- SRFFIT005B - Apply basic exercise science to exercise instruction
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
SRFFIT005B Mapping and Delivery Guide
Apply basic exercise science to exercise instruction
Version 1.0
Issue Date: May 2024
| Qualification | - |
Unit of Competency | SRFFIT005B - Apply basic exercise science to exercise instruction |
|---|---|---|---|
| Description | This unit has been developed for the Fitness Industry Training Package and covers the knowledge and skills to provide the basic applied exercise science required for fitness instructors.This unit has been developed for the Fitness Industry Training Package and covers the knowledge and skills to provide the basic applied exercise science required for fitness instructors. | ||
| Employability Skills | Not applicable. | ||
| Learning Outcomes and Application | Not applicable. | ||
| Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
||
| Prerequisites/co-requisites | Not applicable. | ||
| 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: Use anatomical terminology and descriptions of the musculoskeletal structure of the body when instructing clients |
| |||||||
| Element: Relate the functioning of the cardio-respiratory system to exercise instruction |
| |||||||
| Element: Apply a knowledge of the body's energy systems to exercise instruction |
| |||||||
| Element: Use a knowledge of the lever systems of the human body and resistance equipment to set safe and effective exercise intensities |
| |||||||
| Element: Demonstrate and apply an understanding of the factors that motivate people to commence and stay with a long term fitness program |
| |||||||
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 identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statements |
Critical aspects of evidence to be considered | Assessment must confirm the integrated demonstration of all elements of competency and their performance criteria, in particular the ability to apply a basic knowledge of musculoskeletal anatomy to exercise apply a basic knowledge of neuromuscular anatomy to exercise apply a basic knowledge of cardiovascular physiology to exercis |
Interdependent assessment of units | This unit must be assessed after attainment of competency in the following unit(s) Nil This unit must be assessed in conjunction with the following unit(s) Nil For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s) Nil |
Required knowledge and skills | Required knowledge Nil Required skills Nil |
Resource implications | Physical resources - assessment of this competency requires access to anatomy equipment with full sized human skeleton functional joint models muscle charts and maps physiology equipment with heart rate monitors, ergometers, charts for ratings of perceived exertion weights gym equipment suitable for muscle size and strength assessment biomechanics equipment with models of levers dynamometers and weights gym equipment Human resources - assessment of this competency will require human resources consistent with those outlined in the Assessment Guidelines. That is, assessors (or persons within the assessment team) must be competent in this unit but preferably be competent in the unit at the level above be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area have attained the mandatory competency requirements for assessors under the Australian Quality Training Framework (AQTF) as specified in Standard 7.3 of the Standards for Registered Training Organisations |
Consistency in performance | Due to issues such as safety requirements and delivery of appropriate techniques, this unit of competency must be assessed over a minimum of three (3) different occasions to ensure consistency of performance over the Range Statements and context applicable to the work environment |
Context for assessment | This unit of competency must be assessed in the context of fitness in Australia. For valid and reliable assessment the fitness activity should closely replicate the work environment. The environment should be safe, with the hazards, circumstances and equipment likely to be encountered in a real workplace This unit of competence should be assessed through the observation of processes and procedures, oral and/or written questioning on required knowledge and skills and consideration of required attitudes Where performance is not directly observed and/or is required to be demonstrated over a "period of time" and/or in a "number of locations", any evidence should be authenticated by colleagues, supervisors, clients or other appropriate person |
KEY COMPETENCIES | ||||||
Collect, Analyse&Organise Information | Communicate Ideas&Information | Plan&Organise Activities | Work with Others&in Teams | Use Mathematical Ideas&Techniques | Solve Problems | Use Technology |
3 | 2 | 2 | 2 | 2 | 2 | 3 |
These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices. The three levels of performance (1, 2 and 3) denote the level of competency required to perform the task: Use routine approaches Select from routine approaches Establish new approaches Collecting, analysing and organising information - Communicating ideas and information - Planning and organising activities - Working with teams and others - Using mathematical ideas and techniques - Solving problems - Using technology - Please refer to the Assessment Guidelines for advice on how to use the Key Competencies. | ||||||
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.
Not applicable.
Range Statements The Range Statements provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. The Range Statements relate to the unit as a whole and helps facilitate holistic assessment. In addition, the following variables may be present for this particular unit of competency |
CATEGORIES | |
Anatomical terminology | [all categories] flexion extension rotation abduction adduction circumduction inversion eversion pronation supination horizontal flexion horizontal extension |
Cardio-respiratory system | [all categories] heart lungs arteries capillaries veins |
Components of fitness | [all categories] cardio-respiratory endurance muscular endurance strength flexibility body composition speed power agility balance coordination anaerobic endurance |
Energy systems | [all categories] alactic adenosine triphosphate phosphocreatine lactic aerobic aerobic glycolysis fat oxidation |
Industry standards | [all categories] professional associations government legislation |
Joints | [all categories] joint functions weight bearing movement joint types ball and socket hinge vertebral synovial joints ligaments articular cartilage capsule synovial membrane synovial fluid bone |
Lever systems | [all categories] 1st class force arm resistance arm axis of rotation 2nd class force arm resistance arm axis of rotation 3rd class force arm resistance arm axis of rotation |
Major bones | [all categories] skull cervical vertebrae thoracic vertebrae lumbar vertebrae sacrum clavicle scapula humerus radius ulna carpals digits pelvis femur patella tibia fibula tarsals |
Major muscles | [all categories] trapezius sternocleidomastoid latissimus dorsi erector spinae rectus abdominis internal obliques external obliques quadratus lumborum pectoralis major rhomboids deltoids biceps brachii triceps brachii forearm flexors forearm extensors gluteals quadriceps vastus medialis vastus lateralis vastus intermedius rectus femoris hamstrings semimembranous semitendinous bicep femoris gastrocnemius soleus tibialis anterior |
Major joints | [all categories] elbow shoulder pectoral girdle inter-vertebral sacro-iliac hip knee ankle |
Neural feedback | [all categories] proprioception reflex loop |
Principles of biomechanics | [all categories] mass force speed acceleration work energy power strength momentum force arm resistance arm axis of rotation cam pulley |
Resistance | [all categories] pin loaded hydraulic air water free weights electronic/magnetic resisted/assisted |
Stages of change | [all categories] pre-contemplation contemplation preparation action maintenance |
Stages of fitness | [all categories] beginner relatively fit advanced fitness level specific to the individual and the activity |
Submaximal aerobic activity | [all categories] intensity duratio |
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 |
|---|---|---|---|
| Apply the components of fitness and the function of the body systems to common fitness activities | |||
| Use anatomical terminology and describe and demonstrate movements of the body to clients | |||
| Relate the location and function of the major bones of the upper and lower extremities and axial skeleton to movement when instructing clients | |||
| Relate the structure and function of the major joints of the body to exercise to movement when instructing clients | |||
| Relate the gross structure of skeletal muscle and its relationship to movement to movements when instructing clients | |||
| Relate major muscles and their prime moving movements at major joints in the body to movement when instructing clients. | |||
| Relate the neural control of skeletal muscle contraction to movement when instructing clients | |||
| Relate basic types of neural feedback involved in the coordination of movement to movement when instructing clients | |||
| Measure and relate the relationship between muscle size and strength to movement when instructing clients | |||
| Explain the basic structural adaptations to musculoskeletal tissue that occur as a result of fitness training to clients | |||
| Identify and explain the structure and function of the various parts of the cardio-respiratory system, related to exercise to clients | |||
| Relate the process of transport and exchange of oxygen and carbon dioxide during exercise to fitness outcomes when instructing clients | |||
| Measure client heart rates and blood pressure responses during submaximal aerobic activity and used to set training loads to target specific client energy system involvement | |||
| Use ratings of perceived exertion during submaximal aerobic activity, muscle endurance activities, lactate endurance and maximal strength activities to measure and adjust the work intensity of clients | |||
| Compare the oxygen demands for various fitness activities | |||
| Explain the physiological adaptations of the cardio-respiratory system as a result of fitness training to clients | |||
| Recognise and use symptoms and effects of specific muscular fatigue and blood lactate accumulation during muscle endurance activities to adjust exercise intensity | |||
| Explain the effect of exercise intensity on the energy substrate to clients during fitness instruction | |||
| Apply the limiting factors of the body's energy systems to the setting of exercise intensities when instructing fitness activities | |||
| Use the common terms used to qualify the basic principles of biomechanics when instructing fitness activities | |||
| Identify and explain the basic lever systems in both anatomical and mechanical lever systems to clients | |||
| Use the lever systems in the human body and their role in movement and stability to provide safe and effective exercises for clients | |||
| Take into account the use of levers and cams in resistance equipment to alter the force required by muscles and affect joint stability when developing programs and instructing fitness activities | |||
| Take into account the effect of changes in lever length on muscle force output in both anatomical and mechanical lever when instructing fitness activities | |||
| Recognise and use the factors that encourage people to adhere to exercise programs when instructing clients | |||
| Recognise and apply common reasons for discontinuation of fitness programs when setting program guidelines | |||
| Discuss habits, lifestyle, family situation, likes and dislikes which might be relevant to writing an appropriate exercise program with the client | |||
| Use the physical and the psychological characteristics that apply to each stage of fitness, stages of change and the most appropriate form of motivation at each level when instructing clients | |||
| Direct clients to understand and overcome their own barriers to the continuation of an exercise program | |||
| Identify the steps involved in establishing a behavioural change that results in their long term adherence to an exercise program to the client and use when instructing clients | |||
| Take into account people's idiosyncrasies and behavioural patterns and industry standards when instructing clients |
Forms
Assessment Cover Sheet
SRFFIT005B - Apply basic exercise science to exercise instruction
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
SRFFIT005B - Apply basic exercise science to exercise instruction
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: