key
nutr
itio
nal
princi
ple
s/m
essa
ges
and
nat
ional
guid
elin
es t
hat
under
pin
a h
ealthy
die
t
3.5
D
escr
ibe
the
nutr
itio
nal
princi
ple
s an
d k
ey fea
ture
s of th
e nat
ional
food m
odel
/guid
e
3.6
Exp
lain
the
rela
tionsh
ip b
etw
een n
utr
itio
n,
phys
ical
activi
ty,
body
com
posi
tion
and h
ealth a
nd h
ow
to
com
munic
ate
it t
o c
lients
, in
cludin
g:
–
links
to d
isea
se/d
isea
se r
isk
fact
ors
–
chole
ster
ol (i
ncl
udin
g d
esirab
le lev
els
of H
DL,
LD
L, T
ota
l Chole
ster
ol:
HD
L ra
tio)
–
types
of
fat
3.7
D
escr
ibe
the
nutr
itio
nal
req
uirem
ents
and h
ydra
tion
nee
ds
of th
e phys
ical ac
tivi
ty p
rogra
mm
e
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tco
mes
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ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.8
O
utlin
e fa
ctors
that
may
influen
ce c
lients
’ ea
ting
hab
its
and p
reve
nt
them
fro
m a
chie
ving n
utr
itio
nal
goal
s
3.9
Id
entify
gro
ups
of cl
ients
at
risk
of nutr
itio
nal
def
icie
nci
es
3.1
0
Iden
tify
how
to a
cces
s re
liable
sourc
es o
f nutr
itio
nal
in
form
atio
n
3.1
1
Dis
tinguis
h b
etw
een e
viden
ce-b
ase
d k
now
ledge
vers
us
the
unsu
bst
antiat
ed m
arke
ting c
laim
s of
supplie
rs
3.1
2
Exp
lain
the
role
of
carb
ohyd
rate
, fa
t an
d p
rote
in a
s fu
els
for
aer
obic
and a
nae
robic
exe
rcis
e
3.1
3
Def
ine
the
com
ponen
ts o
f en
ergy
expen
diture
and
the
ener
gy
bal
ance
equat
ion
3.1
4
Dem
onst
rate
how
to d
eter
min
e Bas
al M
etabolic
Rat
e (B
MR)
3.1
5
Dem
onst
rate
how
to d
eter
min
e en
ergy
requirem
ents
base
d o
n p
hys
ical act
ivity
leve
ls a
nd
oth
er r
elev
ant
fact
ors
3.1
6
Des
crib
e en
ergy
nee
ds/
expen
diture
for
diffe
rent
phys
ical
act
ivitie
s
3.1
7
Outlin
e th
e fu
nct
ion a
nd m
etab
olis
m o
f th
e m
acro
nutr
ients
3.1
8
Outlin
e th
e fu
nct
ion a
nd m
etab
olis
m o
f m
icro
nutr
ients
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ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.1
9
Iden
tify
the
mai
n food g
roups
and t
he
nutr
ients
th
ey c
ontr
ibute
to t
he
die
t
3.2
0
Des
crib
e port
ion s
izes
in t
he
conte
xt o
f th
e nat
ional
fo
od m
odel
3.2
1
Iden
tify
the
calo
rific/
kilo
joule
val
ue
of nutr
ients
3.2
2
Des
crib
e co
mm
on t
erm
inolo
gy
use
d in n
utr
itio
n
incl
udin
g:
–
UK d
ieta
ry r
efer
ence
val
ues
(D
RV)
–
reco
mm
ended
daily
allo
wan
ce (
RD
A)
–
reco
mm
ended
daily
inta
ke (
RD
I)
–
gly
caem
ic index
3.2
3
Des
crib
e how
to iden
tify
and a
gre
e nutr
itio
nal
goal
s an
d t
ransl
ate
them
into
basi
c hea
lthy-
eating a
dvi
ce
that
ref
lect
s cu
rren
t nat
ional
guid
elin
es
3.2
4
Inte
rpre
t fo
od-l
abel
ling info
rmation
3.2
5
Exp
lain
the
signific
ance
of hea
lthy
food p
repar
atio
n
3.2
6
Exp
lain
the
pote
ntial hea
th a
nd p
erfo
rmance
im
plic
atio
ns
of
seve
re e
ner
gy
rest
rict
ion,
wei
ght
loss
and w
eight
gai
n
3.2
7
Exp
lain
how
cultura
l an
d r
elig
ious
die
tary
pra
ctic
es
can influen
ce n
utr
itio
nal
advi
ce
3.2
8
Exp
lain
the
import
ance
of
com
munic
atin
g t
he
hea
lth r
isks
ass
oci
ate
d w
ith c
urr
ent
wei
ght-
loss
fa
ds
and p
opula
r die
ts t
o c
lients
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Per
sonal
Tra
inin
g (
QC
F):
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
97
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3.2
9
Exp
lain
why
det
aile
d o
r co
mple
x die
tary
anal
ysis
th
at inco
rpora
tes
majo
r die
tary
chan
ge
should
al
way
s be
refe
rred
to a
reg
iste
red d
ietitian
3.3
0
Exp
lain
the
nee
d for
reap
pra
isal of cl
ient’s
body
com
posi
tion a
nd o
ther
rel
evan
t hea
lth p
aram
eter
s at
agre
ed s
tages
of
the
pro
gra
m
3.3
1
Outlin
e sa
fety
, ef
fect
iven
ess
and c
ontr
aindic
atio
ns
rela
ting t
o p
rote
in a
nd v
itam
in s
upple
men
tation
3.3
2
Outlin
e in
dust
ry g
uid
elin
es o
n m
anag
ing u
sers
with
susp
ecte
d e
atin
g d
isord
ers
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 D
iplo
ma
in P
erso
nal
Tra
inin
g (
QCF)
:–
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
98
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Be
able
to a
pply
, m
onitor
and a
dap
t th
e princi
ple
s of
nutr
itio
n a
nd w
eight
man
agem
ent
to a
n
exer
cise
and p
hys
ical
activi
ty p
rogra
mm
e
4.1
Anal
yse
clie
nts
’ nutr
itio
nal
nee
ds
and p
refe
rence
s in
re
lation t
o c
urr
ent
stat
us
and n
utr
itio
nal
goal
s
4.2
U
se c
redib
le s
ourc
es o
f in
form
atio
n a
nd a
dvi
ce in
esta
blis
hin
g c
lients
’ goal
s
4.3
D
esig
n a
nd a
gre
e nutr
itio
nal
goal
s th
at a
re
com
patible
with t
he
anal
ysis
carr
ied o
ut,
acc
epte
d
good p
ract
ice
and n
ational
guid
elin
es
4.4
Id
entify
and o
bta
in c
redib
le e
duca
tional
res
ourc
es
for
use
with c
lients
4.5
Ensu
re t
hat
the
nutr
itio
nal
goal
s su
pport
and
inte
gra
te w
ith o
ther
pro
gra
mm
e co
mponen
ts
4.6
Ensu
re t
hat
clie
nts
under
stan
d a
nd follo
w t
he
nutr
itio
nal
advi
ce a
s par
t of
the
exer
cise
and
phys
ical
act
ivity
pro
gra
mm
e
4.7
Eva
luat
e and r
evie
w c
lients
’ pro
gre
ss t
ow
ard
s th
e ag
reed
nutr
itio
nal goal
s
4.8
M
onitor
and r
efin
e cl
ients
’ nutr
itio
nal
goal
s during
the
phys
ical
act
ivity
pro
gra
mm
e
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
N028973 – Specification – Edexcel Level 3 NVQ Diploma in Personal Training (QCF): Issue 1 – August 2011 © Pearson Education Limited 2011
99
Unit 10: Plan, market and sell services
Unit reference number: T/601/7763
QCF level: 3
Credit value: 5
Guided learning hours: 26
Unit summary
This unit covers the knowledge and competence that the learner needs to plan, market and sell services.
Assessment requirements/evidence requirements
This unit must be assessed in accordance with the following three documents:
Additional Requirements for Qualifications that use the title NVQ within the QCF
Assessment Strategy for NVQs and SVQs
QCF Evidence Requirements and Assessment Guidance for the Level 3 NVQ Diploma in Personal Training.
Learning Outcomes 1, 3, 5 and 7
These can be assessed by:
professional discussion
oral questions and answers
questions requiring written answers.
Learning Outcome 2
When planning marketing and sales the learner must cover both of the following types:
(a) market
1 existing
2 new.
Learning Outcomes 2, 4, 6 and 8
These must be assessed using workplace evidence generated when the learner is planning, marketing and selling services.
N028973 – Specification – Edexcel Level 3 Diploma in Personal Training (QCF):– Issue 1 – August 2011 © Pearson Education Limited 2011
100
Learning Outcome 4
When marketing services the learner must cover both of the following types:
(a) best ways to reach potential clients
1 personally
2 through other people
with two of the following types:
(b) ways to present the services
1 talking to people directly
2 using printed materials
3 electronically.
Learning Outcome 6
When selling services directly to clients the learner must cover two of the following types:
(a) information
1 spoken
2 written
3 electronic.
Learning Outcome 8
When following up marketing and client enquiries the learner must cover two of the following types:
(a) information
1 spoken
2 written
3 electronic.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Per
sonal
Tra
inin
g (
QC
F):
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
101
Lear
nin
g ou
tcom
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d h
ow
to p
lan
mar
keting a
nd s
ale
s 1.1
Id
entify
the
sourc
es o
f m
arke
ting a
nd s
ales
in
form
atio
n
1.2
D
escr
ibe
how
the
mark
et is
segm
ente
d/d
ivid
ed b
y:
–
age
–
inco
me
–
occ
upat
ion/s
oci
al c
lass
–
the
ben
efits
that
pote
ntial cl
ients
are
looki
ng for
1.3
Ass
ess
the
mar
ket
in t
erm
s of:
–
the
prici
ng o
f th
e se
rvic
e
–
the
pro
motion o
f th
e se
rvic
e
–
cust
om
er n
eeds
and e
xpec
tations
–
tren
ds
in t
he
indust
ry
1.4
Exp
lain
how
to iden
tify
com
pet
itors
and a
sses
s th
eir
stre
ngth
s an
d w
eakn
esse
s
1.5
Exp
lain
how
to iden
tify
and a
sses
s ow
n s
tren
gth
s an
d w
eakn
esse
s
1.6
D
escr
ibe
how
to d
evel
op s
ervi
ces
that
addre
ss a
ce
rtai
n ‘nic
he’
in t
he
mar
ket
1.7
Exp
lain
how
to c
ost
ser
vice
s an
d d
evel
op m
arke
ting
and s
ale
s pla
ns
that
tak
e ac
count
of ca
sh f
low
and
tax
consi
der
atio
ns
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 D
iplo
ma
in P
erso
nal
Tra
inin
g (
QCF)
:–
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
102
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1.8
Exp
lain
the
import
ance
of
test
ing p
ropose
d
pro
duct
s and s
ervi
ces
with o
ther
peo
ple
and
des
crib
e how
to d
o s
o
1.9
Exp
lain
the
import
ance
of havi
ng r
ealis
tic
and
achie
vable
tar
get
s fo
r m
arke
ting a
nd s
ales
1.1
0
Exp
lain
how
to d
evel
op s
ales
and m
arke
ting t
arget
s
1.1
1
Exp
lain
the
import
ance
of
bei
ng a
ble
to e
valu
ate
sale
s and m
arke
ting p
lans
1.1
2
Exp
lain
ways
of m
onitoring a
nd e
valu
atin
g
mar
keting a
nd s
ale
s
2
Be
able
to p
lan m
arke
ting
and s
ale
s 2.1
Res
earc
h t
he
mar
ket
acco
rdin
g t
o t
he
serv
ice
bei
ng
offer
ed
2.2
Id
entify
exi
stin
g a
nd n
ew t
rends
in t
he
indust
ry
2.3
Id
entify
com
pet
itors
and a
nal
yse
thei
r st
rength
s an
d w
eakn
esse
s in
com
par
ison t
o o
wn
2.4
Id
entify
the
types
of
clie
nt
who m
ight
be
inte
rest
ed
in t
he
serv
ices
and t
he
ben
efits
they
are
looki
ng for
2.5
D
evel
op a
nd c
ost
ser
vice
s th
at w
ill b
e att
ract
ive
to
pote
ntial
clie
nts
2.6
Tes
t th
ese
serv
ices
with o
ther
peo
ple
and o
bta
in
thei
r fe
edback
2.7
Set
rea
listic
and a
chie
vable
mark
etin
g a
nd s
ale
s ta
rget
s w
ithin
def
ined
tim
esca
les
2.8
D
ecid
e how
to e
valu
ate
the
mark
etin
g a
nd s
ale
s as
pec
ts o
f th
e se
rvic
e
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Per
sonal
Tra
inin
g (
QC
F):
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
103
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Under
stan
d h
ow
to m
arke
t se
rvic
es
3.1
Id
entify
the
bes
t w
ays
of re
achin
g p
ote
ntial
clie
nts
3.2
D
escr
ibe
the
‘imag
e’ c
lients
may
have
of
the
types
of
serv
ices
off
ered
and h
ow
to d
evel
op a
n im
age
that
is
uniq
ue
3.3
Exp
lain
how
to p
rese
nt
serv
ices
so t
hat
they
and
thei
r ben
efits
will
be
attr
active
to c
lients
3.4
D
escr
ibe
diffe
rent
ways
to p
rese
nt/
mar
ket
the
serv
ices
3.5
Exp
lain
the
import
ance
of
bei
ng p
roact
ive
in
mar
keting a
nd r
each
ing p
ote
ntial
clie
nts
3.6
Exp
lain
the
import
ance
of
pro
moting t
he
valu
e an
d
ben
efits
of th
e se
rvic
es t
o c
lients
3.7
Exp
lain
the
import
ance
of
monitoring t
he
effe
ctiv
enes
s of
mar
keting a
nd s
ales
act
ivitie
s
3.8
Exp
lain
how
to o
verc
om
e pro
ble
ms
and im
pro
ve
serv
ices
3.9
D
escr
ibe
met
hods
of m
onitoring m
arke
ting a
nd
sale
s
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 D
iplo
ma
in P
erso
nal
Tra
inin
g (
QCF)
:–
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
104
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Be
able
to m
arke
t se
rvic
es
4.1
Id
entify
the
bes
t w
ays
to r
each
pote
ntial
clie
nts
4.2
Pr
esen
t th
e se
rvic
es s
o t
hat
they
are
att
ract
ive
to
pote
ntial
clie
nts
4.3
Pr
om
ote
the
valu
e and b
enef
its
of th
e se
rvic
es t
o
clie
nts
4.4
Kee
p t
rack
of m
arke
ting a
nd s
ales
and c
om
par
e w
hat
is
bei
ng a
chie
ved w
ith s
et t
arget
s
4.5
Fi
nd w
ays
of im
pro
ving m
arke
ting a
nd s
ales
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Per
sonal
Tra
inin
g (
QC
F):
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
105
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5
Under
stan
d h
ow
to s
ell
serv
ices
dir
ectly
to c
lients
5.1
Exp
lain
the
import
ance
of
bei
ng p
roact
ive
in s
ellin
g
without
giv
ing t
he
impre
ssio
n o
f ‘the
hard
sel
l’ an
d
des
crib
e how
to d
o s
o
5.2
Exp
lain
why
it is
import
ant
to c
orr
ectly
iden
tify
cl
ient’s
nee
ds
and e
xpec
tations
in r
elat
ion t
o t
he
serv
ices
off
ered
5.3
Exp
lain
how
to iden
tify
ser
vice
s th
at m
atch
or
com
e cl
ose
to c
lient’s
nee
ds
and e
xpec
tations
5.4
Exp
lain
the
import
ance
of
ensu
ring a
ccura
te
info
rmat
ion is
pro
vided
esp
ecia
lly in r
elat
ion t
o
legal
req
uirem
ents
cove
ring t
rade
des
crip
tions
and
sale
of
goods
5.5
Exp
lain
the
import
ance
of
giv
ing c
lients
the
opport
unity
to a
sk q
ues
tions
and d
iscu
ss t
he
serv
ices
and t
hei
r ben
efits
5.6
Id
entify
buyi
ng s
ignal
s th
at
a c
lient
mig
ht
giv
e an
d
how
they
can
be
use
d t
o h
elp m
ove
the
sale
on
5.7
Exp
lain
the
import
ance
of neg
otiat
ing s
ervi
ces
that
m
eet
both
ow
n n
eeds
and t
hat
of th
e cl
ient
5.8
Exp
lain
how
to c
onfirm
the
clie
nt
is r
eady
to
com
ple
te t
he
sale
without
maki
ng t
hem
fee
l ru
shed
an
d w
hy
this
is
an im
port
ant
stag
e
5.9
Exp
lain
why
it is
import
ant
to a
gre
e te
rms
with t
he
clie
nt
and h
ow
to d
o s
o
5.1
0
Outlin
e th
e re
leva
nt
docu
men
ts t
hat
nee
d t
o b
e co
mple
ted a
nd w
hy
thes
e are
im
port
ant
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 D
iplo
ma
in P
erso
nal
Tra
inin
g (
QCF)
:–
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
106
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6
Be
able
to s
ell se
rvic
es
direc
tly
to c
lients
6.1
Id
entify
clie
nt’s
nee
ds
and e
xpec
tations
6.2
Sugges
t se
rvic
es t
hat
mee
t cl
ient’s
nee
ds
and
expec
tations
6.3
Pr
ovi
de
info
rmat
ion a
bout
the
serv
ices
and t
hei
r ben
efits
clea
rly,
acc
ura
tely
and in a
way
that
will
m
otiva
te t
he
clie
nt
to t
ake
them
up
6.4
G
ive
the
clie
nt
full
opport
unity
to a
sk q
ues
tions
and
dis
cuss
the
serv
ices
and t
hei
r ben
efits
and,
if
nec
essa
ry,
thin
k ab
out
thei
r dec
isio
n
6.5
Id
entify
buyi
ng s
ignal
s fr
om
the
clie
nt
and u
se
thes
e to
move
the
sale
on
6.6
O
ffer
and a
gre
e a
serv
ice
that
mee
ts o
wn n
eeds
and t
hose
of th
e cl
ient
6.7
Ensu
re t
he
clie
nt
is r
eady
to c
om
mit t
hem
selv
es t
o
the
sale
6.8
Agre
e te
rms
with t
he
clie
nt
and m
ake
sure
they
are
sa
tisf
ied w
ith t
he
sale
6.9
Ensu
re a
ll re
leva
nt
docu
men
ts a
re c
om
ple
ted
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Per
sonal
Tra
inin
g (
QC
F):
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
107
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
7
Under
stan
d h
ow
to f
ollo
w
up m
arke
ting a
nd c
lient
enquirie
s
7.1
Exp
lain
the
import
ance
of
keep
ing u
p t
o d
ate
info
rmat
ion o
n m
arke
ting a
nd c
lient
enquirie
s
7.2
O
utlin
e th
e fe
ature
s of a
clie
nt
serv
ice
man
agem
ent
syst
em a
nd h
ow
to c
hoose
a m
ethod t
hat
is
most
ap
pro
priat
e to
the
busi
nes
s/se
rvic
e offer
ed
7.3
O
utlin
e th
e le
gal an
d o
rgan
isat
ional
req
uirem
ents
fo
r dat
a p
rote
ctio
n a
nd h
ow
to e
nsu
re t
hat
they
are
fo
llow
ed
8
Be
able
to f
ollo
w u
p
mar
keting a
nd c
lient
enquirie
s
8.1
D
evel
op a
nd k
eep u
p-t
o-d
ate
a cl
ient
serv
ice
man
agem
ent
syst
em
8.2
Kee
p in r
egula
r co
nta
ct w
ith e
xist
ing c
lients
and
with t
hose
who h
ave
mad
e en
quirie
s
8.3
Pr
ovi
de
exis
ting c
lients
and p
rosp
ective
clie
nts
with
info
rmat
ion o
n n
ew a
nd e
xist
ing s
ervi
ces
8.4
Res
pond p
rom
ptly
and p
osi
tive
ly t
o furt
her
en
quirie
s and m
ake
effort
s to
obta
in n
ew b
usi
nes
s
8.5
Fo
llow
all
legal
and o
rgan
isational
req
uirem
ents
for
dat
a pro
tect
ion
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
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Further information
Our customer service numbers are:
BTEC and NVQ 0844 576 0026
GCSE 0844 576 0027
GCE 0844 576 0025
The Diploma 0844 576 0028
DiDA and other qualifications 0844 576 0031
Calls may be recorded for training purposes.
Useful publications
Related information and publications include:
Centre Handbook for Edexcel QCF NVQs and Competence-based Qualifications published annually
functional skills publications – specifications, tutor support materials and question papers
Regulatory Arrangements for the Qualification and Credit Framework (published by Ofqual, August 2008)
the current Edexcel publications catalogue and update catalogue.
Edexcel publications concerning the Quality Assurance System and the internal and standards verification of vocationally related programmes can be found on the Edexcel website.
NB: Some of our publications are priced. There is also a charge for postage and packing. Please check the cost when you order.
How to obtain National Occupational Standards
To obtain the National Occupational Standards please go to: www.ukstandards.org.uk.
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Professional development and training
Edexcel supports UK and international customers with training related to NVQ and BTEC qualifications. This support is available through a choice of training options offered in our published training directory or through customised training at your centre.
The support we offer focuses on a range of issues including:
planning for the delivery of a new programme
planning for assessment and grading
developing effective assignments
building your team and teamwork skills
developing student-centred learning and teaching approaches
building functional skills into your programme
building effective and efficient quality assurance systems.
The national programme of training we offer can be viewed on our website (www.edexcel.com/training). You can request customised training through the website or by contacting one of our advisers in the Training from Edexcel team via Customer Services to discuss your training needs.
The training we provide:
is active
is designed to be supportive and thought provoking
builds on best practice
may be suitable for those seeking evidence for their continuing professional development.
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N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 N
VQ
Dip
lom
a in
Per
sonal
Tra
inin
g (
QC
F):
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
111
Annex
e A
: Pro
gres
sion
pat
hw
ays
The
Edex
cel qual
ific
atio
n f
ram
ewor
k fo
r th
e A
ctiv
e Le
isure
and L
earn
ing
sect
or
Level
Gen
era
l q
uali
fica
tio
ns
Dip
lom
as
BTE
C v
oca
tio
nall
y-
rela
ted
q
uali
fica
tio
ns
BTEC
sp
eci
ali
st
qu
alifi
cati
on
/
pro
fess
ion
al
NV
Q/
com
pete
nce
5
BTEC H
ND
Dip
lom
as
in:
– S
port
– S
port
and E
xerc
ise
Sci
ence
s
4
BTEC H
NC D
iplo
mas
in
:
– S
port
– S
port
and E
xerc
ise
Sci
ence
s
N
VQ
in S
pec
tato
r Saf
ety
Manag
emen
t
3
Adva
nce
d S
ubsi
dia
ry
GCEs
in:
– P
hys
ical
Educa
tion
– L
eisu
re S
tudie
s
Adva
nce
d G
CEs
in:
– P
hys
ical
Educa
tion
– L
eisu
re S
tudie
s
Prin
cipal Le
arnin
g a
nd
Additio
nal
and
Spec
ialis
t Le
arnin
g in
Sport
and A
ctiv
e Le
isure
BTEC ‘N
ational
s’ in:
– S
port
– S
port
and E
xerc
ise
Sci
ence
s
BTEC C
ertifica
te a
nd
Dip
lom
a in
Sai
ling a
nd
Wate
rsport
s
BTEC A
ward
in
Em
plo
ymen
t Aw
aren
ess
in A
ctiv
e Le
isure
and L
earn
ing
NVQ
s in
:
– S
port
s D
evel
opm
ent
– L
eisu
re M
anag
emen
t
– A
chie
ving E
xcel
lence
in
Sport
s Pe
rform
ance
– S
pec
tato
r Saf
ety
N028973 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 D
iplo
ma
in P
erso
nal
Tra
inin
g (
QCF)
:–
Issu
e 1 –
August
2011 ©
Pea
rson E
duca
tion L
imited
2011
112
Level
Gen
era
l q
uali
fica
tio
ns
Dip
lom
as
BTE
C v
oca
tio
nall
y-
rela
ted
q
uali
fica
tio
ns
BTEC
sp
eci
ali
st
qu
alifi
cati
on
/
pro
fess
ion
al
NV
Q/
com
pete
nce
2
Prin
cipal Le
arnin
g a
nd
Additio
nal
and
Spec
ialis
t Le
arnin
g in
Sport
and A
ctiv
e Le
isure
BTEC ‘Fi
rsts
’ in
Sport
BTEC C
ertifica
tes
in
Sai
ling a
nd
Wate
rsport
s
BTEC A
ward
s in
:
– U
nder
stan
din
g
Ste
war
din
g a
t Spec
tato
r Eve
nts
– E
mplo
ymen
t Aw
aren
ess
in A
ctiv
e Le
isure
and L
earn
ing
NVQ
s in
:
– A
ctiv
e Le
isure
, Le
arnin
g a
nd
Wel
lbei
ng
– O
per
atio
nal Ser
vice
s
– A
ctiv
ity
Lead
ersh
ip
– I
nst
ruct
ing E
xerc
ise
and F
itnes
s
– S
pec
tato
r Saf
ety
– S
port
and P
lay
Surf
ace
s
1
GCSE in P
hys
ical
Educa
tion (
Short
Cours
e)
GCSE in P
hys
ical
Educa
tion
Prin
cipal Le
arnin
g a
nd
Additio
nal
and
Spec
ialis
t Le
arnin
g in
Sport
and A
ctiv
e Le
isure
BTEC A
ward
, Cer
tifica
te a
nd
Dip
lom
a in
Sport
and
Act
ive
Leis
ure
N
VQ
in S
port
and A
ctiv
e Le
isure
En
try
Entr
y Le
vel
Cer
tifica
te in
Phys
ical
Educa
tion
BTEC A
ward
in S
port
an
d A
ctiv
e Le
isure
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Annexe B: Quality assurance
Key principles of quality assurance
A centre delivering Edexcel qualifications must be an Edexcel recognised centre and must have approval for qualifications that it is offering.
The centre agrees, as part of gaining recognition, to abide by specific terms and conditions relating to the effective delivery and quality assurance of assessment. The centre must abide by these conditions throughout the period of delivery.
Edexcel makes available to approved centres a range of materials and opportunities to exemplify the processes required for effective assessment and provide examples of effective standards. Approved centres must use the guidance on assessment to ensure that staff who are delivering Edexcel qualifications are applying consistent standards.
An approved centre must follow agreed protocols for: standardisation of assessors; planning, monitoring and recording of assessment processes; internal verification and recording of internal verification processes and dealing with special circumstances, appeals and malpractice.
Quality assurance processes
The approach to quality assured assessment is made through a partnership between a recognised centre and Edexcel. Edexcel is committed to ensuring that it follows best practice and employs appropriate technology to support quality assurance processes where practicable. The specific arrangements for working with centres will vary. Edexcel seeks to ensure that the quality-assurance processes it uses do not inflict undue bureaucratic processes on centres, and works to support them in providing robust quality-assurance processes.
The learning outcomes and assessment criteria in each unit within this specification set out the standard to be achieved by each learner in order to gain each qualification. Edexcel operates a quality-assurance process, designed to ensure that these standards are maintained by all assessors and verifiers.
For the purposes of quality assurance, all individual qualifications and units are considered as a whole. Centres offering these qualifications must be committed to ensuring the quality of the units and qualifications they offer, through effective standardisation of assessors and internal verification of assessor decisions. Centre quality assurance and assessment processes are monitored by Edexcel.
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The Edexcel quality-assurance processes will involve:
gaining centre recognition and qualification approval if a centre is not currently approved to offer Edexcel qualifications
annual visits to centres by Edexcel for quality review and development of overarching processes and quality standards. Quality review and development visits will be conducted by an Edexcel quality development reviewer
annual visits by occupationally competent and qualified Edexcel Standards Verifiers for sampling of internal verification and assessor decisions for the occupational sector
the provision of support, advice and guidance towards the achievement of National Occupational Standards.
Centres are required to declare their commitment to ensuring quality and appropriate opportunities for learners that lead to valid and accurate assessment outcomes. In addition, centres will commit to undertaking defined training and online standardisation activities.
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Annexe C: Centre certification and registration
Edexcel Standards Verifiers will provide support, advice and guidance to centres to achieve Direct Claims Status (DCS). Edexcel will maintain the integrity of Edexcel QCF NVQs/competence qualifications through ensuring that their awarding is secure. Where there are quality issues identified in the delivery of programmes, Edexcel will exercise the right to:
direct centres to take action
limit or suspend certification
suspend registration.
The approach of Edexcel in such circumstances is to work with the centre to overcome the problems identified. If additional training is required, Edexcel will aim to secure the appropriate expertise to provide this.
What are the access arrangements and special considerations for the qualifications in this specification?
Centres are required to recruit learners to Edexcel qualifications with integrity.
Appropriate steps should be taken to assess each applicant’s potential and a professional judgement should be made about their ability to successfully complete the programme of study and achieve the qualification. This assessment will need to take account of the support available to the learner within the centre during their programme of study and any specific support that might be necessary to allow the learner to access the assessment for the qualification. Centres should consult Edexcel’s policy on learners with particular requirements.
Edexcel’s policy on access arrangements and special considerations for Edexcel qualifications aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the 1995 Disability Discrimination Act and the amendments to the Act) without compromising the assessment of skills, knowledge, understanding or competence. Please refer to Access Arrangements and Special Considerations for BTEC and Edexcel NVQ Qualifications for further details. www.edexcel.com.
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Annexe D: Assessment requirements/strategy
Assessment strategy for active leisure, learning and wellbeing
Introduction
This document sets out the recommendations of SkillsActive, the Standards Setting Body for Active Leisure and Learning, for the assessment and quality control systems required for the National and Scottish Vocational Qualifications that come under its umbrella. An annexe for each qualification will be added to this generic document to detail any specific requirements to that qualification, or suite of qualifications.
SkillsActive, representing employment interests in the sector, is interested in the continuing availability of high-quality qualifications that are fit for purpose, command public confidence and are understood by those taking them and those who use them for recruitment, or for other, purposes. The Sector Skills Council has long advocated that consistent standards are maintained across the awarding bodies who deliver the Scottish and National Vocational Qualifications on behalf of the industry.
This document is built around the following fundamental principles that SkillsActive has advocated for some time:
National Occupational Standards establish the benchmark of competent performance in the sector
S/NVQs should be assessed over a period of time in the workplace
assessment of an individual’s competence should be rigorous, efficient and cost effective using approaches that have the support of employers, the awarding bodies and other interest groups
S/NVQs, because they are rooted in these standards, must therefore be seen as different from traditional qualifications in their application in the industry
competence in the workplace is unique and has to be seen as different from training.
Background
The current provision of NVQ/SVQ awards in Sport, Recreation and Allied Occupations and Active Leisure and Learning extends across Levels 1 to 4. These are currently offered by six awarding bodies, one for Scotland and the remainder in the rest of the UK.
This is the 3rd version of SkillsActive (formally SPRITO’s) Assessment Strategy, which builds on the strategy which was approved by PSAG initially in September 1999 and re-recognised in July 2002.
The Sector Skills Council’s guiding principle is ‘to act as the guardian of the industry’s National Occupational Standards,’ to this end the industry has realised that a documented assessment strategy that lays down the overarching principles of assessment is vital to maintain the reliability and validity of these awards in the future, particularly if even more awarding bodies wish to offer these NVQs and SVQs, and they are to remain of value to employers.
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The aim of the strategy is to build and improve on the current system and this document sets out the definitive requirements of the industry for all those who provide these qualifications.
Overarching assessment principles
It is crucial to SkillsActive that ‘the industry’ has confidence in the application of its National Occupational Standards, together with the industry values statements/code of ethics. This demands that those involved in the assessment process at every level, display an understanding, and have experience, of the technical and occupational requirements of the active leisure and learning industry and the sub-sectors they are involved with; as well as a thorough and consistent interpretation of S/NVQ assessment principles.
The industry has consistently and firmly placed both its National Occupational Standards and Scottish and National Vocational Qualifications in the world of work.
Key components of the assessment strategy
National Occupational Standards can be used for a variety of purposes, and the following sections apply where formal assessment of the NOS is necessary for qualification and accreditation purposes, to achieve the key principles set out above. These requirements are in addition to, and in no way conflict with, the generic criteria that awarding bodies must meet for the delivery of NVQ/SVQs, as required by the QCA’s NVQ Code of Practice and the relevant sections of the SQA’s SVQ Criteria and Guidance for awarding bodies.
1. The layout of the National Occupational Standards
The SSC has been very careful to incorporate current best practice in the way its National Occupational Standards are laid out and expressed. Awarding bodies must use the National Occupational Standards as accredited by UKCG.
Great care has been taken to ensure that the National Occupational Standards are able to be properly assessed in ways which promote validity, reliability and fairness.
2. Assessment Methodology, Evidence Requirements and aspects of them that must be assessed in the workplace
SkillsActive has defined which aspects of its National Occupational Standards must always be assessed through performance in the workplace, even those for which assessment through simulation is allowed (this is discussed in a later section). Quality assessment, for most aspects of these National Occupational Standards, cannot be achieved without regular access to the workplace.
The SSC intends to work closely with the awarding bodies to indicate the ways in which this is best assessed by providing guidance on the nature and type of assessment. In all cases candidate performance must be assessed in the workplace, although it will be made clear which aspects of the range must be assessed through performance evidence and which aspects could be assessed using supplementary evidence through scenarios, case studies, questioning etc.
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The SSC will work with the awarding bodies to develop and agree qualification specific annexes for each of the separate S/NVQs that are submitted to UKCG, and these will be attached to this assessment strategy.
It is incumbent upon each Awarding Body to ensure that all candidate assessment captures the fundamentals expressed in this document and incorporates that detailed in any relevant annexe.
The information contained in the annexe will amplify the generic statements into context/occupationally specific requirements such as the need for assessors to hold specific qualifications.
3. Design of the National and Scottish Vocational Qualifications
SkillsActive carefully designs each of its S/NVQs to ensure that they contain opportunities for transfer and progression and that they are flexible enough to meet the differing requirements of both large and small employers, indoor and outdoor environments as well as the public, private and voluntary sectors. This assessment strategy supports flexibility in the use of the qualifications by a variety of employers and candidates, and tries not to place barriers to access through imposing unnecessary rigidity to the process.
Given the flexibility of the mandatory and optional structures on which the NVQs and SVQs are based there should be no reason for a candidate to attempt a unit for which they have no workplace assessment opportunities on a consistent basis. 4. External Quality Control
SkillsActive believes that external quality control will be achieved by the following measures:
the monitoring and standardisation of assessment decisions through a system of assessment and verification.
The monitoring and standardisation of assessment decisions will be achieved by a robust and strengthened external verification system underpinned by risk rating and management.
4.1. External Verifiers and External Verification
From active and ongoing research, which started in the latter part of 1999, the SSC has confirmed that employers value a strengthening of the External Verification process rather than the introduction of some other ‘independent’ measure(s), which may prove to be a barrier to candidate access and take up.
SkillsActive expects:
EVs to command respect from their peers in the occupational sector of the industry and the application of the criteria in the sections below will ensure this
every Awarding Body to seek advice, if and when required, from the SSC, on the technical qualifications, experience and competence of prospective External Verifiers in the selection and deployment of EVs. Action taken as a result of the advice to be fed back to the SSC
to provide, if necessary, input to the EV training days.
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meet with every Awarding Body as necessary to understand the quality assurance processes being used
SkillsActive has worked with its industry partners and the awarding bodies to develop criteria to measure the occupational competence of external verifiers and ensure the consistency of its advice. In addition to the requirements of the Code of Practice and the SVQ criteria, awarding bodies should ensure that prospective External Verifiers:
hold Verifier Unit V2 and it is recommended, also hold the Assessor Units A1 and A2 (new External Verifiers should be given a clear action plan for achieving unit V2)
demonstrate knowledge and understanding of, and support for, the Sector's Values Statements and Codes of Ethics and how they are applied in assessment
match the technical criteria which are developed for each occupational area or sporting context to ensure their current technical competence in relation to verifying the units being assessed
be occupationally competent in the area appropriate to the level of the qualifications they are to be verifying
provide evidence of knowledge, understanding and application of the National Occupational Standards together with Technical Definitions where appropriate
be committed to the application, further development and refinement of the National Occupational Standards and SVQs/NVQs
demonstrate a commitment to uphold the integrity of the National Occupational Standards and prevent their misuse.
are aware of national issues affecting vocational education, training and qualifications in the sector
provide evidence of knowledge of the Active Leisure and Learning framework of qualifications
be committed to the content and guidance provided in the current edition of the SSC’s Assessment Strategy
demonstrate their ability to maintain credibility with the sector and to retain the confidence of the industry through commitment to ongoing personal and professional development.
External Verifiers must sample the work of all assessors.
All new assessment centres should be approved by their external verifier before any candidates are registered; the frequency of centre visits for existing and new centres should conform to the risk assessment and management process requirements.
4.2. Risk rating and risk management
SkillsActive anticipates that improvements in awarding body approaches to gathering, monitoring and analysing statistical data will improve the overall rigour of external verification and the SSC will assist awarding bodies to do this. The industry welcomes the development of a system of risk rating and risk management. SkillsActive believes that such systems of risk rating and risk management will ensure that external verification, monitoring control
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and support mechanisms are put into place according to each centre’s level of risk. The systems, currently being developed by the awarding and regulatory bodies, will offer substantial enhancements to the quality control systems for NVQs and SVQs. SkillsActive will be prepared to discuss adaptations to this strategy following detailed discussions with individual awarding bodies about their risk strategies so that the SSC is re-assured that any adaptations only serve to strengthen quality and not undermine it.
The systems for risk rating and risk management should be reviewed and revised, as appropriate, following any guidance issued to awarding bodies from the regulatory bodies.
Where risk is identified, SkillsActive suggests that one or more of the following actions could be taken by the external verifier/Awarding Body:
conduct a spot visit at short notice
meet and/or observe each candidate or a larger sample of the candidates at the centre in question and compare assessment materials
increase the frequency of verification visits
conduct candidate and/or employer interviews, as required, over the telephone
or other action appropriate to reducing the risk.
4.3. Internal verification
The SSC has worked with its industry partners and the awarding bodies to develop criteria to measure the occupational competence of Internal Verifiers:
Internal Verifiers are appointed by an approved centre and approved by the awarding body through their External Verifier.
Internal Verifiers should only verify the decisions of assessors that fall within their acknowledged area of technical and occupational competence. Internal Verifiers should be in a position to influence an approved centre’s assessment policy and to facilitate the assessment process and should be one of the following:
employed by the same organisation (approved centre) as the assessors or
working in partnership with, and drawing on evidence from, assessors’ organisation(s)(approved centre).
The prospective Internal Verifier should:
hold Verifier Unit V1 and it is recommended, also hold the Assessor Units A1 and A2 (new Internal Verifiers should be given a clear action plan for achieving unit V1)
meet the technical criteria developed for each occupational area or sporting context to ensure their technical competence in relation to the units being assessed
provide evidence of recent experience in the occupational area.
provide evidence of knowledge, understanding and application of the National Occupational Standards with the assessment specification.
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provide evidence of knowledge, understanding and support of the relevant Sport and Recreation Values Statements
demonstrate a commitment to uphold the integrity of the National Occupational Standards and prevent their misuse
provide evidence of their ability to maintain occupational competence and to participate in IV/assessor training initiatives for continuous professional development
approved centres may have additional generic criteria and personnel specifications in addition to the above.
The Internal Verifier is responsible for the consistency of standards across all portfolios.
Internal Verifiers should observe each assessor conducting candidate assessments at regular intervals. The reliability, validity and authenticity of evidence must be checked during these observations.
4.4. Awarding Bodies Forum
SkillsActive has worked closely with all its awarding bodies to establish the Awarding Bodies Forum. It is a requirement for all awarding bodies offering the NVQs/SVQs in this sector to:
attend quarterly meetings of the main Active Leisure and Learning Awarding Body Forum
discuss and resolve issues concerning quality control, to ensure the consistent interpretation of the National Occupational Standards across all the awarding bodies
receive updates from industry specialists on current industry developments and initiatives
set and monitor targets for the implementation of the SVQs and NVQs
The Terms of Reference of the Awarding Bodies Forum are designed to improve cross-awarding body standardisation of assessment decisions and issues.
4.5. Independent Assessment
Joint QCA/SQA guidance ‘Developing an assessment strategy for NVQs and SVQs’ requires that ‘a significant part of the assessment for an NVQ or SVQ is carried out in a manner which is demonstrably independent of anyone who might have a vested interest in the outcome of the assessment decision’.
SkillsActive has concluded that risk assessment and management of centres is the best method to ensure external quality control for this strategy.
The NVQ/SVQ is the confirmation of an individual’s competence in the workplace over a period of time. The gathering of performance evidence through observation or products of work is the preferred assessment method and these requirements are to be itemised in a series of qualification specific annexes to capture the requirements of every standard together with the types of additional evidence suitable for proving that standard. Centres should be encouraged to develop standard banks of questions to cover the required depth of underpinning knowledge and the requirements of that work location.
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The SSC continues to support the conclusion that independent assessment is not required for this strategy as external quality control is fulfilled via the risk assessment and management of centres.
5. Workplace assessment
5.1. Assessment centres must:
ensure that candidates have access to the resources commonly in use in the industry and that the pressures and constraints of the workplace are properly reflected
ensure that the principles and values of the occupational area(s) are embedded in the operation of the workplace
demonstrate a commitment to quality and good practice which may include the pursuit of other schemes which recognise industry best practice
ensure that assessment sites conform with health and safety requirements and good health and safety practice is reflected in assessment
maintain a register of all assessors and Internal Verifiers
provide evidence of their plans to keep Assessors and Internal Verifiers updated with current industry requirements where applicable, the SSC will provide advice on the minimum ‘resource requirements’ needed by an approved assessment centre to provide adequate experience to the candidate.
5.2. Assessors
Assessors are appointed by an approved centre and approved by the awarding body through their occupationally competent External Verifier. They should only assess in their acknowledged area of technical and occupational competence.
Assessors should be one of the following:
employed by the same organisation as the candidate, or
working in partnership with, and drawing on evidence from, the candidate’s organisation, or
an expert brought in to supplement the expertise of the candidate’s own organisation or as an additional external method of quality assurance.
The prospective assessor should:
hold the Assessor Units A1 and A2 [new assessors should have a clear action plan for achieving units A1 and A2. An assessor or verifier who has gained certification must support assessment decisions by assessors who are still working towards certification.]
meet the technical criteria developed for each occupational area or sporting context to ensure their technical competence in relation to the units being assessed.
provide evidence of recent experience and competence in the occupational area to the level of the qualification(s) they wish to assess.
provide evidence of knowledge, understanding and application of the National Occupational Standards with the assessment specification.
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provide evidence of knowledge, understanding and support of the relevant Active Leisure and Learning Values Statements and how they are applied in assessment
demonstrate a commitment to uphold the integrity of the National Occupational Standards and prevent their misuse
provide evidence of their ability to maintain occupational competence and to participate in assessor training initiatives for continuous professional development
approved centres may have additional generic criteria and personnel specifications in addition to the above.
All assessors who operate within the S/NVQ system should gain A1 and A2 Assessment Units, thereby confirming their ability to utilise the full range of tools required to properly assess the individual at work over a period of time.
5.3. Witness testimony
SkillsActive recognises that for the assessment of workplace performance to be as natural and efficient as possible, the use of witness testimony should be encouraged, and has a crucial role in the collection of evidence.
Witnesses must be fully briefed and clear about the purpose and use of the testimony and should be encouraged to achieve Unit L20 ‘Support the achievement of competence in the workplace’. Any relationship between the witness and candidate should be declared and recorded for internal and external verification purposes.
Witnesses must be able to demonstrate that they have the necessary expertise in the relevant area and their testimony should:
be specific to the activities or product
give a brief description of the circumstances of the observation
give a brief description of the background of the witness and the observed activity
identify the aspects of competence demonstrated
be signed and dated.
The assessor should carefully check the witness testimony against the points listed above.
6. Simulation
Simulation should only be used where it is difficult to collect evidence through a real work situation, the real work environment or within an acceptable time frame. Simulations will usually deal with contingencies such as unexpected problems, emergencies, or other incidents which will not necessarily occur frequently. Such instances are specified within the individual annexes for qualifications or suites of qualifications.
The awarding bodies must issue adequate guidance to their centres as to how these simulations should be planned and organised. In general this guidance must ensure that the demands on the candidate during simulation are neither more or less than they would be in a real work environment/situation. In particular:
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all simulations must be planned, developed and documented by the centre in a way that ensures the simulation correctly reflects what the standard seeks to assess and be approved by the external verifier
all simulations should follow these documented plans
the physical environment for the simulation must be as realistic as possible and draw on real resources that would be used in the industry
where simulations are used they must be based in a realistic work environment and must be based on current working practice
the use of simulation will be monitored by the external verifier to ensure that where simulations are used, they are based in a realistic work environment.
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Annexe to the Assessment Strategy for Active Leisure, Learning and Well-being: Level 3 Diploma in Personal Training NVQ
Background
In July 2002, PSAG approved the assessment strategy submitted by SkillsActive, the recognised standards setting body for the active leisure, learning and well-being sector. This was updated in 2007. The strategy sets out the recommendations for the assessment and quality control systems required for national vocational qualifications coming under the active leisure, learning and well-being umbrella. The strategy makes clear that certain sections may require a qualification specific annex to detail any specialist requirements which could not be contained in the generic document.
Occupational competence for assessors, internal and external verifiers for the Level 3 Personal Training
The following sections set out the criteria for their appointment;
Assessors
Meet the technical criteria developed for each occupational area or sporting context to ensure their technical competence in relation to the units being assessed.
Internal verifiers
Meet the technical criteria developed for each occupational area or sporting context to ensure their technical competence in relation to the units being assessed.
External verifiers
Match the technical criteria which are developed for each occupational area or sporting context to ensure their current technical competence in relation to verifying the units being assessed.
What follows are the specific criteria for the level 3 in Personal Training and they apply equally to prospective external and internal verifiers and assessors, who must have1:
A discipline specific qualification equivalent to the Level 3 Award/Certificate/Diploma in Personal Training NVQ, or equivalent (SkillsActive will provide guidance on “equivalence” through reference to the Register of Exercise Professionals)
Knowledge of, and commitment to, the active leisure, learning and well-being values statement for all staff and the Exercise and Fitness Code of Ethical Practice as well as any specific values that relate to the working contexts in which the level 3 is being achieved.
All the other requirements specified in the assessment strategy should be consistently applied, those listed here are supplementary.
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Resources
The specific requirements for the Level 3 Diploma in Personal Training NVQ include:
Sufficient space for the safe and effective delivery of the Exercise and fitness discipline/activity (this should take into account health and safety requirements, equal opportunities practice (e.g. taking into account any special requirements or disabilities of learners), and the number of learners being assessed. The space required will be determined by the discipline/ activity eg exercise to music will require a studio space)
Sufficient and safe equipment that is fit for purpose and in good working order enabling all aspects of the standards to be met (this should take into account the need to keep appropriate records regarding the maintenance and calibration of equipment according to manufacturers guidelines. The range of available equipment should enable learners to be assessed in all relevant aspects of the standard according to the evidence requirements. The equipment required will be determined by the discipline/ activity eg for gym a range of free weights, resistance and cardio machines will be required to meet the evidence requirements).
Centre guidance
Given that candidates may embark on this qualification with no Level 2 qualification in the area, it is imperative that centres provide opportunity for candidates to acquire the underpinning knowledge and skills required to enable them to achieve the qualification. For example, candidates may not have previously covered anatomy and physiology for exercise, or planning and instructing gym based exercise, the knowledge of which would be assumed going into this qualification.
General assessment principles
Where should the evidence come from?
The primary target group is exercise instructors whose primary purpose is to develop and implement exercise and physical activity programmes for apparently healthy adults of all ages. Typical settings will be public or private leisure centres, gyms/fitness centres, studio/sports hall, client’s home or other enclosed space or outdoors.
Whatever context the learner is working in, it is essential that their evidence comes from working with real equipment, facilities and customers, as part of temporary or permanent employment. It is very important that evidence is generated from real work activities, not ‘skills test’ type exercises, set up purely for the sake of assessment.
The only exceptions to this requirement are parts of units C22 Promote health, safety and welfare in active leisure and recreation, C22 Promote health, safety and welfare in active leisure and recreation, D460 Design, manage and adapt a personal training programme with clients, D462 Apply the principles of nutrition to support client goals as part of an exercise and physical activity programme, and B242 Plan, market and sell services in active leisure, for which simulation is deemed to be acceptable. In addition, simulation and questioning are allowed for a limited number of items in some other units. These are clearly detailed in the evidence requirements below.
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Where simulation is used, this should follow the requirements of the assessment strategy for this NVQ.
What are the most appropriate assessment methods?
Assessor observations, witness testimony and products of work (for example, programme/session plans, client consultation documentation (screening etc) are likely to be the most appropriate sources of performance evidence.
Supplementary evidence, for example, questioning, projects or assignments may be used where performance evidence (real work activity) is not needed as detailed later in the evidence specifications for each unit.
Questioning to gather supplementary and knowledge evidence can normally be carried out orally. However, oral questioning must be recorded by the assessor, in written form or by other appropriate means.
How much evidence is necessary?
Most of the units require observation by an assessor on more than one occasion. The evidence requirements below show this in more detail.
These observations should not be carried out on the same day. There should be sufficient time between assessments for the assessor to satisfy himself or herself that the learner will be capable of achieving the same standard on a regular and consistent basis. Separating the assessment occasions by a period of at least one month is recommended.
In many cases, two observations will be sufficient. However, more than two may be needed to ensure that there is evidence for everything specified within the unit under ‘assessment requirements or guidance specified by a sector or regulatory body’ (as detailed later in the evidence specifications for each unit).
Where written evidence (usually records of work) is required, there should be evidence from at least two separate occasions, again separated by at least one month. As in the case of observations, it may be necessary to have evidence from more than two occasions to ensure there is sufficient evidence to cover everything specified.
Assessors must be sure that all written evidence is genuinely the learner’s own work and not copied from someone else. Learners should make a statement confirming that the evidence is their own work.
Assessing more than one unit on each occasion
Many of the units within the Level 3 Diploma in Personal Training NVQ link together in a logical way and assessors are encouraged to make use of these links in an efficient and creative way. In many cases there should be no need to assess on a unit-by-unit basis (unless the learner wants unit accreditation only). It would make better use of both the assessor’s and learner’s time to consider and plan how many units could be covered on each assessment occasion.
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For example, the learner will be involved in planning and delivering personal training sessions with clients. This will involve designing, managing and adapting programmes (D460 Design, manage and adapt a personal training programme with clients), delivering exercise and physical activity to clients (D461 Deliver exercise and physical activity as part of a personal training programme), motivating adherence (C317 Motivating clients to maintain long term adherence to exercise and physical activity) and evaluating the sessions (D459 Evaluating exercise and physical activity programmes).
Prior discussion between the learner and assessor with perhaps some negotiation with the learner’s supervisor should make this a productive assessment opportunity. At the beginning of the assessment occasion, the assessor could ‘sit in’ while the learner performs a consultation with a new client and develops a programme tailored to their needs. This will provide evidence for part of D460. The assessor can then observe them taking the client through the planned exercises/physical activities (D461). Both of these activities will also provide assessment evidence for unit C317. The assessor may also ‘sit in’ while the learner reviews the sessions they have planned and delivered. This will provide evidence for D459.
In this way much of the performance evidence for a number of units can be gathered. With another assessment occasion to follow, almost all of the evidence needed will be available. Careful planning and negotiation can make this possible and considerably reduce the number of assessment occasions.
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Assessment guidance and evidence requirements for each unit
Unit 3: Promote health, safety and welfare in active leisure and recreation
Evidence of real work activity
There must be evidence that the learner has met all of the assessment criteria listed against ‘the learner will be able to’ through their own work. This evidence must be gathered by the assessor observing the learner on more than one occasion. There should be sufficient observations to ensure that the learner has met all the requirements.
There must also be evidence that the learner’s work has met the requirements listed under ‘assessment requirements or guidance specified by a sector or regulatory body’. This must include as a minimum:
Four types of hazards
Three types of methods
Two types of abuse (including bullying)
Two types of casualty
Two types of qualified assistance
Two types of condition
Two types of people involved
This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the learner’s work (for example, diaries and/or reflective accounts countersigned by a senior colleague). The remainder may be assessed through supplementary evidence (see below).
Simulation
Simulation is allowed for 5.3, 5.4 and 5.5 and the whole of learning outcomes 7 and 9 only, if there is no naturally occurring evidence is available.
Use of supplementary evidence
Supplementary evidence should only be used for items under ‘assessment requirements or guidance specified by a sector or regulatory body’ that do not require evidence of real work activity.
Knowledge and understanding
There must be evidence that the learner possesses all of the knowledge and understanding shown in the unit assessment criteria listed against ‘the learner will know how to’. In most cases this can be done by the assessor questioning the learner orally. However, other techniques, such as projects, assignments and/or reflective accounts may also be appropriate.
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Assessors should note that some of the knowledge and understanding items require the learner to show that they know and understand how to do something. If there is evidence from the learner’s own work in the play setting that they know and understand this technique, there is no requirement for them to be questioned again on this topic.
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Unit 4: Motivate clients to maintain long term adherence to exercise and physical activity
Evidence of real work activity
There must be evidence that the learner has met all of the requirements listed under ‘the learner will be able to’ through their own work. This evidence must be gathered by the assessor observing the learner on more than one occasion. There should be sufficient observations to ensure that the learner has met all the requirements.
There must also be evidence that the learner’s work has met the requirements listed ‘assessment requirements or guidance specified by a sector or regulatory body’. This must include as a minimum:
four types of clients.
This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the learner’s work (for example, diaries and/or reflective accounts countersigned by a senior colleague). The remainder may be assessed through supplementary evidence (see below).
Simulation
Simulation is allowed for 2.10, 6.7 and 6.10, if there is no naturally occurring evidence available.
Use of supplementary evidence
Supplementary evidence should only be used for items under ‘assessment requirements or guidance specified by a sector or regulatory body’ that do not require evidence of real work activity.
Knowledge and understanding
There must be evidence that the learner possesses all of the knowledge and understanding shown in the unit assessment criteria listed against ‘the learner will know how to’. In most cases this can be done by the assessor questioning the learner orally. However, other techniques, such as projects, assignments and/or reflective accounts may also be appropriate.
Assessors should note that some of the knowledge and understanding items require the learner to show that they know and understand how to do something. If there is evidence from the learner’s own work that they know and understand this technique (as there should be), there is no requirement for them to be questioned again on this topic.
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Unit 5: Reflect on and develop own practice in providing exercise and physical activity
Evidence of real work activity
There must be evidence that the learner has met all of the requirements listed under ‘the learner will be able to’ through their own work.
There must also be evidence that the learner’s work has met the requirements listed ‘assessment requirements or guidance specified by a sector or regulatory body’. This must include as a minimum:
one type of client
six types of professional practice.
This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the learner’s work (for example, diaries and/or reflective accounts countersigned by a senior colleague). The remainder may be assessed through supplementary evidence (see below).
Simulation
Simulation is not allowed for this unit.
Use of supplementary evidence
Supplementary evidence should only be used for items under ‘assessment requirements or guidance specified by a sector or regulatory body’ that do not require evidence of real work activity.
Knowledge and understanding
There must be evidence that the learner possesses all of the knowledge and understanding shown in the unit assessment criteria listed against ‘the learner will know how to’. In most cases this can be done by the assessor questioning the learner orally. However, other techniques, such as projects, assignments and/or reflective accounts may also be appropriate.
Assessors should note that some of the knowledge and understanding items require the learner to show that they know and understand how to do something. If there is evidence from the learner’s own work that they know and understand this technique (as there should be), there is no requirement for them to be questioned again on this topic.
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Unit 6: Evaluate exercise and physical activity programmes
Evidence of real work activity
There must be evidence that the learner has met all of the requirements listed under ‘the learner will be able to’ through their own work. This evidence must be gathered by the assessor observing the learner on more than one occasion. There should be sufficient observations to ensure that the learner has met all the requirements.
There must also be evidence that the learner’s work has met the requirements listed ‘assessment requirements or guidance specified by a sector or regulatory body’. This must include as a minimum:
three types of objectives
nine types of programme components
two types of relevant people.
This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the learner’s work (for example, diaries and/or reflective accounts countersigned by a senior colleague). The remainder may be assessed through supplementary evidence (see below).
Simulation
Simulation is not allowed for this unit.
Use of supplementary evidence
Supplementary evidence should only be used for items under ‘assessment requirements or guidance specified by a sector or regulatory body’ that do not require evidence of real work activity.
Knowledge and understanding
There must be evidence that the learner possesses all of the knowledge and understanding shown in the unit assessment criteria listed against ‘the learner will know how to’. In most cases this can be done by the assessor questioning the learner orally. However, other techniques, such as projects, assignments and/or reflective accounts may also be appropriate.
Assessors should note that some of the knowledge and understanding items require the learner to show that they know and understand how to do something. If there is evidence from the learner’s own work that they know and understand this technique (as there should be), there is no requirement for them to be questioned again on this topic.
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Unit 7: Design, manage and adapt a personal training programme with clients
Evidence of real work activity
There must be evidence that the learner has met all of the requirements listed under ‘the learner will be able to’ through their own work. This evidence must be gathered by the assessor observing the learner on more than one occasion. There should be sufficient observations to ensure that the learner has met all the requirements.
There must be evidence that the learner has carried out appropriate screening (e.g. use of the PARQ and informed consent) and taken physical measurements as appropriate for the client, from the following:
blood pressure (manual and digital where available)
anthropometrics (eg height and weight, BMI, waist circumference or waist to hips ratio)
body composition (eg callipers, bio-electrical impedance etc)
cardiovascular fitness (using validated/recognised protocols such as Astrand bike test, Rockport walking test etc)
range of motion (eg using validated/recognised protocols such as sit and reach test, visual assessment during stretch positions etc)
muscular fitness (eg using validated/recognised protocols such as abdominal curl/sit-up test, press-up test etc).
The learner should demonstrate the ability to provide sensitive feedback and any relevant healthy lifestyle advice to clients (within the limits of their knowledge and competence) based on collected information and test results/’norms’.
There must be evidence that a learner has planned a programme using Cardiovascular Machines.
Learners must also show planning for of a minimum of two of the following cardiovascular approaches to training:
interval
Fartlek
continuous
There must be evidence that a learner has planned a programme using the following types of equipment:
resistance machines
free weights; including barbells and dumbbells and cables where available.
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Learners must show planning using different resistance machines and free weights, in a minimum of four of the following resistance approaches to training:
pyramid systems
super-setting
giant sets
tri sets
forced repetitions
pre/post exhaust
negative/eccentric training
muscular strength endurance/muscular fitness.
There must be evidence that a learner has planned a programme to include a minimum of one core stability exercise (eg an exercise to improve muscles associated with stabilisation (local) and mobilisation (global)).
Learners must provide evidence that they have planned a progressive programme for a client ensuring effective integration of all exercises and physical activities to allow clients to achieve short-, medium- and long-term goals. They should demonstrate their ability to review client progress and make any necessary adaptations to the programme where goals are not being achieved or new goals are identified.
Learners must provide evidence that they have planned a progressive programme for a client ensuring effective integration of all exercises and physical activities to allow clients to achieve short-, medium- and long-term goals.
There must also be evidence that the learner’s work has met the requirements listed ‘assessment requirements or guidance specified by a sector or regulatory body’. This must include as a minimum:
six types of information
two types of clients
four types of methods
three types of goals
four types of exercises/physical activities.
This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the learner’s work (for example, diaries and/or reflective accounts countersigned by a senior colleague). The remainder may be assessed through supplementary evidence (see below).
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Simulation
Simulation is allowed for 2.7, if there is no naturally occurring evidence available.
Use of supplementary evidence
Supplementary evidence should only be used for items under ‘assessment requirements or guidance specified by a sector or regulatory body’ that do not require evidence of real work activity.
Knowledge and understanding
There must be evidence that the learner possesses all of the knowledge and understanding shown in the unit assessment criteria listed against ‘the learner will know how to’. In most cases this can be done by the assessor questioning the learner orally. However, other techniques, such as projects, assignments and/or reflective accounts may also be appropriate.
Assessors should note that some of the knowledge and understanding items require the learner to show that they know and understand how to do something. If there is evidence from the learner’s own work that they know and understand this technique (as there should be), there is no requirement for them to be questioned again on this topic.
Learners should be able to identify the bones, joints and major muscles listed on pages.
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Unit 8: Deliver exercise and physical activity as part of a personal training programme
Evidence of real work activity
There must be evidence that the learner has met all of the requirements listed under ‘the learner will be able to’ through their own work. This evidence must be gathered by the assessor observing the learner on more than one occasion. There should be sufficient observations to ensure that the learner has met all the requirements.
There must be evidence that a learner has instructed participants in the use of cardiovascular machines.
Learners must also show instructing of a minimum of two of the following cardiovascular approaches to training:
interval
Fartlek
Continuous.
There must be evidence that a learner has instructed participants in the use of the following types of equipment:
resistance machines
free weights; including barbells and dumbbells and cables where available.
Learners must demonstrate correct lifting and passing techniques, including dead lifting the barbell safely from the floor and spotting.
Learners must also show instructing using different resistance machines and free weights, in a minimum of four of the following resistance approaches to training:
pyramid systems
super-setting
giant sets
tri sets
forced repetitions
pre/post exhaust
negative/eccentric training
muscular strength endurance/muscular fitness.
NB the number of machines/items of equipment will depend upon the learner’s plan but the minimum number of training approaches must be adhered to.
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There must be evidence that a learner has instructed participants in a minimum of one core stability exercise (eg an exercise to improve muscles associated with stabilisation (local) and mobilisation (global)).
There must also be evidence that the learner’s work has met the requirements listed ‘assessment requirements or guidance specified by a sector or regulatory body’. This must include as a minimum:
three types of clients
two type of resources
four types of exercises
five types of goals
two types of environments.
This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the learner’s work (for example, diaries and/or reflective accounts countersigned by a senior colleague). The remainder may be assessed through supplementary evidence (see below).
Simulation
Simulation is not allowed for this unit.
Use of supplementary evidence
Supplementary evidence should only be used for items under ‘assessment requirements or guidance specified by a sector or regulatory body’ that do not require evidence of real work activity.
Knowledge and understanding
There must be evidence that the learner possesses all of the knowledge and understanding shown in the unit assessment criteria listed against ‘the learner will know how to’. In most cases this can be done by the assessor questioning the learner orally. However, other techniques, such as projects, assignments and/or reflective accounts may also be appropriate.
Assessors should note that some of the knowledge and understanding items require the learner to show that they know and understand how to do something. If there is evidence from the learner’s own work that they know and understand this technique (as there should be), there is no requirement for them to be questioned again on this topic.
Learners should be able to identify the bones, joints and major muscles listed on pages
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Unit 9: Apply the principles of nutrition to support client goals as part of an exercise and physical activity programme
Evidence of real work activity
There must be evidence that the learner has met all of the requirements listed under ‘the learner will be able to’ through their own work. This evidence must be gathered by the assessor observing the learner on more than one occasion. There should be sufficient observations to ensure that the learner has met all the requirements.
Learners must provide evidence of their ability to apply the principles of nutrition to a physical activity programme by collecting and analysing appropriate information and agreeing nutritional goals with clients that are compatible with the analysis, accepted good practice and national guidelines.
There must also be evidence that the learner’s work has met the requirements listed ‘assessment requirements or guidance specified by a sector or regulatory body’. This must include as a minimum:
seven types of information
two types of clients
two types of goals.
This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the learner’s work (for example, diaries and/or reflective accounts countersigned by a senior colleague). The remainder may be assessed through supplementary evidence (see below).
Simulation
Simulation is allowed for 2.2, if there is no naturally occurring evidence available.
Use of supplementary evidence
Supplementary evidence should only be used for items under ‘assessment requirements or guidance specified by a sector or regulatory body’ that do not require evidence of real work activity.
Knowledge and understanding
There must be evidence that the learner possesses all of the knowledge and understanding shown in the unit assessment criteria listed against ‘the learner will know how to’. In most cases this can be done by the assessor questioning the learner orally. However, other techniques, such as projects, assignments and/or reflective accounts may also be appropriate.
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Assessors should note that some of the knowledge and understanding items require the learner to show that they know and understand how to do something. If there is evidence from the learner’s own work that they know and understand this technique (as there should be), there is no requirement for them to be questioned again on this topic.
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Unit 10: Plan, market and sell services in active leisure
Evidence of real work activity
There must be evidence that the learner has met all of the requirements listed under ‘the learner will be able to’ through their own work. This evidence must be gathered by the assessor observing the learner on more than one occasion. There should be sufficient observations to ensure that the learner has met all the requirements.
There must also be evidence that the learner’s work has met the requirements listed ‘assessment requirements or guidance specified by a sector or regulatory body’. This must include as a minimum:
two types of market
two types of ways to reach potential clients
two types of ways to present your services
two types of information.
This may be gathered through a combination of assessor observations, witness testimony and/or authentic records of the learner’s work (for example, diaries and/or reflective accounts countersigned by a senior colleague). The remainder may be assessed through supplementary evidence (see below).
Simulation
Simulation is not allowed for this unit.
Use of supplementary evidence
Supplementary evidence should only be used for items under ‘assessment requirements or guidance specified by a sector or regulatory body’ that do not require evidence of real work activity.
Knowledge and understanding
There must be evidence that the learner possesses all of the knowledge and understanding shown in the unit assessment criteria listed against ‘the learner will know how to’. In most cases this can be done by the assessor questioning the learner orally. However, other techniques, such as projects, assignments and/or reflective accounts may also be appropriate.
Assessors should note that some of the knowledge and understanding items require the learner to show that they know and understand how to do something. If there is evidence from the learner’s own work that they know and understand this technique (as there should be), there is no requirement for them to be questioned again on this topic.
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Annexe E: The Register of Exercise Professionals (REPs) Code of Ethical Practice
Background
It is important to establish, publicise and maintain standards of ethical behaviour in fitness instructing practice, and to inform and protect members of the public and customers using the services of exercise professionals.
Physical activity and exercise can contribute positively to the development of individuals. It is a vehicle for physical, mental, personal, social and emotional development. Such development is enhanced if the individual is guided by an informed, thinking, caring and enlightened exercise professional operating within an accepted ethical framework as a self-monitoring professional.
The role of an exercise professional is to:
Identify and meet the needs of individuals
Improve performance or fitness through programmes of safe, effective and enjoyable exercise
Create an environment in which individuals are motivated to maintain participation and improve performance or fitness
Conform to ethical standards in a number of areas – humanity, relationships, cooperation, integrity, advertising, confidentiality and personal standards
This Code of Ethical Practice defines what is best in good practice for professionals in the fitness industry by reflecting on the core values of rights, relationships, responsibilities and standards. The term ‘professional’ is used in a qualitative context in this Code and does not necessarily imply a paid position or person. Exercise professionals who assent to this Code accept their responsibility to people who participate in exercise; to other fitness professionals and colleagues; to their respective fitness associations, professional bodies and institutes; to their employer; and to society.
Where required members must also hold adequate liability insurance.
There are four principles to the Code:
Principle 1 – Rights
‘Exercise professionals will be respectful of their customers and of their rights as individuals’
Compliance with this principle requires exercise professionals to maintain a standard of professional conduct appropriate to their dealings with all client groups and to responsibly demonstrate:
1 Respect for individual difference and diversity
2 Good practice in challenging discrimination and unfairness
3 Discretion in dealing with confidential client disclosure
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Principle 2 – Relationships
‘Exercise professionals will nurture healthy relationships with their customers and other health professionals'
Compliance with this principle requires exercise professionals to develop and maintain a relationship with customers based on openness, honesty, mutual trust and respect and to responsibly demonstrate:
Awareness of the requirement to place the customer’s needs as a priority and promote their welfare and best interests first when planning an appropriate training programme
Clarity in all forms of communication with customers, professional colleagues and medical practitioners, ensuring honesty, accuracy and cooperation when seeking agreements and avoiding misrepresentation or any conflict of interest arising between customers’ and own professional obligations.
Integrity as an exercise professional and recognition of the position of trust dictated by that role, ensuring avoidance of any inappropriate behaviour in all customer relationships.
Principle 3 – Personal Responsibilities
‘Exercise professionals will demonstrate and promote a clean and responsible lifestyle and conduct’
Compliance with this principle requires exercise professionals to conduct proper personal behaviour at all times and to responsibly demonstrate:
The high standards of professional conduct appropriate to their dealings with all their client groups and which reflect the particular image and expectations relevant to the role of the exercise professional working in the fitness industry
An understanding of their legal responsibilities and accountability when dealing with the public and awareness of the need for honesty and accuracy in substantiating their claims of authenticity when promoting their services in the public domain
A responsible attitude to the care and safety of client participants within the training environment and in planned activities ensuring that both are appropriate to the needs of the clients
An absolute duty of care to be aware of their working environment and to be able to deal with all reasonably foreseeable accidents and emergencies – and to protect themselves, their colleagues and clients.
Principle 4 – Professional Standards
‘Exercise professionals will seek to adopt the highest level of professional standards in their work and the development of their career’
Compliance with this principle requires exercise professionals to commit to the attainment of appropriate qualifications and ongoing training to responsibly demonstrate:
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Engagement in actively seeking to update knowledge and improve their professional skills in order to maintain a quality standard of service, reflecting on their own practice, identifying development needs and undertaking relevant development activities.
Willingness to accept responsibility and be accountable for professional decisions or actions, welcome evaluation of their work and recognize the need when appropriate to refer to another professional specialist
A personal responsibility to maintain their own effectiveness and confine themselves to practice those activities for which their training and competence is recognized by the Register
Any alleged professional mis-conduct or avoidance of compliance with the terms of membership of the Register will be referred to the Professional Practice Committee which will consider any need for sanctions against an individual instructor, coach, trainer or teacher.
The appropriate authority(ies) will deal with any criminal allegations. For further details of the Professional Practice Committee, down-load versions of this Code and liability insurance information please go to www.exerciseregister.org.
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Explanation and examples of terms
Casualty
the person who has suffered the injury or illness
Controlling risk
taking action to reduce the risk of a hazard actually causing harm – for example, following correct procedures putting up warning signs when cleaning, removing an unsafe piece of equipment from use or carefully supervising a splash pool
Emergency
depending on the type of workplace, any situation that creates a serious threat to the health and safety of participants, public or members of staff and requires immediate action – for example, drowning, fires, threatening behaviour, missing persons, chemical leaks, etc.
Emergency services
the ambulance, police, fire service, or coastguards
Facility
for example, the buildings and outdoor areas used for sport or activities
Hazard
something that could cause harm to yourself, colleagues, customers or members of the public, for example, lifting and moving heavy equipment, activity equipment being left unattended, wet floors, trailing cables etc.
Hazardous substances
for example, cleaning agents, pool chemicals, fuel, oil etc.
Risk
risk is the likelihood of a hazard actually causing harm; for example a trailing cable is a hazard; if it is lying across a corridor, the risk of an accident occurring is great; if it lies along the wall out of the way of people using the corridor, the risk of an accident is much less.
Health and safety requirements
legal requirements such as the Health and Safety at Work Act, Control of Substances Hazardous to Health or Manual Handling regulations, Reporting of Injuries, Diseases, and Dangerous Occurrences Regulations (RIDDOR), the Activity Centres (Young Persons’ Safety) Act, manufacturers’ guidelines and instructions for the use of equipment or substances etc.
Other people involved
these may be other members of staff or other customers/participants and members of the public apart from the casualty
People with particular needs
for example, people with disabilities or medical conditions which may mean they need special attention following accidents and emergencies
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Qualified assistance
someone who has a recognised first aid qualification or the emergency services
Security breaches
for example, doors which should be locked being left open, suspicious strangers etc.
Situations likely to cause emotional distress
for example, bullying or intimidation
Unsafe behaviour
for example, diving into the shallow end of a pool, breaking the ground rules for an activity, vandalism
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Level 3 NVQ Diploma in Personal Training (QCF) anatomy
Bones
Axial skeleton
Cranium
Cervical Vertebrae
Thoracic Vertebrae
Lumbar Vertebrae
Sacral Vertebrae
Sternum
Ribs
Coccyx
Appendicular skeleton
Scapula
Clavicle
Humerus
Ulna
Radius
Carpals
Metacarpals
Phalanges
Ilium
Ischium
Pubis
Femur
Patella
Tibia
Fibula
Tarsals
Calcaneus
Metatarsals
Joints
Immovable
Slightly Moveable
Synovial
– Gliding
– Pivot
– Ball and Socket
– Hinge
– Condyloid/Ellipsoid
– Saddle
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Major muscles
Pectoralis Major
Deltoids
Biceps
Rectus Abdominis
Obliques
Tranverse Abdominis
Trapezius
Rhomboids
Triceps
Latissimus Dorsi
Erector Spinae
Hip Flexors
Quadriceps
Adductors
Anterior Tibialis
Gluteals
Abductors
Hamstrings
Gastrocnemius
Soleus
Diaphragm
Intercostals
Rotator Cuff
– Teres minor,
– Supraspinatus
– Subscapularis
– Infraspinatus
Shoulder Girdle
– Levator Scapulae
– Pectoralis Minor
– Serratus Anterior
– Trapezius
– Rhomboids major/minor
– Teres Major
Spinal Extensors
– Erector Spinae: Iliocostalis, Longissimus, Spinalis
– Multifidus
– Quadratus Lumborum
Hip Flexors (Iliopsoas)
– Iliacus
– Psoas Major
Adductors
– Magnus
– Brevis
– Longus
– Pectinius
– Gracilis
– Sartorius
Abductors
– Gluteus Medius
– Gluteus Minimus
– Piriformis
– Tensor Fascia Latae
Abdominals
– Internal and External Obliques
– Transverse abdominis
Quadriceps
– Rectus Femoris
– Vastus Lateralis
– Vastus Medialis
– Vastus Intermedius
Hamstrings
– Semitendinosus
– Semimembranosus
– Biceps Femoris
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Annexe F: Additional requirement for qualifications that use the term ‘NVQ’ in a QCF qualification title
Please go to www.ofqual.gov.uk to access the document ‘Operating rules for using the term ‘NVQ’ in a QCF qualification title’.
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