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010-111 ACSM certified Personal Trainer

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010-111 exam Dumps Source : ACSM certified Personal Trainer

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exam questions : 208 true Questions

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ACSM ACSM certified Personal Trainer

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  • ACSM CPT exercise examination Prep | killexams.com true Questions and Pass4sure dumps

    ACSM-CPT Genius is the only “certified own coach” prep app that you simply need. This application is designed to assist specialists choose a deeper look to breathe on the exact understanding to give assistance and strength to steer a in shape way of life. It measures your progress in a lucid and ingenious manner to inspire you to breathe trained rapidly. These questions are simulated by way of the licensed personal Trainers who occupy handed their ACSM-CPT examination with flying colorations.categories:1. initial client consultation and Assessment2. recreation Programming and Implementation3. endeavor leadership and client Education4. felony, professional, enterprise and advertising

    flip your ardour for fitness into verity by means of fitting a licensed own trainer. you're going to develop into a qualified trainer who can successfully map and implement recreation program for fit people or those that occupy clinical clearance to undertaking.The multiple option questions in this application are designed to cater to the layout delivered by using the ACSM®, which might breathe scientifically and clinically confirmed. every question in this App is paired with a transparent and insightful clarification that gives a replete understanding of the ideas. This application is designed replicating the approach that is used by the ACSM. It makes employ of intellectual scientific engineering that permits you to exercise questions while saving your time and effort. ACSM-CPT prep App will back you profit skills that with a view to correctly bridge the gap between your education and the purposeful application of these capabilities.

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    This trainer Explains Why women should consume Carbs For weight loss and overall fitness | killexams.com true Questions and Pass4sure dumps

    The low-carb weight loss map craze has been a well-liked approach to lose weight and live scrawny for a long time now. It begun with Atkins, then South seashore, to at last Paleo, Whole30, and now keto. Many individuals import on that eating too many carbs will impact their blood sugar and get them gain weight, so they eschew carbs totally in choose of greater protein and fat.

    really, carbs occupy many fitness merits. And while or not it's genuine that limiting carbs can assist you shed weight within the brief-time epoch (carbs hang on to water more than some other macronutrient, so in case you reduce them out, you lose water weight), it might probably no longer breathe sustainable for many americans. in any case, may you inch a lifetime without sweet potatoes or brown rice or total-grain bread?

    NASM-licensed own coach and health coach Marci Nevin (@MarciNevin) defined in an Instagram submit why carbs are so necessary for overall health, in particular for girls. "bound low carb diets can also breathe travail in some circumstances," she wrote in her caption. "but for the sake of this rescue up, i'm speakme greater notably to girls who're in generally first rate health, doing common unreasonable exercise, seemingly a slight stressed, and occupy a point of more desirable physique composition. For that woman, consuming an adequate amount of carbs may also breathe very beneficial."

    She explained carbs are so really useful for universal health as a result of they:

  • provide fuel for extreme practicing.
  • enable for restoration from extreme practising.
  • aid thyroid feature.
  • improve temper and intellect feature.
  • help you collect improved sleep.
  • give macronutrients for decent fitness.
  • Have fiber, which helps gut health.
  • might also assist with weight loss.
  • maintain intercourse and stress hormones in examine.
  • "Carbs, like rice, potatoes, and many others. are the gasoline source for prime intensity training," she explained. "they are also what uphold your physique ameliorate from that vehement pastime so you can hit it difficult once more in the next workout." She went on to affirm that if you're simplest getting your carbs from vegetables, you're going to ultimately singe out.

    certainly, everybody's dietary needs are distinctive. Registered dietitian Jim White, ACSM, recommends that carbs should soundless breathe your biggest macronutrient community total the way through the day. For weight reduction, he suggests a macro breakdown of forty p.c carbs, 30 p.c fats, and 30 percent protein. genesis with this ratio and alter from there, counting on your desired results.

    So don't breathe frightened of carbs anymore — if you're fervor lethargic and burned out on a low-carb food plan, mediate free to incorporate them lower back into your life. just breathe inescapable you're sticking to total complicated carbs like brown rice, quinoa, and oatmeal.


    010-111 ACSM certified Personal Trainer

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    Killexams.com 010-111 Dumps and true Questions

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    010-111 exam Dumps Source : ACSM certified Personal Trainer

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    ACSM certified Personal Trainer

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    Personal Trainer Trends | killexams.com true questions and Pass4sure dumps

    Body-weight training ranks elevated
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    Body-weight training ranks elevated in personal trainer trends.

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    Trends in fitness are just as difficult to withhold up with as trends in fashion. They are usually more complex, too. It's crucial that personal trainers tarry up to date with trends to ensure that clients are getting the best training feasible and the most bang for their buck. Trends commonly involve current concerns of personal trainers as well as what types of exercises are growing in popularity.


    ACSM: Certified Personal Trainer | killexams.com true questions and Pass4sure dumps

    ACSM Certified Personal Trainers® are fitness professionals who develop and implement personalized exercise programs for individuals across a diverse set of health and fitness backgrounds, from professional athletes to individuals only recently cleared to exercise.

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    EDUCATING AND TRAINING THE PERSONAL FITNESS TRAINER: A Pedagogical Approach | killexams.com true questions and Pass4sure dumps

    Personal fitness training services are offered in nearly total health/fitness facilities. Concerns regarding the quality of those services occupy existed for several years, for example, what educational credentials and/or certifications should personal fitness trainers possess, and should they breathe licensed before practicing personal fitness training. Efforts to attend to some of these concerns occupy been addressed. For example, in addition to offering certifications for personal fitness trainers, organizations such as the American College of Sports Medicine (ACSM), National strength and Conditioning Association, and many others occupy obtained accreditation for their certifications through accrediting groups such as the National Commission for Certifying Agencies (NCCA) (12). In addition, academic programs in personal fitness training and exercise science also can obtain accreditation through the Commission on the Accreditation of Allied Health Education Programs (5). Some states also are proposing licensure for personal fitness trainers (6). They believe that total of these efforts occupy resulted in enhancing standards for the personal fitness training profession, but more soundless needs to breathe accomplished.

    Often, employers will hire a personal fitness trainer if he/she possesses a personal fitness trainer certification that is accredited by NCCA or some other accrediting body, assuming that such certification qualifies him/her for the job. Although passing a certification examination that is accredited has raised the bar for entry into the bailiwick of personal fitness training, it is necessary to realize that the preparation an individual receives before sitting for these certification examinations often is limited, for example, attending a 1-day workshop and reviewing self-study materials.

    We believe that personal fitness trainers should not only develop excellent pedagogical (teaching) skills - a key function/responsibility of personal fitness training - but also occupy their practical skills (i.e., their competence to safety and effectively apply theory of safe principles of exercise) adequately evaluated before becoming a personal fitness trainer. To back develop these specific skills, a pilot program was implemented at the University of South Florida (USF) called USF fit (FIT) for exercise science majors.

    The fit program was implemented as a service-learning chance that represented the major project in one of the required senior-year professional evolution courses in the undergraduate Exercise Science program - PET 4406 Individualized Fitness/Wellness Programming. Service learning has been defined as "a teaching/learning routine that connects meaningful community service experiences with academic learning, personal growth, and civic responsibility" (4[p4]). Service-learning projects occupy been shown to breathe efficient in helping students achieve necessary learning outcomes (13).

    FIT was developed on the premise of service-learning theory that students' learning experiences would breathe enhanced as they are provided opportunities to participate in and respond to real-life personal training situations within a well-supervised teaching/learning environment. In this program, students were immersed in the underlying theory of personal training through class lecture/activities and, at the selfsame time, were provided opportunities for direct application of their knowledge, skills, and abilities (KSAs) through personal training actual clients - USF College of Education (COE) faculty and staff members - in the USF Campus Recreation Center. Implementing this pedagogical approach also provided opportunities for the students to apply what they scholarly in course travail previously taken (e.g., exercise physiology, biomechanics, fitness testing/prescription, strength and conditioning, and program planning and evaluation) as well as to back prepare them for their full-time internship the following semester and future jobs. The fit program took space in the topple semester, along with three other courses, before the full-time internship course in the spring semester.

    The purpose of this article is to recount the specific program planning steps and procedures of the fit program so that other professionals will occupy the necessary information to replicate such a program. Although implemented in an academic setting, several aspects of the program can breathe applied to personal fitness trainers and coordinators/managers who travail in health/fitness facilities as described later in the article.

    While developing the goals and learning objectives for the program, it was critical to focus on student learning outcomes that would back students acquire both pedagogical and practical skills. The three major goals of fit (4) were as follows:

    Recruitment and selection - before the genesis of the semester, a mass email was sent to potential clients (USF COE employees) describing the fit program as well as enrollment and eligibility requirements and the like. The subsequent procedures were followed to determine the eligibility of respondents and then, once selected, match them with student trainers:

    Although the student trainers were not directly involved in the recruitment and selection processes, they did participate in classroom simulations of these necessary preactivity health screening procedures as a allotment of the course content. The course was designed for students to meet 2 days per week. Each day, the class met for 90 minutes and incorporated the following format each week throughout the semester:

    Figure 1

    Figure 1

    Figure

    Figure

    The program map involved establishing the course activities for an 11-week epoch as described next.

    Week 1: Initial Consultation and Pre-Health/Fitness Assessments

    In the initial consultation, student trainers conducted an informal physical activity inventory (verbal interview) format. Questions from this inventory addressed such things as client's goals, barriers to exercise, and activity preferences. In addition, clients were given the chance to read and interrogate questions before signing an Assumption of Risk and Waiver of Liability (7). Then, the student trainers reviewed the pretest instructions for the testing protocols, answered any questions from their client, and established the appointment for the pre-health/fitness assessment.

    Next, student trainers reviewed an Informed Consent for Exercise Testing (11) and obtained their clients' signatures before conducting the pre-health/fitness assessments. Pre-health/fitness assessments included tests to assess resting measures, burly strength, burly endurance, flexibility, corpse composition, and cardiorespiratory endurance.

    Because laws vary from status to state, it is necessary for personal trainers to understand that protective legal documents (e.g., express assumptions of risks, waivers, and informed consents) must first breathe reviewed by a knowledgeable lawyer. For example, the protective legal documents for the fit program were reviewed and edited by USF's legal counsel's office before implementation. The significance of incorporating such protective legal documents in personal fitness training programs was covered in the classroom discussions.

    Weeks 2 to 10: Personal Fitness Training Sessions

    For 9 weeks, student trainers met with their client twice each week (total of 18 sessions) for 50- to 60-minute personal training sessions. One of these sessions occurred during class time, and the other was established at the convenience of both the student trainer and client. To meet national recommendations regarding exercise frequency (10), clients were encouraged to involve a third exercise session during the week on their own time.

    Because personal fitness trainers occupy similar roles and responsibilities to those of teachers, it is necessary for personal fitness trainers to develop sterling teaching or pedagogical skills. Therefore, various teaching methods were incorporated into the fit program. To back ensure a valuable and productive "teaching-learning" taste (16), student trainers were required to develop individual exercise plans before each session (1,15). The evolution of a written exercise map (Figure 2) for each training session was an integral allotment of the educational process.

    Each exercise map was submitted to the course instructor for review and feedback before each exercise session. This review/feedback process is helpful in the evolution of pedagogical skills (15,16). This process focused primarily on ensuring that student trainers acknowledged the health/fitness goals of their clients through the established objectives as well as the proper selection and placement of activities/exercises within the exercise plan. This process became less time consuming for the course instructor as student trainers progressively scholarly to fit their clients' exercise plans for maximum efficiency and effectiveness. Additionally, the student trainers were continually supervised by and received ongoing feedback from the course instructor during the actual training sessions to back ensure student trainers were properly applying safe and efficient principles of exercise and accommodating client needs and/or limitations as well as using efficient teaching methods.

    In addition to preparing exercise plans for each session, it was necessary to integrate reflection into this service-learning taste (1). There are several strategies that can breathe identified as contributing to reflection, for example, learning partners, self-assessment, and learning journals (3). A self-assessment approach was used in the fit program to back student trainers critically mediate about the attainment of their exercise KSAs as well as their evaluation and pedagogical skills. This involved having them complete a reflection figure (Figure 3) after each training session. The process enabled the student trainers to immediately recognize the value of preparation in providing an efficient exercise plan/training session for their clients as well as to address challenges/issues that occurred and get adjustments for future exercise plans.

    The students submitted their reflection forms after each exercise session to the course instructor to obtain feedback on their reflection skills. This feedback helped students prepare more in-depth reflections toward the discontinuance of the fit program than they did at the genesis of the program.

    Week 11: Post-Health/Fitness Assessments, Celebration of Accomplishments, and Course Evaluations

    Upon completion of the 9 weeks of personal fitness training sessions, student trainers conducted post-health/fitness assessments that consisted of the selfsame testing protocols that were used in the pre-health/fitness assessments. Once completed, student trainers analyzed the predata and postdata, prepared a final assessment results report indicating improvements their client had made, and discussed the data/results with their clients. Although recognition and acknowledgement of clients' progress took space regularly throughout the program, a final celebration of goals/accomplishments was held, and each client received a certificate of completion and a workout towel embroidered with the fit logo.

    Students completed a traditional university course evaluation figure at the discontinuance of the semester. For the overall quality of the course, the involve score was 4.21 on a scale of 5 (excellent) and 1 (poor). Generally, comments on these evaluations were very positive such as the class was "a distinguished experience" and "it helped increase knowledge and self-possession with personal training and exercise prescription." Several students also commented that the course travail involved a distinguished deal more time when compared with other courses.

    STEP 3 - EVALUATION OF FIT

    The results of a comprehensive evaluation of the fit program occupy been previously published (4). This evaluation involved gathering and analyzing both quantitative and qualitative data obtained from the student trainers and the clients. It also consisted of both formative (ongoing during the program) and summative (end of the program and 6 months after the program) components. Formative evaluation took space in the figure of a survey at 3 weeks, as well as various techniques used throughout the program as described in this article (e.g., feedback on exercise plans and reflection forms).

    One of the purposes of the summative evaluation was to determine if the student learning objectives of the fit program (Table 1) had been achieved. Therefore, 6 months after the fit program (i.e., 2 months after completion of the students' full-time spring semester internship), students were sent a survey to evaluate the fit program. The quantitative results presented in Table 2 indicated that the fit program was successful in achieving the learning objectives. The survey also involved gathering qualitative data, for example, students were asked the following question: recount how the fit program prepared you for your internship and/or professional career. Some of the most common answers to this question are provided in Table 3.

    TABLE 2

    TABLE 2

    TABLE 3

    TABLE 3

    APPLICATIONS TO PERSONAL FITNESS TRAINERS AND FITNESS COORDINATORS/MANAGERS

    Although fit was implemented in an academic setting for an entire semester and designed for students preparing to enter the profession as a full-time professional, the various components of fit can breathe adapted to profit personal fitness trainers as well as fitness coordinators/managers that occupy the responsibility and oversight of personal fitness training services offered in their facilities.

    Personal fitness trainers can consider completing exercise plans and reflection forms using the samples presented in Figures 2 and 3 as one way to enhance their pedagogical and training skills. These strategies can breathe advantageous by

  • improving the quality of the services they provide to their clients and thus ameliorate client satisfaction. For example, by developing an individualized exercise map that includes specific objectives and activities for each training session, it is more likely that personal fitness trainers will breathe successful than if they execute not prepare an exercise plan. As the customary maxim goes, programs don't map to fail, they fail to plan.
  • establishing documentation of the client's exercise program history for various purposes (e.g., tracking progress, communicating results/outcomes periodically with client's personal physician, and providing evidence for legal liability purposes).
  • Documentation is a "key" risk management strategy (9). For example, if a client complains about experiencing knee pain, this could breathe recorded on the reflection figure as well as what was recommended by the trainer, for example, advising the client to get an appointment with his/her physician for diagnosis and treatment.

    Fitness coordinators/managers can design a training and education program similar to fit for newly hired personal fitness trainers and/or for individuals who would like to become personal fitness trainers (trainees). The credentials of the instructor who would discipline the course are important. For example, the instructor should possess a degree in exercise science (or related area); breathe an experienced and successful personal fitness trainer; and occupy sterling organization, communication, and evaluation skills as well as a genuine fervor for teaching and helping others become successful.

    The design of the program will likely breathe different. The course may breathe shorter (perhaps 8 to 10 weeks) and would entail a smaller number of student trainers or trainees, (perhaps 4 to 6). To establish the goals, learning objectives, and course content, it will breathe necessary for the course instructor to assess the flat of KSAs of the trainees before the program so that the program is then designed to meet the needs of the trainees.

    Although the design and content may breathe different from the fit program, many of the pedagogical strategies described in this article could easily breathe included. For example, the exercise plans and reflection forms could breathe used as previously described, and the course instructor could commemorate trainees while working with clients to provide feedback from both training and pedagogical perspectives. Of course, it will breathe necessary to communicate upfront with clients who enroll in the program that the personal fitness training they will receive is being provided by trainees with oversight from the course instructor.

    Another profit for fitness coordinators/managers for implementing a program like fit at their facilities is that the course also can involve instruction on the philosophy and policies of the personal fitness training program at that facility, resulting in the trainees understanding their roles and responsibilities upon hiring and what the facility considers as necessary traits of quality personal fitness trainers. Fitness coordinators/managers also may want to involve their experienced and successful personal fitness trainers as teaching assistants in this course where they could serve in a mentoring role. This may breathe a sterling way to retain these individuals and recognize them for their contributions to the facility's personal fitness training program.

    CONCLUSIONS

    The success of any educational program can breathe generally determined by how well the program met its established goals and learning objectives. Based on the results from the evaluation, the fit service-learning program was successful (4). This educational training program implemented as a service-learning chance not only bridged the gap between theory and exercise for student personal trainers but also provided an excellent teaching/learning environment with direct hands-on experiences for them, allowed for regular evaluation and feedback regarding their practical skills, and emphasized the significance of developing necessary pedagogical skills necessary in the preparation of quality personal fitness trainers.

    Because of the success of this pilot program, USF's exercise science program has permanently incorporated fit into its curriculum and will continue to measure its effectiveness on necessary student learning outcomes. It is likely that academic programs as well health/fitness facilities are using pedagogical approaches similar to FIT; however, the prevalence of these programs is unknown. Future research is needed not only to investigate how prevalent these programs are but also to determine if the effectiveness of these programs has been measured.

    CONDENSED VERSION AND BOTTOM LINE

    Quality personal fitness trainers are a much needed commodity in their bailiwick today to back ensure that clients are receiving safe and efficient programs. Attainment of a personal fitness trainer certification, although important, may not breathe adequate to prepare a personal fitness trainer for his/her many responsibilities. It is the ultimate responsibility of fitness coordinators/managers that occupy oversight of personal fitness training services to ensure that the personal fitness training services provided in their facilities are safe and effective. Academic programs that offer exercise science programs (or related areas) also occupy a responsibility to ensure that graduates possess the necessary skills to become successful practitioners. By incorporating the fit program planning steps and educational strategies presented in this article, any academic program or health/fitness facility can open to garner the many benefits of an efficient educational program that focuses on "educating and training the personal fitness trainer."

    References 2. American College of Sports Medicine. Preparticipation Health Screening and Risk Stratification. In: Whaley MH, editor. ACSM's Guidelines for Testing and Prescription. 7th ed. Philadelphia (PA): Lippincott Williams and Wilkins; 2006. 3. Boud D, Knight S. Designing courses to promote reflective practice. Res Dev elevated Educ. 2004;16:229-34. 4. Brathwaite A, Eickhoff-Shemek J. Preparing quality personal trainers: a successful pilot program. Exerc Standards Malpract Rep. 2007;21(2):25-31. 5. Commission on Accreditation of Allied Health Education Programs. Committee on Accreditation for the Exercise Sciences [Internet]. 2008 [cited 2008 Feb 12] Available from: http://www.coaes.org/. 6. Eickhoff-Shemek JM, Herbert DC. Is licensure in your future? Issues to consider allotment 2. ACSMs Health fit J. 2008;12(1):36-8. 7. Cotten DJ, Cotten MB. Waivers & Releases of Liability. 4th ed. Statesboro (GA): Sport Risk Consulting; 2004. 8. Earle RW, Baechle TR, editors. NSCA's Essentials of Personal Training. Champaign (IL): Human Kinetics; 2004. 9. Eickhoff-Shemek JM, Herbert DL, Connaughton DP. Risk Management for Health/Fitness Professionals: Legal Issues and Strategies. Baltimore (MD): Lippincott Williams & Wilkins; 2008. 10. Heskell WL, Lee IM, Pate RR, et al. Physical Activity and Public Health: Updated Recommendation for Adults from the American College of Sports Medicine and the American Heart Association. Med Sci Sports Exerc. 2007;39(8):1423-34. 11. Herbert DL, Herbert WH. Legal Aspects of Preventive, Rehabilitative and Recreational Exercise Programs. 4th ed. Canton (OH): PRC Publishing Inc; 2002. 13. Poulsen S. Learning is the Thing: Insights Emerging From a National Conference on Service-Learning, School Reform, and Higher Education. Roseville (MN): National Youth Leadership Council; 1994. 14. Stukas AA, Clary EG, Snyder M. Service-learning: who benefits and why. Soc Policy Rep. 1999;13(4):1-23. 15. Tyler RW. Basic Principles of Curriculum and Instruction. Chicago (IL): University of Chicago Press; 1949. 16. Zahorik JA. The effect of planning on teaching. Elem Sch J. 1970;74(3):143-51. Keywords:

    Personal Fitness Training; Educational Training Programs; Program Planning; Exercise Plans/Lesson Plans; Student Reflection

    © 2009 American College of Sports Medicine Source

    ACSM's Health & Fitness Journal13(2):8-15, March-April 2009.

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