KNOWLEDGE SKILLS AND ABILITIES (KSAs)
HFI and ACSM syllabuses are renowned for their depth and quality relative
to the knowledge required by professional fitness instructors and personal
trainers. The syllabus consists of a wide range of knowledge skills
and abilities (KSA). These are minimal competencies for each level of
certification and are outlined in the Appendix of ACSM’s Guidelines
for Exercise Testing and Prescription. There are specific reading materials
which are essential which are listed in the books
section of this web site and look under the ACSM Preparatory Text for
ACSM Workshops and Exams category.
HFI Certified Fitness Instructor (CFI - for aspiring instructors/trainers)
ACSM Certified Personal Trainer (ACSM cPT - for qualified instructors/trainers)
ACSM
HEALTH FITNESS SPECIALISTSM (ACSM HFS - for Qualifed and
very experienced instructors/trainers/
GP Referral specialists)
ACSM
Clinical Exercise Specialist (ACSM CES - for post degree level clinical
exercise qualification).
These
4 syllabuses vary in depth. You can see where the 4 syllabuses change
as the style of the font will change from CFI, ACSM cPT, ACSM HFS and
ACSM CES. Please call for specific depths of each of the qualifications.
Functional
Anatomy and Biomechanics
Exercise Physiology
Human Development and Aging
Pathophysiology/Risk Factors
Human Behaviour/Psychology
Health Appraisal and Fitness Testing
Emergency
Procedures and Safety
Exercise Programming
Nutrition and Weight Management
Programme Administration/Management
Electrocardiography
HFI Certified Fitness
Instructor (CFI) - Syllabus
Topics assessed via
the theory paper are:
Anatomy and Physiology
HFI Certified Fitness
Instructor (CFI)
1. Skeleton and Bones
A The structure and function of the skeleton;
B structure and range of movement of the spine; spinal curvature; components
of the vertebral column
C bone growth; composition of bones; development of bone; factors affecting
bone density; changes that occur with age
D names of principle bones of the body
E classification of joints, structure of a synovial joint; connective
tissues, cartilage, ligaments, tendons
2. Muscle Contraction
A Principles of muscular contraction; muscle fibre types; how voluntary
muscles contract
3. Heart
A The location and function of the heart
B function of arteries, veins and capillaries; heart rate; stroke volume;
cardiac output; blood pressure
4. Lungs
A Mechanism of breathing; supply & demand for oxygen; passage of
air & gaseous exchange
5. Body somatotypes.
Exercise Physiology
1. The short and long term effects of exercise on the heart, lungs and
circulatory system
2. The aerobic and anaerobic energy systems and the energy requirements
of physical activity
3. Energy requirements of physical activity
A Nutrients producing energy: carbohydrate, fat and protein
B Function of nutrients in energy production
4. Factors influencing training. Overload, adaptation, specificity,
reversibility
5. The long and short term effects of exercise on bone and synovial
joints
6. Long and short term effects of exercise on muscles
Kinesiology and Biomechanics
1. Principles of muscle action
A Agonists, antagonists;
B Origins and insertions;
2. Joint movement
A Movement terminology;
B Types of movement at specific joints; ranges of movement of major
synovial joints;
3 Types of muscular
contraction; location and action of major muscle groups;
4 The Spine
A The joints
B The muscles
5 The effect of speed on posture, alignment and intensity
6 The effect of levers,
gravity and resistance on exercise
Components of Fitness
Components of Fitness Concepts of total & physical fitness:
-Cardio-respiratory Fitness (aerobic fitness)
-Muscular strength/Muscular endurance (MSE)
-Flexibility
-Skill.
-Motor fitness
1 Long & short term effects of exercise on the components of fitness
A Cardio-respiratory Fitness (aerobic fitness)
B Muscular strength/Muscular endurance (MSE)
C Flexibility
D Skill and Motor fitness
E Body Composition
Topics assessed via the Assignment are:
Code of Ethics
1. The Exercise and Fitness Code of Ethical Practice acknowledging aspects
which are relevant to the planned and taught session and ensuring equal
opportunities is reflected during the exercise session
2. Apply the appropriate code of conduct during the exercise session
for all participants.
3. The values or codes of practice relevant to the work you are carrying
out
4. Make sure your relationships with participants are in line with accepted
good practice and the Exercise and Fitness Code of Ethical Practice
and ensuring equal opportunities is reflected
Client Details and
Screening
1. Methods of gathering personal information (written and verbal)
2. Means of summarising gathered information (written and verbal)
3. The types of information which should be treated confidentially
4. Set the scene (and describe the purpose and benefits of this essential
process)
5. How to collect the information you need for the screening session
6. Do you know any information about the participant’s physical
needs?
7. ACSM risk stratification in the form of a Pre-Activity Questionnaire
or more basic PAR-Q (health history and current health status). What
information must you obtain.
8. The factors which effect the ability to exercise; screening process,
including primary and secondary risk factors of coronary heart disease;
9. Make sure the information is accurate and up-to-date
10. Refer any client whose needs and potential you cannot meet to a
competent person within your facility. What types of issues may need
to be referred to an appropriate colleague, when to refer them and who
this colleague may be according to different situations. When to refer
client to another agency because your facility cannot meet the clients
needs.
11. Check the implications of any participant special needs or medical
conditions that may endanger themselves or others
12. Reasons for referral to GP prior to first exercise day
13. The factors which effect the ability to exercise; screening process,
including primary and secondary risk factors of coronary heart disease;
14. Inform client of the reasons for temporary deferral of exercise
(relevant on the exercise day)
15. Carry out informed consent (written and verbal process)
16. Analyse the information and identify the implications for the exercise
session
17. How to record the information you have obtained in this session
and what to do prior to the first exercise day
General Communication
Skills
1. The importance of participant care
2. How to select communication methods appropriate to the issues and
contexts
3. The importance of effective communication methods to productive working
relationships
4. Help the participants to feel welcome and at ease
5. How to ask open ended questions
6. Basic listening skills
7. Listen to, and take account of, what participants and other people
have to say
8. Methods of gathering personal information (verbal)
9. Means of summarising gathered information (verbal)
10. The types of information which should be treated confidentially
11. Establish a relationship with participants and other people, giving
them appropriate time and attention
12. Encourage participants and other people to ask questions when they
need to
13. Communicate with participants and other people clearly, providing
them with the information they need
14. Make sure your relationships with participants are in line with
accepted good practice and the Exercise and Fitness Code of Ethical
Practice and ensuring equal opportunities is reflected
The Initial Consultation
Before the appointment
1. Collect the information you need for the session (from the screening/referral
process)
2. Make sure the information is accurate and up-to-date
3. Maintain confidentiality where required
4. Set the scene for the initial consultation including the purpose
and benefits of this prior to exercise.
Motivation Building
(pros and cons of exercise)
1. Identify the clients’ reasons for taking part in regular exercise
and any incentives
2. Identify the clients disincentives
Goal Setting
1. Why it is important to deal effectively with participant/individual
needs
2. How to identify and agree objectives for the session based upon collected
information
3. Identify objectives that are consistent with the goals of the clients’
designated programme
4. Make sure the objectives are consistent with accepted good practice
in the industry
5. Make sure the objectives are consistent with your own level of competence
6. Aims of the participant’s designated programme
Action Planning
1. Ascertain frequency goals of the client (consider the needs and potential
of the participants including reasons for and barriers to participation
in the appropriate activity)
2. Identify the clients’ preferences for exercise
3. Identify the clients’ preferences for types of exercise preferred
to avoid
Summarizing the Session
1. Verbally summarize the session and set the scene for the exercise
session (usually follows on directly from the initial consultation)
2. Analyse the information and identify the implications for the exercise
session
Answering Clients
Questions, Helping with Client Problems, Advice Giving, Information
Exchange, Handling Clients Complaints and Disagreements and Gym Floor
Contacts
1. Handle any disagreements with clients and other people in a way that
will allow the session to continue and achieve its objectives
2. Respond positively to problems that clients raise
3. Gather as much information as possible about the nature of the problem
4. Listen to and ask the client questions to check your understanding
of the problem
5. Identify some possible solutions to the client’s problem
6. If you are unable to provide an immediate solution, consult with
an appropriate colleague
7. Discuss with the client the most appropriate solution to the problem
8. Make sure the solution is consistent with accepted good practice
in the industry
9. Provide the client with clear information about the solution
10. Find out how well the solution works and provide alternative guidance
if necessary.
11. How to provide feedback in a way which will lead to a constructive
outcome
12. Why it is important to deal effectively with participant/individual
needs
13. The types of information which participants usually need and how
to respond to such requests
14. The importance of explaining any delay in dealing with clients and
how to do so effectively
Exercise Programming
Analysing the information from the screening and initial consultation
sessions
1. Make sure the objectives are consistent with accepted good practice
in the industry
2. Make sure the objectives are consistent with your own level of competence
3. Identify relevant sources of information that can help you to plan
activities
for the programme
4. Identify objectives that are consistent with the goals of the designated
programme
5. Typical Objectives for gym sessions: improve fitness, including muscular
strength muscular endurance, cardio-respiratory fitness and flexibility;
improve psychological capacity, including motivation, perceived and
actual barriers to participation ; improve skills and techniques relative
to safe, accurate and effective exercise performance
Planning the Exercise
Session
1. FITT in relation to the components of fitness.
2. Select activities that will help the client reach their goals
3. The importance of careful and thorough planning and preparation for
sessions
4. Understand the goals of the designated programmes that you are helping
to deliver
5. How the needs and potential of the participants including reasons
for and barriers to participation in the appropriate activity will affect
you initial choices of activities
6. Choose exercises that are safe and appropriate for participants,
including alternatives to potentially harmful exercises; safe and effective
alignment of exercise positions
7. Understand how to plan to use a range of cardiovascular and resistance
machines, weights - barbells, dumbbells, collars, benches, protective
floor, mats
8. Know how to apply the principles and variables of fitness to a range
of activities which will achieve various health benefits and the required
fitness development
9. Know how to use a range of equipment to achieve required fitness
development
10. Plan with the skill level relative to effective exercise performance
11. Understand the programme card and how to record plans on it so that
this an aid-memoir for the client
12. Plan realistic timings and sequences for the activities
13. Identify and obtain the resources you need for the session
14. Record the plans on a suitable programme/session card
15. Provide safe and effective use of a range of cardio-vascular, fixed
resistance
and free weight exercises
16. Plan sufficient recovery time between training sets
17. Aims of the participant’s designated programme
18. Types of participant Participant: individuals; people with low fitness;
experienced; inexperienced
19. Types of gym session Session: induction; resistance training; cardio-vascular;
combined resistance and cardio-vascular
20. Provide opportunities for fun and enjoyment and
21. Prepare for Activities to develop: cardio-respiratory; muscular
strength; muscular endurance; flexibility; skills
22. A range of alternative exercises for adaptation or progression
23. Allocate activities to the client in a way that is appropriate to
them and likely to improve their performance
24. Analyse the information and identify the implications for the exercise
session
25. Identify objectives for the session that meet the needs and potential
of all the participants
26. Identify and select the correct equipment for the session
Health and Safety
1. The emergency procedures of the facility/organisation
2. Make sure you have information about the emergency procedures for
the place where the session will take place
3. The manufacturers guidelines and organisations guidelines for replacement
of equipment
4. The manufacturers guidelines for maintenance of cardiovascular and
resistance training machines
5. How to select communication methods appropriate to the issues and
contexts
6. The importance of effective communication methods to productive working
relationships
7. How people work in groups
8. Strategies and styles of working which encourage effective working
relationships
9. The importance of giving people opportunities to discuss problems
and how to provide such opportunities
10. types of conflict which may occur between people at work and action
to take in response to these which will minimise disruption
11. Establish and maintain relationships with Other People: 1. other
Instructors 2. other Staff
Health and Safety
Health and Safety - Pre-activity Screening
1. Reasons for referral to GP prior to first exercise day
2. Reasons for temporary deferral of exercise (on the exercise day)
Health and Safety At Work - Policies and Procedures
1. Tthe requirements for health and safety that are relevant to the
activities you are planning, for example, the organisation’s health
and safety policies and procedures, the Health and Safety at Work Act
2. The health and environmental factors which can influence safety;
factors which effect group/individual working space
3. The types of hazards which may occur in the range of facility areas
and how to identify and deal with these
4. The importance of health and safety in the facility (particularly
the fitness department and any other departments your client will be
using) and of paying close attention to possible problems
5. The range of health, safety, and risk assessment checks which must
be carried out
6. Reporting procedures for health and safety
7. The emergency procedures of the facility/organisation
Health and Safety - Equipment Safety
1. The manufacturers guidelines and organisations guidelines for replacement
of equipment
2. The manufacturers guidelines for maintenance of cardiovascular and
resistance training machines
3. The safe storage of free weight equipment
4. What to look for when checking equipment
5. Safe manual handling techniques, lift and handle the equipment in
a way that prevents injury and damage
6. Check the equipment is in safe working order using correct procedures
7. follow correct health and safety procedures for any unsafe equipment
Health and Safety - the Exercise Session
1. The basic requirements of the Health and Safety at Work Act and other
relevant legislation which apply to the activities you are planning,
for example: factors which effect individual working space
2. Ensure/organise sufficient space for safe exercise performance
3. Make sure you have information about the emergency procedures for
the place where the session will take place
4. Advise clients of the facility’s emergency procedures and health
and safety requirements for the session
5. Identify and take account of any existing risk assessments for:-the
activities you are planning; -the resources you will be using
6. Check your plans and the environment in which the session will take
place
7. Identify the likely hazards involved in the session and assess the
risks of these hazards causing harm
8. Get advice from a competent person if there are hazards or risks
you are not competent to identify and assess yourself
9. Plan how to minimise these risks to a level acceptable to national
guidelines
10. Take account of Hazards, relating to: activities in your session;.
other activities happening at the same time; equipment
11. Leave the environment in a condition acceptable for future use
12. Pass on suggestions for improving health and safety to a competent
person or agency
Promoting the Health
Benefits of Exercise
1. Identify the participants’ reasons for taking part in regular
exercise and any incentives and barriers to doing so
2. Provide the client with accurate information about the recommended
amount of physical activity for them to derive health benefits (if appropriate)
3. The difference between the guidelines for advising on exercise and
advising on physical activity
4. The health benefits of regular physical exercise
5. The amount of physical activity required to achieve health benefits
6. The range of different types of physical activity
7. The physical activity resources
8. Clearly inform the client about other opportunities for regular physical
activity appropriate to their needs, abilities and preferences
Topics assessed by means of the First Aid Qualification are:
Health and Safety
- Appointed Persons First Aid Qualification
1. The types of injuries and illnesses that may occur in your area of
work
2. How to deal with these before qualified assistance arrives
3. How to decide whether to contact the on-site first aider or immediately
call the emergency services
4. Who is the on-site first aider and how to contact them
5. The procedures you should follow to contact the emergency services
6. Why it is important to protect the casualty and others involved from
further harm
7. The procedures you should follow to protect the casualty and others
8. Why it is important to provide comfort and reassurance and how to
do so
9. Your responsibilities for reporting accidents and the procedures
you should follow
10. The emergency procedures in your place of work for fires, security
incidents and missing persons
11. What instructions you must give to the people involved
12. Organisation’s reporting procedures for emergencies
13. The types of problems that may occur when you are carrying out emergency
procedures
14. Why you should report them and who you should report them to
Topics assessed by the Practical Gym-based assessment are:
Conducting the Exercise Session
Health and Safety
1. Screening - reasons for referral to GP prior to first exercise day
2. Reasons for temporary deferral of exercise (on the exercise day)
3. The requirements for health and safety that are relevant to the activities
you are planning, for example, the organisation’s health and safety
policies and procedures, the Health and Safety at Work Act
4. The range of health, safety, and risk assessment checks which must
be carried out
5. The emergency procedures of the facility/organisation
6. Safe manual handling techniques, lift and handle the equipment in
a way that prevents injury and damage
Exercise Instruction - Prior to the session
1. Personal skills in dress & professional behaviour – Ethical
Code of Practice
2. Reflect on the importance of participant care and plan how you are
going to demonstrate this throughout the session
3. Analyse the information from the screening and initial consultation
and programming outline
4. Evaluations and action plans of other relevant sessions (a prior
induction in this series of inductions)
5. Make sure the information is accurate and up-to-date
6. Know the types of participant client you are expecting; people with
low fitness; experienced; inexperienced (if you haven’t just done
the consultation or you did not do prior inductions in the series)
7. Know the types of gym session: one-off: induction; one in a series
of inductions; resistance training only; cardio-vascular only; flexibility
only; combined resistance and cardio-vascular; combined resistance,
cardio-vascular and flexibility;
8. Choose the activities to develop (as appropriate) the goals of: cardio-vascular;
muscular endurance; flexibility; skills
9. Set realist objectives for the session
10. Make sure you have sufficient equipment for the client
11. plan sufficient recovery time between training sets
12. identify and select the correct equipment for the session
13. check the equipment is in safe working order (follow correct health
and safety procedures for any unsafe equipment)
14. Be aware of the risk assessment for the environment and equipment
you plan to use
15. Prepare resources; environment for the session;. equipment for the
session; personal clothing and equipment; support from other staff
16. Take account of Hazards, relating to: activities in your session;
other activities happening at the same time; equipment
17. Know what information that you must give to other people who are
involved in the session
18. Select activities and teaching styles that will help the client
reach their goals
19. Make sure there is an effective balance of instruction, activity
and discussion within the session
20. The Exercise and Fitness Code of Ethical Practice acknowledging
aspects which are relevant to the planned and taught session and ensuring
equal opportunities is reflected during the exercise session
21. Provide safe and effective use of a range of cardio-vascular, fixed
resistance and free weight exercises
22. Select exercises/machines relevant to skill level relative to effective
exercise performance
Exercise Instruction
- Starting the session
1. Wear the appropriate attire for exercise instructing
2. Arrive in time to set up prior to the session
3. Meet the client punctually and make them feel welcome and at ease
4. advise participants of the facility’s emergency procedures
and health and safety requirements for the session
5. Check the participants' level of experience and ability, identifying
any novice clients (if you don’t know this already)
6. Set the scene for the session (provide the participants with clear
information about the activities you have planned for the session and
explain the exercises)
7. Make sure they know the induction sessions are about them finding
out which exercises/machines they like/don’t like as well as familiarisation
and confidence building
8. Explain the demands of the session including physical and technical
9. Verbally screen participants and advise the participants of any reasons
why they should not participate in the session (confirm or revise your
plans for the session if necessary)
Exercise Instruction
– Conducting the Session
1. Prepare the client physically for the session using safe and effective
warm ups
2. Ensure/organise sufficient space for safe exercise performance
3. Safe manual handling techniques (lift and handle the equipment in
a way that prevents injury and damage)
4. Use a spotter for appropriate exercises including squats and bench
5. A range of basic exercises that are safe and appropriate for participants;
safe
and effective alignment of exercise positions
6. The purpose of exercises, how to break exercise/movements down to
their component parts
7. How to develop participant co-ordination by building exercises/movements
up gradually
8. How to effectively coach exercise skills using reinforcement.
9. The importance of progressive fitness advice (ideally related to
the client goals) and how to offer it in gym based exercise sessions
10. The importance/ methods of voice projection; effective use of volume
and pitch of voice
11. Choose and apply methods of motivating the participants that are
appropriate to them allocate activities to the participants in a way
that is appropriate to them and likely to improve their performance
12. Make sure that explanations and demonstrations are technically correct
with safe and effective alignment of exercise positions and appropriate
to the clients' needs and level of experience
13. How to modify, adapt and progress exercises
14. Check the clients' understanding of instructions and give them the
opportunity to ask questions
15. Provide safe and effective instruction for the range of cardiovascular
equipment, resistance machines and free weight lifts
16. Build up exercises gradually and explain the purpose of exercises
17. Ensure that participants carry out activities in a safe manner
18. Keep to the planned timings for the session
19. Apply the appropriate code of conduct during the exercise session
for all participants
20. Observe the participants’ performance throughout the session
21. Coach the client in good health and safety procedures and gym etiquette
throughout the session (eg replacing equipment, restting machines)
22. Analyse the participants’ performance, identify errors and
correct technique
23. Provide instructing points and feedback which is timely, clear and
helps the participants achieve their objectives
24. Choose and apply instructing methods that encourage and support
the participants in taking responsibility for their own development
25. Offer progressive fitness advice in response to participants’
changing needs (taylor this for the stage of the induction process you
are at ie 1st session v 4th session)
26. Provide the participants with opportunities to reflect on what they
have learned and apply this to their performance
27. End the session make sure the client is sufficiently cooled down
as a result of safe and correct ordering of the session elements
28. Allow sufficient time to end the session according to the participants’
level of experience
29. Give the participants the opportunity to ask questions, provide
feedback and identify their future needs
Exercise Instruction
- Ending the Session
1. Make sure the participants have information about future sessions
relevant to the appropriate context
2. Give the participants an accurate summary of your feedback on the
session
3. Supervise the participants' departure in a manner appropriate to
the situation and with due
4. Regard to their safety
5. Follow the correct procedures for checking and dealing with any equipment
used
6. Leave the environment in a condition acceptable for future use
7. Pass on suggestions for improving health and safety to a competent
person or agency
8. Types of Participants to maintain professional relationships with
: individuals; people
with low fitness; experienced ; inexperienced
9. Evaluate the session – did the session achieved planned objectives
for the session (ie begin familiarization) and how could this be improved
next time
Evaluating your Instructing Skills and Continually Developing your Skills
Evaluate the instruction session
1. Obtain feedback from the client
2. Review all aspects of the planning and delivery of the session
3. Review the learning outcomes of the coaching session, and feedback
from the participants and other people involved in the session
4. Identify how closely the outcomes and feedback met the goals for
the session
5. Identify how effective the planned activities for the session were
6. Identify how effective your management of the session was, including
health, safety and welfare issues
7. Identify ways in which you can improve future coaching sessions
8. Where possible, discuss your evaluation with an appropriate colleague
and take account of their views
9. Record all aspects of your evaluation for future reference
Develop personal coaching practice
1. Review your evaluations of previous coaching sessions and feedback
from relevant colleagues
2. Keep up-to-date with developments in your sport and current coaching
practice
3. Identify areas where you need to develop your coaching practice further
4. Identify and record a personal action plan that will help you to
develop your coaching practice in these areas
5. Take part in development activities as part of your personal action
plan
6. Review your progress in developing your coaching practice and update
your personal action plan accordingly
CFI Certified Fitness Instructor - this qualification is mapped to
Level 2 Instructing Exercise and Fitness (Gym-based Instructing) National
Occupational Standards within the following units.
Unit D410 Plan and
prepare a gym-based exercise session
Unit summary
Thorough preparation is essential for the success of any gym-based exercise
session. These sessions may be repeated by the participant over a period
of time as part of a designated programme. It is important for instructors
to identify and plan for:
-the needs and potential of the people taking part
-specific goals the participants wish to achieve
-exercise that will help them achieve these goals
-available equipment and facilities
-health and safety hazards and risks
Instructors must also take account of guidelines from relevant national
bodies and their own prior experience when planning and preparing sessions.
Unit D411 Instruct
a gym-based exercise session
Unit summary
Improving people’s personal fitness lies at the heart of instructing
gym-based exercise. This involves the thorough preparation of the participants,
giving them clear instructions, explanations and demonstrations of skills
and techniques, giving them the opportunity to practice these and correcting
what they do with clear and positive feedback.
Unit D416 Evaluate
coaching sessions and develop personal
coaching practice
Unit summary
Effective instructors are always trying to improve what they do. This
involves them in thinking about and evaluating the sessions they have
planned and delivered
Unit D417 Support
participants in developing and maintaining
fitness
Unit summary
Exercise sessions can only be effective if they are properly managed
by the instructor. This will be achieved by having good working relationships
with all those involved and dealing with participants’ problems
when they occur. You should also be able to promote the benefits of
regular physical activity.
Unit C35 Deal with
accidents and emergencies (Appointed Persons First Aid Course)
Unit summary
Within exercise and fitness environments accidents will happen from
time to time. Other emergencies, such as fires, may also occur. It is
very important that all members of staff are competent to deal with
accidents and emergencies so that the welfare of participants and colleagues
is maintained.
ACSM certified Personal Trainer (ACSM cPT) Knowledge, Skills,
and Abilities (KSAs)
EXERCISE PHYSIOLOGY AND RELATED EXERCISE SCIENCE______
ACSM cPT
1.1.1 Knowledge of the basic structures of bone, skeletal muscle, and
connecting tissues.
1.1.2 Knowledge of the basic anatomy of the cardiovascular system and
respiratory system.
1.1.3 Knowledge of the definition of the following terms, inferior,
superior, medial, lateral, supination, pronation, flexion, extension,
adduction, abduction, extension, rotation, cirumduction, agonist, antagonist,
and stabilizer.
1.1.4 Knowledge of the plane in which each muscle action occurs.
1.1.5 Knowledge of the interrelationships among the center of gravity,
base of support, balance, stability, and proper spinal alignment.
1.1.6 Knowledge of the following curvatures of the spine: lordosis,
scoliosis, lyphosis.
1.1.7 Knowledge to describe the myotatic stretch reflex.
1.1.8 Knowledge of the biomechanical principles for the performance
of the following activities: walking, jogging, running, swimming, cycling,
weightlifting, and carrying or moving objects.
1.1.9 Ability to define aerobic and anaerobic metabolism.
1.1.10 Knowledge to describe the normal acute responses to cardiovascular
exercise.
1.1.11 Knowledge to describe the normal acute responses to resistance
training
1.1.12 Knowledge of the normal chronic physiological adaptations associated
with cardiovascular exercise.
1.1.13 Knowledge of the normal chronic physiological adaptations associated
with resistance training.
1.1.14 Knowledge of the physiological principles related to warm-up
and cool-down.
1.1.15 Knowledge of the common theories of muscle fatigue and delayed
onset muscle soreness (DOMS).
1.1.16 Knowledge of the physiological adaptations that occur at rest
and during submaximal and maximal exercise following chronic aerobic
and anaerobic exercise training.
1.1.17 Knowledge of the physiological principles involved in promoting
gains in muscular strength and endurance
1.1.18 Knowledge of blood pressure responses associated with acute exercise
including changes in body position.
1.1.19 Knowledge of how the principle of specificity relates to the
components of fitness.
1.1.20 Knowledge of the concept of detraining or reversibility of conditioning,
its implications in fitness programs.
1.1.21 Knowledge of the physical and psychological signs of overtraining
and provide recommendations for these problems.
1.1.22 Knowledge of the following terms: progressive resistance, isotonic/isometric,
eccentric, atrophy, hypertrophy, sets, repetitions, plyometrics, Valsava
manoeuvre
1.1.23 Ability to identify the major bones and muscles. Major muscles
include, but are not limited to, the following: trapezius, pectoralis
major, latissimus biceps, triceps, rectus abdominis, internal and external
obliques, erector spinae, gluteus maximus, quadriceps, hamstrings, adductors,
abductors, gastrocnemius.
1.1.24 Ability to identify the major bones. Major bones include, but
are not limited to the clavicle, scapula, sternum, humerus, carpals,
ulna, radius, femur, fibia, tibia and tarsals.
1.1.25 Ability to identify the joints of the body.
1.1.26 Knowledge of the primary action and joint range of motion for
each major muscle group.
1.1.27 Ability to locate the anatomic landmarks for palpation of peripheral
pulses.
HEALTH APPRAISAL, FITNESS AND CLINICAL EXERCISE TRAINING_______________________________________________________
ACSM cPT
1.3.1 Knowledge of and ability to discuss the physiological basis of
the major components of physical fitness: flexibility, cardiovascular
fitness, muscular strength, muscular endurance, and body composition.
1.3.2 Knowledge of the importance of a health/medical history.
1.3.3 Knowledge of the value of a medical clearance prior to exercise
participation.
1.3.4 Knowledge of the categories of participants who should receive
medical clearance prior to administration of an exercise test or participation
in an exercise program.
1.3.5 Knowledge of relative and absolute contraindications to exercise
testing or participation.
1.3.6 Knowledge of the limitations of informed consent and medical clearance
prior to exercise training.
1.3.7 Knowledge of the advantages/disadvantages and limitations of the
various body composition techniques including, but not limited to: air
displacement, plethysmography, hydrostatic weighing, Bod Pod, bioelectrical
impedance.
1.3.8 Skill in accurately measuring heart rate, and obtaining rating
of perceived exertion (RPE) at rest and during exercise according to
established guidelines.
1.3.9 Ability to locate common sites for measurement of skinfold thicknesses
and circumferences (for determination of body composition and waist-hip
ratio).
1.3.10 Ability to obtain a basic health history and risk appraisal and
to stratify risk in accordance with ACSM Guidelines
1.3.11 Ability to explain and obtain informed consent.
1.3.12 Ability to instruct participants in the use of equipment and
tests procedures.
1.3.13 Knowledge of the purpose and implementation of pre-activity fitness
testing, including assessments of cardiovascular fitness, muscular strength,
muscular endurance, and flexibility, and body composition.
1.3.14 Ability to identify appropriate criteria for terminating a fitness
evaluation and demonstrate proper procedures to be followed after discontinuing
such a test.
EXERCISE PRESCRIPTION AND PROGRAMMING____________
ACSM cPT
1.7.1 Knowledge of the benefits and risks associated with exercise
training in pre-pubescent and postpubescent youth.
1.7.2 Knowledge of the benefits and precautions associated with resistance
and endurance training in older adults.
1.7.3 Knowledge of specific leadership techniques appropriate for working
with participants of all ages.
1.7.4 Knowledge of how to modify cardiovascular and resistance exercises
based on age and physical condition.
1.7.5 Knowledge of and ability to describe the unique adaptations to
exercise training with regard to strength, functional capacity, and
motor skills.
1.7.6 Knowledge of common orthopaedic and cardiovascular considerations
for older participants and the ability to describe modifications in
exercise prescription that are indicated
1.7.7 Knowledge of selecting appropriate testing and training modalities
according to the age and functional capacity of the individual.
1.7.8 Knowledge of the recommended intensity, duration, frequency, and
type of physical activity necessary for development of cardiorespiratory
fitness in an apparently healthy population.
1.7.9 Knowledge to describe, and the ability to demonstrate (such as
technique and breathing), exercises designed to enhance muscular strength
and/or endurance of specific major muscle groups.
1.7.10 Knowledge of the principles of overload, specificity, and progression
and how they relate to exercise programming.
1.7.11 Knowledge of the components incorporated into an exercise session
and the proper sequence (i.e., pre-exercise evaluation, warm-up, aerobic
stimulus phase, cool-down, muscular strength and/or endurance and flexibility)
1.7.12 Knowledge of special precautions and modifications of exercise
programming for participation at altitude, different ambient temperatures,
humidity, and environmental pollution.
1.7.13 Knowledge of the importance and ability to record exercise sessions
and performing periodic evaluations to assess changes in fitness status.
1.7.14 Knowledge of the advantages and disadvantages of implementation
of interval, continuous, and circuit training programs.
1.7.15 Knowledge of the concept of “Activities of Daily Living”
(ADLS) and its importance in the overall health of the individual.
1.7.16 Knowledge of Progressive Adaptation in resistance training and
it’s implications on program design and periodization.
1.7.17 Understanding of personal training client’s “personal
space” and how it plays into a trainer’s interaction with
their client.
1.7.18 Skill to teach and demonstrate the components of an exercise
session (i.e., warm-up, aerobic stimulus phase, cool-down, muscular
strength/endurance/flexibility).
1.7.19 Skill to teach and demonstrate appropriate modifications in specific
exercises for the following groups: older adults, pregnant and postnatal
women, obese persons, and persons with low back pain.
1.7.20 Skill to teach and demonstrate appropriate exercises for improving
range of motion of all major joints.
1.7.21 Skill in the use of various methods for establishing and monitoring
levels of exercise intensity, including heart rate, RPE, and METs.
1.7.22 Knowledge of and ability to apply methods used to monitor exercise
intensity, including heart rate and rating of perceived exertion.
1.7.23 Ability to describe modifications in exercise prescriptions for
individuals with functional disabilities and musculoskeletal injuries.
1.7.24 Ability to differentiate between the amount of physical activity
required for health benefits and the amount of exercise required for
fitness development.
1.7.25 Ability to determine training heart rates using two methods:
percent of age-predicted maximum heart rate and heart rate reserve.
(Karvonen).
1.7.26 Ability to identify proper and improper technique in the use
of resistive equipment such as stability balls, weights, bands, resistance
bars, and water exercise equipment.
1.7.27 Ability to identify proper and improper technique in the use
of cardiovascular conditioning equipment (e.g. stairclimbers, stationary
cycles, treadmills, elliptical trainers.
1.7.28 Ability to teach a progression of exercises for all major muscle
groups to improve muscular strength and endurance.
1.7.29 Ability to modify exercises based on age and physical condition.
1.7.30 Ability to explain and implement exercise prescription guidelines
for apparently healthy clients or those who have medical clearance to
exercise.
1.7.31 Ability to adapt frequency, intensity, duration, mode, progression,
level of supervision, and monitoring techniques in exercise programs
for apparently healthy clients or those who have medical clearance to
exercise.
1.7.32 Ability to design resistive exercise programs to increase or
maintain muscular strength and/or endurance.
1.7.33 Ability to periodize a resistance training program for continued
muscular strength development.
1.7.34 Ability to evaluate, prescribe, and demonstrate appropriate flexibility
exercises for all major muscle groups.
1.7.35 Ability to design training programs using interval, continuous,
and circuit training programs.
1.7.36 Ability to describe the advantages and disadvantages of various
commercial exercise equipment in developing cardiorespiratory fitness,
muscular strength, and muscular endurance.
NUTRITION AND WEIGHT MANAGEMENT__________________
ACSM cPT
1.8.1 Knowledge of the role of carbohydrates, fats, and proteins as
fuels for aerobic and anaerobic metabolism.
1.8.2 Knowledge to define the following terms, obesity, overweight,
percent fat, Body Mass Index, lean body mass, anorexia nervosa, bulimia
nervosa, and body fat distribution.
1.8.3 Knowledge of the relationship between body composition and health.
1.8.4 Knowledge of the effects of diet plus exercise, diet alone, and
exercise alone as methods for modifying body composition.
1.8.5 Knowledge of the importance of an adequate daily energy intake
for healthy weight management.
1.8.6 Knowledge of the importance of maintaining normal hydration before,
during, and after exercise.
1.8.7 Knowledge of the USDA Food Pyramid.
1.8.8 Knowledge of the female athlete triad.
1.8.9 Knowledge of the myths and consequences associated with inappropriate
weight loss methods (e.g. saunas, vibrating belts, body wraps, electric
simulators, sweat suits, fad diets).
1.8.10 Knowledge of the number of kilocalories in one gram of carbohydrate,
fat, protein, and alcohol.
1.8.11 Knowledge of the number of kilocalories equivalent to losing
1 pound of body fat.
1.8.12 Knowledge of the guidelines for caloric intake for an individual
desiring to lose or gain weight.
1.8.13 Knowledge of common nutritional ergogenic aids, the purported
mechanism of action, and any risk and/or benefits (e.g., carbohydrates,
protein/amino acids, vitamins, minerals, sodium bicarbonate, creatine,
bee pollen, etc.).
1.8.14 Ability to describe the health implications of variation in body
fate distribution patterns and the significance of the waist to hip
ratio.
HUMAN BEHAVIOUR AND COUNSELING_________________________
ACSM cPT
1.9.1 Knowledge of at least five behavioural strategies to enhance
exercise and health behaviour change (e.g., reinforcement, goal setting,
social support).
1.9.2 Knowledge of the stages of motivational readiness.
1.9.3 Knowledge of the 3 stages of learning, Cognitive, Associative,
Autonomous
1.9.4 Knowledge of the specific techniques to enhance motivation (e.g.
posters, recognition, bulletin boards, games, competitions). Define
extrinsic and intrinsic reinforcement and give examples of each.
1.9.5 Knowledge of the different types of learners (Auditory, visual,
Kinesthetic) and how to apply teaching and training techniques to optimize
a client’s training session.
1.9.6 Knowledge of the types of feedback and ability to use communication
to optimize a client’s training session.
SAFETY, INJURY PREVENTION, AND EMERGENCY PROCEDURES__
ACSM cPT
1.10.1 Knowledge of and skill in obtaining basic life support and cardiopulmonary
resuscitation certification.
1.10.2 Knowledge of appropriate emergency procedures (i.e. telephone
procedures, written emergency procedures, personnel responsibilities)
in a health and fitness setting.
1.10.3 Knowledge of basic first aid procedures for exercise-related
injuries, such as bleeding, strains/sprains, fractures, and exercise
intolerance (dizziness, syncope, heat injury).
1.10.4 Knowledge of basic precautions taken in an exercise setting to
ensure participant safety.
1.10.5 Knowledge of the physical and physiological signs and symptoms
of over-training.
1.10.6 Knowledge of the effects of temperature, humidity, altitude,
and pollution on the physiological response to exercise.
1.10.7 Knowledge of the following terms: shin splints, sprain, strain,
tennis elbow, bursitis, stress fracture, tendonitis, patello-femoral
pain syndrome, low back pain, plantar fasclitis, and rotator cuff tendonitis.
1.10.8 Knowledge of hypothetical concerns and potential risks that may
be associated with the use of exercises such as straight leg sit-ups,
double leg raises, full squats, hurdlers stretch, yoga plough, forceful
back hyperextension, standing bent-over toe touch.
1.10.9 Knowledge of safety plans, emergency procedures, and first aid
techniques needed during fitness evaluations, exercise testing, and
exercise training.
1.10.10 Knowledge of the cPT’s responsibilities, limitations,
and the legal implications of carrying out emergency procedures.
1.10.11 Knowledge of potential musculoskeletal injuries (e.g. contusions,
sprains, strains, fractures), cardiovascular/pulmonary complications
(e.g. tachycardia bradycardia, hypotension/hypertension, tachypnea)
and metabolic abnormalities (e.g. fainting/syncope, hypolglycemia/hyperglycemia,
hypothermia/hyperthermia).
1.10.12 Knowledge of the initial management and first aid techniques
associated with open wounds, musculoskeletal injuries, cardiovascular/pulmonary
complications, and metabolic disorders.
1.10.13 Knowledge of the components of an equipment maintenance/repair
program and how it may be used to evaluate the condition of exercise
equipment to reduce the potential risk of injury.
1.10.14 Knowledge of the legal implications of documented safety procedures,
the use of incident documents, and ongoing safety training.
1.10.15 Skill in demonstrating appropriate emergency procedures during
exercise testing and/or training.
1.10.16 Ability to identify the components that contribute to the maintenance
of a safe environment.
1.10.17 Ability to assist or “spot” a client in a safe and
effective manner during resistance exercise.
PROGRAM ADMINISTRATION, QUALITY ASSURANCE, AND OUTCOME ASSESSMENT_________________________________________
ACSM cPT
1.11.1 Knowledge of the cPT’s role in administration and program
management within a health/fitness facility.
1.11.2 Knowledge of and the ability to use the documentation required
when a client shows abnormal signs or symptoms during an exercise session
and should be referred to a physician.
1.11.3 Knowledge of professional liability and most common types of
negligence seen in training environments.
1.11.4 Understand the practical and legal ramifications of the employee
vs. independent contractor classifications as they relate to personal
trainers.
1.11.5 Knowledge of appropriate professional conduct, practice standards,
and ethics in relationships dealing with clients, employers, and other
allied health/medical/fitness professionals.
1.11.6 Knowledge of the types of exercise programs available in the
community and how these programs are appropriate for various populations.
1.11.7 Knowledge of and ability to implement effective, professional
business practices and ethical promotion of personal training services.
______CLINICAL AND MEDICAL CONSIDERATIONS______________________
ACSM cPT
1.12.1 Knowledge of cardiovascular, respiratory, metabolic, and musculoskeletal
risk factors that may require further evaluation by medical or allied
health professionals before participation in physical activity.
1.12.2 Knowledge of risk factors that may be favourably modified by
physical activity habits.
1.12.3 Knowledge of the risk factor concept of Coronary Artery Disease
(CAD) and the influence of heredity and lifestyle on the development
of CAD.
1.12.4 Knowledge of how lifestyle factors, including nutrition, physical
activity, and heredity, influence blood lipid and lipoprotein (i.e.
cholesterol, high-density lipoprotein and low-density lipoprotein) profiles.
1.12.5 Knowledge of cardiovascular risk factors or conditions that may
require consultation with medical personnel before testing or training,
including inappropriate changes of resting or exercise heart rate and
blood pressure, new onset discomfort in chest, neck, shoulder, or arm,
changes in the pattern of discomfort during rest or exercise, fainting
or dizzy-spells, and claudication.
1.12.6 Knowledge of respiratory risk factors or conditions that may
require consultation with medical personnel before testing or training,
including asthma, exercise-induced bronchospasm, extreme breathlessness
at rest or during exercise, bronchitis, and emphysema.
1.12.7 Knowledge of metabolic risk factors or conditions that may require
consultation with medical personnel before testing or training, including
body weight more than 20% above optimal BMI> 30, thyroid disease,
diabetes or glucose intolerance, and hypoglycaemia.
1.12.8 Knowledge of musculoskeletal risk factors or conditions that
may require consultation with medical personnel before testing or training,
including acute or chronic back pain, osteoarthritis, rheumatoid arthritis,
osteoporosis, tendonitis, and low back pain.
1.12.9 Knowledge of the basic principles of electrical conduction of
the heart, it’s phases of contractions, and it’s implications.
1.12.10 Knowledge of common drugs from each of the following classes
of medications and describe their effects on exercise: antianginals;
antihypertensives; antiarhythmics; bronchodilators; hypoglycemics; pysychotropics;
and vasodilators.
1.12.11 Knowledge of the effects of the following substances on exercise:
antihistamines, tranquilizers, alcohol, diet pills, cold tablets, caffeine
and nicotine.
Functional Anatomy and Biomechanics
ACSM
HFS
Includes
CPT and the following KSA
1.
Describe the basic structures of bone, skeletal muscle, and connective
tissues.
2. Describe the basic anatomy of the heart, cardiovasacular system,
and respiratory system.
3. Identify the major bones and muscles and their actions. Major muscles
include, but not limited to: trapezius, pectoralis major, latissimus
dorsi, biceps, triceps, abdominal, erector spinae, gluteus maximus,
quadriceps, hamstrings and gastrocnemius.
4. Define the following terms: supination, pronation, flexion, extension,
adduction, abduction, hyperextension, rotation and circumduction.
5. List and describe the types of joints in the body.
6. Knowledge to describe the plane in which each muscle action occurs.
7. Identify the interrelationships among centre of gravity, base of
support, balance and stability.
8. Describe the following abnormal curvatures of the spine: lordosis,
scoliosis, kyphosis.
9. Describe and demonstrate exercises designed to enhance muscular strength
and/or endurance of specific major muscle groups.
10. Describe and demonstrate exercises for enhancing musculoskeletal
flexibility.
11. Knowledge to describe the myotatic stretch reflex.
12. Knowledge to identify the primary action and joint range of motion
for each major muscle group.
13. Describe the structure and nature of movement in the major joints
of the body.
14. Ability to locate the anatomic landmarks for palpation of peripheral
pulses; locate the brachial artery and correctly place the cuff and
stethoscope in position of blood pressure measurement.
15. Ability to locate the common sites for measurement of skinfold thickness,
skeletal diameters, girth measurements for estimation of body composition.
16. Describe the biomechanical principles that underlie the performance
of the following activities: walking, jogging, running, swimming, cycling,
weight lifting, and carrying or moving objects.
Top
Exercise Physiology
ACSM HFS
1. Define
aerobic and anaerobic metabolism.
2. Identify
the role of aerobic, anaerobic and ATP-PC systems in the performance
of various physical activities.
3. Define
the following terms: ischemia, angina pectoris, tachycardia, bradychardia,
myocardial infarction, cardiac output, stroke volume, lactic acid, oxygen
consumption, hyperventilation, systolic blood pressure, diastolic blood
pressure.
4. Describe
the roles of carbohydrates, fats, proteins as fuels for aerobic and
anaerobic metabolism.
5. Demonstrate
an understanding of the components of fitness: cardiorespiratory fitness,
muscular strength, muscular endurance, flexibility, body composition.
6. Describe
the normal cardiorespiratory responses to static and dynamic exercise
in terms of heart rate, blood pressure and oxygen consumption.
7. Describe
how heart rate, blood pressure and oxygen responses change with adaptation
to chronic exercise training and how men and women may differ in response.
8. Knowledge
of the physiological adaptations associated with strength training.
9. Ability
to identify and apply to both groups and individuals methods used to
monitor exercise intensity, including heart rate and rating of perceived
exertion.
10. Identify
the physiological principles related to warm up and cool down.
11. Describe
the common theories of muscle fatigue and delayed onset muscle soreness
(DOMS).
12. Knowledge
of the physiological adaptations that occur at rest and during submaximal
and maximal exercise following chronic aerobic and anaerobic training.
13. Knowledge
of the differences in cardiorespiratory response to acute graded exercise
between conditioned and deconditioned individuals.
14. Define
the major components of motor fitness: agility, speed, balance, coordination,
power.
15. Knowledge
of the structure of the skeletal muscle fibre and basic mechanism of
contraction.
16. Knowledge
characteristics of fast and slow twitch muscle fibres.
17. Knowledge
of contraction of muscle in terms of the sliding filament theory.
18. Explain
twitch, summation, and tetanus in terms of muscle contraction.
19. Discuss
the physiological principles involved in promoting gains in muscular
strength and endurance.
20. Knowledge
to define muscle fatigue as it relates to task, intensity, duration
and the accumulative effects of exercise.
21. Demonstrate
an understanding of the relationship between number of repetitions,
intensity, number of sets, and rest with regard to strength training.
22. Knowledge
of the basic properties of cardiac muscle and the normal pathways of
conduction in the heart.
23. Describe
the response of the following variables to steady state submaximal exercise
and maximal exercise: heart rate, stroke volume, cardiac output, pulmonary
ventilation, tidal volume, respiratory rate, arteriovenous difference.
24. Knowledge
of the differences in the cardiorespiratory responses to static exercise
compared with dynamic exercise, including possible hazards and contraindications.
25. Describe
the blood pressure responses associated with exercise and changes in
body position.
26. Define
and describe the implications of ventilatory anaerobic threshold (“anaerobic
threshold”) as it relates to physical conditioning programmes
and cardiovascular assessment.
27. Knowledge
of and ability to describe the physiological adaptations of the respiratory
system that occur at rest and during submaximal and maximal exercise
following chronic aerobic and anaerobic training.
28. Describe
how much each of the following differ from the normal condition: dyspnea,
hypoxia, hypoventilation.
29. Discuss
the physiological basis of the major components of physical fitness:
flexibility, cardiovascular fitness, muscular strength, muscular endurance,
and body composition.
30. Explain
how the principle of specificity relates to the components of fitness.
31. Explain
the concept of detraining or reversibility of conditioning and its implications
in fitness programmes.
32. Identify
the physical and physiological signs of over overtraining and how to
provide recommendations for these problems.
33. Describe
the physiologic and metabolic responses to exercise associated with
chronic disease (e.g., heart disease, hypertension, diabetes mellitus,
and pulmonary disease.
Top
Human Development and Aging
ACSM HFS
1.
List the benefits and risks associated with exercise training in pre-and
post pubescent youth.
2. Identify
benefits and precautions associated with resistance and endurance training
in the older adult. 3. Describe specific leadership techniques which
might be used for participants of all ages.
4. Describe
the changes that occur in maturation from childhood to older adulthood
for the following areas: skeletal muscle, bone structure, reaction and
movement time, coordination, tolerance to hot and cold environments,
maximal oxygen consumption, strength, flexibility, body composition,
resting and maximal heart rate, resting and maximal blood pressure.
5. Ability
to modify cardiovascular and resistance exercises based on age and physical
condition.
6. Demonstrate
and understand the effect of the aging process on the muscular skeletal
and cardiovascular structure and function at rest, during exercise and
during recovery.
7. Characterise
the differences in the development of an exercise prescription for children,
adolescents and older participants.
8. Describe
the unique adaptations to exercise training in children, adolescents
and older participants with regard to strength, functional capacity,
and motor skills.
9. Describe
common orthopaedic and cardiovascular considerations of older participants
and what modifications in exercise prescription are indicated.
Top
Pathophysiology/Risk Factors
ACSM
HFS
1. Identify risk factors
for coronary artery disease (CAD) and designate those that may be favourably
modified by regular and appropriate physical activity habits.
2. Define the following terms: total cholesterol, high density lipoprotein
cholesterol (HDL-C), low density lipoprotein cholesterol (LDL-C), total
cholesterol/high density lipoprotein cholesterol ratio, anaemia and
hypertension.
3. Be familiar with the plasma cholesterol levels for various ages as
recommended by the National Cholesterol Education Programme.
4. Knowledge of the risk factor concept of CAD and the influence of
heredity and lifestyle on the development of CAD.
5. Demonstrate an understanding of the pathophysiology of atherosclerosis
and how this process is potentially influenced by physical activity.
6. Ability to discuss in detail how lifestyle factors, including nutrition,
physical activity and heredity influence lipid and lipoprotein profiles.
7. Identify the following cardiovascular risk factors or conditions
which may require consultation with medical personnel prior to participation
in testing or training, including inappropriate changes in resting or
exercise heart rate and blood pressure, new onset discomfort in chest,
neck, shoulder or arm, changes in the pattern of discomfort during rest
or exercise, fainting or dizzy spells and claudication.
8. Identify the following respiratory risk factors which may require
consultation with medical professionals prior to participation in testing
or training, including, asthma, exercise induced asthma, extreme breathlessness
at rest, mild exertion or during sleep, bronchitis, emphysema.
9. Identify the following metabolic risk factors which may require consultation
with medical professionals prior to participation in testing or training
including bodyweight more than 20% above optimal, BMI > 30, thyroid
disease, diabetes or glucose intolerance, hypoglyceamia.
10. Identify the following musculoskeletal risk factors or conditions
which may require consultation with medical professionals prior to participation
in testing or training including: osteoarthritis, osteoporosis, tendonitis,
rheumatoid arthritis, acute or chronic back pain.
Top
Human Behaviour/Psychology
ACSM
HFS
1. Ability to identify and define at least five behavioural
strategies to enhance exercise and health behaviour change (ie reinforcement,
goal setting, social support).
2. Ability to list and define five important elements that should be
included in each counselling session.
3. Knowledge of specific techniques to enhance motivation (e.g posters,
recognition, bulletin boards, games, competitions). Define extrinsic
and intrinsic reinforcement and give examples of each.
4. Knowledge of the stages of motivational readiness.
5. Ability to list and describe three counselling approaches that may
assist less motivated clients to increase their physical activity.
6. Ability to list and describe the specific strategies aimed at encouraging
the initiation of exercise, adherence and return to participation in
an exercise programme.
7. Knowledge of symptoms of anxiety and depression that may necessitate
referral.
8. Describe
the potential manifestation of test anxiety (i.e., performance, appraisal
threat) during exercise testing and how it may disrupt accurate physiological
responses to testing.
Top
Screening
, Health Appraisal and Fitness Testing
ACSM
HFS
1. Knowledge of the importance of a heath/medical history.
2. Knowledge
of the value or a medical clearances prior to exercise participation.
3. Skill
to measure pulse rate accurately both at rest and during exercise.
4. Ability
to obtain a health history and risk appraisal that includes past and
present medical history, family history or CAD, orthopaedic limitations,
prescribed medications, activity patterns, nutritional habits, stress
and anxiety levels, smoking and use of alcohol.
5. Describe
the categories of participants who should receive medical clearance
prior to administration of an exercise test or participation in an exercise
program.
6. Identify
relative and absolute contraindications to exercise testing or participation.
7. Discuss
the limitations of informed consent and medical clearances prior to
exercise testing.
8. Ability
to obtain informed consent.
9. Explain
the purpose and procedures for monitoring clients prior to, during,
and after cardiorespiratory fitness testing.
10. Demonstrate
the ability to instruct participants in the use of equipment and test
procedures.
11. Ability
to describe the purpose or testing, select and appropriate submaximal
or maximal protocol and conduct an assessment of cardiovascular fitness
on the cycle or the treadmill.
12. Demonstrate
the ability to measure heart rate, blood pressure and RPE accurately
at rest and during exercise according to established guidelines.
13. Ability
to locate and measure skinfold sites and girth measurements (not tested
practically in ACSM) used for estimating body composition.
14. Ability
to describe the purpose of testing, select appropriate protocols and
conduct assessments of muscular strength, muscular endurance, and flexibility
assessment.
15. Skill
in various techniques of assessing body composition (skinfold measurements
are covered in the HFI workshop which is the only method assessed during
the exam).
16. Demonstrate
various techniques of assessing body composition and discuss the advantages/disadvantages
and limitations of the various techniques.
17. .Ability
to interpret information obtained from the cardiorespiratory fitness
test and the muscular strength and endurance, flexibility and body composition
assessments for apparently healthy individuals and those with stable
disease.
18. Identify
appropriate criteria for terminating a fitness evaluation and demonstrate
proper procedures to be followed after discontinuing such a test
19. Discuss
modification of protocols and procedures for cardiorespiratory fitness
tests in children, adolescents, and older adults.
20. Knowledge
of common drugs from each of the following classes of medications and
describe the principle action and the effects on exercise testing and
prescription: Antianginals, Antihypertensives, Antiarrhytmics, Bronchodolators,
Hypoglycemics, Psychotropics, Vasodilators.
21. Ability
to identify the effects of the following substances on exercise response:
antihistamines, tranquilizers, alcholo, diet pills, cold tablets, caffeine,
and nicotine.
22. Skill
in techniques for calibration of a cycle ergometer and a motor-driven
treadmill. (not part of the practical exam).
Top
Emergency Procedures, Injury Prevention and Safety
ACSM HFS
1. Demonstrate
skills necessary to obtain basic life support and cardiopulmonary resuscitation
certification.
2. Describe
appropriate emergency procedures (i.e., telephone procedures, written
emergency procedures, personnel responsibilities, etc.) in a variety
of exercise settings.
3. Describe
basic first aid procedures for exercise-related injuries such as: bleeding,
strains/sprains, fractures, and exercise intolerance (dizziness, syncope
and heat injury).
4. Knowledge
of basic precautions taken in a group exercise setting to ensure participant
safety.
5. Ability
to identify the physiological and physical signs and symptoms of overtraining.
6. List
the effects of temperature, humidity, altitude and pollution upon the
physiological response to exercise.
7. Define
shin splints , sprains, strains, tennis elbow, bursitis, stress fracture,
tendonitis, patella femoral pain syndrome, low back discomfort, plantar
fasciitis, and rotator cuff tendonitis
8. Knowledge
of hypothetical concerns and potential risks that may be associated
with the use of exercises such as straight leg sit ups, double leg raises,
full squats, hurdlers stretch, yoga plough, forceful back extension
and standing bent-over toe touch.
9. Demonstrate
knowledge of safety plans, emergency procedures, and first aid techniques
needed during fitness evaluations, exercise testing, and exercise training.
10. Identify
the components that create and maintain a safe environment.
11. Discuss
and instructors responsibilities, limitations, and the legal implications
of carrying out emergency procedures.
12. Ability
to describe potential musculoskeletal injuries (eg. Contusions, sprains,
strains, fractures), cardiovascular/pulmonary complications (e.g. tachycardia,
bradycardia, hypotension/hypertension, tachypnea) and metabolic abnormalities
(e.g. fainting/syncope, hypogylcemia/hyperglycemia, hypothermia/hyperthermia).
13. Knowledge
of the components of an equipment maintenance / repair programme and
how it may be used to evaluate the condition of exercise equipment to
reduce the potential risk of injury.
Top
Exercise Programming
ACSM HFS
1. State the recommended intensity, duration, frequency, and type of
physical activity necessary for development of cardiorespiratory fitness
in an apparently healthy population.
2.
Differentiate between the amount of physical activity required health
benefits and the amount of exercise required for fitness development.
3.
Describe and demonstrate exercises for the improvement and maintenance
of muscular endurance and muscular strength of specific muscle groups.
4.
Describe the principles of overload, specificity and progression and
how they relate to exercise programming.
5.
Demonstrate an understanding for the components incorporated into an
exercise session and their proper sequence (i.e., pre-exercise evaluation,
warm-up, aerobic stimulus phase, cool-down, muscular strength and/or
endurance and flexibility).
6.
Define overload, specificity of exercise conditioning, use-disuse, progressive
resistance, isotonic, isometric, isokinetic, concentric, eccentric,
atrophy, hypertrophy, sets, repetitions, plyometrics, Valsalva maneuver.
7.
Demonstrate various methods for establishing and monitoring levels of
exercise intensity such as heart rate. and perceived exertion METs.
8.
Skills to teach participants how to use RPE and heart rate to adjust
the intensity of the exercise session.
9.
Ability to calculate training heart rates using two methods: percent
of age-predicted maximum heart rate and heart reserve (Karvonen).
10.
Skill to teach and demonstrate appropriate modifications in specific
exercises for the following groups: older adults, pregnancy and postnatal
women, obese persons and persons with low back pain.
11.
Ability to recognise proper and improper technique in the use of resistive
exercise equipment such as stability balls, weights, bands, resistance
bars, and water exercise equipment.
12. Ability to recognise proper and improper technique in the use of
cardiovascular conditioning exercise equipment (e.g. steps, cycles)
13.
Ability to evaluate flexibility and prescribe appropriate flexibility
exercises for all major muscle groups.
14.
Ability to design resistive exercise programmes to increase or maintain
muscular strength and/or endurance.
15.
Design, implement, and evaluate individualised and group exercise programs
based on health history and physical fitness assessments.
16.
Ability to modify exercises based on age and physical condition.
17.
Knowledge, skills and abilities to calculate energy cost, VO2, METs
and target heart rates and apply information to exercise prescription.
18.
Ability to convert weights from pounds (lb) to kilogrammes (kg) and
speed from miles per hour (mph) to metres per minute (m/min).
19.
Ability to convert METs to VO2 expressed as mL/kg/.min, L/min and or
ml/kgFFW/min.
20.
Ability to calculate energy cost in METs and kilocalories for given
exercise intensities in stepping exercise, cycle ergometry and during
horizontal and graded walking and running.
21.
Ability to explain and implement exercise prescription guidelines for
apparently healthy clients, increased risk clients and clients with
controlled disease.
22.
Ability to adapt mode, duration, frequency, intensity, progression,
level of supervision, and monitoring techniques in exercise programs
for patients with controlled disease (heart disease, diabetes mellitus,
obesity, hypertension), musculoskeletal problems, pregnancy/postpartum,
and exercise-induced asthma.
23.
Knowledge of special precautions and modifications of exercise programming
for participation at altitude, different ambient temperatures, humidities,
and environmental pollution.
24.
Knowledge of the importance of recording exercise sessions and performing
periodic evaluations to assess changes in fitness status.
25.
Knowledge of the advantages and disadvantages if implementation of interval,
continuous and circuit training programs.
26.
Ability to design training programmes using interval, continuous and
circuit training programs.
27.
Ability to discuss the advantages and disadvantages of various commercial
exercise equipment in developing cardiorespiratory fitness, muscular
strength, and muscular endurance.
28.
Knowledge of the tpes of exercise programs available in the community
and how these programs are appropriate for various populations.
Top
Nutrition and Weight Management
ACSM
HFS
1.
Define the following terms: obesity, overweight, percent fat, lean body
mass, anorexia nervosa, bulimia, and body fat distribution.
2.
Knowledge of the relationship between body composition and health.
3.
Compare the effects of diet plus exercise, diet alone, and exercise
alone as methods for modifying body composition.
4.
Knowledge of the importance of an adequate daily energy intake for healthy
weight management.
5.
Identify the functions of fat and water soluble vitamins.
6.
Ability to describe the importance of maintaining normal hydration before,
during and after exercise.
7.
Demonstrate familiarity with the USDA Food Pyramid and US Dietary Guidelines.
8.
Ability to describe the importance of calcium and iron in women's health.
9.
Ability to describe the myths and consequences associated with inappropriate
weight loss methods: saunas, vibrating belts, body wraps, electric simulators,
sweat suits and fad diets.
10.
List the number of kilocalories in one gram of the following: fat, carbohydrate,
protein, and alcohol.
11.
List the number of kilocalories in one pound of fat.
12.
Describe the health implications of variation in body fat distribution
patterns and the significance of waist/hip ratio.
13.
Knowledge of guidelines for caloric intake for an individual desiring
to lose or gain weight.
14.
Discuss common nutritional ergogenic aids, their purported mechanism
of action and any risks and/or benefits (e.g., carbohydrate, protein/amino
acids, vitamins, minerals, sodium bicarbonate, bee pollen etc).
15.
Knowledge of nutritional factors related to the female athlete triad
syndrome (i.e., eating disorders, menstrual cycle abnormalities, and
osteoporosis).
16.
Knowledge of the NIH Consensus statement of health risks of obesity,
Nutrition for Physical Fitness Position Paper of the American Dietetic
Association, and the ACSM Position Stand on proper and improper weight
loss programs.
17.
Knowledge of NECP II guidelines for lipid management.
Top
Programme Administration/Management
ACSM
HFS
1.
Understand the health fitness instructor’s supportive role in
administration and programme management within a health/fitness facility.
2. Demonstrate an ability to administer fitness related programmes within
established budgetary guidelines.
3. Demonstrate an ability to develop marketing materials for the purpose
of promoting fitness related programmes.
4. Describe
various sales techniques for prospective programme clients/participants.
5. Describe the documentation required when a client shows signs or
symptoms during an exercise session which should be referred to a physician.
6. Demonstrate the ability to create and maintain records pertaining
to participant exercise adherence, retention and goal setting.
7. Demonstrate the ability to develop and administer educational programmes
(i.e., lectures, workshops etc.) and educational materials (i.e., participant
handouts).
8. Demonstrate and understanding of management of a fitness department
(e.g., working with a budget, training exercise leaders, scheduling,
running staff meetings, etc.,).
9. Discuss the importance of tracking and evaluating membership retention
Top
ACSM
Clinical Exercise Specialist only (call for details).
ACSM Clinic Exercise Specialist® Knowledge,
Skills, and Abilities (KSAs):
Includes CPT, HFS and the following KSA:
EXERCISE PHYSIOLOGY AND RELATED EXERCISE SCIENCE
1.1.1 Describe coronary anatomy.
1.1.2 Describe the physiological effects of bed rest and discuss the
appropriate physical activities that might be used to counteract these
changes.
1.1.3 Identify the cardiorespiratory responses associated with postural
changes.
1.1.4 Describe activities that are primarily aerobic and anaerobic.
1.1.5 Identify the metabolic equivalent (MET) requirements of various
occupational, household, sport/exercise, and leisure time activities.
1.1.6 Knowledge of the unique hemodynamic responses of arm versus leg
exercise and of static versus dynamic exercise.
1.1.7 Define the determinants of myocardial oxygen consumption and the
effects of exercise training on these determinants.
1.1.8 Determine maximal oxygen (02) consumption and describe the methodology
for measuring it.
1.1.9 Plot the normal resting and exercise values associated with increasing
exercise intensity (and how they may differ for diseased populations)
for the following: heart rate, stroke volume, cardiac output, double
product, arteriovenous O2 difference, O2 consumption, systolic and diastolic
blood pressure, minute ventilation, tidal volume, breath frequency,
Vd/Vt, VE/VO2, and VE/VCO2.
1.1.10 Discuss the effects of isometric exercise in individuals with
cardiovascular, pulmonary, and/or metabolic diseases or with low functional
capacity.
1.1.11 Knowledge of acute and chronic adaptations to exercise for apparently
healthy individuals (low risk) and for those with cardiovascular, pulmonary,
and metabolic diseases.
1.1.12 Describe the effects of variation in environmental factors (e.g.
temperature, humidity, altitude) for normal individuals and those with
cardiovascular, pulmonary, and metabolic diseases.
PATHOPHYSIOLOGY AND RISK FACTORS
1.2.1 Summarize the atherosclerotic process, including current hypotheses
regarding onset and rate of progression and/or regression.
1.2.2 Compare and contrast the differences between typical, atypical,
and vasospastic angina.
1.2.3 Describe the pathophysiology of the healing myocardium and the
potential complications after acute myocardial infarction (MI) (extension,
expansion, rupture).
1.2.4 Describe silent ischemia and its implications for exercise testing
and training.
1.2.5 Examine the role of diet on cardiovascular risk factors such as
hypertension, blood lipids and body weight.
1.2.6 Describe the lipoprotein classifications and define their relationship
to atherosclerosis or other diseases.
1.2.7 Describe the cardiorespiratory and metabolic responses that accompany
or result from pulmonary diseases at rest and during exercise.
1.2.8 Describe the influence of exercise on cardiovascular risk factors.
1.2.9 Describe the normal and abnormal cardiorespiratory responses at
rest and exercise.
1.2.10 Identify the mechanisms by which functional capacity and cardiovascular,
pulmonary, metabolic, and neuromuscular adaptations occur in response
to exercise testing and training in healthy and disease states.
1.2.11 Describe the cardiorespiratory and metabolic responses in myocardial
dysfunction and ischemia at rest and during exercise.
HEALTH APPRAISAL, FITNESS AND CLINICAL EXERCISE TESTING
1.3.1 Describe common procedures and apply knowledge of results from
radionuclide imaging (e.g. thallium, technetium, sestamibi, single photon
emission computed tomography (SPECT)).
1.3.2 Knowledge of exercise testing procedures for various clinical
populations including those individuals with cardiovascular, pulmonary,
and metabolic diseases in terms of exercise modality, protocol, physiological
measurements, and expected outcomes.
1.3.3 Describe anatomical landmarks as they relate to exercise testing
and programming.
1.3.4 Locate and palpate anatomic landmarks as they relate to exercise
testing and programming.
1.3.5 Select and appropriate test protocol according to the age and
functional capacity of the individual.
1.3.6 Identify individuals for whom physician supervision is recommended
during maximal and submaximal exercise testing.
1.3.7 Conduct pre-exercise test procedures.
1.3.8 Describe basic equipment and facility requirements for exercise
testing.
1.3.9 Instruct the test participant in the use of the RPE scale and
other appropriate subjective rating scales, such as the dyspnoea and
angina scales.
1.3.10 Obtain informed consent and describe its purpose.
1.3.11 Describe the importance of accurate and calibrated testing equipment
(e.g. treadmill, ergometers, electrocardiograph, and sphygmomanometers).
1.3.12 Measure physiological and subjective responses (e.g. symptoms,
ECG, blood pressure, heart rate, RPE and other scales, oxygen saturation,
and oxygen consumption) at appropriate intervals during the test.
1.3.13 Describe the effects of age, eight, level of fitness, and health
status on the selection of an exercise test protocol.
1.3.14 Ability to measure oxygen consumption during an exercise test.
1.3.15 Ability to provide testing procedures and protocol for children
and the elderly with or without various clinical conditions.
1.3.16 Obtain and interpret medical history and physical examination
findings as they relate to health appraisal and exercise testing.
1.3.17 Accurately record and interpret right and left arm pre-exercise
blood pressures in the supine and upright positions.
1.3.18 Describe and analyze the importance of the absolute and relative
contraindications of an exercise test.
1.3.19 Select and perform appropriate procedures and protocols for the
exercise test, including modes of exercise, starting levels, increments
of work, ramping versus incremental protocols, lengths of stages, and
frequency of data collection.
1.3.20 Describe and conduct immediate post exercise procedures and various
approaches to cool-down.
1.3.21 Record, organize, perform, and interpret necessary calculations
of test data.
1.3.22 Describe the differences in the physiological responses to various
modes of ergometry (e.g. treadmill, cycle and arm ergometers) as they
relate to exercise testing and training.
1.3.23 Describe normal and abnormal chronotropic and inotropic responses
to exercise testing and training.
1.3.24 Describe and apply Baye’s theorem as it relates to pretest
likelihood of CAD and the predictive value of positive or negative diagnostic
exercise ECG result.
1.3.25 Compare and contrast obstructive and restrictive lung diseases
and their effect on exercise testing and training.
1.3.26 Identify orthopaedic limitations (e.g. gout, foot drop, specific
joint problems) as they relate to modifications of exercise testing
and programming.
1.3.27 Identify neuromuscular disorders (e.g., Parkinson’s disease,
multiple sclerosis) as they relate to modifications of exercise testing
and training.
1.3.28 Describe the aerobic and anaerobic metabolic demands of exercise
testing and training in individuals with cardiovascular, pulmonary,
and/or metabolic diseases undergoing exercise testing or training.
1.3.29 Identify the variables measured during cardiopulmonary exercise
testing, (e.g., heart rate, blood pressure, rate of perceived exertion,
ventilation, oxygen consumptions, ventilatory threshold, pulmonary circulation)
and their potential relationship to cardiovascular, pulmonary, and metabolic
disease.
1.3.30 Discuss the appropriate use of static and dynamic exercise for
individuals with cardiovascular, pulmonary, and metabolic disease.
ELECTROCARDIOGRAPHY AND DIAGNOSTIC TECHNIQUES
1.4.1 Summarize the purpose of coronary angiography.
1.4.2 Describe myocardial ischemia and identify ischemic indicators
of various cardiovascular diagnostic tests.
1.4.3 Describe the differences between Q-wave and non-Q-wave infarction.
1.4.4 Identify the ECG patterns at rest and responses to exercise in
patients with pacemakers and ICDs.
1.4.5 Identify resting and exercise ECG changes associated with the
following abnormalities: bundle branch blocks and befascicular blocks;
atrioventricular blocks; sinus bradycardia and tachycardia; sinus arrest;
supraventricular premature contractions and tachycardia; ventricular
premature contractions (including frequency, form, couplets, salvos,
tachycardia); atrial flutter and fibrillation, ventricular fibrillation;
myocardial ischemia, injury and infarction.
1.4.6 Define the ECG criteria for initiating and/or terminating exercise
testing or training.
1.4.7 Identify ECG changes that correspond to ischemia in various myocardial
regions.
1.4.8 Describe the potential causes of cardiac arrhythmias.
1.4.9 Identify potentially hazardous arrhythmias or conduction defects
observed on the ECG at rest, during exercise, and recovery.
1.4.10 Describe the diagnostic and prognostic significance of ischemic
ECG responses and arrhythmias at rest, during exercise, or recovery.
1.4.11 Identify resting and exercise ECG changes associated with cardiovascular
disease, hypertensive heart disease, cardiac chamber enlargement, pericarditis,
pulmonary disease, and metabolic disorders.
1.4.12 Administer and interpret basic resting sprirometric tests and
measures including FEV1.0, FVC, and MVV.
1.4.13 Locate the appropriate sites for the limb and chest leads for
resting, standard, and exercise (Mason Likar) electrocardiograms (ECGs),
as well as commonly used bipolar systems (e.g. CM-5).
1.4.14 Obtain and interpret a pre-exercise standard and modified (Mason-Likar)
12-lead ECG on a participant in the supine and upright position.
1.4.15 Ability to minimize ECG artefact.
1.4.16 Describe the diagnostic and prognostic implications of the exercise
test ECG and hemodynamic responses.
1.4.17 Identify ECG changes that typically occur due to hyperventilation,
electrolyte abnormalities, and drug therapy.
1.4.18 Identify the causes of false positive and false negative exercise
ECG responses and methods for optimizing sensitivity and specificity.
1.4.19 Identify and describe the significance of ECG abnormalities in
designing the exercise prescription and in making activity recommendations.
1.4.20 Explain indications and procedures for combing exercise testing
with radionuclide or echocardiographic imaging.
PATIENT MANAGEMENT AND MEDICATIONS
1.5.1 List indications for use of streptokinase, tissue plasminogen
activase, and other thrombolytic agents.
1.5.2 Describe mechanisms and actions of medications that may affect
exercise testing and prescription.
1.5.3 Recognize medications associated in the clinical setting, their
indications for care, and their effects at rest and during exercise
(e.g. antianginals, antihypertensives, antiarrhythmics, bronchodilators,
hypoglycemics, phychotropics, vasodilators, anticoagulant and antiplatelet
drugs, and lipid-lowering agents).
MEDICAL AND SURGICAL MANAGEMENT
1.6.1 Describe percutaneous coronary and peripheral interventions (e.g.
PTCA, stent) as an alternative to medical management or bypass surgery.
1.6.2 Describe indications and limitations for medical management and
interventional techniques in different subsets of individuals with CAD
and PAD.
EXERCISE PRESCRIPTION AND PROGRAMMING
1.7.1 Describe basic joint movements, muscle actions, and points of
insertions as it relates to exercise programming.
1.7.2 Compare and contrast benefits and risks of exercise for individuals
with CAD risk factors and for individuals with cardiovascular, pulmonary,
and/or metabolic diseases.
1.7.3 Design appropriate exercise prescription in environmental extremes
for normal individuals and those with cardiovascular, pulmonary, and
metabolic diseases.
1.7.4 Design, implement and supervise individualized exercise prescriptions
for people with chronic diseases and disabling conditions.
1.7.5 Design a supervised exercise program beginning at hospital discharge
and continuing for up to six months for the following conditions: MI;
angina; LVAS, congestive heart failure, PCI, CABG, medical management
of CAD; chronic pulmonary disease; weight management; diabetes; and
cardiac transplants.
1.7.6 Knowledge of the concept of “Activities of Daily Living”
(ADLs) and its importance in the overall rehabilitation of the individual.
1.7.7 Prescribe exercise using non-traditional modalities (e.g. bench
stepping, elastic bands, isodynamic exercise, water aerobics) for individuals
with cardiovascular, pulmonary, or metabolic diseases.
1.7.8 Discuss equipment adaptations necessary for different age groups.
1.7.9 Identify individuals who require exercise testing prior to exercise
training.
1.7.10 Organize GXT and clinical data and counsel patients regarding
issues such as ADL, return to work and physical activity.
1.7.11 Describe relative and absolute contraindications to exercise
training.
1.7.12 Identify characteristics that correlate or predict poor compliance
to exercise programs, and strategies to increase exercise adherence.
1.7.13 Describe the importance of warm-up and coo-down sessions with
specific reference to angina and ischemic ECG changes, and for overall
patient safety.
1.7.14 Identify and explain the mechanisms by which exercise may contribute
to preventing or rehabilitating individuals with cardiovascular, pulmonary,
and metabolic diseases.
1.7.15 Describe common gait abnormalities as they relate to exercise
testing and programming.
1.7.16 Describe the principle of specificity of training at it relates
to the mode of exercise testing and training.
1.7.17 Design a strength and flexibility programs for individuals with
cardiovascular, pulmonary and/or metabolic diseases, elderly, and children.
1.7.18 Determine appropriate testing and training modalities according
to the age and functional capacity of the individual.
1.7.19 Describe the indications and methods for ECG monitoring during
exercise testing and training.
1.7.20 Describe the importance of and appropriate methods for resistance
training in older individuals.
1.7.21 Ability to modify exercise testing and training to the limitations
of peripheral arterial disease (PAD).
NUTRITION AND WEIGHT MANAGEMENT
1.8.1 Describe and discuss dietary considerations for cardiovascular
and pulmonary diseases, chronic heart failure, and diabetes that are
recommended to minimize disease progression and optimize disease management.
1.8.2 Compare and contrast dietary practices used for weight reduction
and address the benefits, risks, and scientific support for each practice.
Examples of dietary practices are high protein/low carbohydrate diets,
Mediterranean diet, and low fat diets such as the American Heart Association
recommended diet.
1.8.3 Calculate the effect of caloric intake and energy expenditure
on weight management.
HUMAN BEHAVIOUR AND COUNSELING
1.9.1 List and apply five behavioural strategies as they apply to lifestyle
modifications, such as exercise, diet, stress, and medication management.
1.9.2 Describe signs and symptoms of maladjustment and/or failure to
cope during an illness crisis and/or personal adjustment crisis (e.g.,
job loss) that might prompt a psychological consult or referral to other
professional services.
1.9.3 Describe the general principles of crisis management and factors
influencing coping and learning in illness states.
1.9.4 Identify the psychological stages involved with the acceptance
of death and dying and ability to recognize when it is necessary for
a psychological consult or referral to a professional resource.
1.9.5 Recognize observable signs and symptoms of anxiety or depressive
symptoms and the need for a psychiatric referral.
1.9.6 Describe the psychological issues to be confronted by the patient
and by family members of patients who have cardiovascular disease and/or
who have had an acute MI or cardiac surgery.
1.9.7 Identify the psychological issues associated with an acute cardiac
event versus those associated with chronic cardiac conditions.
SAFETY, INJURY PREVENTION, AND EMERGENCY PROCEDURES_
1.10.1 Respond appropriately to emergency situations (e.g. cardiac
arrest; hypoglycaemia and hyperglycaemia; bronchospasm; sudden onset
hypotension; serious cardiac arrhythmias; implantable cardiac defibrillator
(ICD) discharge; transient ischemic attack (TIA) or stroke; MI) which
might arise before, during, and after administration of an exercise
test and/or exercise session.
1.10.2 List medications that should be available for emergency situations
in exercise testing and training sessions.
1.10.3 Describe the emergency equipment and personnel that should be
present in an exercise testing laboratory and rehabilitative exercise
training setting.
1.10.4 Describe the appropriate procedures for maintaining emergency
equipment and supplies.
1.10.5 Describe the effects of cardiovascular, pulmonary, and metabolic
diseases on performance and safety during exercise testing and training.
1.10.6 Risk stratify individuals with cardiovascular, pulmonary, and
metabolic diseases, using appropriate materials and understanding the
prognostic indicators for high-risk individuals.
PROGRAM ADMINISTRATION, QUALITY ASSURANCE, AND OUTCOME ASSESSMENT
1.11.1 Discuss the role of outcome measure in chronic heart disease
management programs such as cardiovascular and pulmonary rehabilitation
programs.
1.11.2 Identify and discuss various outcome measurements that could
be used in a cardiac or pulmonary rehabilitation program.
1.11.3 Identify and discuss specific outcome collection instruments
that could be used to collect outcome data in a cardiac or pulmonary
rehabilitation program.
