level 3 keynote

Level 3 – Personal
Training Course
By Faster Health and Fitness

28 Tasks to Success
A guide to completing the course material

Your Course 28 Steps to Complete
Task Subject Area to Study Written Assignments/LAP Video Assignments Online Support
Task 1
Anatomy and Physiology for
Exercise
Skype Tutorial – student revision
requests, progress update
Task 2
Programming for Personal
Training
Complete P20, Unit 2 & 3 Predictive
Programme Overview. Sign, scan and
send to assessor at
fastercourses@lifecare-health.co.uk
by close Day 11
Written posts and answers to
questions on Facebook
Task 3
Exercise
Task 4
Training
Task 5
Exercise
Complete P26-28, Unit 3
Programming with Personal Training
Clients Worksheet. Sign, scan and
send to assessor at
fastercourses@lifecare-health.co.uk
by close Day 13
Task 6
Training
Task 7
REST! Do Mock A&P Exam. Mark yourself REST! REST!

Task 8
Exercise
Task 9
(Book in
your live
day of
practice!)
Training
Complete P20, Unit 2 & 3
Predictive Programme Overview.
Sign, scan and send to assessor
at
fastercourses@lifecare-
health.co.uk by close Day 11
Task 10
Exercise
Task 11
Training
Task 12
Exercise
Complete P26-28, Unit 3
Programming with Personal
Training Clients Worksheet.
Sign, scan and send to assessor
at
Task 13
Training
Task 14
REST! Do Mock A&P Exam. Mark
yourself
REST! REST!

Task 15
Applying the Principles of
Nutrition to a Physical Activity
Programme
Complete P21-22 Unit 2 & 3
Programme Card. Sign, scan
and send to assessor at
Task 16
(Book in
your live
day of
practice!)
Delivering Personal Training
Sessions
Task 17
Programme
Task 18
Sessions
Task 19
Programme
Task 20
Sessions
Task 21
REST! Do Mock Nutrition Exam. Mark
it.
REST! REST!

Task 22
Nutrition to a Physical
Activity Programme
Complete P23 Unit 2 & 3 Programme
Evaluation & Modification Summary
Worksheet. Sign, scan and send to
assessor at
fastercourses@lifecare-health.co.uk by
close Day 23
Skype Tutorial – student
revision requests, progress
update
Task 23
Sessions
Written posts and answers
to questions on Facebook
Task 24
Activity Programme
Familiarise yourself closely with P29
Unit 4 Summative Assessment
Checklist. These are the criteria
against which you will be assessed in
the practical exam
Task 25
Sessions
Task 26
Activity Programme
Do mock exam Unit 1 Anatomy and
Physiology for Exercise & Health. Mark
it and work on weaker areas
Task 27
Sessions
Do mock exam for Unit 2 Applying the
Principles of Nutrition… Mark it and
work on weaker areas
Task 28
(Live
Assessment
Day)
Bring LAP P 21-33 with you Theory Exam: Unit 1 & Unit 2 Practical: 60 minute gym Sign docs LAP P29-33

Anatomy and Physiology
The next level

Learning outcomes
!   By the end of this session you will be
able to:
!   Identify the anatomical axes and
planes with regard to joint actions and
different exercises

Anatomical planes – frontal
!   Divides the body into front and back
sections (anterior and posterior)
!   Joint action example
!   Abduction and adduction

Anatomical planes – sagittal
!   Divides the body into left and right
sections (can be uneven)
!   Flexion and extension

Anatomical planes – transverse
!   Divides the body into upper and lower
parts
!   Rotation

Learning outcomes
able to -
!   Describe joints/joint structure with
regard to range of movement and
injury risk
!   Describe the structure of the pelvic
girdle and the associated muscles and
ligaments

Joint actions
!   Revise joint actions from level 2
(optional)
!   Look at new joint actions relevant to
Level 3

Joint actions (in addition to level 2)
Inversion and eversion
!   These movements occur in the foot
(specifically the subtalar joint)
!   Inversion is where the sole turns to
face inwards and eversion is where
the sole turns to face outwards.

Joint actions
Opposition
!   This describes the specific movement
of touching the thumb to the fingers.
It is what makes humans unique from
other animals in their ability to grip
objects.

Joint action- rotation
Covered at level 2 –
however It is also possible
to rotate ball and socket
joints. For example, turning
the leg inwards towards the
middle of the body
(internal or medial
rotation). Turning the leg
outwards away from the
centre of the body
(external or lateral
rotation)

The shoulder girdle
!   The shoulder, or pectoral, girdle is composed of
a double set of two bones on each side of the
body.
!   The clavicles are slender and doubly curved
long bones that run horizontally across the
upper chest and can be felt just below the neck.
!   Each clavicle articulates at the top of the
shoulder with the acromion process of the
scapula (acromioclavicular joint or AC joint)
in a gliding synovial joint and with the top end
of the sternum (the sternoclavicular joint) at
the shoulder’s front.

The upper arm and shoulder joint
!   The only bone in the upper arm is the
humerus.
!   It fits into the glenoid cavity of the
shoulder girdle.
!   The shoulder joint is quite shallow,
giving a large range of movement
!   The stability of the shoulder joint comes
primarily from a small group of
muscles called the rotator cuff.

The upper arm and shoulder joint

The lower arm elbow and wrist
!   There are two long bones in the lower arm – the
radius and the ulna.
!   The ulna is slightly longer than the radius and has a
much more prominent proximal head called the
olecranon process that can be felt at the elbow joint.

The lower arm elbow and wrist
!   The radius and the ulna are connected to each other by a synovial
pivot joint, both at their proximal and distal ends, called the
radioulnar joints.
!   In contrast, it is the radius that is far more prominent at the wrist.
The wrist and hand
!   The hand is composed of 27 small bones. The true wrist is composed of
eight cuboid bones, the carpals, which form gliding synovial joints,
giving a large degree of flexibility to the whole hand.
!   The carpals are roughly arranged in two rows and the two biggest
bones of the first row form the synovial joint with the radius. The
second row articulates with the five metacarpals that radiate out to
form the palm.
!   The four fingers (or phalanges) are composed of three bony segments,
articulating with each other via synovial hinge joints.
!   The thumb, however, has only two segments. The articulation between
the thumb and the first metacarpal is a synovial saddle joint

The pelvic girdle
The pelvic girdle transmits the whole weight of the
upper body down through the legs to the ground.
It also plays a major role in ensuring the correct
alignment of the spine (the neutral spine position).
Unlike the pectoral girdle, it needs to be strong,
stable and resistant to large ranges of movement.
It is composed of two bones on each side. These
bones are themselves made from three separate
bones: the ilium, ischium and pubic bones, which
fuse together indistinguishably, in adulthood.

The pelvic girdle
!   The pubic bones are joined together anteriorly by a
cartilaginous disc, the pubis symphysis, which completes the
pelvic bowl. This pad of cartilage between the two joint
surfaces plays an important role in the stability of the pelvis.
Stability is also dependent on ligaments, which are affected
by the correct alignment of the Sacroiliac (SI) joints. The
pubis symphysis has a normal separation of 3–4mm, which can
increase up to as much as 9mm in pregnancy due to the
hormone relaxin.
!   The effect of relaxin on the SI joints and pubis symphysis
often leads them to become a source of discomfort. Any
movement or pain is often diagnosed as pubis symphysis
disorder (PSD). However, extreme separation is called diastasis
symphysis pubis and needs to be specifically diagnosed by a
medical practitioner. The general term given to pain in either
area is pelvic girdle pain (PGP).

Male Female
Narrow, shallow heart
shaped pelvic bowl
Deeper, wider oval shaped
pelvic bowl
Greater curvature in the
sacrum
Pelvic angle is almost
vertical
Pelvic angle tilts
anteriorly
The position of the
acetabulum is almost
vertical
The position of the
acetabulum has a slight
posterior tilt
Small Q angle between hip
and knee joints allowing
for more efficient transfer
of force between the hip
and knee joints
Larger Q angle between hip
and knee joints, causing
less efficient transfer of
force between hip and
knee, leading to higher
incidence of hip, knee and
ankle injury in females
engaging in impact
activities such as running

The knee joint and lower leg
!   The larger of the two bones (second largest in
the body) is the tibia. Its size reflects its role in
weight transmission of the upper body from the
femur down through the foot.
!   The fibula is far weaker. It is completely non-
weight-bearing and appears stick-like. However,
it does have a role in bracing the tibia and
giving the lower leg a stout, rectangular profile
rather than a curved cylinder, thus improving
its strength.
!   The fibula also provides attachment points for
muscles.

The knee
!   The tibia alone articulates with the femur at the knee and it
has large smooth depression that accepts the femoral condyles
to form the knee joint – the most complex joint in the body.
!   It is a hinge joint allowing movements of flexion and
extension in the sagittal plane.
!   The synovial joint cavity has many pouch-like projections
called bursa. These bursae help to prevent friction between
bone and a ligament or tendon and between the skin and the
patella.
!   The articular cartilage is reinforced with lateral and medial
cartilaginous C-shaped wedges called menisci. The menisci
help to stabilise the joint by preventing lateral displacement
of the bones.

The knee
!   The joint is held together internally by two sets of cruciate
ligaments at both the front and back of the joint (forming a
cross).
!   The cruciate ligaments help to add further stability to the
knee joint.
!   The patella (not shown in the image), a sesamoid shaped bone
that has developed inside the tendon of one of the main thigh
muscles, crosses the front of the joint and protects the knee.
!   It is held in place by strong ligaments that ensure smooth
tracking over the surface of the knee joint during movement.
!   The patellar ligament is technically an extension of the
muscle tendon.

The ankle joint and foot
!   The foot follows the same principles as the
hand. The tarsal bones – like the carpals of the
hand – are roughly cuboid and articulate with
each other via gliding synovial joints. There are
seven tarsals, but the two largest ones, nearest
to the lower leg, mainly carry body weight.
These are:
!   the talus bone that articulates with the tibia and
fibula
!   the large calcaneus, or heel bone, on which the
talus sits

The ankle joint and the foot
!   The synovial joint between the talus and the tibia and fibula is a pure
hinge joint: its movement is restricted to plantar and dorsiflexion in the
sagittal plane.
!   It is the gliding joints between the talus (subtalar joint), the calcaneus
and all of the other tarsal bones that give the whole foot the flexibility to
walk or run on uneven surfaces by allowing inversion and eversion
movement.
!   The metatarsals are five bony cylinders.
!   The first and fifth metatarsals make contact with the ground and are
strong weight bearers. The remaining three, however, form a transverse
arch and are susceptible to fracture.
!   The phalanges complete the pattern. Again like the fingers, they have three
segments (apart from the big toe, which has two), but they are much
smaller than in the fingers and therefore do not exhibit the same range of
movement.

Muscle Structure and
Function
The next level

Learning outcomes
!   By the end of this session you will be able to:
!   Explain the cellular structure of muscle
fibres
!   Describe sliding filament theory
!   Explain the effects of different types of
exercise on muscle fibre types
!   Describe the ability of muscle fibres to
adapt to training

Muscle structure
Muscle fibre Myofibril
Myofilament

Sliding filament theory
!   Occurs within the sarcomere
!   The ‘unit’ of muscular contraction
!   Requires calcium and ATP
!   Nervous stimulus causes the myosin heads to
attach to the actin forming cross bridges
!   Myosin heads pivot and pull actin towards the
centre of the sarcomere
!   Process is repeated and myosin attaches further
along the actin

Motor units and recruitment
!   The strength of a muscular contraction
will be affected by:
!   The frequency of nerve impulses
coming into the muscle cell
!   The number of motor units activated

Muscle fibre types
Slow twitch fibres Fast twitch fibres
Type 1 Type 2
Slow oxidative
fibres
Fast glycolytic
fibres
Red in colour White in colour
Contain large
numbers of
mitochondria
Contain low
numbers of
mitochondria
Endurance type
activities
Strength /
anaerobic type
activities

Muscle fibre types
The 2 fibres subdivide:
!   Type 2a – Fast oxidative glycolytic
(FOG)
!   Type 2x – Fast glycolytic (FG)

Learning outcomes
able to:
•  Name, locate function of muscles and
their attachment sites

Trapezius Origin
Back of skull: C7, all
thoracic vertebrae
Insertion
Spine of scapula and lateral
edge of clavicle
Joint crossed
Shoulder girdle (moves
scapula relative to rib cage)
Joint actions
Upper fibres elevate the
shoulder girdle
Middle fibres retract shoulder
girdle
Lower fibres depress shoulder
girdle
Whole muscle upwardly
rotates scapula (works as a
synergist with serratus
anterior)

Rhomboids Origin
Spinous processes of
cervical and thoracic
vertebrae (C7 and T1–
T5)
Insertion
Medial border of
scapula
Joint crossed
scapula relative to rib
cage)
Joint actions
Retracts scapula
Downwardly rotates
scapula (works as a
synergist with pectoralis
minor)

Levator scacpulae
Origin
Transverse processes of
cervical vertebrae (C1–C4)
Insertion
Medial border of scapula,
between superior angle and
root of the spine of the
scapula
Joint crossed
Shoulder girdle
Joint action
Elevates the scapula (origin
fixed)
Assists in downwards rotation
of scapula
Laterally flexes the neck
(insertion fixed)

Serratus anterior Origin
Front of ribs 1–8
Insertion
Anterior surface of
medial border of
scapula
Joint crossed
cage)
Joint action
Protracts the scapula
Upwardly rotates
scapula (works as a
synergist with
trapezius)

Pectoralis minor
Origin
Front of ribs 3–5
Insertion
Coracoid process of
scapula
Joint crossed
cage)
Joint action
Protracts the scapula
(origin fixed)
Downwardly rotates
scapula (works as a
synergist with rhomboids)
Elevates rib cage during
breathing (insertion
fixed)

Deltoid Origin
Clavicle (anterior head),
acromion (medial head) and
spine of scapula (posterior
head)
Insertion
Lateral surface of humerus
(nearly half way down)
Joint crossed
Shoulder (glenohumeral
joint)
Joint action
Anterior fibres flex the
shoulder and assist in
horizontal flexion
All fibres abduct the
shoulder (emphasis on
medial fibres)
Posterior fibres extend the
shoulder and assist in
lateral rotation

Pectoralis major Origin
Clavicle, sternum
and cartilages of
ribs 1–6
Insertion
Top of the humerus
Joint crossed
Shoulder
(glenohumeral) joint
Joint action
Shoulder horizontal
flexion
Shoulder adduction
Shoulder medial
rotation

Latissimus dorsi Origin
Via thoracolumbar fascia
(TLF) from spinous processes
of T6–T12, lumbar and
sacral vertebrae and iliac
crest. Also lower 3–4 ribs
and bottom (inferior) edge
of scapula
Insertion
Top of the humerus
(anterior)
Joint crossed
Shoulder (glenohumeral)
joint
Joint action
Adducts and extends arm
Assists in medial rotation of
the arm.
Depresses the shoulder
girdle via the insertion on
the humerus (origin fixed)

Teres major Origin
Lateral border of
the scapula near the
inferior angle
Insertion
Humerus (proximal,
anterior)
Joint crossed
Shoulder joint
Joint action
Medial rotation
Adduction and
extension of the
shoulder joint

Supraspinatus Origin
Superior to spine of
scapula
Insertion
Superiorly on the
head of the humerus
Joint crossed
Shoulder
Joint action
Assists deltoid in
abduction of the arm
Stabilises the
shoulder joint: helps
prevent downward
dislocation

Subscapularis Origin
Anterior surface
of scapula
Insertion
Anteriorly on the
head of the
humerus
Joint crossed
Shoulder
Joint action
Rotates the arm
medially
Stabilises the joint

Infraspinatus
Origin
Inferior to spine
of scapula
Insertion
Laterally on the
head of the
humerus
Joint crossed
Shoulder
Joint action
Rotates arm
laterally

Teres minor Origin
Lateral border of
scapula near the
inferior angle
Insertion
Laterally on the
head of the
humerus
Joint crossed
Shoulder
Joint action
Rotates arm
laterally

Biceps brachii Origin
Scapula
Insertion
Top of radius, and
bicipital aponeurosis
to medial part of
forearm
Joints crossed
Shoulder and elbow
Joint action
Flexes elbow
Supinates forearm
Assists in flexion of
the shoulder

Brachialis
Origin
Humerus
Insertion
Ulna
Joint crossed
Elbow
Joint action
Flexes the elbow

Brachioradialis
Origin
Laterally at the distal
end of humerus
Insertion
Laterally at the distal
end of the radius
Joint crossed
Elbow
Joint action
Flexion when the
forearm is semi-
pronated (as in a
drinking action)
Assists other flexors

Triceps brachii Origin
Long head on the
scapula just above
shoulder joint
Other two heads on the
posterior of the
humerus
Insertion
Olecranon of ulna
Joints crossed
Elbow and shoulder
Joint action
Extension of elbow
Assists in shoulder
extension and
adduction (long head
only)

Erector spinae - Iliocostalis group
Origin
Ribs and iliac
crest
Insertion
Transverse
processes of
cervical vertebrae
and ribs superior
to origin
Joint crossed
Vertebrae
Joint action
Extends the spine

Longissimus group Origin
Transverse processes
of cervical, thoracic
and lumbar vertebrae
Insertion
Transverse processes
of superior vertebrae
to origin
Joint crossed
Vertebrae
Joint action
Extends head and
rotates it to same side
Extends the spine

Spinalis
Origin
Spinous processes
of cervical,
thoracic and
lumbar vertebrae
Insertion
Spinous processes
of superior
vertebrae to origin
Joint crossed
Vertebrae
Joint action
Extends the spine

Quadratus Lumborum
Origin
Iliac crest and Iliolumbar
fascia.
Insertion
Upper 4 lumbar vertebrae and
lower margin of 12th rib.
Joint crossed
Intervertebral joints of lumbar
vertebrae.
Joint action
Unilateral concentric
contraction: lateral flexion of
lumbar spine.
Unilateral isometric
contraction: prevents lateral
flexion of lumbar spine (e.g.
when carrying a heavy suitcase
in one hand).
Bilateral eccentric contraction:
assists in preventing
hyperflexion of lumbar spine.

Multifidus Origin
Sacrum, and transverse processes
of vertebrae.
Insertion
Spinous processes 2-4 vertebrae
superior to origin.
Joint crossed
Intervertebral joints of vertebral
column.
Joint action
Extension of vertebral column
(bilaterally)
Assists in rotation of vertebral
column (unilaterally)
Assists in lateral flexion of spine
(unilaterally)
Important to lumbar spine
stability because it is a ‘local’
muscle, controlling the fine
positioning of adjacent vertebrae.

Rectus abdominis
Origin
Pubis and pubis
symphysis
Insertion
Cartilages of ribs 5–7
and base of sternum
Joints crossed
Intervertebral joints
of lumbar and
thoracic vertebrae
Joint function
Flexion of vertebral
column
Tilts the pelvis
backwards

External obliques
Origin
Outer surface of bottom 8
ribs
Insertion
Mainly linea alba, also
iliac crest
Joints crossed
Intervertebral joints of
lumbar and thoracic
vertebrae
Joint function
Unilaterally: rotation and
lateral flexion (in
combination with internal
obliques)
Bilaterally: flexion of the
vertebral column

Internal obliques Origin
Thoracolumbar fascia,
iliac crest.
Insertion
Linea alba, bottom 3
ribs.
Joint crossed
Intervertebral joints of
lumbar lower thoracic
vertebrae.
Joint function
Unilaterally: rotation
and lateral flexion (in
combination with
external obliques)
Bilaterally: flexion of
vertebral column

Transverse abdominis Origin
Thoracolumbar fascia,
cartilage of lower 6
ribs and Iliac crest
Insertion
Linea alba
Joint crossed
Intervertebral joints
of lumbar vertebrae
Joint function
Compression of
abdominal cavity, and
increasing intra-
abdominal pressure
Support of abdominal
contents

Iliacus Origin
Inside surface of
ilium
Insertion
Top of femur
(shares tendon
with psoas major)
Joint crossed
Hip
Joint action
Flexes the hip

Psoas major Origin
Transverse processes and
intervertebral discs of all
lumbar vertebrae and T12
Insertion
Top of femur (shares
tendon with iliacus)
Joints crossed
Hip and intervertebral joints
of lumbar vertebrae
Joint action
Flexes the hip (origin fixed)
Pulls the trunk towards the
legs – sit up action
(insertion fixed)
Unilaterally: assists in
lateral flexion of the trunk
Stabilises lumbar spine

Sartorius Origin
Anterior and
laterally on the
iliac crest
Insertion
Tibia (medially)
Joint crossed
Hip and knee
Joint action
Flexion and lateral
rotation of the hip
Flexion of the knee

Tensor Fascia Latae
Origin
Crest of ilium
Insertion
Iliotibial tract/band
Joint crossed
Hip and knee (via
iliotibial tract/band)
Joint action
Flexes the hip
Abducts the hip
Medially rotates the
hip

Gluteus maximus Origin
Base of the spine
(sacrum and
coccyx) and back
of the ilium
Insertion
Iliotibial tract/
band and femur
Joint(s) crossed
Hip
Joint action
Extends and
laterally rotates hip

Gluteus medius
Origin
Outer surface of the ilium
Insertion
Laterally on the top of the
femur
Joint crossed
Hip
Joint action
Abducts the hip
Assists in turning the thigh
inwards (medial rotation)
Posterior fibres laterally
rotates the hip when hip is
flexed
Important in hip
stabilisation during the
support phase in walking/
running, preventing the
pelvis dipping and the
knees rolling in

Gluteus minimus
Origin
Outer surface of the ilium
Insertion
Laterally on the top of the
femur
Joint crossed
Hip
Joint action
Abducts the hip
Assists in turning the thigh
inwards (medial rotation)
Posterior fibres laterally
rotates the hip when hip is
flexed
Important in hip
stabilisation during the
support phase in walking/
running, preventing the
pelvis dipping and the
knees rolling in

Piriformis Origin
Anterior surface of
sacrum
Insertion
Top of femur (greater
trochanter)
Joint crossed
Hip
Joint action
Abducts hip
Assists in lateral
rotation of hip
(however, with hip
flexed, may assist in
medial rotation)

Adductor group (longus, magnus, brevis)
Origin
Pubis
Insertion
Medial/posterior
surface of
femur
Joint crossed
Hip
Joint action
Adducts hip

Pectineus Origin
Pubis
Insertion
Femur
Joint crossed
Hip
Joint action
Adducts and
flexes the hip
Assists in turning
the thigh inwards
(medial rotation)

Gracilis Origin
Pubis
Insertion
Top of tibia (just
below the knee
joint)
Joint crossed
Hip and knee
Joint action
Adducts the hip
Assists in knee
flexion (helps
hamstrings)

Hamstrings group: biceps femoris,
semimembranosus, semitendinosus
Origin
All three muscles: Ischium
Short head of biceps
femoris:
half way down posterior
surface of femur
Insertion
Semimembranosus,
semitendinosus: tibia
Biceps femoris: head of
fibula
Joints crossed
Knee and hip
Joint action
Knee flexion
Hip extension

Quadriceps: rectus femoris, vastus medialis,
intermedius, lateralis
Origin
Rectus femoris: iliac spine
and top of acetabulum
Vastus medialis/intermedius/
lateralis: femur
Insertion
Front of tibia via patella
tendon
Joints crossed
Knee and hip (rectus femoris
is the only quadriceps to cross
both hip and knee joints)
Joint action
All four muscles extend the
knee
The rectus femoris also flexes
the hip

Tibialis anterior
Origin
Lateral condyle of tibia,
upper half of lateral
surface of tibia, and
interosseous membrane
Insertion
Underside of medial
cuneiform bone and
first metatarsal
Joint crossed
Ankle
Joint action
Ankle dorsiflexion
Sub-talar joint inversion
(turns sole of foot
inwards)

Gastrocnemius Origin
Condyles of femur,
just above the knee
Insertion
Calcaneus via
calcaneal (Achilles)
tendon
Joints crossed
Ankle and knee
Joint action
Ankle plantar
flexion
Assists in knee
flexion

Soleus
Origin
Tibia, fibula and
interosseous
membrane
Insertion
Calcaneus via
calcaneal (Achilles)
tendon
Joint crossed
Ankle
Joint action
Ankle plantar
flexion

Posture and Core
The next level

Learning outcomes
•  Describe the structure and function of the
stabilising muscles and ligaments of the spine
•  Describe local muscle changes that can take
place due to insufficient stabilisation
•  Explain the potential problems that can occur
as a result of postural deviations
•  Explain the impact of core stabilisation
exercise

Posture
!   ‘the arrangement of body parts in a state of balance’
!   Correct posture:
!   A solid foundation for all movements
!   Optimal biomechanical efficiency
!   Balance between the right and left sides and the
front and back of the body
!   Reduces the risk of injury
!   Reduces the risk of degeneration of muscles and
joints

!   Static posture:
!   Alignment when the body is still
!   Dynamic posture:
!   Alignment when the body is moving (walking, running, lifting)
!   Core stability:
!   Ability to prevent unwanted movement from the body’s centre
!   Neutral spine
!   The position of the spine in which impact and forces can be
absorbed and transferred most effectively

Core stability
Core stability is provided by three different
systems:
!   Passive system
!   Spinal column and the spinal ligaments
!   Active system
!   Muscular activity (Local and Global)
!   Neural control
!   Feedback from the proprioceptors

Benefits of core stability
!   Decreased injury risk
!   Improved application of force
!   Improved appearance
!   Improved balance and motor skills
!   Reduced low back pain
!   Improved lung efficiency
!   Decreased risk of falls in the elderly and frail

Circulatory and the Heart
The next level

Learning outcomes
!   Understand the heart and circulatory system and
its relation to exercise and health
!   Explain the function of heart valves
!   Describe coronary circulation
!   Explain the effect of disease processes on the structure and
function of blood vessels
!   Explain the short and long term effects of exercise on blood
pressure , including the Valsalva effect
!   Explain the cardiovascular benefits and risks of endurance /
aerobic training
!   Define blood pressure classifications and associated health risks

Respiratory volumes
!   Tidal volume
!   Amount of air moved in and out of the lungs in
once breath
!   Residual volume
!   Amount of air left in the lungs after exhalation
!   Vital capacity
!   Maximum amount of air that can be inhaled and
exhaled in one breath

The nervous system
The next level

Learning outcomes
!   Describe the specific roles of:
!   The nervous system
!   The central and peripheral nervous systems
!   Describe nervous control and the transmission of a nervous impulse
!   Describe the structure and function of neuron
!   Explain the role of the motor unit
!   Explain the process of motor recruitment
!   Explain the function of proprioceptors and the stretch reflex
!   Explain reciprocal inhibition
!   Explain the neuromuscular adaptation associated with exercise
!   Explain the benefits of improved neuromuscular efficiency

The nervous system
!   Functions
!   Controls all the actions of all bodily
systems
!   Maintain ‘homeostasis’
•  The body maintaining balance to operate
effectively

The nervous system
!   Sensory input
!   To sense changes inside and outside the body
!   Interpretation
!   To analyse and interpret incoming
information
!   Motor output
!   To respond to the information by activating
the relevant bodily system

The central nervous system (CNS)
!   The brain and the spinal cord
!   Receives messages from the peripheral
nervous systems (PNS)
!   Interpretation
!   Sending out the correct motor response

The peripheral nervous system (PNS)
!   The incoming and outgoing nerves to the
spinal cord
!   Afferent nerves – sensory neurons carrying
information about changes
!   Efferent nerves – carry information about
the required response to a change

Afferent and efferent nerves
!   Afferent Incoming information about changes
!   CNS Interpretation and decision making
!   Efferent Outgoing information about a response

The autonomic and somatic nervous system
!   The somatic nervous system – This branch is of the PNS is
concerned with changes in the external environment. It senses
movement, touch, pain, skin temperature etc. It is under our
conscious control
!   The autonomic nervous system – This branch of the PNS is
concerned with changes in the internal environment. It senses
hormonal status, functioning of internal organs, controls
cardiac and smooth (involuntary) muscles and the endocrine
glands that secrete hormones. The autonomic nervous system
is not under our conscious control.

Branches of the autonomic and somatic nervous
system
Efferent nerves that are under control of the autonomic nervous system are
divided into two types
!   Sympathetic nerves
!   Increased heart rate
!   Increased breathing rate
!   More forceful contraction of the heart leading to increased stroke
volume
!   Vasoconstriction of the arteries and arterioles to increase blood
pressure
Parasympathetic nerves
!   Parasympathetic nerves are responsible for decreasing activity and are
more active during times of relaxation and calm.
The sympathetic and parasympathetic nervous systems are constantly working
together to help maintain homeostasis

Sensory organs
!   Sensors for changes in the internal environment operate through the
autonomic nervous system. These sensors include:
!   Chemoreceptors – Present throughout the body to detect changes in levels of
chemicals such as carbon dioxide for respiration and calcium for muscle
function.
!   Thermoreceptors – Present in all tissues to detect temperature changes
!   Baroreceptors – Found mainly in the walls of the arteries to detect changes
in blood pressure
!   Proprioceptors – Found in muscles and tendons to detect changes in body
position

Muscle spindles
!   Located in the muscle
!   Detect changes in muscle length
!   Bring about reflexive contraction of
skeletal muscle to prevent injury (stretch
reflex)

Golgi tendon organs
!   Located in the muscle tendon
!   Detects excessive tension in the muscle
!   Brings about reflexive relaxation of
skeletal muscle to prevent injury (inverse
stretch reflex)

The Endocrine System
The next level

Learning outcomes
!   Describe the functions of the endocrine
system
!   Identify the major glands in the
endocrine system
!   Explain the function of hormones

The endocrine system
!   The endocrine system works in tandem with
the nervous system to maintain homeostasis
!   If the CNS receives information from
afferent nerves to show that the body is out
of a homeostatic state, efferent nerves may
send information to directly stimulate a
response, or may send information to an
endocrine gland to release a hormone

The endocrine system
!   Regulation of homeostasis is achieved through feedback loops. Feedback loops are
either positive or negative:
!   Negative feedback loop – The most common form of feedback loop and the usual
means of maintaining homeostasis. The body detects an internal change and
activates mechanisms that reverse that change, for example, the stimulation of the
pancreas to secrete insulin in response to high blood glucose levels or stimulation
of the parathyroid glands to secrete parathyroid hormone when blood calcium
levels are low.
!   Positive feedback loops – These are less common and rather than reversing a
change will activate responses that speed up a detected change. An example of this
is the action of oestrogen during the menstrual cycle. Oestrogen released by the
ovaries stimulates other endocrine glands to secret hormones that further increase
levels of oestrogen.

Hormone summary
Gland Location Main
hormone(s)
Actions
Hypothalamus
and pituitary
Base of the
brain
Growth hormone •  Increases fat
metabolism
•  Increases glycogen
synthesis
•  Increases blood
glucose levels
•  Promotes growth in
children and young
adults
•  Promotes muscle mass
Adrenals Top of the
kidneys
Adrenaline &
noradrenaline
(catecholamines)
•  Facilitates sympathetic
nervous system
activity
Corticosteroids •  Regulates stress and
immune responses
•  Control of
carbohydrates, fats
and protein
metabolism
Thyroid Neck Thyroxine •  Increases fat

Hormone summary continued
Gland Location Main
hormone(s)
Actions
Parathyroid Neck (behind
the thyroid)
Parathyroid
hormone
•  Controls levels of
blood calcium to
maintain muscle
contraction and nerve
impulse transmission
Pancreas Abdominal
cavity close
to stomach
Insulin &
glucagon
•  Control blood sugar
levels
Ovaries Pelvic region Oestrogen &
progesterone
•  Promote feminisation
Testes Pelvic region Testosterone •  Promote
masculinisation

Learning outcomes
!   Understand energy systems and their relation to exercise
!   Describe the three energy systems used for the
production of ATP
!   Describe the relative contribution of each energy
system to total energy usage and different intensity
levels
!   Describe the fuels used by each energy system
!   Identify the by-products of each energy system

Energy – Carbohydrate
!   4kcal per gram
!   60 – 65% of daily calorie intake
!   Stored in muscle and liver cells in the
form of glycogen
!   Glycogenolosis
!   Conversion of glycogen into glucose

Energy – Fat
!   9 kcal per gram
!   30% daily calorie intake
!   Stored as adipose tissue
!   Lipolysis
!   Breakdown of triglycerides into fatty
acids

Energy – Protein
!   Used as the building material for growth
and repair
!   4kcal per gram
!   10 – 12% daily calorie intake
!   Gluconeogenesis
!   The breakdown of proteins into amino
acids in the liver to produce glucose

Energy
!   Energy is released in the body by the
breakdown of carbohydrates, fat and
protein to produce:
!   Adenosine Triphosphate (ATP)
!   The body’s energy ‘currency’

The energy systems
!   Phosphocreatine system
!   Used for high intensity / short duration
activities
!   Anaerobic
!   Energy supplied by creatine phosphate

Phosphocreatine system
!   Adaptations to training:
!   Increased stores of creatine phosphate
!   Faster breakdown of creatine
phosphate
!   Increased production and release of
creatine phosphate in the liver

How the system works (this information is not relevant to the
theory exam)
!   Creatine phosphate is stored in the sarcoplasm of muscle
cells. There are very limited stores of CP in the muscle
cells. The energy released from the breakdown of CP is
used in the endothermic reaction to reattach a free
phosphate to the adenosine diphosphate to reform
adenosine triphosphate. Since the supplies of CP are so
limited, this re-synthesis will only last up to 10 seconds
before the supplies of CP are used up.
!   Fast twitch muscle fibres (FG) will use the
phosphocreatine system for energy production. Their low
aerobic ability means that they need to use an energy
system that can provide energy without the use of oxygen
(anaerobically). Their suitability to short bursts of intense
activity also means that the best energy system for them
to utilise is the phosphocreatine system.

The energy systems
!   Lactic acid system
!   Used for moderate to high intensity /
short duration activities (about 90
seconds)
!   Anaerobic
!   Energy supplied by glycogen

Lactic acid system
!   Increased subjective tolerance to discomfort of
lactate build up
!   Increased glycogen storage
!   Improved anaerobic glycolysis
!   Improved lactic acid removal
!   Increased anaerobic threshold and point of OBLA
!   Work harder for longer

How the system works (this information is not relevant to the theory exam)
!   10 complex chemical reactions are required to convert glycogen into
pyruvic acid. Bearing in mind the principles of human efficiency, the
lactic acid system requires considerable effort for a relatively low yield
of ATP
!   In the absence of oxygen, the by-product of the lactic acid system, pyruvic
acid, combines with hydrogen ions to form lactic acid.
!   The presence of lactic acid in the blood is experienced as a cramping/
burning sensation in the muscles, which impedes performance and cannot
be tolerated for very long. The lactic acid system is sustainable for about
2–3 minutes.
!   The point at which lactic acid begins to accumulate faster than it can be
removed is called onset of blood lactate accumulation (OBLA) or
anaerobic threshold. At this point blood lactate concentration levels are
approximately 4mmol, although this can vary between individuals. Onset
of blood lactate accumulation is directly related to exercise intensity.

The energy systems
!   Aerobic system
!   Used for low to moderate intensity /
longer duration activities (about 90
seconds)
!   Aerobic
!   Energy supplied by glycogen and fatty
acids

Aerobic system
!   Increased uptake and utilisation of oxygen in the muscle
!   Improved capillarisation
!   Increased size and number of mitochondria
!   Increased fat metabolism
!   Increased glycogen and myoglobin stores
!   Raised aerobic and anaerobic threshold
!   Increased VO2 max

How the system works (this information is not relevant to the theory
exam)
!   When oxygen is available the by-product of anaerobic glycolysis, pyruvic
acid, enters the mitochondria and is converted to acetyl coenzyme A.
!   Coenzyme A then combines with oxaloacetic acid to form citric acid.
!   The Kreb’s cycle is also sometimes called the citric acid cycle.
!   The Kreb’s cycle produces enough energy to re-synthesise two molecules of
ATP. By-products of these reactions include hydrogen ions which are
transported through an electron transport chain by carrier molecules.
!   The electron transport chain produces 34 molecules of ATP.
!   This is a far greater and more productive yield than any other system.
!   Carbon dioxide (CO2) is another by-product of the Kreb’s cycle that is
exhaled by the lungs.
!   The process is termed a cycle because the starting product, oxalacetic
acid, is also the end product, so the process is able to repeat itself over
and over again.

Programs

Unit Aims
The learner will:
•  Understand how to prepare PT programmes
•  Understand the importance of long term behaviour
change for PT
•  Understand the principles of collecting information
to plan a PT programme
•  Understand how to screen clients prior to a PT
programme
•  Understand how to identify PT goals with clients
•  Understand how to plan a PT programme with clients

Unit Aims
The learner will:
•  Understand how to adapt a PT programme with
clients
•  Be able to collect information about clients
•  Be able to agree goals with clients
•  Be able to plan a PT programme with clients
•  Be able to manage a PT programme
•  Be able to review progress with clients
•  Be able to adapt a PT programme with clients

How the Unit is AssessedCase Study and Viva:
Using a real, apparently healthy individual
(e.g. a peer, family member, friend or
partner) who does not require medical
intervention, learners are required to
produce and implement a case study
that contains:
!   Client profile
!   Detailed 4 week PT programme
!   12 week PT overview

How the Unit is Assessed
Client Profile:
!   Client’s personal details
!   Description of lifestyle
!   Medical screening (PARQ)
!   Postural screening
!   Past and present physical activity
!   Exercise preferences

Client Profile:
!   Description of client’s attitude to
physical activity
!   Stage of readiness to participate
!   SMART goals (short, medium and long
term)
!   Barriers to achieving goals
!   Proposed strategies to overcome barriers

Detailed 4 Week Programme:
The 4 week plan should contain a minimum of
4 session plans (1 per week) and the sessions
should be between 30 and 60 minutes
duration. For each session there should be:
!   Detailed session plan/programme card
!   Session evaluations (with records of
adjustments made)
!   Evidence of adjustments made to 4 week plan
!   Client evaluations

Session Plans:
The session plans with the 4 week plan
must also contain:
!   Appropriate warm up activities
!   A minimum of 2 of the following
cardiovascular approaches to training
(on CV machines or other CV modes):
!   Interval
!   Fartlek
!   Continuous

Session Plans:
!   A minimum of 4 resistance approaches using RT
machines, FW or alternative methods (e.g. body
weight):
!   Pyramid sets
!   Super-setting
!   Giant sets
!   Tri sets
!   Forced reps
!   Pre/post exhaust
!   Negative/eccentric training

Session Plans:
!   1 core stability exercise
!   1 PNF stretch
!   Appropriate cool down activities

Session Plans:
!   Content may be spread across all 4 sessions
and do not have to be in each session
!   1 session plan must contain information
regarding environments not designed
specifically for exercise (e.g. outdoor, office,
home)
!   The programme should specify the acute
variables to be applied (sets, reps, intensity,
time, rest)
!   The programme should meet the client’s goals
and should adhere to sound principles of
programming

12 Week PT Overview:
The 12 week programme should relate to
and build on the 4 week programme and
should show projected logical
progression from the 4 week programme
at weeks 6 and 12.

Viva:
The viva will ensure that you have
sufficient knowledge and understanding
of the PT programme they have devised.
Your ability to progress or regress
activities according to the client’s goals,
wants and needs will also be assessed
during the viva.

How to Prepare PT
Programmes
By the end of the session you will be able
to:
!   Describe the range of resources required
to deliver a PT programme
!   Explain how to work in environments
that are not specifically designed for
exercise/physical activity

Resources
Environment for the session:
!   Inside areas (e.g. gym, studio, sports
hall, home/office)
!   Outside areas (e.g. parks)

Resources
Portable equipment:
!   Benches
!   Free weights
!   Bands
!   Steps
!   Swiss balls
!   Medicine balls
!   Dumbbells

Resources
Fixed equipment:
!   Fixed resistance machines
!   Cable machines
!   CV machines (e.g. Upright/recumbent
cycle, treadmill, stepper, rowing machine,
elliptical trainer and cross trainer)
!   Vibration plates

Environment
Consider the following:
•  Health and safety considerations relating to different
environments, to include:
–  Environment
–  Equipment
–  Clothing
–  Support from others
–  Others users of the environment

Environment
!   Personal safety issues
!   Weather conditions
!   First aid equipment
!   Knowledge of location and of facilities (e.g.
Toilets, drinking water, route planning)
!   Possible hazards

Environment
!   Public liability insurance
!   Risk assessment
!   Available space
!   Any additional planning requirements
!   Body weight exercises

Portable Equipment
!   Hand weights/dumbbells
!   Resistance bands
!   Focus pads
!   Medicine balls
!   Stability balls
!   Skipping ropes

Portable Equipment
!   Step
!   Benches
!   Trees
!   TRX
!   Bosu

Long Term Behaviour
Change for PT
By the end of the session you will be able to:
•  Explain why it is important for clients to understand
the advantages of PT
•  Explain why it is important for a PT to work
together with clients to agree goals, objectives,
programmes and adaptations
•  Explain the importance of long term behaviour
change in developing client fitness
•  Explain how to ensure clients commit themselves to
long term change

Advantages of Personal
Training
•  Regular 1:1 contact with instructor to aid
motivation
•  Increased motivation and adherence
•  More frequent programme reviews
•  Formal reviews as scheduled and agreed with
client
•  Informal reviews, ongoing observation and
assessment at every session
•  Programmes updated and progressed more
regularly

Advantages of Personal
Training
!   Individualised programmes for the
participant – more personal
!   Programmes designed to address
functional capability including core
stability, postural deviations as well as
client goals
!   Reduced risk of injury whilst training
!   Continuous feedback on technique
!   Goals achieved by the client more quickly

Goals and Objectives
!   To ensure programmes truly address
client’s specific needs
!   Client is paying for the service, therefore
expects goals to be achieved
!   Discuss the benefits of progressive
exercise programmes
!   Change programmes immediately if a
client’s circumstances change

Strategies for Managing
Change
!   Behaviour
!   Substituting alternatives
!   Rewards
!   Social support
!   Commitment

Change!   Cognitive
!   Increasing knowledge of benefits
!   Risks
!   Consequences
!   Understanding beliefs
!   Identifying healthier choices

Change
!   Humanistic
!   Relationship between client and instructor

How to Use Strategies
!   Decision balance sheet to identify barriers
!   Problem solving strategies for overcoming
barriers
!   Increase confidence
!   Goal setting
!   Action planning
!   Promoting autonomy and interdependence
(relational skills)

Approaches to Long
Term
Behaviour Change
!   How to plan an intervention to
increase likelihood of participation
!   How to integrate various methods of
behaviour change in the development
of an exercise programme

Social Support
!   Friends
!   Family
!   Other service users
!   Buddy systems and training partners
!   Group exercise

Teaching Approach
•  Learning styles (visual, aural, kinaesthetic)
•  Verbal and non-verbal communication
•  Equal opportunities (e.g. age, gender, race,
disability)

Goal Setting
Agree SMART goals (short, medium and long
term)
Specific
Measurable
Achievable
Realistic
Time-framed

Principles of
Progression
Apply the principles of progression, to include:
!   Specificity
!   Progressive overload
!   Reversibility
!   Adaptability
!   Individuality
!   Recovery time

Client Commitment
To ensure client commitment, also consider the
benefits of:
!  A reward system
!  Self belief and visualisation techniques
!  Relapse strategies
!  Having a network of support
And consider the risks of overtraining and its
impact on long term behaviour change

Collecting Information
to:
!   Explain the principles of informed
consent
!   Explain why informed consent should be
obtained
!   Summarise the client information that
should be collected

Informed Consent
!   Adhere to the Code of Ethical Practice
!   Identify health and safety considerations
!   Refer to a GP or other medical
professional where required
!   Take into account data protection
requirements

Client Information
Collect the following information:
!   Personal goals
!   Future goals and aspirations
!   Expectations

Client Information
!   Lifestyle information:
!   Work patterns
!   Eating patterns
!   Relevant personal circumstances
!   Stress levels
!   Hobbies/regular activities
!   Time available to exercise
!   Family/friends support

Client InformationCollect the following information:
!   Medical history
!   Health history (health questionnaire)
!   Current health status (PARQ or alternative)
!   Risk factors
!   Identification of medical conditions requiring medical clearance
!   Past and present injuries and disabilities
!   Postural analysis
!   Any musculoskeletal discomfort

Client Information
!   Physical activity history
!   Past and current
!   Physical activity likes and dislikes
!   Past and current

Client Information
•  Motivation and barriers to participation
–  Attitude
–  Perceived barriers
–  Actual barriers
–  Intrinsic barriers (e.g. fear, embarrassment)
–  Extrinsic barriers (e.g. time, cost, family
commitments)

Client Information
!   Current fitness level
!   Evaluation of current levels of all
components of fitness, to include:
!   Muscular strength
!   Muscular endurance
!   Cardio respiratory fitness
!   Flexibility
!   Motor skills
!   Core stability
!   Functional ability

Client Information
Assess components of fitness by taking physical
measurements as appropriate for the clients:
•  Blood pressure (manual and digital)
•  Anthropometrics (height and weight, waist
circumference or waist to hips ratio)
•  Body Mass Index
•  CV fitness (e.g. Astrand bike test, Rockport
walking test, step test, Cooper 12 minute
walk/run)

Client Information
Assess components of fitness by taking
physical measurements as appropriate for
the clients:
•  Range of motion (e.g. Sit and reach test,
visual assessments during stretch
positions)
•  Muscular fitness (e.g. Abdominal curl/sit
up test, press up test)
•  Postural assessments (e.g. Squat
technique, walking gait)

Client Information
Stage of readiness
–  Stated future goals and aspirations
–  Exercise readiness questionnaire
Posture and alignment
–  Upper and lower body
–  Repetitive movement patterns that may cause issues
Functional ability
–  Ability to carry out everyday tasks easily and pain free
–  Using an ADL questionnaire

How to Screen Clients
•  Explain how to interpret information collected from
the client in order to identify client needs and goals
•  Explain how to analyse client responses to the PARQ
•  Describe types of medical conditions that will
prevent PTs from working with a client (unless they
have specialist training/qualifications)
•  Explain how and when PTs should refer clients to
another professional

Information Gathering
!   Select and record client information
correctly
!   Obtain consent to exercise
!   Identify contraindications to exercise
!   Recognise and defer clients where
applicable

Information
Gathering
!   Consider methods for collecting
objective information
!   Consider methods for collecting
subjective information
!   Use additional questioning where
required
!   Check client’s understanding of the
information collected

Analyse Client Response
to PARQ
!   Any ‘yes’ responses
!   Client concerns regarding readiness
!   Instructor concerns regarding readiness
!   How to interpret client’s body language
!   High blood pressure reading

Analyse Client Response
to PARQ
!   High heart rate reading (tachycardia ›100
bpm)
!   Low heart rate reading (bradycardia ‹60bpm)
!   Whether any additional questioning is
required

Medical Conditions
The following types of medical conditions will
prevent PTs from working with clients (unless
they have specialist training/qualifications):
•  CHD
•  Pre and post natal
•  Diabetes
•  Disability
•  Cancer
•  Stroke

Medical Conditions
The following types of medical conditions will
prevent PTs from working with clients (unless
they have specialist training/qualifications):
•  Severe musculoskeletal issues/injuries
•  Ageing (when resulting in age-related issues)
•  Exercise referral (specific controlled medical
conditions)
•  Obesity
•  Rehabilitation patients

Referral
Consider the limits of your own expertise and
competence in prescribing a progressive
exercise programme. Refer where required to:
•  GP
•  Physiotherapist
•  Other health professionals/consultants
•  Senior colleague (if appropriately qualified)

How to Identify PT
Goals with Clients
to:
!   Explain how to identify client’s short,
medium and long term goals
!   Identify when PTs should involve others,
apart from their clients, in goal setting
!   Explain how to use SMART objectives in
a PT programme

Goal Setting
Identify short, medium and long term goals
for the following:
•  General health and fitness
•  Physiological
•  Psychological
•  Lifestyle
•  Social
•  Functional ability

Goal Setting
!   Short term goal: weekly (mini process goals)
!   Medium term goal: 1 – 3 months (process goals)
!   Long term goal: 3 – 6, 6 – 12 months (outcome
goals)

Goal Setting
Consider involving others where appropriate:
!   Positive ParQ – referral/deferral
!   Family and friends for external support
and encouragement
!   GP or other health professional for
medical reasons

Goal Setting
Use SMART goals to:
!   Break down a long term goal into more
achievable sub-goals and to enhance
sense of progression/success
!   Demonstrate progress against baseline
measures
!   Structure a PT programme

How to Plan a PT Programme
with Clients
!   Identify credible sources of guidelines on programme design and
safe exercise
!   Summarise the key principles of designing programmes to achieve
short, medium and long term goals, including the order and
structure of sessions
!   Describe a range of safe and effective exercises/physical activities
to develop all components of fitness
!   Explain how to include physical activities as part of the client’s
lifestyle to compliment exercise sessions
!   Explain how to design programmes that can be run in environments
not designed specifically for exercise
!   Identify when it might be appropriate to share the programme with
other professionals

Sources of Information
!   ACSM guidelines
!   Reputable internet sources
!   British Heart Foundation (BHF) guidelines
!   Reputable journals (e.g. BHF, REPs etc)

Principles of
Programme Design
Apply the principles of FITT:
Frequency
Intensity
Time
Type

Principles of Programme Design
Consider ACSM guidelines:
CV fitness
•  High intensity, low duration, or moderate to
vigorous exercise with longer duration
•  64% and 70 – 94% of MHR
•  Those already physically active (in aerobic
activity) require intensities at high end of
continuum
•  For most individuals intensities within a
range of 77% to 90% of MHR are sufficient
to achieve improvements in CV fitness

Principles of
Programme Design
Muscular fitness
!   F – 2-3 times a week
!   I – 8-10 exercises (1 per main muscle
group), 1 set of 8-12 reps on each exercise,
resistance 75% 1RM
!   T – 20 minutes
!   T – resistance machines/free weights

Principles of
Programme Design
Flexibility
!   F – ideally 5-7 times per week
!   I – to the end of ROM at point of tightness
!   T – 15-30 seconds for each stretch
!   T – static stretches

Principles of
Programme Design
!   Overload
!   Adaptation
!   Specificity
!   Reversibility
!   Progression
!   Regression
!   Rest and recovery
(during and between sessions)

Principles of
Programme Design
Apply the principles of periodisation:
!   Macrocycles: long term (outcome) goal
!   Mesocycles: medium term (process) goals
!   Microcycles: short term (process) goals, where
the detail of each training session is applied

Principles of
Programme Design
Consider the order and relevance of fitness components for
each session:
•  Warm up
•  Flexibility (as part of warm up)
•  Balance, motor skills training, proprioception training
•  Core stability
•  Cardiovascular workout
•  Muscular conditioning
•  Cool down, including flexibility

Principles of
Programme Design
CV Fitness
Consider the advantages and disadvantages
of each training system:
!   Interval
!   Fartlek
!   Continuous/constant pace training

Principles of
Programme Design
Muscular Fitness
Apply the following (as appropriate):
!   Strength
!   Endurance
!   Power
Using a range of:
!   Resistance machines
!   Free weights
!   Cables

Principles of
Programme Design
RT machines:

Principles of
Programme Design
Exercise bands:

Principles of
Programme Design
Free weights:

Principles of
Programme Design
Cables:

Principles of
Programme Design
Flexibility:
!  Static flexibility exercises
!  Dynamic flexibility exercises
!  PNF – assisted flexibility exercises
!  Self myofascial release – foam rolling

Principles of
Programme Design
Motor Skills
!   Balance and coordination exercises
!   Exercises that challenge proprioception/
spacial awareness

Principles of
Programme Design
Core Stability
!   Stabilisation core exercises for the spine
!   Mobilisation core exercises for the spine

Principles of
Programme Design
Core stability exercises:
•  Drawing-in manoeuvre (stabilisation)
•  Superman (stabilisation)
•  Floor bridge (stabilisation)
•  Plank (stabilisation)
•  Abdominal crunch (movement)
•  Reverse crunch (movement)
•  Cable rotation (movement)

Principles of
Programme Design
Aim to include physical activities as part of the client’s lifestyle
to compliment exercise sessions, to include:
!  Activities of daily living (e.g. gardening, housework, shopping,
walking)
!  Benefits of using pedometers – walking
!  Leisure activities (e.g. sports, hobbies)
!  Family activities (e.g. family activity)
!  Variety to aid motivation and adherence
!  Cumulative effect of being more active on a daily basis
Include on programme card as agreed with client

How to Adapt a PT
Programme
with Clients
!   Explain how the principles of training can be
used to adapt the programme where required
!   Describe the different training systems and their
use in providing variety and in ensuring
programmes remain effective
!   Explain why it is important to keep accurate
records of changes and the reasons for change

CV Training Systems
Consider the advantages and disadvantages of
each of these training systems:
•  Interval
•  Fartlek
•  Continuous/constant pace training
•  Circuit training
•  Random

RT Systems
Consider the advantages and disadvantages of each of these training
systems:
!  Pyramid systems
!  Super setting (agonist/antagonist; agonist/agonist)
!  Giant sets
!  Tri sets
!  Forced repetitions
!  Pre/post exhaust
!  Negative/eccentric training
!  Stripping method
!  Cheating method

RT
Anatomical
and
Physiological
Adaptations

RT Variables
Apply the variables to RT to programme design:
•  Progressive overload
•  Exercise choice
•  Exercise sequence
•  Equipment
•  Environment
•  Split routines
•  Type of muscle contraction
•  Individuality (workout time; recovery time)

RT Mesocycles
!   Hypertrophy
!   Strength phase
!   Power phase
!   Peaking phase
!   Active recovery phase

Biomechanics
Apply the principles of biomechanics, to
include:
•  Centre of gravity
•  Momentum
•  Posture and alignment
•  Levers
•  Stability

Flexibility Systems
Consider the advantages and disadvantages of each of these
training methods:
!  CRAC (contract, relax, agonist, contract)
!  PNF (Proprioception Neuromuscular Facilitation)
!  Self myofascial release
!  Static
!  Ballistic
!  Dynamic
!  Partner stretching

Record Keeping
Maintain accurate records of changes, in relation to:
!  Client’s short term and long term SMART goals
!  Correct intensity
!  Different exercise choices
!  Adaptations and modifications
!  Long term behaviour change
Using an appropriate programme card

Collecting Information
about Clients
•  Establish rapport with the client
•  Explain own role and responsibilities to clients
•  Collect the information needed to plan a programme using
appropriate methods
•  Show sensitivity and empathy to clients and the information they
provide
•  Record the information using appropriate formats in a way that
will aid analysis
•  Treat confidential information correctly

Establishing Rapport
•  The importance of empathy, warmth, honesty and
genuineness
•  Identifying potential barriers to instructor/client
interaction
•  The use of effective questioning techniques
•  The importance of active listening skills
•  Understanding the significance of non-verbal
communication
•  The need to maintain client confidentiality

PT Role and
Responsibilities
•  The Code of Ethical Practice
•  REPs registration
•  Client/trainer contract outlining role and
responsibilities
•  Positive communication
•  Clear instructions and arrangements
•  Sources of help/contact
•  Professionalism

Recording of
Information
Record information using appropriate
formats, to include:
•  Medical questionnaires, psychological
questionnaires, lifestyle questionnaires
•  Fitness assessment portfolio/records (CV
fitness, muscular strength, muscular
endurance, flexibility, body composition,
neuromuscular efficiency, posture, BP)

Agreeing Goals with
Clients
to:
!   Work with clients to agree short term,
medium term and long term goals
appropriate to their needs
!   Ensure the goals are SMART
!   Agree with clients their needs and
readiness to participate

Agreeing Goals
Work with clients to agree short, medium and long
term goals appropriate to their needs:
!  Client to agree and set a goal contract
!  Identify and agree appropriate goal evaluation
procedures
!  Review process agreed with the client
!  Adopt a flexible approach according to the client’s
needs and abilities
!  Ensure goals are SMART
!  Conduct a readiness to exercise questionnaire

Planning a PT
Programme
•  Plan specific outcome measures, stages of achievement and
exercise/physical activities
•  Ensure the components of fitness are built into the programme
•  Apply the principles of training to help clients achieve goals
•  Agree the demands of the programme with clients
•  Agree a timetable of sessions with clients
•  Agree appropriate evaluation methods and review dates

Planning a PT
Programme
•  Identify the resources needed for the
programme, including the use of
environments not designed for exercise
•  Record plans in a format that will help
clients and others involved to implement the
programme
•  Agree how to maintain contact with the
client between sessions

Planning a PT
Programme
Agree a timetable of sessions with clients:
•  Short term plan (weekly session plan)
•  Medium term plan (e.g. 3 month plan)
•  Long term plan
(e.g. 6 month or 12 month plan)
Carry out regular reviews of:
•  Short term process goals
•  Medium term process goals
•  Long term outcome goals

Managing a PT
Programme
!   Ensure effective integration of all
programme exercises/physical activities and
sessions
!   Provide alternatives to the programmed
exercises/physical activities if clients cannot
take part as planned
!   Monitor clients’ progress using appropriate
methods

Reviewing Progress with
Clients
•  Explain to clients the purpose of review
•  Review short, medium and long term goals with clients at
agreed points in the programme, taking into account any
changes in circumstances
•  Encourage clients to give their own views on progress
•  Use agreed evaluation guidelines
•  Give feedback to clients during their review that is likely
to strengthen their motivation and adherence
•  Agree review outcomes with clients
•  Keep an accurate record of reviews and their outcome

Evaluation
Review the following:
•  Session aims
•  SMART goals
•  Activities
•  Client performance
•  Own performance (preparation and delivery)
•  Health and safety

Adapting PT Programmes with
Clients
By the end of the session you will be
able to:
!   Identify goals and exercises/physical
activities that need to be redefined
or adapted
!   Agree adaptations, progressions and
regressions to meet clients’ needs to
optimise achievement

Delivering

Unit Aims
The learner will:
!   Understand how to instruct exercise during
PT sessions
!   Understand how to adapt exercise to meet
client needs during PT sessions
!   Understand how to review PT sessions with
clients
!   Be able to plan and prepare PT sessions
!   Be able to prepare clients for PT sessions

Unit Aims
The learner will:
!   Be able to instruct and adapt planned
sessions
!   Be able to bring the exercise session to
an end
!   Be able to reflect on providing PT
sessions

Continuous or summative assessment of:
!   Physical measurements
!   Blood pressure
!   Anthropometrics
!   Body composition
!   CV fitness
!   Range of motion
!   Muscular fitness

!   Training approaches
!   Using CV machines or other CV training mode
!   A minimum of 2 CV approaches to training
!   Interval
!   Fartlek
!   Continuous

Continuous or summative assessment
of:
!   Training approaches
!   Using resistance machines/free weights/
alternative methods (e.g. body weight)
!   A minimum of 4 RT approaches to training

A minimum of 4 RT approaches to training:
•  Pyramid systems
•  Super-setting
•  Giant sets
•  Tri sets
•  Forced Repetitions
•  Pre/post exhaust
•  Negative/eccentric training

•  1 core stability exercise
•  1 PNF stretch
•  Evaluation

How to Instruct Exercise
!   Explain the importance of non-verbal
communication when instructing clients
!   Describe how to adapt communication to
meet clients’ needs
!   Evaluate different methods of maintaining
clients’ motivation, especially when clients
are finding exercises difficult
!   Explain the importance of correcting
technique

Non-Verbal
Communication
!   Professional appearance
!   Technically correct, safe and effective demos
!   Appropriate body position at all times
!   ‘Hands on’ correction technique where
appropriate
!   Eye contact

Maintaining Motivation
Methods of maintaining motivation:
!   Positive reinforcement
!   Positive feedback
!   Instructor assistance/spotting
!   Preserving client’s dignity and self-esteem
when training at high intensities
!   Voice pitch and tone
!   Body language and positioning
!   Engaging clients in conversation

Correction
Correcting technique is important to achieve the
following:
!  Maximise the effect/potential of the exercise
!  Ensure the client is able to perform the exercise on
their own in unsupervised sessions
!  Increase the client’s confidence in the exercise
!  Increase the client’s confidence in the trainer
!  Reduce the risk of injury during and after the session
!  Achieve the client’s goals for the planned session

How to Adapt Exercise
!   Explain why it is important to monitor individual
progress especially if more than one client is
involved in the session
!   Describe different methods of monitoring intensity
during exercise
!   Describe different methods of monitoring clients’
progress during exercise
!   Explain how to adapt exercise as appropriate to
individual clients and conditions
!   Explain how to modify the intensity of exercise
according to the needs and responses of the client

Monitoring Progress
Consider the importance of monitoring
progress, especially where more than 1
client is involved in the session:
!  To ensure every client achieves their
needs/goals
!  To ensure exercises carried out are
effective
!  To ensure health and safety
!  To reduce risk of injury

Monitoring Progress
!   Be aware of the difficulty of monitoring
technique for all participants in a group
session
!   Consider how to recognise different
client abilities within the same group and
how to adapt the session accordingly
!   Be aware that more timid clients may feel
intimidated by more experienced clients

Monitoring Intensity
Consider the advantages and disadvantages of
each of the following methods:
!  Rate of perceived exertion (RPE)
!  Talk test
!  Heart rate monitoring (age related/ Karvonen)
!  Visual signs
!  Verbal assessments

Monitoring ProgressConsider the following:
!   Different clients’ needs and abilities
!   Changes in circumstances
!   Different environments
!   Variations in number of clients attending
the session

Adaptation
Adapt exercises/exercise positions to
include the following:
!  Ensure that body position does not invade
the clients’ personal space
!  Ensure safety, especially when spotting
exercises are being performed for the first
time
!  Different environments

Adaptation
Adapt exercises/exercise positions to
include the following:
!  Group situations
!  90/90 position – during floor work
!  Adapting exercise positions by regressing or
progressing intensity as appropriate

Modifying Exercise
Intensity
Apply the principles of progressive overload:
!   Rate
!   Rest
!   Repetition
!   Resistance
!   Range

Modifying Exercise
Intensity
Also consider the following:
!   Different exercise choices
!   Different exercise sequences
!   Changing equipment used
!   Increasing/decreasing overall work out time
!   Increasing/decreasing rest time
!   Increasing/decreasing stability of exercises

How to Review PT
Sessions
•  Explain why PTs should give clients feedback
on their performance during a session
•  Explain why clients should be given the
opportunity to ask questions, provide
feedback and discuss their performance
•  Explain how to give clients feedback on their
performance in a way that is accurate but
maintains client motivation and commitment

How to Review PT
Sessions
to:
!   Explain why clients need to see their
progress against objectives in terms of
overall goals and programme
!   Explain why clients need information
about future exercise and physical
activity, both supervised and unsupervised

Feedback and Questions
Provide feedback and opportunities for
questions:
!  To increase motivation and adherence
!  To provide support and encouragement
!  For health and safety
!  To ensure that short, medium and long
term SMART goals are being met

Feedback and Questions
Provide feedback and opportunities for
questions:
!  To increase client’s confidence to
participate in unsupervised exercise
!  To increase client’s confidence in the
instructor
!  To increase client’s overall confidence
and self-esteem

Questioning Techniques
Consider the advantages and disadvantages
of the following types of questions:
•  Open
•  Closed
•  Probing
•  Leading

Motivational Feedback
Consider the benefits of providing
motivational feedback between sessions to
encourage adherence – for example:
!  Text
!  Email
!  Telephone
!  Social networking

Provide Information
Provide information about future exercise and
physical activity, both supervised and unsupervised:
!  To help achieve short term goals
!  To help increase motivation and adherence
!  Pre booked sessions are more likely to be
adhered to
!  To encourage cross usage of facilities
!  To add variety to the programme

How to Plan and Prepare
PT Sessions
to:
!   Plan a range of exercises/physical
activities to help clients achieve their
objectives and goals
!   Identify, obtain and prepare the
resources needed for planned exercise/
physical activities, improvising safely
where necessary

CV Fitness
Include:
!  Treadmills
!  Bike – recumbent/upright
!  Stair climbers
!  Rowers
!  Cross trainers

CV Fitness
Consider other forms of CV training:
!  Walking
!  Running
!  Swimming
!  Outdoor cycling

Muscular Fitness
Include:
•  Resistance machines
•  Free weights
•  Body weight exercises
•  Cable machines
•  Consider any other portable equipment that
may be used in an outdoor setting

Flexibility
Include:
•  Flexibility for a warm up
•  Flexibility for a cool down
•  Static flexibility
•  Dynamic flexibility
•  Partner assisted flexibility (e.g. PNF)

Motor Skills and Core
Stability
Also include:
!  Exercises that challenge a client’s motor
skills, balance, co-ordination and
functional capability
!  Core stability exercises that challenge both
the stabilisation system (local) and the
mobilisation system (global)

Resources
!   Indoor equipment
!   Fixed machines
!   Free weights
!   CV machines
!   Cables

Resources
!   Outdoor equipment
!   Benches
!   Trees
!   Bands
!   Free weights

Risk Assessment
Carry out risk assessments on:
!   Environment (including temperature and
ventilation)
!   Equipment
!   Activities

How to Prepare
Clients for PT Sessions
•  Help clients feel at ease in the exercise environment
•  Explain the planned objectives and exercises/physical
activities to clients
•  Explain to clients how objectives and exercises/
physical activities support their goals
•  Explain the physical and technical demands of the
planned exercises/physical activities to clients

How to Prepare
Clients for PT Sessions
!   Explain to clients how planned exercise/
physical activity can be progressed or
regressed to meet their goals
!   Assess the clients’ stage of readiness and
motivation to take part in the planned
exercises/physical activities
!   Negotiate and agree with clients any
changes to the planned exercises/physical
activities
!   Record changes to plans

Preparing Clients
Help clients feel at ease in the exercise
environment:
!  Arrive on time to prepare and to welcome the
client
!  Be dressed for the environment with
appropriate footwear and clothing
!  Greet the client in a warm, friendly manner
!  Use the client’s name wherever possible
!  Use positive language to encourage the client
before the session begins

Preparing Clients
Explain the planned objectives and
exercises/physical activities to clients:
!  Outline the goals agreed with the client
!  Outline the exercises that are to be
performed to ensure the client is
comfortable with the session, using the
programme card
!  Offer alternatives/possible adaptations
!  Recognition of client’s preferences

Preparing Clients
Explain to clients how objectives and
exercises/physical activities support their
goals, identifying:
!  The FITT principles that have been applied
!  SMART goals and how the exercises meet
client’s goals
!  Where client preferences have been met
Refer where possible to client’s previous
exercise history.

Preparing Clients
Explain the physical and technical demands
of the planned exercises/physical activities
to clients, to include:
•  Periods of light intensity/vigorous
intensity
•  Warm up and cool down
•  Length of the planned session

Preparing Clients
Explain to clients how planned exercise/physical
activity can be progressed or regressed to meet
their goals, to include:
!  Pyramid systems
!  Super setting
!  Giant sets
!  Tri sets
!  Forced repetitions
!  Pre/post exhaust
!  Negative/eccentric training

Stage of Readiness
Assess the clients’ stage of readiness and
motivation to take part in the planned
exercises/physical activities:
!  Verbal communication – questioning the
clients
!  Non-verbal communication – observing
client’s body language

Negotiate and Record
Changes
Negotiate and agree any changes to the
planned activities with clients to:
•  Meet their goals and preferences
•  Enable them to maintain progress
Record changes to plans where appropriate

Instructing and
Adapting Planned
Exercises
•  Use motivational styles appropriate to the client
•  Explain the purpose and value of a warm up to clients
•  Provide warm ups appropriate to clients, planned exercise
and the environment
•  Make best use of the environment in which clients are
exercising
•  Provide instructions, explanations and demonstrations that
are technically correct, safe and effective

Instructing and
Adapting Planned
ExercisesBy the end of the session you will be able to:
!   Adapt verbal and non-verbal communication
methods to make sure their clients
understand what is required
!   Ensure clients can carry out the exercises
safely on their own
!   Analyse clients’ performance, positive
reinforcement throughout
!   Correct techniques at appropriate points
!   Progress or regress exercises according to
clients’ performance

Warm Up
Explain the purpose and value of a warm up to clients
and prepare the client for the exercise ahead:
•  Increase heart rate gradually
•  Increase muscle tissue temperature
•  Psychological preparation for exercise
•  Individual needs
•  Type of programme
•  Type of environment
•  Availability of equipment

Use of Equipment
Make the best use of equipment in which clients
are exercising. Consider the following:
•  Selection of appropriate equipment
•  Organise the equipment/space available to
ensure that exercises flow
•  Ensure there is sufficient space and
appropriate layout
•  Offer appropriate alternatives/adaptations as
governed by the environment

Guidelines to Teaching
!   Ensure instructions are relevant
!   Ensure instructions and demos are
appropriate to the clients, including:
!   Offering a range of alternative exercises
!   Breaking down the exercises
!   Building up exercises gradually
!   Demonstrating correct instructor technique
!   Appropriate instructor positioning
!   Being visible to the client

Use verbal and non-verbal communication
methods.
Verbal:
•  Clear, concise, specific and audible
•  Use of understandable and appropriate
language

Use verbal and non-verbal communication
methods.
Non-verbal:
!  Demonstrations
!  Body language
!  Body positioning
!  ‘Hands on’ (taking into consideration the
Code of Ethical Practice)

Analyse clients’ performance, providing positive
reinforcement to ensure the following:
!  Safety
!  Intensity
!  Technique
!  Identification of errors
!  Correction of technique
!  Monitoring of intensity
!  Positive feedback
!  Motivation

Bringing Sessions to an
End
to:
!   Allow sufficient time for the closing
phase of the session
!   Explain the purpose and value of cool
down activities to clients
!   Select cool down activities according to
the type and intensity of physical
exercise and client needs and condition

Bringing Sessions to an
End
to:
!   Provide clients with feedback and
positive reinforcement
!   Explain to clients how their progress
links to their goals
!   Leave the environment in a condition
suitable for future use

Cool Down
Explain the purpose and value of cool down
activities to clients, to include:
!   Potential increase in flexibility
!   Removal of by-products of exercise
!   Gradually returns the heart rate to normal
!   Psychological benefits
!   Relaxation techniques, stress reduction

Cool Down
!   CV cool down
!   Flexibility/ROM training
!   Partner assisted stretching (e.g. PNF)
!   Self myofascial release (e.g. foam
rolling)

Ending the Session
Provide clients with feedback and positive
reinforcement:
!  Allow sufficient time for feedback to be given
!  Provide structured feedback based on planned
session and goals
!  Ask clients for their feedback on the session
!   Likes/dislikes
!   Intensity
!   Expectations

Ending the Session
Explain to clients how their progress links
to their goals:
!  Short, medium and long term SMART goals
!  Discuss and agree any adaptations,
modifications to the programme and the
reasons why
!  Review the future plan/training schedule

Reflect on Providing PT
Session
to:
!   Review the outcomes of working with
clients including their feedback
!   Identify how to improve personal practice
!   Explain the value of reflective practice

Review Outcomes
Review the outcomes of working with clients
including their feedback:
!  Session aims
!  SMART goals
!  Activities
!  Client performance
!  Own performance in
!   Preparation
!   Delivery
!  Health and safety

Review Outcomes
!   Identify how well the sessions met the client’s goals
!   Were the short term goals met?
!   Are the medium, long term goals still achievable?
!   Are any adaptations, modifications required to the
programme to meet the client’s needs, abilities and
goals?
!   How effective and motivational the relationship with
the client was
!   How well the instructing styles matched the client’s
needs

Evaluation
!   Identify how to improve personal practice
!   Identifying strategies to improve performance
!   Establishing methods of reviewing progress on
an on-going basis (agreed with the client)
!   Explain the value of reflective practice
!   Identify own strengths and weaknesses
!   Identify areas for improvement
!   Identify possible future training requirements

Nutrition

Learning outcomes
!   Understand the meaning of key nutritional terms
!   Understand common terminology used in nutrition
!   Identify the essential micro and macronutrients
!   Explain the key healthy eating advice that underpins a
healthy diet
!   Describe UK dietary targets for the macronutrients
!   Identify reliable sources for the given dietary targets
!   Outline professional role boundaries with regards to
offering nutritional advice

What is a balanced diet?
!   Diet: ‘The food and fluid routinely
consumed’
!   Nutrition: The intake and assimilation
(digestion) of nutrients
!   Balanced Diet/Healthy Eating – A diet which
provides adequate amounts of essential
nutrients to promote health and prevent
disease

Terminology used in nutrition
!   UK Dietary Reference Values (DRV)
!   Recommended Daily Amounts (RDA)
!   Recommended Daily Intakes (RDI)
!   Glycaemic Index (GI)
!   Guideline daily Amount (GDA)

Essential macro and micronutrients
Macronutrients
!   Fat
!   Carbohydrate
!   Protein
!   Water
Micronutrients
!   Vitamins
!   Minerals

UK dietary targets
Based on total energy intake:
!   Fats = no more than 35% (not more than
11% saturated, 13% monounsaturated, 6.5%
polyunsaturated)
!   Proteins = 10 -15%
!   Carbohydrates = 50% (predominantly
unrefined complex carbohydrates)

UK dietary targets
Some individuals may require more or less of a
given nutrient, for example:
!   Individuals who require higher or lower energy
intakes e.g. very active or very sedentary
lifestyles
!   Pregnancy/lactation
!   The elderly
!   Fat loss

Professionals and professional bodies
!   Nutritionists (British Nutrition Foundation)
!   Dieticians (British Dietetic Association)
!   Scientific Advisory Committee for Nutrition
(SACN)
!   Department of Health
!   Nutrition Society
!   European Food Information Council

Offering nutritional advice
!   Scope of the qualification (Instructor/PT)
!   Provide nutrition advice in line with
‘Healthy Eating Guidelines’
!   Individuals requiring more complex dietary
analysis should be referred on to a
dietician

Offering nutritional advice
You should be able to distinguish
between evidence-based knowledge
versus the unsubstantiated marketing claims
of suppliers

Reliable sources of nutritional information
!   Reports and updates from SACN
!   British Nutrition Foundation
!   British Dietetic Association
!   Department of Health
!   The Nutrition Society
!   Academic journals:
!   Journal of Human Nutrition and Dietetics
!   British Journal of Nutrition

Session aims
!   Identify the function of fat
!   Identify different classifications of fat
!   Identify the energy value of fat
!   Identify food sources of fat
!   Identify UK dietary guidelines for fat consumption
!   Describe the metabolism of fat
!   Describe how fat is transported around the body
!   Understand the consequences of too much or too little fat in
the diet
!   Describe the role of cholesterol
!   ‘Healthy Eating Guidelines’ for fat

Function of fat
!   Protection of internal organs
!   Thermoregulation
!   Insulation of nerve cells
!   Uptake and storage of fat-soluble vitamins
!   Provide energy
!   Component of cell membrane
!   Storage and modification of hormones
!   Provides a source of essential fatty acids (EFA)

Classification of fat
Fats
Saturated Fats
Mainly from
animal products
Solid at room
temperature
Unsaturated
Fats
Mainly from
non animal
sources
Liquid at room
temperature
Trans Fats
Not naturally
occurring fats
Produced
through
hydrogenation
Monounsaturated
Fats
Polyunsaturated
Fats

Energy value of fat
!   All fats have an energy value of 9kcals per
gram

Sources: Saturated fat
!   Meat
!   Meat Products
!   Butter
!   Lard
!   Cream
!   Eggs
!   Palm Oil
!   Coconut Oil

Sources: Trans fat
!   Some vegetable spreads
!   Baked products
!   Ready meals
!   Fast foods

Sources: Polyunsaturated fat
!   Vegetable Oils
!   Nuts
!   Oily Fish:
- Sardines
- Tuna
- Mackerel
- Pilchards
- Trout

Sources: Monounsaturated fat
!   Olive Oil
!   Avocado
!   Seeds
!   Nuts
!   Rapeseed
!   Almond Oil

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