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skilled growing to subsist pains are anything activity practitioners maintain experienced for decades. The challenges, frustrations, and disappointments of an underdeveloped career may moreover subsist demoralizing every now and then. besides the fact that children regularly elaborate to admire, advances within the undertaking career were powerful through the years; and most currently, a number of principal tendencies inside the field maintain supplied alternatives to celebrate.
A career exists when positive situations are in vicinity, namely:
For the past three years, ACSM's college Connection (UC) has offered faculties and universities the occasion to advocate graduate and undergraduate curriculum based on the advantage, potential, and odds (KSAs) of the exercise expert® and/or fitness fitness teacher® certifications. up to now, approximately 10 graduate and 70 undergraduate classes maintain develop into UC counseled. With the fresh construction (in Spring 2004) of the Committee on Accreditation for the exercise Sciences (CoAES) under the commission on Accreditation of Allied fitness education programs (CAAHEP), tutorial standardization from an purpose third party company has whirl into a more positive and business-favourite alternative for schools and universities. with a purpose to strongly assist the evolving exercise profession, ACSM's Committee on Certification and Registry Boards (CCRB) is providing incentives for UC programs to transition to CoAES accreditation. Furthering this commitment to both CoAES and CAAHEP, CCRB has introduced that it will no longer present UC endorsement soar December 30, 2007 (functions for UC-recommended courses maintain been no longer authorised after April 2006). tutorial associations might subsist encouraged to maintain their curriculum CoAES approved at the master's (medical undertaking Physiologist and/or utilized pastime Physiologist tracks) and/or bachelor's (exercise Science music for the fitness skilled) stages. This captious building is expected to propel the endeavor occupation strongly forward and plot the exercise practitioner competitively with other training professions (e.g., nursing, actual therapy, athletic working towards).Examination Credibility:
Heard so frequently-ACSM certifications maintain lengthy been identified as the gold customary in the fitness and health trade. exercise specialists possessing ACSM credentials pomp a even of competency it is effortlessly defined through particular KSAs and broadly understood within the market. besides the fact that children many practitioners might moreover possess refined ability units, with out an aim, unbiased, and validated assessment process, these abilities exist without trade credibility.
As professionals maintain develop into more and more privy to the value of validating their skill sets through the certification system, so too maintain credentialing their bodies become greater privy to the significance of validating their respective credentials (and credentialing approaches) via purpose, third celebration comparison. From examination construction via examination start, ACSM invests outstanding time, power, and elements into making unavoidable their certifications meet the very best quality specifications. ACSM will soon know the course its certifications measure up to third celebration scrutiny.
ultimately writing during this column, I mentioned that ACSM's CCRB was aggressively in the hunt for accreditation of its examinations in the course of the country wide commission for Certifying businesses (NCCA). i am delighted to broadcast that they these days acquired NCCA accreditation for ACSM's licensed own TrainerSM. special because of Mike Niederpruem, ACSM director of Certification; Neal Pire, chair of the ACSM licensed own TrainerSM credentialing committee; and his group for the wonderful amount of work that went into making this credential well-known for NCCA application. As encouraging, subsequent to CCRB conferences in Indianapolis this past iciness, any credentialing teams maintain dedicated to having their respective examinations (i.e., ACSM fitness fitness teacher®, ACSM exercise specialist®, and ACSM Registered clinical activity Physiologist®) submitted to NCCA for accreditation before yr-conclusion. i am hopeful that I could subsist able to broadcast that they now maintain met this direct in a future column.Advocacy:
ACSM has identified the "development of the health and pastime profession" as one in any its long-term strategic priorities. no doubt, ACSM has executed much to promote the growth of the activity career over the terminal three decades. The actions mentioned above are examples of ACSM's role in proposing a fertile atmosphere for the activity profession to advance. Most recently, ACSM has taken a proactive and visible position in advocating for issues involving their profession. on the federal stage, ACSM (along with different expert companies, such because the American association of Cardiovascular and Pulmonary Rehabilitation and the American college of Cardiology) has provided public remark to proposed adjustments to the centers for Medicare and Medicaid features' countrywide coverage policy for cardiac rehabilitation. at the situation stage, ACSM has formally counseled Massachusetts legislations helping the licensure of the scientific exercise physiologist (HB 3950). increased law regarding the undertaking profession is expected in the upcoming years (on the time of this writing, law in Georgia is being written to license personal trainers). ACSM definitely knows its maintain an repercussion on as an trade leader and its organizational accountability to circulate forward cautiously on concerns regarding public policy.
What should not subsist omitted, youngsters, is the particular person responsibility of each and every of us to create their expert group. through the efforts of so many committed volunteers, a framework for professionalism exists. What maintain you completed to promote the growth of your occupation? captious first steps are to develop into ACSM credentialed and to motivate your colleagues to finish the identical. best throughout the concerted efforts of certified individuals coming collectively in a united front will their career strengthen. finish your half!
ACSM-CPT Genius is the most effective “licensed very own coach” prep app that you just need. This utility is designed to wait on professionals occupy a deeper seem at the particular knowing to deliver counsel and strength to steer a suit culture. It measures your growth in a lucid and clever method to motivate you to subsist taught directly. These questions are simulated by means of the licensed very own Trainers who've passed their ACSM-CPT exam with flying colours.classes:1. initial client session and Assessment2. pastime Programming and Implementation3. exercise leadership and customer Education4. prison, knowledgeable, enterprise and marketing
flip your fervor for health into verisimilitude by course of fitting a certified own coach. you'll whirl into a professional trainer who can correctly design and allot in favor activity application for match people or those that maintain clinical clearance to undertaking.The distinctive selection questions during this software are designed to cater to the layout added through the ACSM®, which might subsist scientifically and clinically confirmed. every question during this App is paired with a transparent and insightful explanation that gives a full realizing of the ideas. This application is designed replicating the method it really is used through the ACSM. It uses clever scientific engineering that permits you to result questions whereas saving your time and energy. ACSM-CPT prep App will back you profit competencies that with a view to successfully bridge the pocket between your training and the functional application of those advantage.
Key aspects:• Two contemplate at Modes: Flashcard and result check• unavoidable antecedent of each and every question• comments: discourse with the ACSM-CPT experts
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Personal fitness training services are offered in nearly any health/fitness facilities. Concerns regarding the quality of those services maintain existed for several years, for example, what educational credentials and/or certifications should personal fitness trainers possess, and should they subsist licensed before practicing personal fitness training. Efforts to attend to some of these concerns maintain been addressed. For example, in addition to offering certifications for personal fitness trainers, organizations such as the American College of Sports Medicine (ACSM), National strength and Conditioning Association, and many others maintain obtained accreditation for their certifications through accrediting groups such as the National Commission for Certifying Agencies (NCCA) (12). In addition, academic programs in personal fitness training and exercise science moreover can obtain accreditation through the Commission on the Accreditation of Allied Health Education Programs (5). Some states moreover are proposing licensure for personal fitness trainers (6). They believe that any of these efforts maintain resulted in enhancing standards for the personal fitness training profession, but more quiet needs to subsist accomplished.
Often, employers will hire a personal fitness trainer if he/she possesses a personal fitness trainer certification that is accredited by NCCA or some other accrediting body, assuming that such certification qualifies him/her for the job. Although passing a certification examination that is accredited has raised the bar for entry into the field of personal fitness training, it is well-known to realize that the preparation an individual receives before sitting for these certification examinations often is limited, for example, attending a 1-day workshop and reviewing self-study materials.
We believe that personal fitness trainers should not only develop excellent pedagogical (teaching) skills - a key function/responsibility of personal fitness training - but moreover maintain their practical skills (i.e., their ability to safety and effectively apply theory of safe principles of exercise) adequately evaluated before becoming a personal fitness trainer. To wait on develop these specific skills, a pilot program was implemented at the University of South Florida (USF) called USF proper (FIT) for exercise science majors.
The proper program was implemented as a service-learning occasion that represented the major project in one of the required senior-year professional progress courses in the undergraduate Exercise Science program - PET 4406 Individualized Fitness/Wellness Programming. Service learning has been defined as "a teaching/learning method that connects meaningful community service experiences with academic learning, personal growth, and civic responsibility" (4[p4]). Service-learning projects maintain been shown to subsist effective in helping students achieve well-known learning outcomes (13).
FIT was developed on the premise of service-learning theory that students' learning experiences would subsist enhanced as they are provided opportunities to participate in and respond to real-life personal training situations within a well-supervised teaching/learning environment. In this program, students were immersed in the underlying theory of personal training through class lecture/activities and, at the selfsame time, were provided opportunities for direct application of their knowledge, skills, and abilities (KSAs) through personal training actual clients - USF College of Education (COE) faculty and staff members - in the USF Campus Recreation Center. Implementing this pedagogical approach moreover provided opportunities for the students to apply what they erudite in course work previously taken (e.g., exercise physiology, biomechanics, fitness testing/prescription, strength and conditioning, and program planning and evaluation) as well as to wait on prepare them for their full-time internship the following semester and future jobs. The proper program took plot in the topple semester, along with three other courses, before the full-time internship course in the spring semester.
The purpose of this article is to recount the specific program planning steps and procedures of the proper program so that other professionals will maintain the necessary information to replicate such a program. Although implemented in an academic setting, several aspects of the program can subsist applied to personal fitness trainers and coordinators/managers who work in health/fitness facilities as described later in the article.
While developing the goals and learning objectives for the program, it was captious to focus on student learning outcomes that would wait on students acquire both pedagogical and practical skills. The three major goals of proper (4) were as follows:
Recruitment and selection - before the soar of the semester, a mass email was sent to potential clients (USF COE employees) describing the proper program as well as enrollment and eligibility requirements and the like. The subsequent procedures were followed to determine the eligibility of respondents and then, once selected, match them with student trainers:
Although the student trainers were not directly involved in the recruitment and selection processes, they did participate in classroom simulations of these well-known preactivity health screening procedures as a partake of the course content. The course was designed for students to meet 2 days per week. Each day, the class met for 90 minutes and incorporated the following format each week throughout the semester:
The program design involved establishing the course activities for an 11-week age as described next.Week 1: Initial Consultation and Pre-Health/Fitness Assessments
In the initial consultation, student trainers conducted an informal physical activity inventory (verbal interview) format. Questions from this inventory addressed such things as client's goals, barriers to exercise, and activity preferences. In addition, clients were given the occasion to read and inquire questions before signing an Assumption of Risk and Waiver of Liability (7). Then, the student trainers reviewed the pretest instructions for the testing protocols, answered any questions from their client, and established the appointment for the pre-health/fitness assessment.
Next, student trainers reviewed an Informed Consent for Exercise Testing (11) and obtained their clients' signatures before conducting the pre-health/fitness assessments. Pre-health/fitness assessments included tests to assess resting measures, burly strength, burly endurance, flexibility, carcass composition, and cardiorespiratory endurance.
Because laws vary from situation to state, it is well-known for personal trainers to understand that protective legal documents (e.g., express assumptions of risks, waivers, and informed consents) must first subsist reviewed by a knowledgeable lawyer. For example, the protective legal documents for the proper program were reviewed and edited by USF's legal counsel's office before implementation. The importance of incorporating such protective legal documents in personal fitness training programs was covered in the classroom discussions.Weeks 2 to 10: Personal Fitness Training Sessions
For 9 weeks, student trainers met with their client twice each week (total of 18 sessions) for 50- to 60-minute personal training sessions. One of these sessions occurred during class time, and the other was established at the convenience of both the student trainer and client. To meet national recommendations regarding exercise frequency (10), clients were encouraged to comprise a third exercise session during the week on their own time.
Because personal fitness trainers maintain similar roles and responsibilities to those of teachers, it is well-known for personal fitness trainers to develop conducive teaching or pedagogical skills. Therefore, various teaching methods were incorporated into the proper program. To wait on ensure a valuable and productive "teaching-learning" suffer (16), student trainers were required to develop individual exercise plans before each session (1,15). The progress of a written exercise design (Figure 2) for each training session was an integral partake of the educational process.
Each exercise design was submitted to the course instructor for review and feedback before each exercise session. This review/feedback process is helpful in the progress of pedagogical skills (15,16). This process focused primarily on ensuring that student trainers acknowledged the health/fitness goals of their clients through the established objectives as well as the proper selection and placement of activities/exercises within the exercise plan. This process became less time consuming for the course instructor as student trainers progressively erudite to adapt their clients' exercise plans for maximum efficiency and effectiveness. Additionally, the student trainers were continually supervised by and received ongoing feedback from the course instructor during the actual training sessions to wait on ensure student trainers were properly applying safe and effective principles of exercise and accommodating client needs and/or limitations as well as using effective teaching methods.
In addition to preparing exercise plans for each session, it was well-known to integrate reflection into this service-learning suffer (1). There are several strategies that can subsist identified as contributing to reflection, for example, learning partners, self-assessment, and learning journals (3). A self-assessment approach was used in the proper program to wait on student trainers critically deem about the attainment of their exercise KSAs as well as their evaluation and pedagogical skills. This involved having them complete a reflection figure (Figure 3) after each training session. The process enabled the student trainers to immediately recognize the value of preparation in providing an effective exercise plan/training session for their clients as well as to address challenges/issues that occurred and merit adjustments for future exercise plans.
The students submitted their reflection forms after each exercise session to the course instructor to obtain feedback on their reflection skills. This feedback helped students prepare more in-depth reflections toward the cessation of the proper program than they did at the soar of the program.Week 11: Post-Health/Fitness Assessments, Celebration of Accomplishments, and Course Evaluations
Upon completion of the 9 weeks of personal fitness training sessions, student trainers conducted post-health/fitness assessments that consisted of the selfsame testing protocols that were used in the pre-health/fitness assessments. Once completed, student trainers analyzed the predata and postdata, prepared a final assessment results report indicating improvements their client had made, and discussed the data/results with their clients. Although recognition and acknowledgement of clients' progress took plot regularly throughout the program, a final celebration of goals/accomplishments was held, and each client received a certificate of completion and a workout towel embroidered with the proper logo.
Students completed a traditional university course evaluation figure at the cessation of the semester. For the overall quality of the course, the carry weight score was 4.21 on a scale of 5 (excellent) and 1 (poor). Generally, comments on these evaluations were very positive such as the class was "a powerful experience" and "it helped augment erudition and assurance with personal training and exercise prescription." Several students moreover commented that the course work involved a powerful deal more time when compared with other courses.STEP 3 - EVALUATION OF FIT
The results of a comprehensive evaluation of the proper program maintain been previously published (4). This evaluation involved gathering and analyzing both quantitative and qualitative data obtained from the student trainers and the clients. It moreover consisted of both formative (ongoing during the program) and summative (end of the program and 6 months after the program) components. Formative evaluation took plot in the figure of a survey at 3 weeks, as well as various techniques used throughout the program as described in this article (e.g., feedback on exercise plans and reflection forms).
One of the purposes of the summative evaluation was to determine if the student learning objectives of the proper program (Table 1) had been achieved. Therefore, 6 months after the proper program (i.e., 2 months after completion of the students' full-time spring semester internship), students were sent a survey to evaluate the proper program. The quantitative results presented in Table 2 indicated that the proper program was successful in achieving the learning objectives. The survey moreover involved gathering qualitative data, for example, students were asked the following question: recount how the proper program prepared you for your internship and/or professional career. Some of the most common answers to this question are provided in Table 3.
TABLE 3APPLICATIONS TO PERSONAL FITNESS TRAINERS AND FITNESS COORDINATORS/MANAGERS
Although proper was implemented in an academic setting for an entire semester and designed for students preparing to enter the profession as a full-time professional, the various components of proper can subsist adapted to profit personal fitness trainers as well as fitness coordinators/managers that maintain the responsibility and oversight of personal fitness training services offered in their facilities.
Personal fitness trainers can deem completing exercise plans and reflection forms using the samples presented in Figures 2 and 3 as one course to enhance their pedagogical and training skills. These strategies can subsist profitable by
Documentation is a "key" risk management strategy (9). For example, if a client complains about experiencing knee pain, this could subsist recorded on the reflection figure as well as what was recommended by the trainer, for example, advising the client to merit an appointment with his/her physician for diagnosis and treatment.
Fitness coordinators/managers can design a training and education program similar to proper for newly hired personal fitness trainers and/or for individuals who would love to become personal fitness trainers (trainees). The credentials of the instructor who would educate the course are important. For example, the instructor should possess a degree in exercise science (or related area); subsist an experienced and successful personal fitness trainer; and maintain conducive organization, communication, and evaluation skills as well as a genuine fervor for teaching and helping others become successful.
The design of the program will likely subsist different. The course may subsist shorter (perhaps 8 to 10 weeks) and would entail a smaller number of student trainers or trainees, (perhaps 4 to 6). To establish the goals, learning objectives, and course content, it will subsist necessary for the course instructor to assess the even of KSAs of the trainees before the program so that the program is then designed to meet the needs of the trainees.
Although the design and content may subsist different from the proper program, many of the pedagogical strategies described in this article could easily subsist included. For example, the exercise plans and reflection forms could subsist used as previously described, and the course instructor could observe trainees while working with clients to provide feedback from both training and pedagogical perspectives. Of course, it will subsist well-known to communicate upfront with clients who enroll in the program that the personal fitness training they will receive is being provided by trainees with oversight from the course instructor.
Another profit for fitness coordinators/managers for implementing a program love proper at their facilities is that the course moreover can comprise instruction on the philosophy and policies of the personal fitness training program at that facility, resulting in the trainees understanding their roles and responsibilities upon hiring and what the facility considers as well-known traits of quality personal fitness trainers. Fitness coordinators/managers moreover may want to involve their experienced and successful personal fitness trainers as teaching assistants in this course where they could serve in a mentoring role. This may subsist a conducive course to retain these individuals and recognize them for their contributions to the facility's personal fitness training program.CONCLUSIONS
The success of any educational program can subsist generally determined by how well the program met its established goals and learning objectives. Based on the results from the evaluation, the proper service-learning program was successful (4). This educational training program implemented as a service-learning occasion not only bridged the gap between theory and practice for student personal trainers but moreover provided an excellent teaching/learning environment with direct hands-on experiences for them, allowed for regular evaluation and feedback regarding their practical skills, and emphasized the importance of developing well-known pedagogical skills necessary in the preparation of quality personal fitness trainers.
Because of the success of this pilot program, USF's exercise science program has permanently incorporated proper into its curriculum and will continue to measure its effectiveness on well-known student learning outcomes. It is likely that academic programs as well health/fitness facilities are using pedagogical approaches similar to FIT; however, the prevalence of these programs is unknown. Future research is needed not only to investigate how prevalent these programs are but moreover to determine if the effectiveness of these programs has been measured.CONDENSED VERSION AND BOTTOM LINE
Quality personal fitness trainers are a much needed commodity in their field today to wait on ensure that clients are receiving safe and effective programs. Attainment of a personal fitness trainer certification, although important, may not subsist adequate to prepare a personal fitness trainer for his/her many responsibilities. It is the ultimate responsibility of fitness coordinators/managers that maintain oversight of personal fitness training services to ensure that the personal fitness training services provided in their facilities are safe and effective. Academic programs that present exercise science programs (or related areas) moreover maintain a responsibility to ensure that graduates possess the necessary skills to become successful practitioners. By incorporating the proper program planning steps and educational strategies presented in this article, any academic program or health/fitness facility can start to gleam the many benefits of an effective educational program that focuses on "educating and training the personal fitness trainer."References 2. American College of Sports Medicine. Preparticipation Health Screening and Risk Stratification. In: Whaley MH, editor. ACSM's Guidelines for Testing and Prescription. 7th ed. Philadelphia (PA): Lippincott Williams and Wilkins; 2006. 3. Boud D, Knight S. Designing courses to promote reflective practice. Res Dev towering Educ. 2004;16:229-34. 4. Brathwaite A, Eickhoff-Shemek J. Preparing quality personal trainers: a successful pilot program. Exerc Standards Malpract Rep. 2007;21(2):25-31. 5. Commission on Accreditation of Allied Health Education Programs. Committee on Accreditation for the Exercise Sciences [Internet]. 2008 [cited 2008 Feb 12] Available from: http://www.coaes.org/. 6. Eickhoff-Shemek JM, Herbert DC. Is licensure in your future? Issues to deem partake 2. ACSMs Health proper J. 2008;12(1):36-8. 7. Cotten DJ, Cotten MB. Waivers & Releases of Liability. 4th ed. Statesboro (GA): Sport Risk Consulting; 2004. 8. Earle RW, Baechle TR, editors. NSCA's Essentials of Personal Training. Champaign (IL): Human Kinetics; 2004. 9. Eickhoff-Shemek JM, Herbert DL, Connaughton DP. Risk Management for Health/Fitness Professionals: Legal Issues and Strategies. Baltimore (MD): Lippincott Williams & Wilkins; 2008. 10. Heskell WL, Lee IM, Pate RR, et al. Physical Activity and Public Health: Updated Recommendation for Adults from the American College of Sports Medicine and the American Heart Association. Med Sci Sports Exerc. 2007;39(8):1423-34. 11. Herbert DL, Herbert WH. Legal Aspects of Preventive, Rehabilitative and Recreational Exercise Programs. 4th ed. Canton (OH): PRC Publishing Inc; 2002. 13. Poulsen S. Learning is the Thing: Insights Emerging From a National Conference on Service-Learning, School Reform, and Higher Education. Roseville (MN): National Youth Leadership Council; 1994. 14. Stukas AA, Clary EG, Snyder M. Service-learning: who benefits and why. Soc Policy Rep. 1999;13(4):1-23. 15. Tyler RW. Basic Principles of Curriculum and Instruction. Chicago (IL): University of Chicago Press; 1949. 16. Zahorik JA. The outcome of planning on teaching. Elem Sch J. 1970;74(3):143-51. Keywords:
Personal Fitness Training; Educational Training Programs; Program Planning; Exercise Plans/Lesson Plans; Student Reflection© 2009 American College of Sports Medicine Source
ACSM's Health & Fitness Journal13(2):8-15, March-April 2009.Article Keywords
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Body-weight training ranks towering in personal trainer trends.
Trends in fitness are just as difficult to withhold up with as trends in fashion. They are usually more complex, too. It's crucial that personal trainers wait up to date with trends to ensure that clients are getting the best training possible and the most bang for their buck. Trends commonly comprise current concerns of personal trainers as well as what types of exercises are growing in popularity.
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