Student Copy Sisffit313a Plan and Deliver Exercise To Apparently Healthy Children and Adolescents 2 2

SISFFIT313A Plan and deliver exercise to apparently healthy children and adolescents
ABOUT this LEARNER WORKBOOK

The workbook covers the following unit and elements of competency Qualification SIS30310 Certificate III in Fitness
Unit of Competency S I S F F I T 3 1 3 A
Plan and deliver exercise to apparently healthy children and adolescents
Unit Descriptor
This unit describes the performance outcomes, skills and knowledge required to plan and deliver exercise for children and young adolescents. It involves planning, demonstration, instruction, review and modification of activities and instructional techniques to meet participant needs.
Application of the Unit

This unit applies to exercise instructors who work in facilities that provide a range of exercise programs to general populations, including children and young adolescents who present with no major health conditions. Elements of Competency 1. Plan the exercise.Apply fitness assessment protocols and procedures to children and young adolescents 2. Instruct the exercise session.Instruct an exercise class for children and young adolescents 3. Evaluate the exercise session.
Evidence of the following is essential:
screens children and young adolescents prior to commencement of exercise sessions and communicates results to relevant caregivers and recommends referral to appropriate medical or allied health professionals where necessary develops a variety of sessions for exercise that are fun, interactive and safe for a range of client groups of children and young adolescents provides accurate and current information about healthy eating and healthy eating options in accordance with recommended guidelines evaluates exercise sessions and modifies exercise plans according to feedback received from participants and own evaluation.
How do I use this learner workbook?
This learner workbook is designed to provide support to knowledge learned to help plan and deliver exercise to children and young adolescents when
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working in a fitness workplace. Completing the activities throughout this resource will help you put this knowledge into practice. The learning activities in this workbook are based around workplace practices. Your supervisor or trainer will inform you how and when learning activities are to be completed. For instance, your supervisor or trainer may request that all learning activities are to be documented in a separate document, thereby creating a portfolio of evidence, which you will be able to refer back to, or add to in the future. This will become a valuable tool in helping you to evaluate and improve your performance.
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What resources do I need?
The following resources provide access to information which can support you in completing the activities in this workbook. They can be accessed through the Web, public libraries or collections held in your workplace, or by the RTO you are enrolled with to complete your training. Accessing websites requires caution as information contained on them can be biased according to the purpose of the website, or can quickly become outdated. Remember to check the currency of the site. You should also maintain your own list of any additional resources. Books Dr Parker, R.J, Kids in Gyms Guidelines, copyright Fitness Australia Ltd and The Childrens Hospital at Westmead, 2003. An electronic copy can be downloaded here: http://www.chw.edu.au/prof/services/chism/childcare_guidelines_for_gym s.pdf Websites Australian Association for Exercise and Sports Science The Australian Counselling Association
www.aaess.com.au www.theaca.net.au
Australian Government - Government and financial services www.business.gov.au Australian Medical Association Australian Osteopathic Association Australian Physiotherapy Association The Australian Psychological Society Australasian Podiatry Council Childrens Hospital Institute of Sports Medicine Chiropractors Association of Australia Dieticians Association Australia National Training Information Service The Royal Childrens Hospital Melbourne www.ama.com.au www.osteopathic.com.au www.physiotherapy.asn.au www.psychology.org.au www.apodc.com.au www.chism.chw.edu.au www.chiropractors.asn.au www.daa.asn.au www.ntis.gov.au www.rch.org.au
Web pages 10 Steps Guides to Protecting Personal Information http://www.privacy.gov.au/privacy_rights/steps/index.html Australian Child Protection Legislation http://www.aifs.gov.au/nch/resources/legislation/legislation.html
Dietary Guidelines for Children and Adolescents in Australia http://www.nhmrc.gov.au/publications/synopses/_files/n30.pdf State and Territory Privacy Laws http://www.privacy.gov.au/privacy_rights/laws/index.html
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Introduction
This learner workbook has been divided into 4 Chapters of learning to help you plan and deliver exercise for children and young adults; CHAPTER 1: Qualifications needed when planning and delivering physical activity programs for children and young adolescents CHAPTER 2: Overview of physical activity for children and young adolescents CHAPTER 3: Equipment and activity ideas CHAPTER 4: Additional Information Throughout this learner workbook you will be expected to demonstrate that you have acquired the skills, knowledge and attitudes necessary to plan and deliver exercise to children and young adolescents, as specified in this workbook. You may be asked to: Answer written and/or oral questions Demonstrate practical skills Create tables/plans or charts Search websites Observe and review
Assessment for this unit must be conducted by an assessor from a Registered Training Organisation (RTO). To find out the RTOs currently delivering this qualification go to www.ntis.gov.au
CHAPTER 1: Qualifications needed when planning and delivering physical activity programs for children and young adolescents
Elements of Competency covered: Develop a consultative network of other fitness trainers, allied health professionals and medical advisers. Apply fitness assessment protocols and procedures to children or young adolescents. In planning and delivering exercise to children and adolescents you must be aware of the procedures and professional responsibilities you need to undertake. This area will cover the following topics: Qualifications and requirements needed to instruct children Your professional responsibilities Legalities Other Professionals for referrals Pre-exercise questionnaires Special needs Safety and duty of care
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1. What qualifications and requirements will I need to instruct children?

This is a good question and a great place to start. There are certain prerequisites that you need to have in order to attain the SRFCHA001A qualification. The requirements are: Unit of competency SRFCHA001A This will entail the additional completion of Certificate III in Fitness AND a minimum of four pre-requisite units from the stream of Certificate IV in Fitness A current CPR and first aid certificate Insurance Working with Children Check
Insurance There are 2 different types of insurance you will need before you plan and deliver exercise for children and young adolescents. They are Public Liability Insurance and Professional Indemnity Insurance. Use the www.business.gov.au website to search for these two types of insurance and fill in the table below. ACTIVITY 1: Public Liability and Professional Indemnity Insurance Insurance Type What does it cover? Why do I need it? This will protect you financial risk of being found liable when an accident occurs including death, injury and loss or damaging of property. Accidnets happen and sometimes are out of your contrle though ublic Liability Insurance with look after any issues that may be bought up as of it.
Public This will protect both you Liability and your business against Insurance external events that are within your normal business activities
Professional Professional indemnity Indemnity insurance protects adviceInsurance based businesses
This protets you from any legal action the may be taken due to a loss occurring from the result of professional negligence. If your client suffers from loss; material, physical or financialy.
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2. Do I have any professional responsibilities?
Yes. You do have professional responsibilities you need to take care of before planning and delivering exercise for children and young adolescents. The main consideration is a duty of care to the child (and the parent/guardian/carer). Essentially this is no different to the duty of care when training adults. Duty of care would include consideration of the following: (this is not a definitive list) Location Activity type Number of children in the session Medical considerations for each child Environmental conditions such as heat and humidity
Etc. Refer to Page 15 Section (6) Safety and Duty of Care Another important consideration is the pre-exercise screening of the child. This involves including the parent/guardian/carer in any and all assessment of the childs current and previous health status, both medical history and fitness level. We will learn more about pre-exercise questionnaires further along in this learner workbook on page 12 section (5) Pre-Exercise Questionnaires You must remember that it is your responsibility as a professional to use this information under the relevant state and territory Acts. An important Act to familiarise yourself with is the Privacy Act. The act for each state and territory is different and each can be found at: http://www.privacy.gov.au/privacy_rights/laws/index.html This is an informative website which has all the relevant documents for your state or territory. The National Privacy Act provides 10 privacy principles regarding the collection, handling and storage of health information. It also provides a general right of access of individuals to their own health records, and requires health service providers to clearly set out their policies on management of personal information to the client/individual. The website also provides a document for you with 10 helpful steps to protecting information. http://www.privacy.gov.au/privacy_rights/steps/index.html
ACTIVITY 2: Review your state or territorys Privacy Act and fill out the table below: Summarise the 10 principles to protect other peoples personal information in your state or territories Privacy Act. Principle Number and Name 1: Know your privacy rights Summary If you withhold a greater deal of knowledge about your rights, this will assist to safeguard your privacy Each Australian, ACT and Norfolk Island Government agency, and organisation, has publicly available policies that tell you how they handle your personal information.
2: Read privacy policies and notices
3: Always ask why, how and who
Their may be situtions when your personal details are requested, although it is not neccassary to reveal this information to them. So by asking and finding out why you can avoid revealing personal information.
4: Only give out as much personal information as you need to
Your details dont always need to be given out, withhold from over shaing and by only giving out what is neccassary you avoid having to reveal your personal information
5: Ask for access to your personal information
Agencies and organisations withholding any of your personal details, must allow you to have access to this information. If at any stage your personal information changes e.g new home address; you must update this information with any busineses and organisations that reserve your information To stop your personal information from abuse, it is helpful we be weary of what businesses and organisations have you details and lok after your
6: Make sure the information an organisation or agency holds about you is accurate and up to date
7: Take steps to protect your online privacy
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privacy online. 8: Make sure your hard copy records are properly destroyed Proberly dispose of your personal information by destrying it, making sure it is unreadable e.g shredding. This will help against falling victim to an identity thief and revealing your information to those not needy of it.
9: You can opt out' if you do not want to have further contact with the organisation
To avoid any spam emails or any unwanted promotions, check the opt out option when flling out a form.
10: Privacy problems
If you have any worries or doubt that your personal deatails arent being handled properly, contact the agency or organisation. It may require up to 30 days for them to deal with your complaint.
3. Legalities
Before you begin training children or adolescents you will need to check and understand the following in relation to working with children and young adolescents. Child protection legislation in your state or territory Child protection legislation principles reflect the service goals to which governments aspire. They also provide the legal framework pursuant to which governments can intervene to protect children. The legislation in each state and territory differs. You will need to have completed a Working with Children Check which may be processed by your employer or you will be required to undertake the check yourself. A Working with Children Check is a background check investigating your criminal history to ensure you are suitable to work with children. The Australian Government website has many helpful documents and links. The legislation comes under the National Child Protection Clearinghouse. You may find the following link helpful to find the relevant legislations in your state or territory; http://www.aifs.gov.au/nch/resources/legislation/legislation.html It is important for you to be clear about how all these legislative requirements impact on your role and responsibilities.
ACTIVITY 3: Child Protection Legislation Go to the above website and search for your state or territorys relevant Child Protection legislation. Outline the main points that are relevant to you, and that you should be aware of when working with children. ........................................................................................................................... ...........................................................................................................................
PAGE NOT FOUND: unable ........................................................................................................................... to access the ........................................................................................................................... about link.
........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ...........................................................................................................................
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4. Referring to other professionals
This section requires you to become familiar with specialists who provide advice in certain fields of expertise. The following list may help you in compiling your own personal consultative network when working with children and adolescents; Health Professionals - General Practitioner - Medical Specialist - Paediatrician
Allied Health Professionals such as: - Accredited Exercise Physiologist - Accredited Practising Dietician or Nutritionist - Counsellor - Psychologist - Physiotherapist - Osteopath - Chiropractor - Podiatrist You may need to refer a child or young adolescent to one or more of these professionals either during their initial consultation with you, or at any time during the course of the physical activity program. You might also need to consult one or more of these professionals with any questions you might come across during your work delivering fitness programs to children and young adolescents. ACTIVITY 4: Health and Allied Health Professionals Research each of the above health and allied health professional categories and write a brief summary of what their role is and the type of service they may be able to offer Exercise Professionals working with children. The following web sites may be of assistance: Accredited Exercise Physiologists: Works in the submission of exercise and physical activity for those established and pathological circumstances where it has revealed to offer therapeutic or functional benefit. Dieticians: Apply both the art and science of human nutrition to assist individuals comprehention of the connection among food and health and make dietary selections to accomplish and sustain health and to avoid and treat illness and disease. Counsellors: A personal with a qualification to give guidance and provide an understanding on personal, social or phychological problems. Psychologists: Try to understand the role of mental functions withinin an individual and social behavior, as well as exploring the physiological and neurobiological processes that underlie particular cognitive functions and behaviors. Physiotherapists: Therapist who adress ian njury or dysfunction with exercises and other physical treatments.
Podiatrists: A person who speacialises with the wellbeing of ones feet. Osteopaths: Is a viewpoint and form of different healthcare which underlines the interrelationship between structure and functions of the body, as well as the body's capability to heal itself. Osteopaths claim to enable the healing process, predominantly by the practice of manual and manipulative therapy. Chiropractors: Emphasize manual therapy including joint adjustment and manipulation with particular focus on joint dysfunction. General Practice Doctors: A (GP) is a medical practitioner who treats important and continuing illnesses and provides preventive care and health education to patients. Medical Specialists: Has a qualification within a specific medical field and has a practice within a particular branch of medication. Paediatrician: Medical doctor who looks after the physical, behavioral, and mental health of children from birth until the age of twenty-one. A pediatrician is qualified to identify, diagnose and treat a wide-range of childhood illnesses from minor health problems to serious diseases.
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5. Pre-exercise questionnaires
Pre-exercise questionnaires must be completed by a parent/guardian/carer and can only be assessed by a suitably qualified person before a child begins any form of physical activity program. Pre-exercise questionnaire documents should include the following information: Contact details and emergency contact details Medical history If any risks are identified, refer to a GP for medical clearance for exercise participation Exercise history type and level of intensity A disclaimer this would usually contain a statement to the effect that all information given is correct according to the parent/guardian/carer knowledge at the time of completion. It should also contain a statement that if there is a change to the medical condition of the child or their medications where appropriate, that the parent/guardian/carer will notify the physical activity provider. Parent/guardian/carer signature giving authorisation and consent to participate in the activities Countersignature by an appropriately qualified exercise professional indicating they have read and understood the content of the answers provided by the parent/guardian/carer as it would apply to the programming of the physical activities. As mentioned previously, it is your responsibility to use this information under the Privacy of Information Act. The Act for each state and territory is different and each can be found at: http://www.privacy.gov.au/privacy_rights/laws/ The Childrens Hospital Institute of Sports Medicine (CHISM) has produced an example of a pre-exercise questionnaire for children and young adults, the ExPARA (Exercise and Physical Activity Readiness Assessment of Children and Young Adolescents. It is sourced from the Kids in Gyms Guidelines 2003 (author Dr R Parker CHISM, copyright Fitness Australia LTD and The Childrens Hospital at Westmead Pp 19-24 Attachment 2) http://www.chw.edu.au/prof/services/chism/childcare_guidelines_for_gyms.pdf
*FILL OUT THE FIT2LEAD EXAMPLE
ACTIVITY 5: Pre-Exercise Questionnaires a) Conduct an internet search on pre-exercise questionnaires and choose three to compare with the ExPARA example and list at least three differences. i) how often do you ii) ....................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... iii) ...................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ...........................................................................................................................
b) Why are pre-exercise questionnaires so important to use prior to a childs participation in a physical activity program? ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ...........................................................................................................................
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Discuss your answers with your supervisor, trainer or classmates
ACTIVITY 6: Mary (10 years old) indicated in the exercise pre-screen that she suffers from heel pain. You referred her to her GP who has now provided the following advice: Mary may resume physical activity but should avoid repetitive springing and landing activities.
a) How would you structure your physical activity class to enable Mary to
participate without drawing attention to Marys injury? I would incorporate team games that require each individual to participate; therefore each child would be focusing on playing the game and not just on Mary rather then with activities that involve taking in turns when one person goes at a time, this would single her out. I would also make sure the games didnt require any strenuous movement that would put large amouts of pressure on Marys heels. Possibly a simple obstacle course that incudes throwing balls, balancing etc and not high amount of running
b) What further advice would you give to both Mary and her
parent/guardian/carer regarding the type of activity performed when not participating in the structured activities provided by the exercise professional. I would suggest appropriate stretching both before and after any physical activities, as well as making sure she properly rests after participating. Using an appropriate heat or cool pack afterwards to stop inflammation or occurance of pain. Discuss your answers with your supervisor, trainer or classmates.
6. Special needs situations
There are many special needs medical situations that you may come across when training children or young adolescents.
ACTIVITY 7: Fill in the below table for the following special needs situations; The Royal Childrens Hospital Melbourne website is a great starting point of reference. www.rch.org.au Note: It is not the role of the Exercise Professional to diagnose or treat any medical condition. This activity aims to raise your awareness of some
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common conditions you may encounter when working with children and young adolescents and an overview of typical treatment protocols. Need Diabet es Type 1 Short Summary Signs and Symptoms
Treatment
This is when the pancrease stops producing insulin
Being excessively thirsty Passing more urine Feeling tired and lethargic Always feeling hungry Having cuts that heal slowly Itching, skin infections Blurred vision Unexplained weight loss Mood swings Headaches Feeling dizzy Leg cramps. Being excessively thirsty Passing more urine Feeling tired and lethargic Always feeling hungry Having cuts that heal slowly Itching, skin infections Blurred vision Gradually putting on weight Mood swings Headaches Feeling dizzy Leg cramps.
Can be maintaind with a healthy lifestyle, regular blood glucose testing (several times daily) and insulin injections (everyday).
Diabet es Type 2
The pancreas makes some insulin but not the amount your body needs and it does not work effectively.
Can be maintaind with healthy eating and regular physical activity. Though over time may require tablets and possibly insulin injections.
Need
Short Summary
Signs and Symptoms
Treatment
ADHD attention deficit
hyperactivity disorder is a behavioural disorderr
finding it hard to pay attention, be organised, think slowly and sit still
Developing strict routines. Staying calm. Ignore mionr irritating behaviours. Be clear and disciapline, makes it easier to deal with a child who has ADHD
Epilep is a neurological sy condition, which
affects the nervous system. Epilepsy is also known as a seizure disorder.
Seizures are the only visible symptom of epilepsy. There are different kinds of seizures, and symptoms of each type can affect people differently. Seizures typically last from a few seconds to a few minutes.
initially treated with medications. It is possible for up to 70% of people to get complete seizure control with minimal side effects. For people who have poor seizure control despite trying many different medications over time, there are now other treatment options available.
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Need
Short Summary
Signs and Symptoms
Treatment
Asthm Asthma is a chronic a long-term lung
disease that inflames and narrows the airways.
shortness of breath wheeze chest tightness, a dry, irritating and continual cough (especially at night/early in the morning, or with exercise or activity)
Asthma treatment usually involves managing your asthma with medications, as advised by your doctor. Medications for asthma are divided primarily into relievers, preventers and symptom controllers. Most asthma medicines are delivered by an inhaler device, although some are available in tablet or liquid form Treatment varies on each individual case, however the first step is the indicidual admitting and coming to terms the fact that they have an eating disorder.
Eating An eating disorder is Disord characterised when ers eating, exercise and
body weight/shape become an unhealthy obsession of someone's life.
Constant or repetitive dieting Evidence of binge eating Evidence of vomiting or laxative abuse excessive or compulsive exercise patterns avoidance of eating
Need
Short Summary
Signs and Symptoms

Treatment
Food A food allergy is an Allergi adverse immune es response to a food
wheezing stomach upsets skin rashes however differs from each indivivual person and particular food.
protein. They are distinct from other adverse responses to food, such as food intolerance, pharmacological reactions, and toxinmediated reactions.
Depends on the type of food, though avoidance of the food is the most suitable option.
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7. Safety and Duty of Care
You, as an exercise professional, have a duty of care to children and young adolescents under your supervision. ACTIVITY 8: c) Using the Kids in Gyms Guidelines list your responsibilities in relation to duty of care when providing physical activity programs for children.
It is of our duty to care to ensure a safe and comfortable environment. We must certify there is no prejudice behaviour and everyone is taken under consideration and treated equally. To be aware of peoples capabilities/ injuries and cater for them. put in place risk management to minimise and get rid of risks. In the incident of and injury occurring, provide appropriate care.
You have a class of 15 young adolescents arrive for a structured strength training session. Describe what steps you would take to provide a safe class for the participants.
Before the class began I would conduct an area check, making sure the environment Is safe and get rid of/minimise any risks. I will find out about any pre existing injuries that will need to be dealt with. Id begin the session with a warm up to get the body ready for physical activity and assist in reducing possibility of injury. During the class id provide frequent water breaks and constanly making sure everyone is okay and coping. Afterwards id run a warm down.
Fitness Assessment Protocols and Procedures ACTIVITY 9: a) Research fitness assessment protocols to measure the following aspects of fitness in relation to children and young adolescents:
Cardio vascular fitness There are many tests that can be done to evaluate cardiorespiratory fitness (the efficiency of the cardiovascular and respiratory systems during exercise). Two tests include the three-minute step test and the Rockport walk test. The three minute step test involves stepping up and down on an 18inch step for three minutes, at a rate of 24 steps per minute. The recovery pulse is then counted for 30 seconds after a one minute rest. The Rockport walk test is performed on the treadmill, encouraging the participant to walk as fast as they can control for one mile. The workout time and heart rate are recorded at the mile mark and compared against standard averages.
Strength Push-ups can help you measure muscular strength. Count each time you return to the starting position as one push-up. Do as many pushups as you can until you need to stop for rest. Record the number of push-ups you complete Flexibility- Hamstring flexibility test Sit tall against a wall with your legs straight out in front of you, trying to keep your legs as straight as possible. Legs are a couple of inches apart with your knees and toes facing the ceiling. Place your hands on top of each other and reach arms out in front of body, extending your body forward leading with your breastbone first. Measure how far you can reach whilst keeping good form. Fundamental motor skills Body composition measurements skinfold thickness measurements have been used to rank individuals in terms of relative fatness or to assess the size of specific subcutaneous fat depots. Measurements are quick and simple to obtain in most age groups including young infants.
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Discuss your responses with your trainer or supervisor to check your understanding of fitness assessment protocols
CHAPTER 1 Summary Checklist

Hold appropriate qualifications
Before you begin training children or young adolescents make sure you tick all the following boxes:
Hold a current Senior First Aid/CPR Certificate Have had a Working with Children Check Hold Professional Indemnity and Public Liability Insurance Have read and understood relevant child protection legislation pertinent
to your state/territory
Have read and understood privacy of information legislation relevant to

your state/territory
Have read and understood any Duty of Care policies related to your
workplace
Hold appropriate Fitness Industry Professional Registration according to

state & territory Codes of Practice
Be able to evaluate and apply a pre-exercise screening tool in relation to

the provision of physical activities for children and adolescents
Gain a basic understanding of a range of common Special needs of

children and young adolescents.
Be able to select and apply fitness and assessment protocols
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CHAPTER 2: Overview of Physical Activity for children and young adolescents

Elements of Competency covered: Develop a plan for an exercise class for children or young adolescents. Instruct an exercise class for children and young adolescents This chapter will cover the following topics: Benefits of exercise for children and young adolescents Stages of Growth and Development
a) Understand the Tanner Stages of Development
Anatomy/physiology Differences between children and adults c) Risks/Safety elements

a) Injury prevention
Instructional skills
a) Giving feedback/ use of language
Motivation Goal setting Planning physical activity sessions

a) Choice of activities
Sequencing Music selection Core component structure Timing Contingency planning Progressions
1. Benefits of physical activity for children and young adolescents

Health benefits ACTIVITY 1:
a)
List the health benefits of exercise for children?
1. maintaining a healthy weight 2. feel less stressed, and increase self confidence 3. build and keep healthy bones, muscles and joints 4. sleep better at night 5. increase general health and decrease chances of diseases 6. participation in a positive environment can stop them from performing deviant acts.
b)
Select 3 benefits from your list above and research the underpinning science behind each.
2. Research shows that physical activity can also boost self-esteem, mood, sleep quality and energy, as well as reducing your risk of stress, depression, dementia and Alzheimers disease. If exercise were a pill, it would be one of the most cost-effective drugs ever invented, says Dr Nick Cavill, a health promotion consultant. 5. a 30% lower risk of early death up to an 83% lower risk of osteoarthritis up to a 68% lower risk of hip fracture 1.Exercise balances a caloric overload and controls body weight. It speeds the rate of energy use, resulting in increased metabolism. When metabolism increases through exercise, you will maintain the faster rate for longer periods of a day.
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Social and psychological benefits ACTIVITY 2: Refer to the following web page. http://www.embracethefuture.org.au/resiliency/social_skills.htm (The Mental Health Foundation of Australia Resilience Resource Centre Victoria, Australia) After having researched the information on this web site (and any other relevant research) answer the following questions: a) Why is it important to develop social skills in children and young adolescents?
Children's social skills are important for early school success and later adjustment. Research has documented that children without adequate social skills are at risk for difficulties including peer rejection, behavior problems, and poor academic achievement. Childhood and young adolescents are a crucial learning period, developing social skills at a young age is vital to their later development; its at this stage that children will gain social competence.
b) In what way can physical activity be a valuable tool for aiding the social development of children and young adolescents?
Play supports emotional development by providing a way to express and cope with feelings, In addition to expressing feelings, children also learn to handle with their feelings as they act out being angry, sad, or worried in a situation they control. Pretend play allows them to think out loud about experiences charged with both pleasant and unpleasant feelings. Older children learn valuable emotional skills, such as increasingly realistic self-perceptions, the ability to manage their emotions, and self-control that improves over time through games and inventions. As older children engage in spontaneous and structured play activities, they come to see themselves as good in some areas and less good in others. These opportunities to monitor and discriminate among feelings and emotions contribute to childrens beliefs about their own capacity.
c) How would you incorporate the teaching of social skills into your physical activity session plan?
By incorporating a lot of team games and tea building exercises to get children used to working with people around them and sharig the respoinsibility of an activity. It will help them establish leadership roles
and putting in their own indiviudla effort within a group. Games such as soccer where the team each sustain the same goal of scoring against the other.
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Psychological benefits There are a range of psychological benefits to participating in physical activity. These may include: Improved self-esteem Improved self confidence A better outlook on life Reduced stress levels Good eating patterns Improved self image
ACTIVITY 3: Research and comment on each of the psychological benefits listed above that may be gained through participation in physical activity
Improved self-esteem- it helps you to stay in a state which you are

happy with which makes you feel better about yourself
Improved self confidence........................................................................it helps realize your potential and capability, arousing your self worth and making you aim higher and continue in reaching your goals.
A better outlook on life-.......................................................................... Reduced stress levels- Physical activity can react as a relaxation
therepy. By going for mind and releave stress levels.
runs/ walks etc it can clear the
Good eating patternsgood eating patterns leads to healthier body, meaning also achieving physical goals. Having a healthy body, you will feel less stressed, and also being able to reach your goals from the assistance of eating healthy, will give you great euphoria.................................................... ............................................................................... ...............................................................................
Improved self image- when you have a ripped body that you worked your
butt off for, there is no greater feeling. Not only will you feel great all the time. People will look upto you, and having people trying to be like you, the euphoria in that is amazing............................................................................. ............................................................................... ...............................................................................
Discuss your answers to ACTIVITY 1, 2 and 3 with your supervisor or trainer to check your understanding on health, social and psychological benefits of physical activity for children and young adolescents.
2. Stages of growth and development

2a) Understanding The Tanner Stages of Development
There are a number of stages of growth and development in children and young adolescents that need to be considered when planning and delivering physical activity. ACTIVITY 4: There are 5 stages of maturation development Tanner Stages of Development listed below. Research and summarise how each is characterised in boys and girls; Boys Tanner Stage 1 Girls
Prepubertal
Prepubertal
Tanner Stage 2
Enlargement of scrotum and testes; scrotum skin reddens and changes in texture
Breast bud stage with elevation of breast and papilla; enlargement of areola
Tanner Stage 3
Enlargement of penis (length at first); further growth of testes
Further enlargement of breast and areola; no separation of their contour
Tanner Stage 4
Increased size of penis with growth in breadth and development of glans; testes and scrotum larger, scrotum
Areola and papilla form a secondary mound above level of breast
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skin darker
Tanner Stage 5
Adult genitalia
Mature stage: projection of papilla only, related to recession of areola
2b) Anatomy/Physiology
ACTIVITY 5: Compare and contrast the following anatomical and physiological features of children to adults in relation to physical activity. Children Cardio vascular response to exercise Adults
Require more oxygen
Cardiac output
Max heart is reduced as age progresses
Hydration and thermoregulation
Anaerobic metabolism
Substantially faster as a child, because more physically active, and eat more regularly
Slows down, unless they are remaining fit and healthy
Response to resistance training
Depending on age, slow reponse to resistance training as they are still going
As theyve gone through growth cycle, there resonce is quicker
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through growth cycle.
Body Mass Index (BMI)
3. Risks/Safety elements
The recommended Staff/Child Ratios for structured or supervised programs in centres according to the Fitness Australia/Childrens Hospital at Westmead Kids in Gyms document, 2003.are; 1:25 - 1 instructor for every 25 children when conducting supervised or structured group fitness classes. This includes weights and non- weights fitness classes and circuit weight training classes. (This ratio may be exceeded on the proviso that for each increment between 1 and 25 children over the initial class size of 25 students, there must be one additional class instructor present). 1:8 - 1 instructor for every 8 children when conducting supervised or structured resistance training sessions. For school groups a teacher must be present at all times in addition to the instructor.
Injury Prevention
ACTIVITY 6: The following are components of a physical activity session. Warm up Cool down including stretching Explain how these elements may or may not assist with injury prevention in children and young adolescents. Warm-up and cool-down activities should be incorporated into training and competition routines. The warm-up prepares the body for activity, as well as helping to prevent injury to muscles, which can be more susceptible to injury when cold. The cool-down helps the body clear lactic acid that builds up during any activity. Less lactic acid means less soreness and stiffness the next day.
ACTIVITY 7: Given the Kids in Gyms guidelines were published in 2003, do you consider they are appropriate today? Why / why not? Many asspects of the guidelines are still appropriate as they
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4. Instructional Skills
4a) Feedback/ Language

Give constructive feedback As the instructor for a session, there will be many times when you will give feedback to participants and/or their parent/guardian/carer. Sometimes this will concern a technical skill. Other times it will concern the management of the group or an individual. Timing is crucial when providing feedback. It is best if it is immediate as it will be more clearly understood and have greater effect. Here are some examples: Constructive feedback Specific Try standing with your feet wider apart Johnny You are doing a great job Lucy, lets quicken the pace a little Thats it, youve got it Kate Technical Skill Superb technique Helen, you are keeping your back nice and straight Lovely posture Lisa. Just make sure your knees are slightly bent. Thats it, well done. Well done Amy, you are using that equipment correctly Group Management Follow my lead watch how I bend my knees Fantastic effort everyone, well take a 5 min water break Everyone should have a chance to try this move. Non-constructive feedback General Thats not the way to do it Paul
Whats wrong with you Sarah, cant you go faster? Thats a bad effort Jack Technical Skill No, thats wrong Dan, do it this way
Jan, I told you not to do it that way its dangerous
Dont hold the bar like that Ben
Group Management Everyone in this class is slack. You are not trying your hardest You still haven't got that right
Give other people a chance to try it!
ACTIVITY 8: Replace the following word with more age appropriate word(s) 1. Diet 2. Test Healthy eating Assesment
3. Cardiovascular ..................................................................Heart 4. Fat 5. Normal Child Overweight Regular child
6. Mentally Disabled ..............................................................Intellectually restricted 7. Obese Corpulent
ACTIVITY 9: Role play the conversation you would have with the anxious mother of a child who has demonstrated a serious lack of hand/eye coordination due to the childs level of obesity. The child also displays poor social skills and inattention to instructions. Pay attention to the language you use when providing feedback to the mother about her childs participation in your physical activity classes. At the same time you need to convey the difficulties her child is having.
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4b) Motivation
There are 2 main types of motivation: Intrinsic or internal motivation that comes from within Extrinsic motivation which comes from an outside source You can use both of these motivation types to help increase the level of motivation a child has before, during and after training.
ACTIVITY 10: Complete the following table; List different ways you can help to increase or improve motivation levels: Age Group 3 5 yrs Intrinsic Motivation Verbal, positive encouragement If we all do this together, well have lots of fun! Make the training environment fun and exciting 6 9 yrs Extrinsic motivation Tell the child at the beginning of the class that there is a reward at the end of class. This can help to extrinsically encourage the child to participate and join in.
9 14 yrs
15 yrs +
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4c) Goal Setting

ACTIVITY 11: a) Interview three children of different ages and find out what they would like to achieve by participating in a physical activity program
b) Interview the parent/guardian/carer of each of those three children and
find out what they would like their child to achieve from participation in the physical activity program
c) Compare and contrast each pair of responses and suggest reasons for any
differences in the parent/child response. Discuss your responses with your supervisor or trainer
5. Planning Physical Activity Sessions

ACTIVITY 12: Develop and deliver a physical activity session lasting 45 minutes for a group of 10 year old children (mixed boys and girls). As part of the planning process, give your justifications for your decisions on the following considerations: Aims and objectives of both individual activities and overall session
-
Choice of activities and associated risk with: Cardio vascular activities Strength Flexibility Fundamental motor skills Sequencing of activities Music selection Component structures including warm up, body and cool Timing Contingency planning Progressions
down
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I understand the physical, social and psychological benefits & effects of
exercise for children and young adolescents
I understand the stages of growth and development I understand the differences between training adults and children I understand a range of strategies for minimising the risk of injury in
children and young adolescents
I am able to develop and deliver a physical activity class to children and

young adolescents
CHAPTER 3: Equipment and Activity Ideas

This chapter outlines ideas and examples that may assist you in planning exercise programs for children and young adolescents. Elements of Competency covered:
Develop a plan for an exercise class for children and young adolescents
This chapter will cover the following topics: Equipment Selection Music Selection Group Session Plans Example of 5 9 years Exercise Circuit Program Example of 9 12 years Exercise Circuit Program Non-circuit Training Example
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1. Equipment Selection
Below are examples of equipment that can be used with children and young adolescents: Equipment Hoppy How to use motion Bounce on spot Relays Bounce High & Low Bounce Fast & Slow Bounce side to side Weave around markers Balance on hoppy Fast feet Hop through one leg Jump Through Jump over beanbags Side step in and out in forward Hop Scotch (hop, jump, hop, jump) Normal Peppers (Fast) 1 leg 2 leg Backwards Cross overs Step up (1 leg/2 leg) Jump on/off or side to side Push-ups Dips Ezywalk Normal twirl Jump in and out Use as skipping rope Bean bag relay use to hold bags Set up in a row to jump in and out
Ladder
Skipping ropes
Aerobic Step
Hula Hoops
Equipment Balls + Tennis balls
How to use Soccer Bounce 1 hand/2 hand Throw and catch (partner) Kick ball against a wall control Bounce around body (figure 8) or twist around body Bounce fast/slow High/low Bounce on air flow bats Balance Run and replace (relay with hula hoops) Balance on head relay Throw and catch (partner) Use to balance on head while doing any activity in circuit (challenge) Jump Hop on one leg /alternate Bounce high/low, fast/slow Run/jog on tramp
Bean Bags
Mini Tramp
Markers (Dome & Hats)
Station markers for circuit activities Straight line weave/jump over Use for group games to mark out areas Relay set up Kick ball to markers/between markers Set up formations square, triangle, circle Games set up patters Co-ordination unusual bouncing Throw & Catch (feels strange) Bounce 1 and / 2 hand Roll or kicking against wall
Spike Balls
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Equipment Own Body
How to use Star Jumps Tuck Jumps Push Ups Sit Ups Tricep Dips Squats Running/jogging on the spot Skipping Jumping Hopping Walking
Cricket Bats
Cricket Bounce ball on bat (skill) Batting practice bowl tennis balls to batters Tennis Balance ball/bean bag on bat Bounce ball on ground or on bat
Air Flow Bats
ACTIVITY 13 Create your own list of equipment you might use and activities that can be performed with it. Equipment 3 5 yrs 5 9 yrs 9 14 yrs 15 + yrs
1.balls
poison ball
dodgeba soccer ll
weight balls
2.Own body
Star jumps
running
skippin g
Body work outs
3.bats
Toy bats
Racket ball
cricket
tennis
4.Markers
Running games
Skittle ball
Obsicle course
Circuit workout s
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Example classes and activities

Music Selection Example group session plan Exercise Circuit 5 9 years Exercise Circuit 9 14 years
This section covers a variety of topics including:
Non Circuit training examples for all age groups
2. Music Selection
ACTIVITY 2: a) Music can be inspirational for all ages. Why is music a great training tool to use with children? Music is a great way to connect with peoples emotions, particular lyrics may allow people to connect with the song and increase their motivation when participating in particular activities. Also with an up beat tempo it would increase ones body movement, It is our natural reaction to move accordingly to a beat, so by playing certain music it would reinforce a movement. Music brings about a positive and enjoyable atmosphere therefore children would increase a positive attitude towards the activity.
b) As a general guide, what beats per minute (BPM) would you suggest for the following; Warm-up Conditioning Cool-down Relaxation
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c) What age groups could you use the following type of music for? Tick the appropriate box. You can tick more than one box. MUSIC Techno Nursery rhymes Pop Alternate Aerobic Dance Childrens groups/bands Jazz Hip-Hop Soul Classical Rock Hits Make your own compilations! 35 59 9 14 15 +
Discuss your answers to ACTIVITIES 1 and 2 with your supervisor or trainer.
3. Example Group Session Plan
The following lesson plan is an example of training session with 10, 11 year old females. Client: Location: Duration: Special needs: Aims/Objectiv es: 10, 11 year old Females Centennial Park 40 min N/A Date: Time: Age: 12/12/12 10am 11 years
To increase cardio vascular fitness and flexibility for the netball season
Time Session activity (min) 1 2 3 4 5 Jog at 50% effort in pairs, pass a netball to each other, while jogging between the cones Slow jog 30% effort Increase speed of jog to 50% effort
Set up prior to session/equipment needed
Set out 50m distance with marker cones Netball
6 7 8 9 10 11 12 13 14
Stop and stretch all major muscle groups
Hold each stretch for 10 30sec
WATER BREAK
Conduct a beep test with your class. Encourage them to go as far as they can
Set out 20m distance with marker cones Set up CD player with Beep Test CD
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15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 Encourage the group to take big, Water breaks must take deep breaths for 1 min. Encourage place every 10 minutes the group to re-hydrate whilst continuing to take deep breaths for 2 more minutes walk around slowly Slowly jog at 50% effort slow the jog down to 40% effort Stop and stretch all major muscle groups Hold each stretch for 10 30sec In pairs, one partner runs on the spot Set out 1m distance with marker with fast feet while the other quickly cones throws the netball to them. Vary the throw up, down, side and straight. 1min effort then rest for 30 sec. Swap Netball over the thrower goes to fast feet and fast feet throws the ball. Repeat 3 times WATER BREAK Knees bent, slide at a 45 degree angle forwards 2 slides with right leg in front then 2 slides with left leg in front. Alternate 20m forwards and backwards Use 20m distance WATER BREAK
Contact Numbers
Home xx xxxx xxxx
Parents Mobile
xxxx xxx xxx Weather alternatives NA
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4. Example of a 5 9 years Exercise Circuit Program

Group orientated and fun Easy circuit to get use to exercise best to use the buddy system Movement and music based
PROGRAM FORMAT 45 50 min class Warmup group activity (Approx 10 minutes) Circuit/fitness/Skills session (Approx 20 minutes) Reward group game (Approx 10 minutes)
Cool-down/stretches/relaxation/hydration (Approx 5 10 minutes) IMPORTANT Hydration must occur every 5 10 minutes. It is very important for children to replace their fluids. Every child MUST bring a water bottle to class. Fluids must be taken before, during and after each class. It is a good idea to share some of your knowledge with the kids as you go through the circuit for example, This activity uses your biceps and point to the muscle. START GROUP GAMES (Approx 10 min) GAME Bull Rush DESCRIPTION Set out an area of approx (10m x 5m) distance with markers at each end Every child lines up at one end One child is in with the instructor
All children try to run to the other end without being tipped If tipped that child joins the original child who was in + the instructor thus making it harder to get to the other end with more tippers in the middle Soccer The last child un-tipped is the winner!
Set up a distance of approx 10 15m with markers as goals Two even teams No boundaries
Aim to get goals and to pass the ball around
GAME Ladder
DESCRIPTION Relay run throughs fast feet peppers, jumping, hopping etc. Team time trials quickest through the ladder Put beanbags in some squares have to run/hop over the squares with the bags in them (cant step in those squares) Set up the ladder in a criss cross pattern by twisting the rope (strange patterns to run through) Do side stepping actions through the ladder.
Dancing / Musical Statues
Play funky music and get the kids to freestyle dance to the music Do jumping actions for kids to copy (the ones who are too shy to do their own moves) Let all their energy out!! Stop the music and play statues when the music stops the child must freeze
Tip / Tag
Set up area to play in with markers approx 10m by 5m One child is in Have to tip other children once tipped they become the tipper Only 1 child in at a time Create your own mini aerobics
Mini Aerobics Class
Use simple steps for the kids to follow (step touch, ezywalk, star jumps big muscle group actions) Explain the move simply before starting Get the kids to make up some of their own aerobics moves
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GAME Relays / Races
DESCRIPTION Set up markers for distance Approx 10m Running / Jumping / Hopping Bouncing the ball Hoppy races (bouncing on hoppy) Skipping
Set up markers to jump over or weave through Set up hula hoops to jump in and out of or over and through Group Skipping 1 leg hop or 2 leg jump Relays can be in team or individual Relays can be time trials or races Warm-up with group skipping
Every child has a rope and you skip in time to the music Encourage to skip slow at the beginning and speed up If child cant skip encourage them to hop and jump on spot in time to the music
Group Hula Challenge can!
Each child has a hula hoop to start Hula in time to the music for as long as you
If child cant hula encourage them to put the hoop on the ground and jump in and out of it to the music Markers Set up rows of markers to weave in and out of Jump over the markers with two feet Jump over on one foot co-ordination Use a ball and dribble it around the markers Set up sprints to markers
Set up markers in different patterns straight line, square, triangle for a change
CIRCUIT The circuit consists of approximately 10 different stations. Use markers to set up the different stations. There are many different types of circuits it is best to use Buddy or Single circuits for younger children. Buddy circuits involve pairing up the group so they can work together. This is a great idea if the kids are new to circuit and
need a friend! A single circuit is going through the circuit individually and is for more advanced kids who know how the circuit works.
IMPORTANT When you set up your circuit remember to: Set the circuit up with strengthening activities interspersing aerobic/anaerobic activities and co-ordination skills. This makes the circuit well balanced and not too intense for children. Spend about 30 45 seconds at each station (you may end up going through the circuit stations twice) Have an in between activity for 1 min. After the kids do the circuit activity, intersperse it with a group activity like star jumps, run around the circuit area, hop on one leg etc. This activity is more aerobic and fun! Each Activity station must have 2 sets of equipment so it is ok for numbers to double up (2 at a time at each station) Get the children involved in setting up the circuit ask them to help you put out the equipment. That way you can explain each activity as you put them out. Tell them what muscles they are using at some of the stations so the circuit is educational. Set the circuit up in a circle or arc so everyone feels involved as a group. IMPORTANT Make sure that if there is music provided, it is playing at this time it is really important to make the circuit fun and for the kids to do the actions in time to the music. REMEMBER it is also very important to allow short drink breaks every 5 10 minutes during the circuit time. MAKE SURE you can supervise all children in your class for correct use of equipment and technique.
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EXAMPLE CIRCUIT STATION ACTIVITIES 5 9yrs Statio n 1. 2. STRENGTH ACTIVITY AEROBIC ACTIVITY CO-ORDINATION
Stepper Dips Stepper up and down Stepper Ezywalk
Star Jumps Tuck Jumps
Ball bounce 1 / 2 hand Ball throw and catch
3.
Run/jog on the spot
Ball kick against a wall Ball around body Ball balance on bat
4. 5.
Stepper Jump on/off Modified Push Ups
Skipping (no rope) Skipping rope Peppers Skipping rope Normal Skipping rope Backwards Skipping rope Crossovers Hoppy Bounce normal Hoppy Bounce Fast
6.
Hop on one leg
Ball bounce on bat
7.
Jumping
Ball cone dribble
8.
Squats
Bean Bag throw/catch Bean Bag balance
9.
Skipping (no rope)
10.
Hula hoop jump in/out Hula hoop jump in a row Ball squeeze (wrists) Ball curls (biceps)
Hula Hoop spin
11.
Hoppy Bounce High/low Hoppy Bounce side to side Hoppy Relays
Hula Hoop skipping
12.
Hoppy Balance on
13.
Hoppy around markers Skipping - Crossovers Markers run & weave
14. 15.
Markers jump over Supervised sit ups
Mini Tramp bouncing Mini Tramp Hopping
16.
Ladder Jump through Ladder Hop through
Mini Tramp jogging
Ladder hop/jump
17.
Relay races use markers Bean Bag run and replace
Ladder Side step
18.
Step & leg curl
Handball against wall
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EXAMPLE CIRCUIT 5 - 9 yrs (Approx 20 minutes) This circuit is designed with general fitness and skills in mind. Interspersed activity ideas: Run around the circuit area and onto the next station Jump on the spot for 30 sec Hop on one leg change sides Star jumps Dance on the spot to the music STATION 1 Skipping rope Skip as fast as you can STATION 2 Stepper Dips (triceps) STATION 3 Mini Tramp bounce on the spot as fast as you can for 30 sec STATION 4 Bean Bags Balance on your head and walk from marker to marker (5m distance) STATION 5 Star Jumps as many as you can for 30 sec STATION 6 Hula Hoop hop in and out on one leg switch legs STATION 7 Hoppy bounce on spot as high as you can go STATION 8 Ball/Tennis Ball Bounce on the spot with one hand or 2 depending on co-ordination level STATION 9 Stepper Step on and off the stepper as fast as you can STATION 10 Bean Bags & Hula hoops Run and replace. Put all the bean bags in one hula hoop set up another hoop 5m away. Kids have to take one bag at a time from the hoop run 5m and put it in the other hoop.
REWARD GAME 10 15 min After the circuit is finished it is a good idea to reward the group as a whole with a group game. You can play a sporting game like soccer or cricket or use one of the starting games shown earlier. Remember that it is a reward game so the emphasis is on fun!!!
COOL DOWN / RELAXATION (Approx 5 10 min) At the end of the Reward Game encourage the children to have a drink break. Once they have had a drink take them through a few simple stretches of all the major muscle groups, like Quads, hamstrings, calf, ankles, bicep, triceps, wrist, neck, back and shoulders. Explain each stretch slowly and visually. Hold each stretch for at least 20 seconds
It is a good idea to name the muscle you are stretching so the children can start to learn the different muscles in the body. This is also a good time to add in the relaxation session calming their minds and relaxing their bodies before the end of the class. You might like to include some yoga movements here. At the end of the class get the kids to give themselves a big clap and ask them to help clear away the equipment. REMEMBER to once again encourage hydration after the class has finished.
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5. Example of a 9 12 years Exercise Circuit Program

Harder circuits More sport/muscle specific than 5 9yrs
More intense workout with health tips and facts to improve health and fitness levels More individual rather than buddy oriented Fun and challenging
ACTIVITY 3: Write a 40min circuit lesson plan for a group of 10, 9 14 yr old boys and girls. Include information on the set-up, safety, warm-up, conditioning/aerobic, fundamental motor skills, cool-down, and relaxation. Also include the circuit stations and activities at each. Use the format below of 10min warm up, 20min conditioning/aerobic/skills, 5 min cool down, 5min relaxation/re-hydration Client: Location: NCAT Date: 20/01/2014 Time : Age: 9-14
Duration: Special needs: Aims/Objective s:
40 min
Time Session activity (min) 1 2 3 4 5 6 7 Warm up- dynamics stretching 5mins jogging, jumping jacks 5mins
Set up prior to session/ equipment needed
Time Session activity (min)
8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Stretching, slow jog,walk, keep warm Sprints- 10 mins Push ups, squats, dips 10 mins Game that involves coordination 5mins
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Time Session activity (min) 32 33 34 35 36 37 38 39 40 5mins
Variations and modificatio ns for children with special needs in the class
Contact Numbers Weather alternatives
6. NON-CIRCUIT TRAINING EXAMPLE

DURATION: 45min FORMAT:
Below are examples of a non-circuit training session ideas for children and adolescents one-on-one with you as a trainer;
Warm-up 5min Major muscle group activity, starting slow then increasing in intensity Conditioning 30min training specific activities to individual goals Cool-down 5min Slow cool-down activities and stretch Relaxation 5min to unwind
Warm-up ideas: 5 min duration Child 3 5 Stop/Go Run around until you say STOP, then GO to run again Big Muscle Group Activities Jumping, skipping, hopping Dancing - to music Animal Game Pretending to be a rabbit, horse, crocodile, monkey, dog etc Hula hoop jump Jump in and out of randomly placed hula hoops Child 5 9 Soccer Passing the ball as you jog together Stop/Go Jogging jog for 2 min to warm up then sprint for 10sec, jog 30sec, sprint 10 sec, jog 30sec, sprint 10sec etc. Skipping rope A few minutes of skipping is a great way to warm up, especially towards the end of the warm-up session Jumps Star jumps, tuck jumps, running on the spot, jumping side to side, high and low.. Adolescent 9 14 & 15+ Jogging constant pace Soccer Passing the ball as you jog together Netball/Football Pass the ball as you jog together Aerobics Warm up with aerobics moves Jog Sprint - Jog 30 sec, sprint 10 sec If access to gym is available; Supervised warm-up on; Exercise bike Treadmill Spin Bike Elliptical trainer Recumbent bike Rower
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Conditioning Ideas: 30min duration

Child 3 5 Goals Parents want child to have fun while exercising Children 3 5 love fun and simple games. Try bursts of activities like:

Child 5 9 Goal improve soccer skills
Adolescent 9 14 & 15+ Goal to get fit
Start by setting up some fitness drills. For example; Set out 3 cones in a row 5m apart. Total distance = 15m Sprint to the first, jog back, Sprint to the second, jog back, Sprint to the third, and jog back. Rest for 1 min then repeat.
If you have access to a gym you can; Perform aerobic and interval training on equipment such as:

Skipping Frog jumping Commando crawling Kicking balls Catching balls Jumping through hoops Hula Hooping Bean Bag Balancing Short relay drills
Exercise Bike Treadmill Spin Bike Elliptical trainer Recumbent Bike Rower
Rest for 2 min then repeat.
Try to use as many pieces of equipment as possible to keep the session interesting. You can do different forms of training on each piece of equipment. For Example; Exercise Bike warm up 1 min, sprint 30 sec, recover 30 sec, sprint 40 sec, and recover 40 sec Treadmill Warm up walking, increase speed to light jog, increase speed to jog jog at a steady pace for 5 min
For example; Put 3 tennis balls 5m apart. Child runs to each ball separately, bringing 1 ball to you each time. 1st ball = 5m run, 2nd ball = 10m run, 3rd ball = 15m run
Put out a line of witches hats 1m apart. The child will weave in and out of the hats in different ways;

Set out 3 cones in a triangle approx 2m apart. Each cone will be a different activity for 30sec. Child must run to next cone when activity is finished.
Spin Bike Hill climbing on harder resistance, sprinting on lower resistance and recovery on middle resistance Elliptical trainer Consistent pace for 5 min Recumbent bike - Steady
Running Crab crawling Backwards
Child 3 5 Goals Parents want child to have fun while exercising

Crawling on knees Jumping Skipping
Cone 1: Sit-ups Cone 2: Push-ups Cone 3; Tuck jumps
pace for 5 min Rower Concentrate on strokes per minute try and increase for 1 min then recover. Repeat for 5 min.
Set out hula hoops randomly around. The child can run around until you say STOP then they must jump into the nearest hula hoop and do what you say for example; Star jump Run on the spot Pretend to be a kangaroo Dance Jump from side to side.. Then say RUN and the child has to run around until you say STOP again.
Set up a drill situation of different soccer skills. For example:

If you dont have access to a gym: Try focusing each session on a different activity or muscle group;

Passing the ball Heading the ball Weaving the ball through markers
Reflexes kicking the ball against a wall close up without stopping
Boxing Push-ups Sit-ups Drills Bike riding
Goal setting Star Jumps Set star jump goals. For example;

Ball dribbling: Run up and down the field dribbling the ball and passing it to each other. Try and speed up the pace every 2 min. Keep Dribbling and take a shot at goal each end set up some markers as goals.
Organise circuits for specific sports eg tennis, soccer, basketball, netball, football
10 star jumps 15 star jumps 20 star jumps 10 super fast star jumps 15 super fast star jumps
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Child 3 5 Goals Parents want child to have fun while exercising
Running;

Goal shooting; You act as the goal keeper while the child takes a shot at the goal try and keep this flowing so the child does not stop just keeps kicking at the goal as soon as you return the shot.
Run 10m as fast as you can Run 20m as fast as you can Run 50m as fast as you can
Cool-Down Ideas: 5 min Duration

Child 3 5 Similar activities to the warm-up games are great. The main focus here is to slow the activity down to decrease the childs heart rate. Go for a slow jog/walk Start with a jog and then slow it down to a walk. Animal Game Pretending to be a rabbit, horse, crocodile, monkey, dog etc Child 5 9 The main focus here is to slow the activity down to decrease the childs heart rate. Go for a slow jog/walk Start with a jog and then slow it down to a walk. Adolescent 9 14 & 15+ The main focus here is to slow the activity down to decrease the adolescents heart rate. If access to gym is available; Supervised cool- down on;

Exercise bike Treadmill Spin Bike Elliptical trainer Recumbent bike Rower
Make sure you slow the pace right down to bring the HR down. Stretching Make sure you spend plenty of time stretching each muscle group to prevent injury and soreness. Encourage hydration at this time. Stretching Make sure you spend plenty of time stretching each muscle group to prevent injury and soreness. Encourage hydration at this time. Stretching Make sure you spend plenty of time stretching each muscle group to prevent injury and soreness. Encourage hydration at this time.
Learner Workbook

Use a variety of equipment Know how to structure a lesson and develop a lesson plan Deliver a physical activity class according to the lesson plan
CHAPTER 4: Additional Information

Element of Competency covered in this chapter: Dietary Guidelines
1. Dietary Guidelines
Go to the website below and find the Dietary Guidelines for Children and Adolescents in Australia.
http://www.nhmrc.gov.au/_files_nhmrc/ publications/attachments/n34.pdf
ACTIVITY 1: a) Download the healthy eating guidelines for children and young adolescents and summarise the guidelines. A suitable diet and plenty of physical activity are necessary for growth and development that optimise health during childhood, adolescence and the lateryears of life. A variety of fruit and vegetables is important for maintaining a good health. Food should be endulge in small amouts and eaten frequently.
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b) Using the guidelines, analyse the following days eating and suggest changes to bring it into line with the healthy eating guidelines. Suggested change Breakfas t Cornflakes Full cream milk 2 tsp sugar Fruit drink
Muslie Low fat milk Natural sweetners water
Playtime snack
Bag of chips Can coke
Piece of fruit juice
Lunch
Sandwich made with 2 slices white bread, butter, cheese spread, and lettuce LCM bar Fruit yogurt Fruit popper drink
Salad sandwhich, wholegrain bread Fruit bar Fruit yogurt water
After school snack
Blueberry muffin Glass of full cream milk
Blueberries Glass of low fat milk
Suggested change Evening meal Sausages Baked beans Hot chips Ice-cream
Roast lamb Roast vegetables; carrot, potatoes, sweet potatoe, capsicum, onion Fruit salad
Before bed
Hot chocolate Biscuit
Cup of tea
Learner Workbook

Read, understand and apply the Dietary Guidelines for Children and
Adolescents in Australia
Notes:
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Notes:
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........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... ........................................................................................................................... DELIVER YOUR CIRCUIT SESSION DEVELOPED IN THIS WORKBOOK AND YOUR TRAINER WILL OBSERVE YOU USING THE FOLLOWING OBSERVATION CHECKLIST. Ensure you evaluate the exercise session according to participant and or caregiver feedback and personal reflection. Furthermore, provide feedback to the group on their progress and any recommendations required in addition to determining the modifications you would like to make to the exercise plan. Run this session on a second occasion with the modifications incorporated.
Skills observation checklist for SISSTC313A Plan and deliver exercise to apparently healthy children and adolescents
Date of training/assessment visit: session 1 (prior to evaluation feedback reflection and modifications) During the demonstration of skills, did the trainee: Yes No N/A
PLANNING THE SESSION: Follow organisational policies and procedures such as those relating to:
DELIVER THE SESSION
Learner Workbook
in an appropriate environment according to organisational policies and procedures after explaining common types of injuries that would prevent participation in the session and confirming that clients are not affected using a selection of exercises with appropriate methodologies, sequencing and progression that included pre-session instructions according to effective instructional principles while appropriately monitoring exercise intensity and making adjustments as required using motivational techniques and arousal control to positively influence client performance
Yes

No
N/A
while providing constructive and positive encouragement to clients showing sensitivity to cultural and social differences making exercise modifications as necessary
Deliver circuit training sessions:
in an appropriate environment according to organisational policies and procedures and legislation and regulatory requirements after checking circuit equipment was in good working order while using energy, water and other resources effectively when preparing and maintaining equipment and activity areas to reduce negative environmental impact after communicating session objectives and the principles and benefits of circuit training to clients after explaining the common types of injuries that would prevent participation in the session and confirming that clients were not affected according to a circuit training plan and organisational policies and procedures and legislation and regulatory requirements showing the ability to demonstrate and instruct correct use of equipment using appropriate instructional principles
ensuring monitoring of client safety, intensity and technique, suggesting modifications as required while showing the ability to recognise the signs and symptoms of overtraining and potentially harmful practices implementing intervention strategies to noted potentially harmful practices or signs and symptoms of overtraining, according to organisational policies and procedures.
Evaluate group exercise sessions by:

seeking and acknowledging feedback from clients evaluating client response and feedback evaluating own performance according to planned outcomes and organisational policies and procedures
Yes

No
N/A
indentifying potential improvements to enhance future sessions modifying the session plan where relevant to meet client needs.
Uses safe and effective cueing. Applies contingency management techniques to deal with a range of problems and issues that may arise during the session, such as equipment failure or client overtraining, and makes adjustments in response to changing situations.
Learner Workbook
Instructs sessions that meets with client expectations (evidence provided by verbal feedback from clients during and after the session, as heard by the assessor) to deal with a range of problems and issues that arise during the session, such as equipment failure or client overtraining, and makes adjustments in response to changing situations. Uses appropriate delivery techniques to client learning and performance. Not The students Competent competent performance was: Feedback to student:
_______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________
Comments from trainer:

_______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________
Competent/Not competent:
_______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________
Skills observation checklist for SISSTC313A Plan and deliver exercise to apparently healthy children and adolescents
Date of training/assessment visit: session 2 (incorporating the initial evaluation obtained during session 1 During the demonstration of skills, did the trainee: Yes No N/A
PLANNING THE SESSION: Follow organisational policies and procedures such as those relating to:
DELIVER THE SESSION
in an appropriate environment according to organisational policies and procedures after explaining common types of injuries that would prevent participation in the session and confirming that clients are not affected using a selection of exercises with appropriate methodologies, sequencing and progression
Learner Workbook
that included pre-session instructions according to effective instructional principles while appropriately monitoring exercise intensity and making adjustments as required using motivational techniques and arousal control to positively influence client performance
Yes

No
N/A
while providing constructive and positive encouragement to clients showing sensitivity to cultural and social differences making exercise modifications as necessary
Deliver circuit training sessions:
in an appropriate environment according to organisational policies and procedures and legislation and regulatory requirements after checking circuit equipment was in good working order while using energy, water and other resources effectively when preparing and maintaining equipment and activity areas to reduce negative environmental impact after communicating session objectives and the principles and benefits of circuit training to clients after explaining the common types of injuries that would prevent participation in the session and confirming that clients were not affected according to a circuit training plan and organisational policies and procedures and legislation and regulatory requirements showing the ability to demonstrate and instruct correct use of equipment using appropriate instructional principles ensuring monitoring of client safety, intensity and technique, suggesting modifications as required while showing the ability to recognise the signs and symptoms of overtraining and potentially harmful practices implementing intervention strategies to noted potentially harmful practices or signs and symptoms of overtraining, according to organisational policies and procedures.
Evaluate group exercise sessions by:

seeking and acknowledging feedback from clients evaluating client response and feedback evaluating own performance according to planned outcomes and organisational policies and procedures
Yes

No
N/A
indentifying potential improvements to enhance future sessions modifying the session plan where relevant to meet client needs.
Uses safe and effective cueing. Applies contingency management techniques to deal with a range of problems and issues that may arise during the session, such as equipment failure or client overtraining, and makes adjustments in response to changing situations.

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SISFFIT313A Plan and deliver exercise to apparently healthy children and adolescents

ABOUT this LEARNER WORKBOOK

Plan and deliver exercise to apparently healthy children and adolescents

Application of the Unit

Evidence of the following is essential:

How do I use this learner workbook?

What resources do I need?

1. What qualifications and requirements will I need to instruct children?

Professional Professional indemnity Indemnity insurance protects adviceInsurance based businesses

2. Do I have any professional responsibilities?

2: Read privacy policies and notices

3: Always ask why, how and who

4: Only give out as much personal information as you need to

5: Ask for access to your personal information

7: Take steps to protect your online privacy

10: Privacy problems

4. Referring to other professionals

*FILL OUT THE FIT2LEAD EXAMPLE

Discuss your answers with your supervisor, trainer or classmates

6. Special needs situations

This is when the pancrease stops producing insulin

Signs and Symptoms

ADHD attention deficit

hyperactivity disorder is a behavioural disorderr

Epilep is a neurological sy condition, which

affects the nervous system. Epilepsy is also known as a seizure disorder.

Signs and Symptoms

Asthm Asthma is a chronic a long-term lung

disease that inflames and narrows the airways.

body weight/shape become an unhealthy obsession of someone's life.

Signs and Symptoms

Food A food allergy is an Allergi adverse immune es response to a food

7. Safety and Duty of Care

CHAPTER 1 Summary Checklist

Have read and understood privacy of information legislation relevant to

Hold appropriate Fitness Industry Professional Registration according to

Be able to evaluate and apply a pre-exercise screening tool in relation to

Gain a basic understanding of a range of common Special needs of

Be able to select and apply fitness and assessment protocols

CHAPTER 2: Overview of Physical Activity for children and young adolescents

Anatomy/physiology Differences between children and adults c) Risks/Safety elements

Motivation Goal setting Planning physical activity sessions

1. Benefits of physical activity for children and young adolescents

List the health benefits of exercise for children?

Improved self-esteem- it helps you to stay in a state which you are

runs/ walks etc it can clear the

2. Stages of growth and development

Enlargement of penis (length at first); further growth of testes

Further enlargement of breast and areola; no separation of their contour

Areola and papilla form a secondary mound above level of breast

Mature stage: projection of papilla only, related to recession of areola

Require more oxygen

Max heart is reduced as age progresses

Hydration and thermoregulation

Slows down, unless they are remaining fit and healthy

Response to resistance training

As theyve gone through growth cycle, there resonce is quicker

through growth cycle.

Body Mass Index (BMI)

4a) Feedback/ Language

Jan, I told you not to do it that way its dangerous

Dont hold the bar like that Ben

Give other people a chance to try it!