USP64X Instructing Kettlebell Training Sessions - VTCT

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USP64X Instructing kettlebell training sessions Unit reference number: K/507/5620 Level: 2 Guided Learning (GL) hours: 18 Overview This unit is about instructing kettlebell training sessions. Learners will develop the knowledge and skills to prepare the environment and equipment ready for a kettlebell training session. Learners will develop the skills required to instruct a kettlebell training session and communicate effectively with clients. Learners will also develop the skills to evaluate the safety and effectiveness of a kettlebell training session. Learning outcomes On completion of this unit, learners will: LO1 Know how to prepare the environment and equipment for a kettlebell training session LO2 Know how to instruct a safe and effective kettlebell training session LO3 Know how to evaluate the safety and effectiveness of the kettlebell training session LO4 Be able to prepare the environment and equipment for a kettlebell training session LO5 Be able to instruct a safe and effective kettlebell training session LO6 Be able to evaluate the safety and effectiveness of the kettlebell training session Version 7 1

Assessment requirements Learners must produce a portfolio of evidence which includes: 1. Service portfolio 2. Summative practical assessment 1. Service portfolio Learners must produce a service portfolio which contains assessed evidence covering all the theory assessment criteria in the unit. The service portfolio must also contain evidence relating to the practical assessment criteria. At a minimum the practical evidence contained in the service portfolio for this unit must include records detailing the preparation, instruction and evaluation of kettlebell training sessions covering all of the following: Worked with all types of clients - Individuals - Groups - With specific needs - With general health needs Considered all objectives - Improve fitness - Improve motivation - Address barriers to participation - Improve skills and techniques - Improve health - Fun and enjoyment Collected client information - Personal goals - Lifestyle - Medical history - Physical activity history and preferences - Attitude and motivation to exercise - Current fitness level - Psychological readiness to change physical activity/exercise behaviour Considered all hazards - The clients - The activities - Other activities happening at the same time Carried out all risk assessment and checks of - Environment - Space - Layout - Temperature - Flooring - Lighting - Ventilation - Equipment - Clothing and footwear 2

Considered a minimum of 4 legal and organisational procedures - Health and safety at work act (1974) - Control of Substances Hazardous to Health - Reporting of Injuries, Diseases and Dangerous Occurrences Regulations - Electricity at Work Regulations - First Aid Regulations - Individual and organisation policies and procedures Signposted clients to a minimum of 2 other professionals (where appropriate) - Doctors - Physiotherapists - Psychologists - Registered dieticians - Registered nutritionists - Physiologists - Bio-mechanists - Counsellors - Sports therapists - Massage therapists - Specialist health/exercise professional. Planned all components of the session - Warm-up - Main workout - Cool down and stretch Considered all components of fitness - Cardiovascular fitness - Muscular fitness - Flexibility - Motor skills Evidence from the one summative practical assessment must also be presented in the portfolio. The service portfolio must be completed prior to learners undertaking the one summative practical assessment. 3

2. Summative practical assessment Learners must instruct a full kettlebell training session which will be observed, and marked by centre assessors. Learners must achieve all assessment criteria in order to pass and achieve the unit. The summative practical assessment must take place in a real or realistic working environment on a group of real or realistic clients. At a minimum the summative practical assessment for this unit must cover: Clients - Individuals Groups With specific needs With general health needs Objectives - Improve fitness - Improve motivation - Address barriers to participation - Improve skills and techniques - Improve health - Fun and enjoyment Hazards - The clients The activities Other activities happening at the same time Risk assessment and checks of - Environment - Space - Layout - Temperature - Flooring - Lighting - Ventilation - Equipment - Clothing and footwear All components of the session - Warm-up - Main workout - Cool down and stretch All components of fitness - Cardiovascular fitness - Muscular fitness - Flexibility - Motor skills Recorded professional discussion can also be used as an assessment method attached to the practical assessment and is particularly useful for gathering evidence for criteria related to evaluation and reflection. Professional discussions should be planned and recorded. 4

Unit content LO1 Know how to prepare the environment and equipment for a kettlebell training session Describe the arrangements needed to prepare the environment and equipment for a kettlebell training session: Professional image and self presentation - Personal clothing and footwear - Hygiene and appearance - Punctuality - Behaviour and language - Organised - Polite Equipment: - Pre-screening forms and informed consent records available - Kettlebells available (different weights) and set out appropriately, with sufficient quantity for number of clients - Chalk (for hands) and gloves available - Water available - Music system available and safe (if used) - Organise equipment to meet client needs and planned session - Ensure all equipment is clean - Prepare alternative exercises if insufficient quantity of equipment for number of clients, e.g. blend kettlebells with other exercises - Conduct informal risk assessment and health and safety checks to identify and manage any risks - Follow appropriate procedures for manual handling, lifting and passing, storage of kettlebells Environment: - Conduct informal risk assessment and health and safety checks for space (ensure safe and adequate kettlebell swing for all clients), other users, temperature, ventilation, lighting - Identify and manage any risks - Know organisation procedures for: Fire – location of fire exits, location of fire extinguishers, conduct for evacuation, location of meeting or assembly points, recording attendance Accident or medical emergency procedure – location of duty first aider, location of first aid kits, other advisory emergency information: location of nearest office and telephone Other health and safety information – correct manual handling of exercise equipment 5

LO2 Know how to instruct a safe and effective kettlebell training session Describe the qualities and skills of a kettlebell training instructor: Qualities - Empathetic, friendly, approachable, knowledgeable of principles of exercise and fitness and related anatomy and physiology Skills: - Instruction skills – able to explain, demonstrate correctly with effective joint alignment and posture, cue changes and provide feedback - Facilitation skills – able to assist learning, break down complex lifts - Leadership skills – able to manage group behaviour - Communication skills – able to listen and observe, effective verbal and nonverbal communication - Motivational skills: Verbal – language used, voice tone, pitch, volume and pace Non-verbal – body language and posture, dress and appearance, facial expressions, gestures Professionalism: - Awareness of health and safety - Gain client’s confidence and build-up trust/rapport - Gain client’s respect - Enhance professional reputation and maintain/increase client base - Raise profile of the industry and sector Professional behaviours: - Appearance - Attitude - Respect equality, diversity, Inclusion and exclusion - Respect role boundaries and work within scope of practice and responsibilities - Timekeeping - Health and safety and risk assessment - Follow Register of Exercise Professionals (REPs) Code of Ethical Practice - Follow (REPs) specifications on continuing professional development (CPD) The roles of the kettlebell instructor: - Plan and prepare kettlebell training sessions Welcome the clients - Pre-screen clients Check the health and safety of the environment and equipment Prepare self Plan a safe and effective session structure and content Instruct kettlebell training sessions: Explain and demonstrate exercises Maintain control of group Monitor intensity Observe clients and respond to needs - motivate, offer alternatives, reinforce teaching points, correct client technique End the session safely and clear the environment 6

- Evaluate kettlebell training sessions Gather feedback from clients and use self evaluation Review content and structure, communication and instructional methods Identify strengths and areas to develop Identify opportunities to improve skills though continuing professional development Describe a safe and effective kettlebell training session structure: Session structure and components: - Warm-up and stretch - Main workout - Cool down and stretch - Session review - Safe and effective exercises for components - Appropriate to client needs and information gathered - Appropriate to environment checks, e.g. temperature, space Warm-up component: - Mobility exercises – exercises for all joints, working through full range of motion, mirror exercises in main session, with no resistance or lower resistance - Pulse raising/muscle warming – intensity and impact appropriate to level of fitness and skill level, use of lower working resistance or no resistance to prepare - Stretching – static or dynamic stretching, appropriate to client fitness and skill level Main kettlebell session: - Select kettlebell lifts/exercises relevant to the session objectives - Whole body approach – exercises to target all of the muscle groups - More technically demanding exercises before lower skill requirement exercises - Variables to alter the challenge of the exercises/session (progressive overload): Speed Range of movement Repetitions Number of sets Recovery time between sets and type of recovery, e.g. active or full rest Base exercises: - Swing - Clean - High pull - Push press - Clean and jerk - Snatch - Turkish get-up 7

Variations of exercises: - Squat - Squat to press - Lunge variations - Windmill - Swing curl press - Halo - Single arm swing - Upright row - Side press - Figure 8 Cool down component: - Pulse lower/re-warm as appropriate to reduce intensity after main workout - Static or range of motion/dynamic maintenance stretches for all muscles used - Static developmental stretches to improve flexibility Progression considerations – application of principles and variables of fitness: - Frequency of sessions - Intensity – loads used - Volume/time/duration – number of repetitions, sets, exercises, rest - Type – component of fitness trained and specific types of exercise for each component - Overload, specificity, progression, adaptation, adherence Recording content of kettlebell training sessions: - Health and safety checklists, screening forms - Session plans – warm-up, main workout, cool down, stretches - Teaching points for all exercises – posture, joint alignment, not over-arching, holding and swinging the kettlebell 8

LO3 Know how to evaluate the safety and effectiveness of the kettlebell training session Explain the purpose of evaluation and reflective practice: To gather information from clients and use this with own self evaluation To review content and structure, communication and instructional methods To identify strengths To identify areas to develop To identify opportunities to improve skills though continuing professional development To improve skills To improve knowledge To plan for continuing professional development To enhance career opportunities To build reputation as a professional instructor 9

LO4 Be able to prepare the environment and equipment for a kettlebell training session Prepare the area and safely set up the equipment ready for the kettlebell training session: Professional image and self presentation - Personal clothing and footwear - Hygiene and appearance - Punctuality - Behaviour and language - Organised - Polite Equipment: - Pre-screening forms and informed consent records available - Kettlebells available (different weights) and set out appropriately, with sufficient quantity for number of clients - Chalk (for hands) and gloves available - Water available - Music system available and safe (if used) - Organise equipment to meet client needs and planned session - Ensure all equipment is clean - Prepare alternative exercises if insufficient quantity of equipment for number of clients, e.g. blend kettlebells with other exercises - Conduct informal risk assessment and health and safety checks to identify and manage any risks - Follow appropriate procedures for manual handling, lifting and passing, storage of equipment Environment: - Conduct informal risk assessment and health and safety checks for space (ensure safe and adequate kettlebell swing for all clients), other users, temperature, ventilation, lighting - Identify and manage any risks - Know organisation procedures for: Fire – location of fire exits, location of fire extinguishers, conduct for evacuation, location of meeting or assembly points, recording attendance Accident or medical emergency procedure – location of duty firstaider, location of first aid kits, other advisory emergency information: location of nearest office and telephone Other health and safety information – correct manual handling of exercise equipment Shown accurate demonstrations of all exercises in the Portfolio reference Implemented effective instruction of all teaching methods Portfolio reference 10

LO5 Be able to instruct a safe and effective kettlebell training session Welcome and prepare clients before starting the session: Greet all clients as they enter the room Help clients feel at ease Establish rapport Check experience of using kettlebells Demonstrate respect for equality and diversity Maintain professional conduct (behaviour, respect) Adopt a friendly and informal approach Demonstrate empathy, non-judgemental attitude Health and safety checks: - Clothing, footwear, gloves appropriate - Availability of drinking water and where to position water bottles - No large jewellery and no chewing gum Verbally screen the clients and check their readiness to participate: Verbal screening to check client readiness to exercise - Refer or defer if required Discuss demand of programme Discuss purpose and value of exercises: - Warm-up exercises – safety, physiological and psychological preparation, reduce injury risk, specific skill rehearsal, improved main session performance - Kettlebell exercise – aerobic/anaerobic, power, strength, endurance, muscle shape and tone (hypertrophy), functional benefits, health benefits, e.g. stronger bones (bone density), reduce risk of osteoporosis, improve posture, improve joint stability - Flexibility exercises – muscle length, reduced tension and tightness, develop or maintain range of motion, reduce injury risk, improve posture - Motor skill exercises – improve specific motor skills, e.g. co-ordination, balance, speed, power, reaction time, improve movement efficiency, improve functional movement - Cool down exercises – safety, gradually return the body and mind to a resting state, lower heart rate, prevent blood pooling, develop or maintain flexibility, assist relaxation, promote recovery from exercise Instruct a safe and effective warm-up component that is appropriate to the clients, programme and environment needs: Mobility, pulse raising, preparatory stretching Rehearsal of main workout exercises at reduced intensity Gradual and progressive build up of intensity Effective instruction and communication 11

Instruct a safe and effective main workout that is appropriate to the clients, programme and environment needs: Select kettlebell lifts/exercises relevant to the session objectives Whole body approach – exercises to target all of the muscle groups More technically demanding exercises before lower skill requirement exercises Variables to alter the challenge of the exercises/session (progressive overload): - Speed - Range of movement - Repetitions - Number of sets - Recovery time between sets and type of recovery, e.g. active or full rest Base exercises: - Swing - Clean - High pull - Push press - Clean and jerk - Snatch - Turkish get-up Variations of exercises: - Squat - Squat to press - Lunge variations - Windmill - Swing curl press - Halo - Single arm swing - Upright row - Side press - Figure 8 Instruct a safe and effective cool down and stretch component that is appropriate to the client’s needs, programme and environment: Reduce intensity gradually after the main workout Stretch muscles – maintenance and developmental, all muscles used in session Appropriate positions Effective instruction and communication Monitor exercise safety and intensity and respond to client’s needs: Monitor technique (safety and effectiveness of alignment) when working with kettlebells Monitor exercise intensity using appropriate methods for client and component: - Talk test - Rate of Perceived Exertion (RPE) - Heart rate monitoring (within target heart rate zones) - Observation, e.g. exercise technique, use of kettlebells and behaviour 12

Recognise signs of overexertion – breathlessness, pain or discomfort, change in skin colour, loss of co-ordination, client verbal expression Recognise potential signs of medical illness – asthma (wheezing); angina (chest pain), hypoglycaemia (confusion, aggression, disorientation) Use effective instruction skills: Induct any unfamiliar exercises using appropriate teaching sequence: - IDEA - Introduction, Demonstration, Explanation of Activity, Activate client - Use of side, front and rear profile demonstrations (as appropriate) to assist clients observation - Explanation of: Correct exercise start positions Correct hand grip and hand position Correct alignment – neutral spine (in start positions), joint position (according to specific structure and range of movement (e.g. avoidance of locking/hyperextension and excessive unwanted/unintended movement) Postural and alignment cues – standing tall and upright, equal spread of body weight in exercise start position, looking forward, weightbearing joints unlocked (soft) Explanations and demonstrations (as appropriate for client needs and environment) - Verbal explanations – technically correct instructions, to correct poor technique, to meet individual needs, positive reinforcement and praise, feedback on performance (timely, clear, motivational, positive praise, specific, clear and concise and tailored to group and individual client needs) - Visual demonstrations – use of mirroring, technically correct and accurate demonstrations, effective posture, safe and effective alignment, quality of movement, appropriate movement speed and range, use of visual reinforcement to correct alignment, e.g. pointing to correct action of joint movement Lifting and passing: - Explain and demonstrate correct manual handling of equipment (deadlifting safely from the floor), correct swing and control of movement Instruction and supervision skills: - Use different teaching positions to observe clients from all angles - Positive reinforcement of group and individual client performance, e.g. teaching points - Use of motivation and encouragement - Respond to client needs and offer adaptations or progressions, e.g. alternative kettlebell weight, different lift or modified lift, fewer repetitions, slower speed - Answer client questions, succinctly and without losing control of group or session - Other methods of correction, e.g. manual/touch, with sensitivity to client, seek permission first and guide to position rather than moving limbs 13

Use effective communication skills to support and motivate clients: Communication skills: - Verbal communication – positive language, volume, pitch and tone - Non-verbal communication – positive body language, hand gestures, eye contact, facial expressions, active listening - Appropriate to client needs (e.g. visual or hearing impairments, speakers of other languages), personalised, client experience, culturally competent interactions - Appropriate to environment – use appropriate methods of voice projection (noisy or busy), use effective volume and pitch of voice Motivational techniques: - Positive reinforcement - Appropriate voice pitch and tone - Affirming statements, e.g. ‘excellent spine alignment and posture’ End the session safely and effectively: Appropriate timing for clients – level of fitness, skills level, experience Appropriate to session – intensity, duration and main activities Appropriate to environment – temperature, space, time of day, intensity of session Gather feedback from clients Provide clients with feedback: - General summary of strengths and areas for improvement in relation to technical performance and progress, motivation and effort, health and safety Leave the environment in acceptable condition for other users: Environment – clean, hygienic, tidy, temperature, ventilation, and lighting, ensure safe and clean for other users Equipment – safely stored/stacked, mats wiped down after use, use of appropriate manual handling, report and record maintenance issues/faults Supervise departure of clients to clear area 14

LO6 Be able to evaluate the safety and effectiveness of the kettlebell training session Evaluate the safety and effectiveness of the session using clients feedback and own self evaluation Gather information from clients: - Session content and exercise selection - Instruction methods - Enjoyment and satisfaction - Challenge experienced - Methods Use of open questions Observation Active listening Written questionnaires Comment cards Use own self evaluation, with consideration to: - Session content and exercise selection – appropriateness for whole group and individuals, lifts selected, order of lifts, resistance used - Client’s feedback - Client’s performance – individuals and whole group - Instruction methods – observation, teaching position - Communication skills – relationships, rapport, motivation - Health and safety - Identify strengths - Identify areas to improve - Identify ways to improve personal practice Action plan to improve practice: - Identify areas for personal improvement: Planning - Communication Instruction Motivation Continuing professional development activities: Work experience Working with peers Shadowing other professionals Mentoring Workshops Reading Conferences Lectures Online resources and activities Higher level qualifications Record areas for improvement 15

Employability skills to be demonstrated throughout the practical assessment Professionalism Adhere to industry codes of ethical practice, e.g. REPs, ukactive Wear appropriate clothing and footwear (if provided) Present positive image Communication: Adapt and tailor their communication approach for different clients: - New and existing clients - Clients who are new to working with kettlebells - Clients who are experienced exercisers - Clients with different levels of motivation - Clients with other needs, e.g. speakers of other languages, deaf or partially hearing, blind or partially sighted Communication considerations – speaking manner and tone of voice, being supportive, respectful, sensitive to client, use open questioning and active listening to gather information, be aware of body language, eye contact, gestures, posture, space and proximity. Sensitivity to clients with different communication styles. Customer service: Principles of customer service – quality, keeping promises, managing customer expectations, customer satisfaction, speed of service, follow organisation procedures for meeting and greeting and inducting clients to equipment. REPs code of conduct to inform all client working practices. Examples of good practice in customer service – meeting and exceeding customer needs and expectations, adding a personal touch, providing personal attention, knowing client names, using polite language, making extra efforts to demonstrate willingness to please the customer, treating the customer as an individual. Dealing quickly and effectively with a complaint. Acknowledge complaint immediately (HEAT – Hear, Empathise, Apologise, Take action), handle complaints (privately, positively, confidently, professionally, promptly, confidentially, empathetically, with trust and respect, to client’s satisfaction), follow agreed procedures to check complaint has been dealt with. Use of incentives and rewards, free or reduced cost training sessions, or guest passes, gym challenges, social events, rewards, e.g. member of the month (based on attendance). Appropriate information sources to keep members up-to-date and informed about activities: Timetables, noticeboard, e-mails, REPs code of conduct. The importance of customer service to a business – professional image, reputation of instructor, organisation and industry sector, exercise adherence, customer retention, customer satisfaction, customer relationships and repeat business, including word of mouth recommendations and referrals. 16

Commercial awareness: Eco-friendly and cost-efficient use of resources (e.g. time, disposal of waste, use of products and consumables). - Provision of water for bottles but no paper/plastic cups - Use of non-toxic and ecologically friendly cleaning products - Recycling paper towel - Shredded programme cards and other documents - Turning equipment and air conditioning off overnight or when not in use Opportunities to promote and sell additional products and services: - Personal training sessions - Lifestyle support - Specialist courses or sessions, e.g. weight management, healthy eating, back care - Group exercise, e.g. suspension training, indoor cycling, circuits - Training products: clothing and footwear, exercise mats, heart rate monitors, water bottles Opportunities to promote other exercise sessions and services offered by the facility, e.g. group exercise and studio classes, swimming, racquet sports, sports massage, physiotherapist, nutritionist, café, beauty therapy Awareness of competitors - Other gyms and fitness facilities available locally, their benefits and disadvantages - Different business types locally that may compete for a client’s disposable income - Diets and weight loss services that clients may choose as an alternative to exercise Unique selling points of products and services. Combination of facilities and services offered that are not available elsewhere. Specialities and target market niches. Opportunities to differentiate self and services from competitors, e.g. other kettlebell training instructors. Own experiences and achievements relevant to supporting others in a fitness capacity 17

Assessment criteria In order to Pass this unit, learners must achieve all Pass criteria. The pass criteria relate to the proficient demonstration of skills and knowledge. Learning outcome The learner must: Assessment Criteria The learner can: LO1 Know how to prepare the environment and equipment for a kettlebell training session LO2 Know how to instruct a safe and effective kettlebell training session P1 Describe the arrangements needed to prepare the environment and equipment for a kettlebell training session LO3 Know how to evaluate the safety and effectiveness of the kettlebell training session P4 Explain the purpose of evaluation and reflective practice LO4 Be able to prepare the environment and equipment for a kettlebell training session LO5 Be able to instruct a safe and effective kettlebell training session P5 Prepare the area and safely set up the equipment ready for the kettlebell training session LO6 Be able to evaluate the safety and effectiveness of the kettlebell training session P16 Evaluate the safety and effectiveness of the session using clients feedback and own self evaluation P2 Describe the qualities and skills of a kettlebell training instructor P3 Describe a safe and effective kettlebell training session structure P6 Welcome and prepare clients before starting the session P7 Verbally screen clients and check their readiness to participate P8 Instruct a safe and effective warm-up component that is appropriate to the clients, programme and environment needs P9 Instruct a safe and effective main workout that is appropriate to the clients, programme and environment needs P10 Instruct a safe and effective cool down and stretch component that is appropriate to the client needs, programme and environment P11 Monitor exercise safety and intensity and respond to clients’ needs P12 Use effective instruction skills P13 Use effective communication skills to support and motivate clients P14 End the session safely and effectively P15 Leave the environment in acceptable condition for other users 18

Assessment guidance Assessors must use the amplified assessment guidance in this section to judge whether assessment criteria have been achieved. P1 Describe the arrangements needed to prepare the environment and equipment for a kettlebell training session Learners must describe the preparatory arrangements that need to be made to instruct a safe and effective kettlebell training session. Learners must outline the arrangements they need to make to deliver the session and the health and safety checks that would need to make to the environment, equipment and resources, e.g. s

Instructing kettlebell training sessions Unit reference number: K/507/5620 Level: 2 Guided Learning (GL) hours: 18 Overview This unit is about instructing kettlebell training sessions. Learners will develop the knowledge and skills to prepare the environment and equipment ready for a kettlebell training session.

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