Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

SISFFIT416A Mapping and Delivery Guide
Apply motivational psychology to provide guidance on exercise behaviour and change to meet health and fitness goals

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency SISFFIT416A - Apply motivational psychology to provide guidance on exercise behaviour and change to meet health and fitness goals
Description This unit describes the performance outcomes, skills and knowledge required to analyse client behaviour and motivate clients to commence and adhere to a long term exercise plan.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to those operating as exercise trainers in fitness environments such as fitness centres, gyms or autonomously in the fitness or health industry.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Nil
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Support clients to undertake exercise behaviour change.
  • Obtain information about the client's current exercise behaviour and their attitude towards exercise to determine the stage of readiness to make a behaviour change.
  • Show sensitivity to cultural and social differences.
  • Assess the level of motivation, commitment and confidence of the client to change attitudes, beliefs and behaviour.
  • Identify client's perceived barriers to exercise and other factors that may impact negatively on the success of an exercise behaviour change.
  • Identify suitable strategies to motivate exercise behaviour change based on behaviour change models, processes of change, evidence based research and client characteristics.
  • Develop a plan for behaviour change including suggested behavioural modifications relevant to the client.
  • Reinforce positive beliefs and behaviours.
  • Emphasise short and long term benefits of regular exercise to encourage exercise behaviour change.
       
Element: Implement strategies to improve client exercise adherence
  • Demonstrate an understanding of the determinants of exercise adherence that influence an individual's behaviour.
  • Identify and implement a variety of strategies suited to the client to improve exercise adherence based on personal and situational factors.
  • Provide guidelines for improving exercise adherence.
  • Implement effective goal setting to support clients to adhere to long term exercise behaviour.
  • Monitor and review progress regularly to reinforce efforts.
  • Recognise ongoing barriers to continuation of long term exercise and provide motivational strategies as appropriate.
  • Assess changes in behaviour in collaboration with the client to determine the effectiveness of the strategies implemented and make appropriate adjustments.
  • Recognise common reasons for discontinuation of an exercise program and apply strategies to overcome setbacks.
  • Apply basic counselling approaches to motivate clients to increase their exercise adherence.
       
Element: Apply a variety of motivational techniques when training clients.
  • Tailor motivational strategies to suit individual client psychological needs based on personal and situational factors.
  • Use effective verbal and nonverbal communication skills when instructing clients to optimise motivation and performance.
  • Identify arousal levels and use arousal control techniques and apply arousal and anxiety theory to enable the modification of client exercise behaviour.
  • Provide positive reinforcement and feedback to clients to positively influence exercise behaviour.
  • Use personal attitudes and values to positively influence clients exercise adherence and behaviour.
  • Increase confidence in clients to help them cope with increased stress and anxiety.
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

provides individualised strategies to promote a positive exercise behaviour change in clients

implements effectively a range of short and long term motivational strategies suited to the individual client and the exercise situation

utilises appropriate motivational theory in exercise situations when instructing clients

demonstrates effective use of verbal and non verbal aspects of communication to motivate clients

analyse the physical environment of a fitness venue and how that impacts on client behaviour, then adopt appropriate motivational techniques that meet the needs of the client

demonstrates appropriate manner, empathy and patience when working with clients embarking on a behaviour change.

Context of and specific resources for assessment

Assessment must ensure demonstration of skills over a period of time within a facility where a variety of exercise modes and equipment are available to support exercise behaviour change.

Assessment must also ensure access to:

a range of clients of different ages and with different client needs

appropriate documentation and resources normally used in the workplace, such as organisational policies and procedures

demonstration of skills on sufficient occasions to determine competence in implementing a variety of motivational strategies to effect behaviour change and exercise adherence.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

observation of consulting with clients to determine personal and situational factors affecting client's exercise behaviour and attitude towards exercise, providing guidance about exercise behaviour and adherence, and implementing suitable motivational strategies when training clients

observation of dealing effectively with a range of contingencies such as poor performance, discontinuation of exercise and client setbacks

oral or written questioning to assess knowledge of the motivational psychology theory

third-party reports from a supervisor detailing work performance.

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

SISFFIT420A Plan and deliver exercise programs to support desired body composition outcomes

SISFFIT421A Plan and deliver personal training


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

communication skills appropriate to:

discuss client needs,

negotiate strategies for behaviour change and exercise adherence

provide clear and accurate information about exercise behaviour.

problem-solving skills to:

analyse clients information and

select motivational strategies appropriate to individual client social and cultural differences, needs, barriers and other influences.

literacy and numeracy skills to enable the completion of questionnaires, records and other related documentation.

Required knowledge

behavioural strategies to enhance exercise, health behaviour change and lifestyle modifications.

stages of motivational readiness and processes of change.

types of motivation, theory of achievement motivation and specific techniques to enhance motivation.

role of intrinsic and extrinsic motivation in exercise behaviour.

methods of evaluating self-motivation, self-efficacy and readiness for behaviour change.

arousal and anxiety theory, and its relationship to exercise performance, adherence and behaviour change.

goal setting techniques.

general characteristics of the main social and cultural groups in Australian society and the key aspects that relate to their cultural and religious protocols and preferences for exercise.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Behaviour change models may include but are not restricted to:

health belief model

transtheoretical model

motivational change model

social cognitive model

theory of planned behaviour

relapse prevention model.

Processes of change may include:

cognitive processes

behavioural processes.

Cultural and social difficulties may include:

modes of greeting, farewelling and conversation

body language, including use of body gestures

formality of language

clothing.

Strategies to improve exercise adherence may include:

prompts

contracting

perceived choice

reinforcement

feedback

rewards

self monitoring

goal setting

social support

decision balance sheet

physical setting

exercise variety

minimised discomfort and injury

group training

enjoyment

periodic fitness and health assessment

progress charts.

Determinants of exercise adherence may include:

personal factors:

demographic variables

cognitive variables

personality variables

behaviours

cultural

environmental factors:

social environment

physical environment

physical activity characteristics:

exercise intensity and duration

group vs. individual activity

type

instructor or trainer qualities.

Barriers to exercise may include:

lack of time

lack of energy

lack of motivation

excessive cost

illness or injury

feeling uncomfortable

lack of skill

fear of injury

fear of safety

lack of child care

insufficient access

lack of support

lack of transportation.

Basic counselling approaches may include:

active listening

body language

tone

asking questions

paraphrasing

summarising

note taking.

Information about client's attitude towards exercise may include:

client expectations

coping techniques

defence mechanisms

belief systems and values

social support systems

stage of readiness for change.

Stage of readiness for change may include:

precontemplation

contemplation

preparation

action

maintenance

relapse.

Goal setting may include:

short, medium and long terms goals

SMART goals

specific

measurable

achievable

realistic

time appropriate

outcome, process and performance goals

goal achievement strategies

goal support

evaluation and feedback

recording goals

linked to personality and motivation.

Arousal and anxiety theory may include:

drive theory

inverted 'u' hypothesis

individual zones of optimal functioning

catastrophic model

multidimensional anxiety theory

reversal theory.

Arousal control techniques may include:

anxiety management

progressive relaxation

stress management

visualisation

self talk.

Components of motivation may include:

direction of effort

intensity of effort

persistence of behaviour.

Verbal communication may include:

voice

inflection

emphasis

fluency

tone

tempo

resonance.

Non verbal communication may include:

body language

movement

facial expression

eye contact

gestures

posture

sign language

touching.

Behaviour change may include:

changes to exercise behaviour

changes to dietary intake

lifestyles changes.

Personal and situational factors may include:

personality

self concept

habits

lifestyle

family situation.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Obtain information about the client's current exercise behaviour and their attitude towards exercise to determine the stage of readiness to make a behaviour change. 
Show sensitivity to cultural and social differences. 
Assess the level of motivation, commitment and confidence of the client to change attitudes, beliefs and behaviour. 
Identify client's perceived barriers to exercise and other factors that may impact negatively on the success of an exercise behaviour change. 
Identify suitable strategies to motivate exercise behaviour change based on behaviour change models, processes of change, evidence based research and client characteristics. 
Develop a plan for behaviour change including suggested behavioural modifications relevant to the client. 
Reinforce positive beliefs and behaviours. 
Emphasise short and long term benefits of regular exercise to encourage exercise behaviour change. 
Demonstrate an understanding of the determinants of exercise adherence that influence an individual's behaviour. 
Identify and implement a variety of strategies suited to the client to improve exercise adherence based on personal and situational factors. 
Provide guidelines for improving exercise adherence. 
Implement effective goal setting to support clients to adhere to long term exercise behaviour. 
Monitor and review progress regularly to reinforce efforts. 
Recognise ongoing barriers to continuation of long term exercise and provide motivational strategies as appropriate. 
Assess changes in behaviour in collaboration with the client to determine the effectiveness of the strategies implemented and make appropriate adjustments. 
Recognise common reasons for discontinuation of an exercise program and apply strategies to overcome setbacks. 
Apply basic counselling approaches to motivate clients to increase their exercise adherence. 
Tailor motivational strategies to suit individual client psychological needs based on personal and situational factors. 
Use effective verbal and nonverbal communication skills when instructing clients to optimise motivation and performance. 
Identify arousal levels and use arousal control techniques and apply arousal and anxiety theory to enable the modification of client exercise behaviour. 
Provide positive reinforcement and feedback to clients to positively influence exercise behaviour. 
Use personal attitudes and values to positively influence clients exercise adherence and behaviour. 
Increase confidence in clients to help them cope with increased stress and anxiety. 

Forms

Assessment Cover Sheet

SISFFIT416A - Apply motivational psychology to provide guidance on exercise behaviour and change to meet health and fitness goals
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

SISFFIT416A - Apply motivational psychology to provide guidance on exercise behaviour and change to meet health and fitness goals

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: