SISXPLD002 Learner Guide.docx

A group of people doing yoga Description automatically generated Version Control =============== +-----------------------+-----------------------+-----------------------+ | **Date** | **Summary of | **Version** | | | modifications** |...

A group of people doing yoga Description automatically generated Version Control =============== +-----------------------+-----------------------+-----------------------+ | **Date** | **Summary of | **Version** | | | modifications** | | +=======================+=======================+=======================+ | August 2024 | SISXPLD002 Deliver | 1.0 | | | Recreation Sessions | | | | | | | | Learner Guide | | +-----------------------+-----------------------+-----------------------+ | August 2024 | Verified resource and | 1.0 | | | uploaded to Learnbook | | +-----------------------+-----------------------+-----------------------+ This unit describes the performance outcomes, skills and knowledge required to prepare for and lead recreational activities of a non-instructional nature according to predesigned session plans which may have been developed by self or others. This unit covers skills to adjust session plans and modify planned activities to suit participant needs. Skills for leading instructional programs are covered in other units for fitness, aquatics, coaching and outdoor recreation. This unit applies to any type of recreation organisation including commercial, not-for-profit, community and government organisations. It applies to activity leaders who work independently using discretion and judgement to manage session logistics and solve routine problems within organisational guidelines. **Table of Contents** Chapter One: Preparing Activity Session \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\..... 3-26 Chapter Two: Introducing the Session........................................................................................... 27-30 Chapter Three: Deliver Session \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\.....31-40 Chapter Four: Evaluate Session \...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\...\....40-44 **Chapter 1: Preparing Activity Session** ### Identify and access relevant information required to plan a session or program - Media - The Internet - Books - You peers - Your supervisor - Unions - Industry associations and organisations - Industry journals and - Personal observations and experience #### Media #### Books #### Unions #### Industry associations and organisations #### Industry journals #### Personal observations and experience ### Establish size, scope and goals of program and included sessions - Participants - Parents or guardians - Sponsors of the program ### Identify staff, equipment and resources appropriate for the session or program - Coaches - Administrators - Teachers - Health professionals - Carers - Assistant staff - Parents or guardians - Physical e.g. equipment such as balls, nets, goals - Human e.g. other people to help you with the session such as a co-worker or specialist people - Financial e.g. money to buy equipment to use, to hire facility or to buy new uniforms - Transport and related logistical requirements e.g. getting to and from venues if necessary and collecting of any money or permission notes ### Identify external factors which may disrupt or influence session delivery, value and outcome - weather - time of day - environmental variables - condition of the site or location - participant abilities ### Design and document a session plan - session aims - session dates and times - activity stages and structure for activities - logistics ### Design and document a program plan - Description of the program - Aims of the program - Description of the related sessions - Copies of all session plans - Budget - What is required of each participant - Transport requirements - Accommodation requirements Depending on your field of sport and recreation there may be other details in the program plan such as safety considerations, special needs of participants or any other special considerations for the group and/or activity that also need to be included - Medical History - Functional limitations - Medication - Lifestyle evaluation - Fitness goals - Exercise history - Completed Questionnaires - Caregiver/Parent discussion - Interview Exercise with children is not exercise in the traditional sense, that is, you are not going to have children in the gym lifting weights. Physical activity for children is about developing physical skills and promoting healthy habits towards activity. This is usually done with the use of activities and games. Children's games are also a great way to develop cognitive function. Here are some ideas of what could be used as a game or activity for children aged 2 -- 5 years: - You can use a large, soft ball to practice catching, hitting, bouncing and kicking - Throwing can start with something small and easy to hold like a little bean bag or tennis ball - When spaces aren't safe for balls, an old pair of socks can be good for this - You can get your child to chase bubbles, walk along chalk lines and jump over cracks in the ground or puddles - Playing different music, or making sounds with your voice or instruments, can encourage dancing and a sense of rhythm - Invent some silly walks and runs with your child -- try running like a monkey, jumping like a bunny and flapping like a bird - Your child might enjoy learning to ride a bike, scooter or tricycle -- under your supervision, of course - and playing with push toys like trucks, doll prams and toy lawn mowers - You could make up games that involve rolling, jumping, dancing and chasing - Leave the car at home sometimes and try walking to local places like the library, park or shops. If you're feeling adventurous, you could even go without the pram The latest figures suggest that 1 in 4 children in Australia are obese or overweight; this is a growing problem that does not appear to be going away. If a child is obese there is a greater chance, they will become an obese adult who may have lifelong health problems. The following list is factors that are making children obese: Unhealthy food and drink choices - Unhealthy family habits - Lack of physical activity - Genetics - Environmental factors (E.g. live in an apartment block) - Perception of finances (I.e. can\'t afford for children to partake in physical activity) **Barriers to Participation** - Social awkwardness of shyness - Lack of parental consent - Lack of money - Location - Medical condition - Time - Resources - Peer pressure - Beliefs **Anatomy and physiology related of children and adolescents** The risk factors that you need to consider and potentially discuss with participant and their parent or carer include: Growth plates - Age - Stages of growth and development - Medical conditions - Special needs - Injuries - Change sin growth rate - Effect of exercise on growth and development - Social development - Physiological characteristics of the child through developmental stages - Session structure for different ages/abilities - Communication and instructional skill difficulties - Behavioural changes and social needs - Exercise requirements for different stages of development **Develop customised training sessions that include a variety of exercises and equipment to meet needs of adolescent and children** These training sessions should be fun and exciting in order to keep your client eager to do more. Make sure to only use equipment that will help each specific client. **Functional exercises for motor skills related to participant needs** When training children and adolescents, it is important to incorporate exercises that help their motor skills. For children it is important to focus on basic exercises such as: - Throwing - Skipping - Hopping - Walking - Running - Jumping - Kicking **Older Populations** The World Health Organisation and most governments consider older adults to be over the age of 65, due to the appearance of age-related health concerns such as: - Hearing impairment - Visual impairment - Increase in blood pressure - Daily assistance with tasks - Decrease in bone density - Cardiovascular deficiency - Increase in muscular atrophy The Australian Pre--Exercise screening tool classifies males over the age of 45 and females over the age of 55 as risk factors for the participation in exercise. In this regard an older adult is much younger than the globally accepted 65. The number of Australians aged 65 and over is expected to increase rapidly, from around 2.5 million in 2002 to 6.2 million in 2042. That is, from around 13 per cent of the population to around 25 per cent. The expected lifespan has risen from 66.1 to 70.6 for males and 78.1 to 83 years for females since 1947 and looks set to increase in the coming years. **Barriers to exercise participation by older clients** Despite the fact that exercise facilities and trainers are available manly older people do not maintain and active lifestyle because they face one or more barriers. The most frequently reported barriers are: - Poor health - Lack of company - Lack of interest - Lack of opportunity - Lack of transport - Finances - Lack of support **Methods to help overcome common barriers to participating in regular exercise** **Goal setting** Sitting down and developing goals is a great way to motivate someone to start physical activity. Goals can seem big and scary at first, but when they are broken down into smaller goals, they become more realistic and achievable. A good strategy is a constant reminder of these smaller goals to keep them on track. **Feedback** Giving feedback is a great way to keep someone motivated, especially if they feel like they are doing things alone. It reminds them that someone is watching out for them and cares. It is also a good way to stay in contact. **Healthy habits** Creating the habit is the best way to achieve any goal. Introducing small habits into a client's routine can have a huge positive effect on them. They are also more likely to adhere to the program that is set out for them. **Time Management** Talk to your client about fitting exercise into their daily routine. You may need to assist them in creating a daily time management plan. **Structural and Performance changes that occur in each system include:** A chart with text on it Description automatically generated **Benefits of exercise for older people** Exercise is an important part of heathy ageing, although it cannot reverse all the age-related diseases associated with ageing, it can slow them down and improve overall quality of life. Studies show that exercise provides a lot of health benefits for older adults; even moderate activity can have a huge impact on their physical and mental wellbeing. The goal of anybody not just older adults should be to exercise and be physically active as often as possible. Regular exercise can have a number of positive effects including: - Maintains muscle mass - Can help/defer most debilitating disease - Improves tensile strength of tendon and ligament - Social opportunities - Aid in recovery from injury - Slow reduction in proprioception - Improves overall health - Maintain independence and ability to do everyday - Maintenance of body weight and body fat - Improves insulin sensitivity - Strengthen bones and help prevent diseases such as osteoporosis **The importance of strength and balance training for fall prevention** The importance of resistance training in the older population has become increasingly apparent. Muscle strength declines by 15% per decade after age 50 and by 30% per decade after. This is principally the result of sarcopenia (loss of muscle mass). It occurs to a greater degree in older women than men. Resistance training can result in 25 to 100% strength gains in older adults through muscle hypertrophy and increased motor unit recruitment. Strength is vital to daily function, especially in the elderly. Increased strength training improves nitrogen balance and can combined with appropriate nutrition prevent muscle wasting in older adults. Exercise for fall prevention should provide a moderate to high challenge to balance and be undertaken on a regular and ongoing basis. Exercise interventions reduce the risk and rate of falls. Falls can be prevented by a well-designed exercise program. **Proprioception** **What is proprioception?** Proprioception is the relative awareness of all moving body parts and where the body is in space. It incorporates balance, coordination, depth perception, hand eye coordination and even flexibility. As we age, we can loss our ability to sense the world around us, this can lead to trips and falls. Falling over causing a major injury is one of the highest risk factors associated with mortality in the ageing population. When prescribing exercise for an older adult you should include exercises that will not only strengthen muscle and bones but also increase sensory awareness and improve overall movement capacity. Depending on the client this could be as simple as improving capacity to transition from sitting to standing, to somebody being able to lunge and rotate. Challenging balance in training has also been shown to decrease and slow the effects of ageing on cognitive function (Kirk-Sanchez and McGough, 2014). The risk of injury when training an older adult is always going to be higher, so you need to be mindful of certain areas when not only preparing for a session but during the running of it. These factors are as follows: - Inadequate skill and physical preparation - Overtraining - Biomechanics and exercise technique - Physical and mental preparation - Poor core and postural awareness - Fatigue and recovery - History of falls - Incontinence **Clients with a disability** A disability may generally be defined as a condition, which may restrict a person\'s mental, sensory, or mobility functions to undertake or perform a task in the same way as a person who does not have a disability. Somebody who has a disability can be defined by any of the following terms: - Physical - affects a person\'s mobility or dexterity - Intellectual - affects a person\'s abilities to learn - Psychiatric - affects a person\'s thinking processes - Sensory - affects a person\'s ability to hear or see - Neurological - results in the loss of some bodily or mental functions Exercise guidelines for the disabled will be different depending on the type of issue that somebody has, the one recommendation that carries through them all is that physical activity has a positive effect on the individual. Here are some general recommendations the fitness professional can use when dealing with a disabled client: - If able to, complete 150 mins of moderate to vigorous aerobic activity every week. This can be spread out over several sessions each week but should be for at least 10 minutes. - If able, should complete two resistance training sessions each week, incorporating the whole body where possible. - If unable to meet the above guidelines they should try and do some kind of physical activity as often as possible. **The Disability Act** The Disability Act provides for: *"A stronger whole-of-government, whole-of-community response to the rights and needs of people with a disability", and "A framework for the provision of high-quality services and supports for people with a disability"* Where possible all gym and health centres should be encouraging the usage of their facilities by encouraging the disabled to use it. They can do this by having clear disabled access, plenty of signage, machines that can be adapted for different use and general access to all facilities where it is safe and appropriate. **Common disabilities** Working in a fitness environment you will come across a varied range of disabilities, how you deal with those people will depend upon the level of their disability; one thing to remember is to not react to them or treat them any differently to an able-bodied person. Treat them ethically and with professionalism. **Dealing with the hearing impaired** - Be aware of body language and facial expression - Lower the background noise if possible - Ask them if they require a hearing aid - Use gestures to reinforce your vocabulary - Whenever you speak make sure you have their full attention - Do not become impatient **Dealing with the visually impaired** - Always introduce yourself, do not assume they will recognise your voice - Speak naturally and clearly - Continue to use body language as this will affect the tone of your voice - Never leave the conversation without saying so - Never channel the conversation through a third person **Dealing with the physically disabled** - Ensure that the environment is suitable - Talk to the client not carer if there is one - Speak clearly, help, when necessary, but wait for a response ### ### Identify and organise appropriate venue to meet session or program requirements - outdoor site - indoor facility - aquatic facility - community hall ### Identify and confirm availability of appropriate resources and personnel ### ### Select and confirm availability of appropriate equipment ### Organise purchase or hire of equipment with responsible person, as required - Hire the required equipment - Lease the equipment - Purchase the equipment - Organise for participants to bring their own equipment ### Check equipment for damage or deterioration and report to responsible person ### Issue or set up equipment as required, and provide assistance with fitting Sport and recreation providers have a legal duty of care to protect the welfare of participants and to make sure they are not exposed to risk in any aspect of sports or recreation delivery. This means that you need to ensure that you set the equipment up safely every time you set it up and according to the manufacturer's suggestions. If participants are helping to set up you should have briefed them in the correct, safe way to do so and then check any equipment they do set up. If there is any specialist equipment you should set it up so as to ensure it is done correctly and so no one has an accident due to equipment not being set up correctly. If safety equipment is needed, then that should be handed out to all participants and fitted in a correct manner. ### Inform participants of what to bring to the session - Including the information during enrolment or via email prior to the program commencing - Reminding the client at the end of each session what they need to bring for the next session Your session plan on the other hand is going to be a detailed account of exactly what you will do each session. This document needs to be detailed so that if you as the lead instructor are away, someone else could pick it up and instruct your session, knowing exactly how you want it to run. You need to explain all gamed or drills you will be using in full as well as any stretches. It is also important that your timing matches up, so your drills in the body of the session add up to the total time you have allocated for the body of the session. You need to be specific with timing to ensure your session runs **Client Expectations** It\'s important to monitor the expectations of your client so they do not begin to expect results that are unrealistic. When expectations are not met, clients will become agitated and find service unsatisfactory. You will need to learn from the client what they expect from the program and then communicate appropriately if these expectations can be met or how the expectations can be adjusted so that they are able to see themselves accomplish their goals. When you are conducting your initial meeting with your client you should communicate the following, so the client knows what to expect upon signing up for a fitness training program: - The time and schedule commitment required in order to meet fitness goals - The changes in nutrition necessary (though you should only offer basic information that is within your training and not prescribe a diet to anyone.) - What they can expect from their training program including the intensity and the types of training specific to their needs - When fitness tests and assessments will be completed - A timeline of expected results When undertaking group exercise your clients expect clear concise information around the type of class you are delivering, the time and duration of the class and location information. All this must be clearly communicated to members. Fitness goals can be broken down into two areas: health related goals and skill related goals. **Health-Related Goals** Health-related goals relate to an improvement in health in general or for a specific condition such as rehabilitation from injury. Most people will start off making very generic goals for themselves like: - Work out more - Drink more water - Lose weight It's best to help them quantify their goals to be more like: - I will work out at least 4 times per week - I will drink half my weight in ounces of water daily - I want to lose 23 kg Doctor prescribed rehabilitation from an injury or surgical procedure is another way that a client will need to set health-related goals. You may need to step in and help the client realise that the recovery process based on their injury or procedure may be a lot slower or faster than they anticipate. You may need to consult the client\'s physician before creating their exercise routine to avoid any further injury, get a medical referral or gain knowledge about your client. **Skill-Related Goals** Skill -related goals are more focused on the development and improvement of a specific skill or aspect which may or may not be involved in a particular sport or activity. When a client is looking to you to improve their skill-related fitness they are more than likely working towards improving their speed, balance, power, reaction time, agility **and** coordination. **Program Design and Variables** As a fitness professional, you are responsible for creating a program design while considering different variables that are relevant to the combination of health- and skill-related components of fitness. Here are some basic training principles relevant to the health- and skill-related components of fitness in the client's program. These are important to take into consideration for all clients regardless of their fitness level. Here are a few principles: **Overload** The rule of overload expresses that a more prominent than typical push or load on the body is required for preparing adjustment to happen. The body will adjust to this jolt. Once the body has adjusted then an alternate boost is required to proceed with the change. All together for a muscle (counting the heart) to build quality, it must be bit by bit pushed by conflicting with a heap more prominent than it is utilised to. To expand perseverance, muscles must work for a more extended timeframe than they are utilised to. On the off chance that this anxiety is evacuated or diminished there will be a reduction in that specific segment of wellness. An ordinary measure of activity will keep up the present wellness level. **Progression** Progression is a key part of overload. Frequently, people do likewise workouts again and again. This structures a level of commonality inside the body, and subsequently physical advancement is not made. With a specific end goal to legitimately overload the body, movement is vital. Once an activity begins to feel simple, it\'s an ideal opportunity to raise the stakes so you\'re continually overloading your muscles and adjusting to get solid and fit. It is additionally vital not to dependably work at high intensities, which could prompt overtraining. Some of the time progressing is as straightforward as changing the activity you\'re doing to something other than what\'s expected. **Adaptation** We realise that, in the event that we need to change our bodies, we need to overload the muscles. When we do that, the body\'s reaction is adaptation, which alludes to your body\'s physiological reaction to training. When you do new activities or overload your body in an unexpected way, your body responds by expanding its capacity to adapt to that new load. There are diverse periods of adaptation that your body encounters. **Specificity** Specificity is the guideline of preparing that expresses those games preparing ought to be important and proper to the game for which the individual is preparing to create a preparation impact. The preparation must be particular to your game, as well as to your individual capacities (resilience to preparing stress, recoverability, outside commitments, and so on). You should expand the preparation loads after some time (permitting a few workouts to be less extraordinary than others) and you should prepare frequently enough not just to keep a detraining impact from happening, yet to likewise constrain an adaptation. **Individualisation** Individualisation manages those games preparing ought to be balanced by competitor\'s attributes and needs, for example, age, sexual orientation, rate of advancement, and past experience. The objective of individualisation is to benefit from every competitor\'s quality, misuse their hereditary potential, and fortify their shortcomings. **Maintenance** The capacity to keep up wellness and execution between preparing sessions is crucial for top athletic execution. Changed and diminished workouts controlled at the reality of the situation will become obvious. Eventually, a competitor to keep up execution levels with insignificant preparing. **Designing activity sessions** When creating group exercise programs, you need to consider the following variables: - Planning a proper warm up and cool down - Choosing the right equipment - Picking appropriate exercises - Be ready with modifications or amplifications - Prepare cues that are compete and easy to understand - Remind participants to listen to their bodies - Remember you are the coach not a participant **Planning a proper warm up and cool down** You will want to keep your class participants healthy. After all, if someone is hurt, especially during your class, it is unlikely that he or she will return. It does not matter if someone has been working out for years or if they are completely new to the gym; the risk of injury is higher if they jump into a workout without warming up. A warm-up could include many different things, but a few key requirements are to: **Raise the core body temperature.** Think of your muscles like a rubber band. If you put it in the freezer for 24 hours and then take it out and try to stretch it right away, it will probably snap. In the same way, if we try to extend and contract our muscles while they are still cold, the likelihood of a pull or other injury is higher. **Increase heart rate.** In order for muscles to function properly, they need the right amount of blood flowing to them, and they need it at the right time. Increasing the heart rate prepares our cardiovascular system for the job that it needs to do in our workout. **Choose appropriate movements.** If you are teaching a class called Lower Body Blast, it would be fairly pointless to include push-ups in your warm-up given that they are an upper-body exercise. Always choose exercises that will mimic movement patterns and engage the same muscles you will be using for the rest of your class. After the main portion of the class has ended, it is important to provide a proper cool-down. As with the warm-up, this can help prevent injury and excessive muscle soreness. These last 5-10 minutes of class give your participants the opportunity to lengthen their muscles and bring their bodies back to homeostasis, or steady state. Make sure to do the following: - **Decrease heart rate.** Although our heart rates are higher during exercise, we don't want them to stay that way. Make sure to plan movements that will slowly bring your participants' heart rates down to a normal level. This means that you do not completely stop moving after the workout has ended, but rather, continue moving at a slower pace. Providing dynamic stretches, meaning stretches that involve movement, is a great way to do this. - **Stretch the appropriate muscles.** As with the warm-up, there would be no point to stretch your arms after a class that focuses on the lower-body muscles. Whatever style of class you teach, make sure to focus on stretching the muscles used in class. When the muscles are warm and have a lot of blood flowing to them, there is also greater potential to increase flexibility as an added bonus. A person doing stretching exercises Description automatically generated **Choose the Right Equipment** There are some formats, such as cycling or step aerobics, that have specific equipment involved and thus you do not need to make a choice. For resistance training or boot camp style classes, however, you will need to choose what you want to use. When deciding what equipment to utilize in your class, you should consider two things: whether or not the equipment is user-friendly for a group and whether or not it is appropriate for the given modality or format you are teaching. Some tools are easier to use than others. For example, most people can use a hammer, but it takes someone with a little more experience to properly use a circular saw. In the same way, there are pieces of equipment that everyone in a group fitness class can figure out how to use while there are other pieces that might only be effective for the more seasoned fitness enthusiast.  As an instructor, your job is to help everyone in your class get the most benefit they can from the content you design. By choosing tools that are easy for everyone to use, you are giving your class the opportunity to get the most out of the exercises instead of spending time figuring out to properly use the equipment. Dumbbells, resistance bands, and gliders/discs are great examples of equipment that is straight-forward and easy to use. Something like a suspension trainer or sandbag might require more explanation for some people, which will leave time for fewer exercises. It is also important to make sure that the equipment you choose fits with the style of class you are teaching. For instance, if you are teaching a resistance training class, a jump rope would not be a fitting choice since it would be used in a cardio/endurance exercise. If you are teaching a boot camp or High Intensity Interval Training (HIIT) class, however, the rope would be a perfect choice. Whatever format you teach, choose equipment that makes sense, so your participants are getting what they expect from the class. **Pick Appropriate Exercises** When people look at a group fitness schedule to find a class, they want to attend they make their decision based on the class title and description. For this reason, it is important that you choose exercises that stay true to both of these items. In the same way that a strength-based class should not contain speed and agility work, a cycling class should not ask participants to get off of the bike and do push-ups. This may seem obvious, but it is important to remember because people will show up to a class knowing his or her fitness level or what they want to accomplish. If someone shows up expecting a cardio class but the instructor uses strength moves for the majority of the class, this person will be well outside of his or her comfort zone and will be unlikely to return. Participants should be able to [look at a schedule](https://www.clubindustry.com/stepbystepprogramming/creating-successful-group-exercise-schedule) and know that the class they attend will stay close to the given description. It is also vital to pick exercises that set your participants up to succeed. There is nothing wrong with providing a challenge, on occasion, by choosing a more complicated movement. The problem with doing this too often, however, is that the moves take a long time to explain and can be more difficult for everyone to understand. It is better to make the majority of exercises ones that everyone understands and then vary the time, reps, weight, or sequence in order to provide a challenge. **Be Ready with Modifications and Amplifications** Teaching to a large number of participants is a lot of fun but, as your attendance increases, so does the range of fitness levels in your class. You can provide a super difficult workout and appease the individuals who have a higher fitness level, but the people just starting out will probably not be able to keep up. On the other hand, it is easy to plan a very basic class that everyone can do, but people who have been working out their entire lives may find it is too easy. Being ready to give options is the solution to this problem. Although the word "modify" simply means to make a small or partial change, it is commonly used in the fitness industry to reference a way to make an exercise easier or more doable. On the opposite end, amplifying a movement refers to making it more challenging. It is best to design your class with exercises that fit somewhere in the middle and be ready with an option to both modify and amplify so that your participants can choose what works best for their fitness level. Let's take a side plank for example. Performing the exercise with both feet stacked could be used as the baseline option. You could then offer your participants an option to modify by bending their bottom knee, or to amplify by elevating their top foot. By doing so, you've taken one move and appealed to three different fitness levels. Rather than seeing beginners struggle to stack their feet or watching the bored expressions of advanced participants, you've designed something for everyone. +-----------------------+-----------------------+-----------------------+ | **Example of Pre- | | | | Designed Group | | | | Recreation Session** | | | +=======================+=======================+=======================+ | **Group: Children** | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | **Client Goals /Aims | | | | of Session** | | | +-----------------------+-----------------------+-----------------------+ | **To teach functional | | | | motor skills such as | | | | running, jumping, | | | | hopping, throwing, | | | | catching** | | | +-----------------------+-----------------------+-----------------------+ | **Type & Quantity of | | | | equipment needed | | | | (safety included)** | | | +-----------------------+-----------------------+-----------------------+ | First aid kit, x5 | | | | hoola hoops, x4 | | | | cones, x12 tennis | | | | balls, x1 whistle | | | +-----------------------+-----------------------+-----------------------+ | **Warm Up | | | | Activities** | | | +-----------------------+-----------------------+-----------------------+ | **Simon Says: The | | | | participants stand | | | | beside each other | | | | across one line, as | | | | the coach calls out | | | | 'Simon say's with | | | | instructed dynamic | | | | movements which | | | | participants have to | | | | complete.** | | | +-----------------------+-----------------------+-----------------------+ | **Body** | | | +-----------------------+-----------------------+-----------------------+ | **Raid the robin nest | Grade K-3 \| Whole | | | (4x 3-minute games | class activities | | | with 1-minute rest | | | | between rounds)** | | | | | | | | **Divide the group | | | | into 4 teams of 2 and | | | | have them stand | | | | behind their | | | | designated cone.** | | | | | | | | **One Hula hoop will | | | | be placed in the | | | | middle of the grid | | | | with 12 tennis balls | | | | inside of it. The | | | | other hoops are to be | | | | placed one per team | | | | beside their cone.** | | | | | | | | **On the instructor's | | | | whistle, the first | | | | player from each cone | | | | will run to the | | | | centre pick up one | | | | ball at a time and | | | | bring it back to | | | | their hoop. The next | | | | player will do the | | | | same and so on.** | | | | | | | | **Once all the balls | | | | are gone from the | | | | centre, the players | | | | can than start | | | | stealing from other | | | | teams to see who can | | | | capture the most | | | | tennis balls for | | | | their team within the | | | | 3 minutes.** | | | | | | | | **Progression: Prior | | | | to the player going | | | | to steal the ball, | | | | they have to perform | | | | a x10 star jumps or | | | | squats or whichever | | | | exercise has been | | | | instructed.** | | | | | | | | **Regression: reduce | | | | the grid size and | | | | decrease the overall | | | | game duration to 2 | | | | minutes.** | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | A combination of | | | | upper and lower body | | | | static stretches. | | | | | | | | Hold each stretch for | | | | 30 seconds. | | | | | | | | (if arms or legs, | | | | hold for 30 seconds | | | | per side). | | | | | | | | **Hamstring stretch** | | | | -- have both legs | | | | straight out in front | | | | and reach towards | | | | your toes | | | | | | | | **Hip flexors | | | | stretch** -- keep one | | | | leg out straight and | | | | place the ankle of | | | | the opposite foot | | | | over the knee of the | | | | straight leg, lean | | | | forward until you | | | | feel a stretch -- | | | | hold for 30 seconds | | | | then swap legs | | | | | | | | **Lower back | | | | stretch** -- knees on | | | | the ground and bottom | | | | rested on heels, lean | | | | forward with arms | | | | stretched out in | | | | front | | | | | | | | **Quadriceps | | | | stretch** -- stand up | | | | straight on one leg, | | | | hold the foot of the | | | | other leg behind you | | | | to stretch the quads | | | | 9 repeat with other | | | | leg | | | | | | | | **Triceps stretch** | | | | -- stand with one | | | | elbow pointing to the | | | | sky, gently put | | | | pressure on your | | | | elbow with opposite | | | | hand to increase | | | | stretch. Hold for 30 | | | | seconds and swap arms | | | +-----------------------+-----------------------+-----------------------+ **Chapter 2 : Introducing the Session** ### Organise and brief support personnel according **Prepare Cues That Are Complete and Easy to Understand** Once you have decided on the exercises and equipment you want to use for your class, you need to be prepared to explain everything to your class. After all, it would be different for someone who has never done a specific exercise to perform it correctly without the proper instruction. Even individuals who have previously done a given exercise can benefit from a reminder on the correct technique. When thinking about how to explain an exercise to participants, it is important to take the entirety of the exercise into account. If you are explaining a goblet squat, cueing to keep the knees behind the toes would be correct, but if that is the only cue, you are doing a disservice to your participants. This exercise should also have reminders on how to hold the weight, the width of the feet, upper body alignment, and which muscles it is targeting. Providing a complete explanation lets your class members know how to get the most out of the movement. You also need to make sure that your cues and explanations are easy to understand. You are a professional, but your participants are not. Explaining that a squat jump involves a triple extension of the hip, knee, and ankle joints might be over the head of most people in the class. Instead, you would cue to slide the hips back while bending the knees into a squat. From there, perform a jump with your toes being the last thing to leave the ground. This provides an easier to understand explanation **Consult With All Participants to Determine Their Capabilities, Preferences and Level of Assistance Required**  Recall that communicating with the client involves building trust and rapport with them. Once you have established these two, you can then proceed to determine the following: - - - Knowing these three will help you plan suitable programs and activities for the participants. It also aids in identifying assistance needed to facilitate their inclusion. Thus, in this subchapter, you will know more about the participant\'s capabilities, needs and preferences. You will also learn how to consult with the participant while considering these. **Participant's Needs** Recall that participants\' needs are the support requirements that a participant with disability may need to participate in an activity. These s*upport requirements* are the types of accommodation a participant with disability must access to participate in recreational activities. These support requirements can vary depending on the individual\'s needs and circumstances. They are important in creating an inclusive environment for participants with disability. Support requirements can be in the following forms: **Consulting With Participant** Chapter 3: Deliver Session -------------------------- ### Communicate instructions and relevant information to participants in a suitable manner - Clear -- when speaking to someone be sure about the message you want them to receive - Concise -- stick to the point and keep it brief - Concrete -- give them a clear picture of what you are telling them - Correct -- it should be error free, and the language should suit the audience - Coherent -- it is logical, all points connected and relevant to the main topic  Complete -- the audience has everything they need to be informed and act - Courteous -- friendly, open and honest while being empathetic to their needs +-----------------------+-----------------------+-----------------------+ | Use of jargon | Status | | +=======================+=======================+=======================+ | - Disabilities | - Environmental | - Language | | | factors (noise) | | +-----------------------+-----------------------+-----------------------+ | - Age | - Complicated | - Poor | | | messages | communication | | | | skills | +-----------------------+-----------------------+-----------------------+ | - Cultural | - Emotional state | | | differences | | | +-----------------------+-----------------------+-----------------------+ ### ### Demonstrate warm-up and cool-down techniques and assist participants - Maintain the stretch in muscle groups that may have shortened during the activity - Disperse lactic acid which has built up during exercise - Prevent blood pooling ### ### Explain and demonstrate techniques, activities and safe use of equipment #### Communication - **Simple explanations** -- this is important so that clients know what you want them to do. You need to tell them the key points, use simple language that they understand and ensure that you check with them if they have understood what is required of them. - **Demonstration of effective exercise techniques** -- demonstrating in conjunction with your explanations is very effective as a client can listen to how to perform the exercise and then they can see how they need to perform it. - **Setting of intensity and loading** -- this is important as you do not want your client to waste their time by not having enough intensity or load and you also do not want them to overtrain or injure themselves by having too much load or intensity. You may find for some clients the best thing to do is write it down for them, so they have somewhere to check the information when you are not there. You also should explain to them why it is vital to get the intensity and load correct in trying to achieve their goals. - **Clear communication techniques** -- clear communication includes both verbal and nonverbal skills and you need to ensure that they match each other. Good verbal skills will use a clear voice, give concise, correct explanations, give complete instructions and use a friendly, open, honest voice. Non-verbal communication is your body language and includes things like facial expressions, gestures, posture, eye contact, touch, space and how you use your voice. - **Reinforcement of correct technique and attitude** -- you want to encourage and reinforce correct technique and a good attitude from your client so as to maintain their motivation levels and to give them self-confidence. You may do this through words you use, a reward system or a gesture like a high 5. **Communication and instructional difficulties when training children** **Communication and instructional skill difficulties Children and adolescents tend to have a difficult time communicating. With the rapid changes in their body, they can have the tendency to struggle with communication. Most adolescents will grow out of this phase, however, there are some communication disorders in children that need to be explained in order to be able to train effectively. Communication disorders are difficulties in language, speech and hearing. This could be articulation problems, stuttering, speech delay, or voice disorders. It is important for you to have patience when communicating to children with these disorders.** **Monitoring older clients** Heart rate monitoring is a popular tool for monitoring exercise intensity in the fitness industry. A recent study has found that the formula (max heart rate =220 minus your age), is not accurate for older adults as it doesn't take into account the decline in peak heart rate as we age (Tanaka, Monahan & Seals, 2001). Women in the age range of 40-89 years should expect their maximum heart rate to be 200 minus 67% of their age whilst males should be 216 -- 93% of their age. There are situations where cessation of the exercise of exercise or strategies to increase safety and minimise risk for older adults whilst exercising need to be implemented. Cease exercise if: - The client experiences chest pain, trouble breathing or shortness of breath, light headedness or nausea - Activities that induce sharp pain - If the client feels really tired or has severe discomfort - Exercise that cause's increased joint pain - The client experiences respiratory distress - Extreme facial discoloration Strategies to minimise risk and increase safety include: - Ensure that proper breathing is used during exercise - Develop an exercise plan that takes into account an older client's current physical ability and activity level - Start slowly especially if the client has not been psychically active in some time - Progressively build the clients activity - Ensure that safety equipment is used where appropriate (helmet when riding a bike, correct shoes when walking) - Unless otherwise directed by a doctor, ensure the client drinks plenty of fluids, even if they are not thirsty. ▪ Avoid exercise during the hottest times of the day - Warm up before stretching to increase heart rate and loosen muscles - Ensure the program is tailored to the client - Avoid high impact exercise for arthritis sufferers - Ensure the aerobic activity program keeps the client working in a range of 55-75%of MHR **Level of Assistance for Clients with Disability** Note that the level of assistance can vary based on the participant\'s needs, capabilities and preferences. It can also vary depending on the specific activity they are participating in. It is important to consult with the participant and, if available, their support team. It helps determine the appropriate level of assistance needed in the activity. Keep in mind that the level of assistance for participants can be partial or full. - **Partial assistance** It means that you assist with some parts of the activity. Examples of partial assistance include: - **Full assistance** **Type of Support Needed** **Type of Participant** **How to Provide Support** ---------------------------- ------------------------------------------------------------------------------------------ ---------------------------------------------------------------------------------------- **Physical** Participants with physical disability, such as mobility or dexterity issues Wheelchair access and ramps **Sensory** Participants with sensory disability, such as visual or hearing impairments Sign language interpreters for participants who are deaf or hard of hearing **Intellectual** Participants with intellectual disability, such as developmental or cognitive challenges Modified instructions or simplified activities **Psychiatric** Participants with psychiatric conditions, such as mental health illnesses A quiet space or ability to take breaks as needed for those with anxiety or depression ### Observe and assess participant progress against objectives and modify session and ### Monitor participation and safety and implement appropriate strategies ### Seek feedback from participants regarding progress during the session or program and modify as required ### Modify or condition equipment for use by different participant groups ### ### Monitor venue, resources and equipment condition, complete minor repairs and As well as checking equipment at the start of the session it is important that you check equipment at the end of the session for damage and wear. Any faults in the equipment should be reported immediately to the appropriate person at your workplace and a note should be affixed to the piece of equipment warning colleagues of the fault so they do not use the equipment. ### Provide positive feedback and motivational strategies to enhance participation and performance Chapter 4: Evaluate Session --------------------------- ### ### Finalise session or program completion as required ### Inform participants of follow-up programs ### Seek and acknowledge feedback from participants and relevant stakeholders - Participants - Staff - Colleagues - The organisation you may be working with **Participants** **Supervisor** ------------------------------------------------------ ------------------------------------------------------------------  What they enjoyed about the session  Feedback on teaching technique  What they would have like to spend more time doing  Feedback on drills chosen  What they didn't enjoy  Feedback on the control the instructor had on the participants ### ### Evaluate session/program components and identify potential areas of improvement - Aims and objectives -- did you meet all of the aims and objectives or some or none? - Participant satisfaction -- how satisfied / happy with the session were the participants? - Suitability and safety of facilities and equipment -- examples include did you choose the right size equipment, was there enough of it, could you have used different equipment and was the equipment safe? - Content, structure and processes of the session /program -- examples include was there enough content or too much, did the order of activities flow and work with the group and how did the transitions go? - Personal performance -- examples of questions to ask yourself include did you conduct the session/program the way you had planned, did you use appropriate communication skills, were your instructions clear and concise and did you demonstrate correct technique? ### Review own performance and identify potential improvements - Did I meet all of the aims and objectives or some or none? - How satisfied / happy with the session were the participants? - Did I choose the right size equipment? - Was there enough equipment? - Could I have used different equipment? - Was the equipment safe? - Was there enough content or too much? - Did the order of activities flow and work with the group? - How did the transitions go? - Did I conduct the session the way I had planned? - Did I use appropriate communication skills? - Were my instructions clear and concise? - Did I demonstrate correct technique? ### Document and update records of session/program and evaluation - Workplace Health and Safety - Records management - Medical clearance - Client age requirements - Parental or guardian consent - Use, care and maintenance of equipment and facilities - Use of outdoor locations