Apply basic exercise science to exercise instruction Evidence Guide

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Evidence Guide: SRFFIT005B - Apply basic exercise science to exercise instruction

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!

From the Wiki University

SRFFIT005B - Apply basic exercise science to exercise instruction

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

Use anatomical terminology and descriptions of the musculoskeletal structure of the body when instructing clients

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

Apply the components of fitness and the function of the body systems to common fitness activities

Completed
Date:

Teacher:

Evidence:

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

Completed
Date:

Teacher:

Evidence:

Relate the location and function of the major bones of the upper and lower extremities and axial skeleton to movement when instructing clients

Completed
Date:

Teacher:

Evidence:

Relate the structure and function of the major joints of the body to exercise to movement when instructing clients

Completed
Date:

Teacher:

Evidence:

Relate the gross structure of skeletal muscle and its relationship to movement to movements when instructing clients

Completed
Date:

Teacher:

Evidence:

Relate major muscles and their prime moving movements at major joints in the body to movement when instructing clients.

Completed
Date:

Teacher:

Evidence:

Relate the neural control of skeletal muscle contraction to movement when instructing clients

Completed
Date:

Teacher:

Evidence:

Relate basic types of neural feedback involved in the coordination of movement to movement when instructing clients

Completed
Date:

Teacher:

Evidence:

Measure and relate the relationship between muscle size and strength to movement when instructing clients

Completed
Date:

Teacher:

Evidence:

Explain the basic structural adaptations to musculoskeletal tissue that occur as a result of fitness training to clients

Completed
Date:

Teacher:

Evidence:

Relate the functioning of the cardio-respiratory system to exercise instruction

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

Identify and explain the structure and function of the various parts of the cardio-respiratory system, related to exercise to clients

Completed
Date:

Teacher:

Evidence:

Relate the process of transport and exchange of oxygen and carbon dioxide during exercise to fitness outcomes when instructing clients

Completed
Date:

Teacher:

Evidence:

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

Completed
Date:

Teacher:

Evidence:

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

Completed
Date:

Teacher:

Evidence:

Compare the oxygen demands for various fitness activities

Completed
Date:

Teacher:

Evidence:

Explain the physiological adaptations of the cardio-respiratory system as a result of fitness training to clients

Completed
Date:

Teacher:

Evidence:

Recognise and use symptoms and effects of specific muscular fatigue and blood lactate accumulation during muscle endurance activities to adjust exercise intensity

Completed
Date:

Teacher:

Evidence:

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

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

Explain the effect of exercise intensity on the energy substrate to clients during fitness 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:

Teacher:

Evidence:

Use a knowledge of the lever systems of the human body and resistance equipment to set safe and effective exercise intensities

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

Use the common terms used to qualify the basic principles of biomechanics when instructing fitness activities

Completed
Date:

Teacher:

Evidence:

Identify and explain the basic lever systems in both anatomical and mechanical lever systems to clients

Completed
Date:

Teacher:

Evidence:

Use the lever systems in the human body and their role in movement and stability to provide safe and effective exercises for clients

Completed
Date:

Teacher:

Evidence:

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

Completed
Date:

Teacher:

Evidence:

Take into account the effect of changes in lever length on muscle force output in both anatomical and mechanical lever when instructing fitness activities

Completed
Date:

Teacher:

Evidence:

Demonstrate and apply an understanding of the factors that motivate people to commence and stay with a long term fitness program

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

Recognise and use the factors that encourage people to adhere to exercise programs when instructing clients

Completed
Date:

Teacher:

Evidence:

Recognise and apply common reasons for discontinuation of fitness programs when setting program guidelines

Completed
Date:

Teacher:

Evidence:

Discuss habits, lifestyle, family situation, likes and dislikes which might be relevant to writing an appropriate exercise program with the client

Completed
Date:

Teacher:

Evidence:

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

Completed
Date:

Teacher:

Evidence:

Direct clients to understand and overcome their own barriers to the continuation of an exercise program

Completed
Date:

Teacher:

Evidence:

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

Completed
Date:

Teacher:

Evidence:

Take into account people's idiosyncrasies and behavioural patterns and industry standards when instructing clients

Completed
Date:

Teacher:

Evidence:

Assessed

Teacher: ___________________________ Date: _

Signature: ________________________________________________

Comments:

Instructions to Assessors

Evidence Guide

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.

Required Skills and Knowledge

Not applicable.

Range Statement

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

NTISthis.com

Evidence Guide: SRFFIT005B - Apply basic exercise science to exercise instruction

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

SRFFIT005B - Apply basic exercise science to exercise instruction

Use anatomical terminology and descriptions of the musculoskeletal structure of the body when instructing clients

Relate the functioning of the cardio-respiratory system to exercise instruction

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

Use a knowledge of the lever systems of the human body and resistance equipment to set safe and effective exercise intensities

Demonstrate and apply an understanding of the factors that motivate people to commence and stay with a long term fitness program

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _