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REC3100 Fitness Leadership For The Older Adult

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

Description
Students apply knowledge of the musculoskeletal system, basic biomechanics, basic training and conditioning principles and fitness leadership principles to lead fitness classes for apparently healthy older adults.
Prerequisite
REC3010: Human Movement REC3070: Fitness Instruction Leadership Principles
Parameters
Access to a fitness facility or seniors’ housing facility that offers programs for older adults or has a clientele base of older adults and to instruction from an individual that has met the training requirements of the Alberta Fitness Leadership Certification Association. 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
CCS3030: Aging HCS2130: Chronic Conditions HSS1030: Communication Skills for Health Professionals REC2010: Nutrition for Recreation Activities & Sport

Outcomes The student will:

  • 1 evaluate basic principles of fitness training for the apparently healthy older adult

    • 1.1 describe theories of aging

    • 1.2 define biological age

    • 1.3 identify biomarkers related to biological age

    • 1.4 analyze factors that affect the rate of aging based on evidence-based research by justifying how the inactivity accelerates the process of physiologic aging

    • 1.5 differentiate between chronological age and functional age by:

      • 1.5.1 listing common measures of functional age

      • 1.5.2 listing structural changes associated with aging

      • 1.5.3 describing functional consequences of structural changes related to aging

    • 1.6 explain the physiological benefits of fitness for the older adult, including:

      • 1.6.1 cardiovascular health

      • 1.6.2 pulmonary function

      • 1.6.3 blood lipids

      • 1.6.4 muscle strength and endurance

      • 1.6.5 flexibility

    • 1.7 explain the psychological benefits of fitness for the older adult, including short-term and long- term benefits

    • 1.8 explain the social benefits of fitness for the older adult

    • 1.9 describe three levels of the health-fitness gradient

    • 1.10 assess the effects of aging on learning and motivation

    • 1.11 summarize the theories of health-related behaviour changes

    • 1.12 analyze considerations for exercise for older adults with the following medical conditions or chronic illness related to specific body systems:

      • 1.12.1 cardiovascular conditions

      • 1.12.2 respiratory conditions

      • 1.12.3 musculoskeletal conditions

      • 1.12.4 neurological conditions

      • 1.12.5 visual conditions

      • 1.12.6 auditory conditions

    • 1.13 list possible adverse effects on exercise response that can occur from the use or misuse of medications commonly used by older adults

    • 1.14 outline the characteristics of an effective fitness leader

  • 2 demonstrate techniques for health screening and health education

    • 2.1 state the four purposes of the prescreening process

    • 2.2 justify defining the older adult according to functional age instead of chronological age, being sure to:

      • 2.2.1 define activities of daily living

      • 2.2.2 list examples of activities of daily living

    • 2.3 apply procedures used in pre-exercise screening

    • 2.4 demonstrate heart rate monitoring

    • 2.5 demonstrate scales to rate:

      • 2.5.1 perceived exertion

      • 2.5.2 degree of difficulty

      • 2.5.3 pain

      • 2.5.4 breathlessness

    • 2.6 justify the use of the talk test with older adults

    • 2.7 demonstrate assessments used in the process of working with older adults in an exercise setting, including:

      • 2.7.1 pre-exercise interview

      • 2.7.2 physical assessment

      • 2.7.3 ongoing assessment

      • 2.7.4 post-exercise response

  • 3 demonstrate effective use of music, movement combinations and cueing strategies when leading a group exercise class for apparently healthy older adults

    • 3.1 justify the use of music in a group exercise setting for older adults

    • 3.2 select music appropriate for various classes and components, considering:

      • 3.2.1 tempo

      • 3.2.2 mood

      • 3.2.3 decibel level and volume

    • 3.3 design movement combinations for group exercise classes for older adults

    • 3.4 demonstrate choreography for group exercise routines for older adults using effective instructional techniques

    • 3.5 demonstrate effective cueing strategies for group exercise classes, being sure to:

      • 3.5.1 summarize tips for verbal cueing, including key safety tips, tips of vocal clarity and tips for vocal conciseness

      • 3.5.2 justify the importance of vocal projection and intonation

      • 3.5.3 justify the importance of body language related to class energy, enthusiasm, body alignment and group rapport

      • 3.5.4 differentiate between effective and ineffective visual and verbal cueing

  • 4 demonstrate effective strategies for leading exercise classes for apparently healthy older adults

    • 4.1 evaluate older adult exercise safety precautions and guidelines specific to each functional grouping

    • 4.2 select exercises appropriate for specific individuals and groups of older adults

    • 4.3 lead a fitness class for older adults, effectively addressing each of the following components:

      • 4.3.1 aerobic movement

      • 4.3.2 strength

      • 4.3.3 flexibility

    • 4.4 analyze activities and movement patterns using the SEAT model (safety, effectiveness, applicability, time efficiency)

    • 4.5 monitor exercise intensity for older adults

    • 4.6 demonstrate effective warm-up and cool-down components in an exercise class

    • 4.7 analyze communication and leadership skills related to older adults

    • 4.8 modify activities based on feedback received during a fitness class, considering:

      • 4.8.1 individual differences

      • 4.8.2 cultural diversity

      • 4.8.3 learning styles and abilities

    • 4.9 apply effective behaviour change strategies to motivate participants and increase compliance

  • 5 design an exercise program for apparently healthy older adults

    • 5.1 outline the characteristics of an effective class structure

    • 5.2 describe general principles of exercise programming for older adults

    • 5.3 plan for short-term and long-term psychological benefits for participants

    • 5.4 design a program to effectively address the needs of each of the five functional ability levels by:

      • 5.4.1 describing the five levels of functional ability

      • 5.4.2 selecting activities for each of the five levels of functional ability

    • 5.5 evaluate external factors that affect the development of a fitness program for older adults, including:

      • 5.5.1 facilities

      • 5.5.2 staffing

      • 5.5.3 budget

    • 5.6 outline effective marketing strategies

  • 6 demonstrate basic competencies

    • 6.1 demonstrate fundamental skills to:

      • 6.1.1 communicate

      • 6.1.2 manage information

      • 6.1.3 use numbers

      • 6.1.4 think and solve problems

    • 6.2 demonstrate personal management skills to:

      • 6.2.1 demonstrate positive attitudes and behaviours

      • 6.2.2 be responsible

      • 6.2.3 be adaptable

      • 6.2.4 learn continuously

      • 6.2.5 work safely

    • 6.3 demonstrate teamwork skills to:

      • 6.3.1 work with others

      • 6.3.2 participate in projects and tasks

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

    • 7.1 identify short-term and long-term goals

    • 7.2 identify steps to achieve goals

Program of Studies 2014. Source document, © Alberta Education.