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Evidence Guide: SISFFIT305A - Apply anatomy and physiology principles in a fitness context

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

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SISFFIT305A - Apply anatomy and physiology principles in a fitness context

What evidence can you provide to prove your understanding of each of the following citeria?

Apply knowledge of anatomical and physiological terminology to fitness instruction.

  1. Identify relevant anatomical and physiological terminology and apply to the development of a fitness program.
  2. Apply relevant anatomical and physiological terminology to fitness instruction.
  3. Apply relevant anatomical and physiological terminology in the provision of fitness advice.
Identify relevant anatomical and physiological terminology and apply to the development of a fitness program.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply relevant anatomical and physiological terminology to fitness instruction.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply relevant anatomical and physiological terminology in the provision of fitness advice.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply knowledge of anatomy and physiology to fitness instruction

  1. Identify and apply the structural levels of organisation in the study of anatomy and physiology to the development of a fitness program or fitness instruction.
  2. Apply the relevant principles of the structural levels of organisation in the study of anatomy and physiology to fitness instruction.
  3. Identify contra-indications fitness activities, and where to refer to appropriate medical and allied health professionals is indicated.
  4. Apply the principles of anatomy and physiology as they relate to fitness instructions in the provision of fitness advice.
  5. Use anatomical terminology and describe and demonstrate movements of the body to clients.
Identify and apply the structural levels of organisation in the study of anatomy and physiology to the development of a fitness program or fitness instruction.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply the relevant principles of the structural levels of organisation in the study of anatomy and physiology to fitness instruction.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify contra-indications fitness activities, and where to refer to appropriate medical and allied health professionals is indicated.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply the principles of anatomy and physiology as they relate to fitness instructions in the provision of fitness advice.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use anatomical terminology and describe and demonstrate movements of the body to clients.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply the relevant principles of the body's systems to fitness instruction

  1. Apply the relevant principles of the body's systems to the performance delivered from fitness instructions.
  2. Apply the relevant principles of the body's systems as they relate to fitness instructions in the provision of aftercare service and advice.
Apply the relevant principles of the body's systems to the performance delivered from fitness instructions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply the relevant principles of the body's systems as they relate to fitness instructions in the provision of aftercare service and advice.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply an understanding of the structure and function of the musculoskeletal system when providing information about exercise programs.

  1. Describe the structure, growth and development of bone tissue and factors affecting growth to clients.
  2. Relate the type and the structure of joints to joint mobility, joint integrity and risk of injury when planning exercise programs and providing information to clients.
  3. Identify and describe the movements allowed at the major joints of the body when providing information about exercise programs.
  4. Identify the major bones, bony landmarks, major joints and major muscles when providing information about fitness testing and exercise programs.
  5. Use knowledge of the structure of skeletal muscle and the process of muscle contraction to plan and develop exercise programs.
  6. Apply knowledge of major muscles and their actions, and the role of the muscle during contraction, to select suitable exercises when planning exercise programs.
  7. Analyse common exercises to identify to clients, the joint action occurring, the muscle responsible and the type of contraction
  8. Discuss the interplay between muscle innervation and muscle contraction.
  9. Relate the oxidative capacity of different muscle fibres to different fitness activities.
  10. Describe ideal postural alignment and common pathological postures to fitness clients.
Describe the structure, growth and development of bone tissue and factors affecting growth to clients.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relate the type and the structure of joints to joint mobility, joint integrity and risk of injury when planning exercise programs and providing information to clients.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and describe the movements allowed at the major joints of the body when providing information about exercise programs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the major bones, bony landmarks, major joints and major muscles when providing information about fitness testing and exercise programs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use knowledge of the structure of skeletal muscle and the process of muscle contraction to plan and develop exercise programs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply knowledge of major muscles and their actions, and the role of the muscle during contraction, to select suitable exercises when planning exercise programs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse common exercises to identify to clients, the joint action occurring, the muscle responsible and the type of contraction

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss the interplay between muscle innervation and muscle contraction.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relate the oxidative capacity of different muscle fibres to different fitness activities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Describe ideal postural alignment and common pathological postures to fitness clients.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relate the structure and function of the cardiovascular system and respiratory system to fitness activities.

  1. Explain the structure and function of the cardiovascular system and the respiratory system when providing information to clients.
  2. Describe the process of gaseous transport and gaseous exchange occurring during fitness activities to clients.
  3. Explain the role of the cardio-respiratory system in the carrying, delivery and extraction of oxygen for muscle contraction and relate to exercise intensity.
  4. Investigate the oxygen demands of various fitness activities to identify the relationship between exercise intensity and the circulatory and ventilation responses.
  5. Relate the differences in individual respiratory volumes and basic circulatory responses, and the regulation of these physiological responses to the client's fitness levels.
Explain the structure and function of the cardiovascular system and the respiratory system when providing information to clients.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Describe the process of gaseous transport and gaseous exchange occurring during fitness activities to clients.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain the role of the cardio-respiratory system in the carrying, delivery and extraction of oxygen for muscle contraction and relate to exercise intensity.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Investigate the oxygen demands of various fitness activities to identify the relationship between exercise intensity and the circulatory and ventilation responses.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relate the differences in individual respiratory volumes and basic circulatory responses, and the regulation of these physiological responses to the client's fitness levels.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply knowledge of the structure and function of the nervous system to fitness activities.

  1. Describe the basic structure of the nervous system and its role in the control of movement and exercise to clients.
  2. Apply the process of excitation and conduction of nerve impulses during muscle contraction, when providing information about fitness activities.
  3. Explain the role of the sensory receptors during movement, in stretching and flexibility to clients.
  4. Explain to clients the relationship between the composition of motor units and motor unit innervation to the strength of muscle contraction, during fitness activities.
Describe the basic structure of the nervous system and its role in the control of movement and exercise to clients.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply the process of excitation and conduction of nerve impulses during muscle contraction, when providing information about fitness activities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain the role of the sensory receptors during movement, in stretching and flexibility to clients.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain to clients the relationship between the composition of motor units and motor unit innervation to the strength of muscle contraction, during fitness activities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply knowledge of the body's energy systems to exercise instruction.

  1. Explain the effect of exercise intensity on the energy substrate to clients during exercise instruction.
  2. Apply the limiting factors of the body's energy systems to the setting of exercise intensities when instructing fitness activities.
Explain the effect of exercise intensity on the energy substrate to clients during exercise instruction.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply the limiting factors of the body's energy systems to the setting of exercise intensities when instructing fitness activities.

Completed
Date:

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Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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:

knowledge and consistent application of relevant workplace policies and procedures.

knowledge and consistent application of safe work practices and the safe use of equipment according to Occupational Health and Safety regulations or requirements.

structure and functions of anatomy and physiology as they apply to fitness instructions.

basic anatomical terminology for the development of the fitness program, the performance of the exercise instructor and the provision of aftercare service and advice.

knowledge and consistent application of the principles of the body's systems as they apply to fitness.

applying knowledge of anatomy and physiology to analyse and identify client requirements and or needs and develop and record a fitness program including:

areas requiring special treatment

range of appropriate fitness instructions

review of previous exercise programs

applying knowledge of anatomy and physiology to evaluate the clients needs and requirements and to advise the client on future fitness instructions.

accurately and legibly recording relevant data.

Context of and specific resources for assessment

Assessment must ensure that the candidate:

demonstrates competency in the workplace or a simulated workplace environment in a range of situations which may include client interruptions and involvement in other related activities normally expected in the workplace. For further guidance on the use of an appropriate simulated environment, refer to the Assessment Guidelines in this Training Package

has access to relevant documentation, such as workplace policy and procedures manuals.

has access to a range of clients with different requirements.

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 the learner performing a range of tasks in a simulated work environment, over sufficient time to demonstrate his or her handling of a range of contingencies. Tasks may include:

identifying client characteristics and developing a fitness program according to client needs

performance of fitness instructions according to client requirements

providing advice on fitness activities according to client needs.

written and oral questioning or interview to assess knowledge and understanding of anatomy and physiology as it relates to planning and provision of exercise programs, including aftercare advice. Questions will be asked in a manner appropriate to the language and literacy level of the learner.

completing workplace documentation relevant to the provision of fitness instructions

third-party reports from experienced fitness professionals in the workplace.

completion of self-paced learning materials, including personal reflection and feedback from trainer or coach or supervisor.

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

SISFFIT304A Instruct and monitor fitness programs

Guidance information for assessment

Required Skills and Knowledge

Required skills

applying the structure and function of anatomy and physiology to the performance of fitness instructions.

literacy skills to source, read ,comprehend and apply relevant information on the anatomy and physiology of the human body in a fitness context.

communication skills required to translate information on the anatomy and physiology of the human body when providing advice, responding to questions and providing information and reassurance to the client.

Required knowledge

Occupational Health and Safety regulations and requirements.

workplace policies and procedures in regard to the performance of fitness instructions

terminology of anatomy and physiology as it relates to fitness.

anatomy and physiology in relation to fitness, including:

the structural levels of organisation in the study of anatomy and physiology

the functions of the internal transportation systems of the body

the gas exchange that occurs within the respiratory system

role of the nervous system

role of the skeletal system

role of the muscular system

body systems in regard to their interdependence and purpose in relation to a healthy body and their relationship to the muscles and nerves:

skeletal and muscular, including muscle contractibility and motor points

lymphatic, digestive, respiratory, and circulatory systems

the appearance and management of contra-indications and adverse effects.

Range Statement

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.

Relevant anatomical and physiological terminology must include:

definitions of anatomy and physiology

anatomical terminology

tissue types

global and local muscular systems:

functions

types and classifications

disorders of muscular systems

nervous system:

functions

anatomy of nervous system

nerves

reflex arc

disorders of the nervous system

skeletal system:

function

types of bones

gross and microscopic anatomy

disorders of skeletal system

circulatory system:

heart anatomy

functions

circulation pathways

blood vessels

blood

disorders of the circulatory system

respiratory system:

functions

anatomy

mechanics of breathing

disorders of respiratory system

lymphatic system:

function

anatomy

disorders of lymphatic system

endocrine system:

function

anatomy.

The structural levels of organisation may include

the human cell

human tissues

body organs

body systems.

The development of a fitness program must include but is not limited to:

frequency and duration

techniques

equipment

contra-indications

relevant medical history and or medications

outcomes of previous exercise programs.

Contra-indications may include but are not limited to:

disorders of the:

skeletal system

muscular system

nervous system

circulatory system

respiratory system

lymphatic system.

Medical and allied health professional may include:

sports physician

sports doctor

general practitioner

physiotherapist

accredited exercise physiologist

occupational therapist

remedial massage therapist

chiropractor

osteopath

accredited practising dietician

podiatrist

psychologist

aboriginal health worker.

Fitness advice may include but is not limited to:

lifestyle changes

additional fitness activities

The relevant functions of the body's systems may include:

circulatory

lymphatic

respiratory

nervous

skeletal

muscular.

The performance of fitness instructions may include but is not limited to:

one-on-one

small group

electronic.