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← Recreation Leadership

REC3070 Fitness Instruction Leadership Principles

Advanced · 1 credit · HRH - Health, Recreation, and Human Services

Description
Students learn the components of fitness and apply them to the design of various fitness and exercise classes for apparently healthy individuals. Students will develop their own leadership styles and practice effective communication techniques for leadership in a group exercise setting.
Prerequisite
HSS1020: Nutrition & Wellness REC3040: Training & Conditioning
Parameters
Access to a fitness facility and to instruction from an individual who has met the training requirements of Fitness Alberta. Note: This course is listed within a credentialed pathway. Please refer to the CTS Credentialed Pathways document on the Alberta Education website for more information.
Supporting courses
HSS1030: Communication Skills for Health Professionals

Outcomes The student will:

  • 1 evaluate fitness instruction leadership principles specific to the Alberta Fitness Leadership Certification Association (AFLCA)

    • 1.1 identify basic principles of fitness leadership

    • 1.2 list seven philosophies of fitness leadership

    • 1.3 describe the roles and responsibilities of a fitness leader

    • 1.4 state the importance of maintaining emergency and standard first aid/CPR certification

    • 1.5 summarize personal qualities and skills that research indicates help people meet the demands of a leadership role in a recreation setting

    • 1.6 summarize leadership strategies useful in the role of health educator

    • 1.7 summarize leadership strategies useful for the promotion of wellness

    • 1.8 identify leadership styles associated with situational leadership

    • 1.9 justify leadership styles in various situations, being sure to:

      • 1.9.1 prepare a list of tips for fitness leaders to consider when choosing a leadership style

      • 1.9.2 apply the instructional leadership styles to situations in fitness leadership

    • 1.10 analyze his or her own leadership skills and personal leadership style

  • 2 demonstrate communication skills related to fitness leadership

    • 2.1 demonstrate elements of effective communication

    • 2.2 summarize the characteristics of children, teens and adults as clients in a fitness or activity setting

    • 2.3 demonstrate verbal and nonverbal skills

    • 2.4 explain the impact of nonverbal components of communication on the delivery of a group exercise program

    • 2.5 demonstrate methods for creating and maintaining interest when communicating as a fitness leader

    • 2.6 distinguish between effective and efficient communication with client participants

    • 2.7 demonstrate techniques for maintaining effective communication in a fitness exercise setting

    • 2.8 access the communication skills of effective fitness leaders

    • 2.9 demonstrate effective questioning skills using different types of questions

    • 2.10 demonstrate how and when to use questioning skills as a fitness class leader

    • 2.11 demonstrate how and when to give and request feedback as a fitness class leader

  • 3 demonstrate effective strategies for helping clients change to achieve and maintain a healthier lifestyle for apparently healthy individuals

    • 3.1 explain current Canadian perspectives and statistics related to health behaviours, such as physical activity and exercise motivation, including reasons for a lack of participation in physical fitness activities and programs

    • 3.2 define the term self-efficacy

    • 3.3 analyze factors that contribute to the exercise identity of clients, including:

      • 3.3.1 fitness belief

      • 3.3.2 exercise motive image

      • 3.3.3 athletic image

      • 3.3.4 fitness goals

      • 3.3.5 gender image

    • 3.4 assess personal fitness identity

    • 3.5 describe the profile of an adult learner

    • 3.6 summarize the principles of a participant-centered approach to learning

    • 3.7 summarize the types and effective uses of needs assessments

    • 3.8 justify the reasons for goal-setting as an effective tool for promoting change to healthier lifestyle choices

    • 3.9 describe the stages of behaviour change based on the Stages of Change model (Prochaska and DiClemente), including:

      • 3.9.1 pre-contemplation

      • 3.9.2 contemplation

      • 3.9.3 preparation

      • 3.9.4 action

      • 3.9.5 maintenance

      • 3.9.6 termination

    • 3.10 describe the processes associated with movement between stages

    • 3.11 recommend strategies for promoting change with clients at each stage of the change model to help them create a healthier lifestyle

    • 3.12 recommend strategies for motivating and empowering class participants and clients

  • 4 analyze the components of fitness

    • 4.1 define components of fitness, including:

      • 4.1.1 cardiovascular endurance

      • 4.1.2 muscular strength

      • 4.1.3 muscular endurance

      • 4.1.4 flexibility

    • 4.2 define fitness-related terms, including:

      • 4.2.1 aerobic oxygen consumption

      • 4.2.2 maximum oxygen consumption

      • 4.2.3 body composition

      • 4.2.4 maximum aerobic power

      • 4.2.5 maximum aerobic capacity

      • 4.2.6 FITT principle (frequency, intensity, time, type)

    • 4.3 differentiate between physical health and physical fitness

    • 4.4 differentiate between performance-related fitness and health-related fitness

    • 4.5 describe ways single bouts of exercise can reduce stress, including:

      • 4.5.1 providing a distraction

      • 4.5.2 providing a perception of personal control

      • 4.5.3 reducing anxiety and depression

      • 4.5.4 providing opportunities for social interaction

      • 4.5.5 causing physiological changes, including the release of endorphins

    • 4.6 describe risk factors for health that cannot be modified

    • 4.7 describe lifestyle choices that can be modified to reduce the risk of health problems

    • 4.8 explain the benefits of balanced muscle strength

    • 4.9 explain how muscular endurance impacts posture

    • 4.10 identify means of promoting weight loss

  • 5 demonstrate principles of stretching

    • 5.1 differentiate between stretching and flexibility

    • 5.2 describe the stretch and myotatic reflex of the muscle

    • 5.3 list the benefits of flexibility for active living and physical activity

    • 5.4 list factors that limit flexibility

    • 5.5 demonstrate passive and active stretching

    • 5.6 demonstrate static flexibility, ballistic stretching and proprioceptive neuromuscular facilitation (PNF) stretching

  • 6 demonstrate techniques for health screening and health education

    • 6.1 explain fitness concepts related to blood pressure by:

      • 6.1.1 identifying normal ranges for systolic and diastolic blood pressure

      • 6.1.2 describing hypertension

      • 6.1.3 explaining how blood pressure responds to exercise

    • 6.2 explain the importance of screening for health status

    • 6.3 describe the purpose of health screening prior to adopting physical activity

    • 6.4 demonstrate when and how to use the Physical Activity Readiness Questionnaire (PAR-Q) available from the Public Health Agency of Canada, and state when the Physical Activity Readiness Medical Examination (PAR-Med-X) is used

    • 6.5 demonstrate how to manage non-compliance with PAR-Q requirements

    • 6.6 explain the physical activity guide to various individuals interested in increasing their physical activity levels

  • 7 design a fitness program for apparently healthy individuals

    • 7.1 explain physical training principles, including:

      • 7.1.1 goal of adaptability

      • 7.1.2 cost of physical activity

      • 7.1.3 specificity

      • 7.1.4 progressive overload

      • 7.1.5 training threshold

      • 7.1.6 ceiling effect

      • 7.1.7 rest and recovery

      • 7.1.8 reversibility

    • 7.2 plan and lead a fitness class or workout session, including all of the following components:

      • 7.2.1 justifying a choice of exercises based on FITT principles

      • 7.2.2 describing the interrelationship among intensity, duration and frequency

      • 7.2.3 monitoring the level of intensity of the exercise

      • 7.2.4 explaining the physiological responses to each component of the class or workout session

    • 7.3 evaluate the effectiveness of the class or workout session

    • 7.4 plan a program using the AFLCA process-driven approach and standards for program planning, including plans for:

      • 7.4.1 ensuring a positive climate

      • 7.4.2 assessing the needs and interests of participants

      • 7.4.3 determining goals and objectives for the activities and program

      • 7.4.4 designing and delivering activities

      • 7.4.5 evaluating activities and progress of participants

  • 8 demonstrate basic competencies

    • 8.1 demonstrate fundamental skills to:

      • 8.1.1 communicate

      • 8.1.2 manage information

      • 8.1.3 use numbers

      • 8.1.4 think and solve problems

    • 8.2 demonstrate personal management skills to:

      • 8.2.1 demonstrate positive attitudes and behaviours

      • 8.2.2 be responsible

      • 8.2.3 be adaptable

      • 8.2.4 learn continuously

      • 8.2.5 work safely

    • 8.3 demonstrate teamwork skills to:

      • 8.3.1 work with others

      • 8.3.2 participate in projects and tasks

  • 9 create a transitional strategy to accommodate personal changes and build personal values

    • 9.1 identify short-term and long-term goals

    • 9.2 identify steps to achieve goals

Program of Studies 2022. Source document, © Alberta Education.