Certificate IV in Fitness - 4Life...

Certificate IV in Fitness - Module 1Certificate IV in Fitness - Module 1

© Australian College of Sport & Fitness Page 1 of 54

CONTENTS

CONTENTS..............................................................................................................................................1

ADDITIONAL RESOURCES.......................................................................................................................1

OVERVIEW OF THIS MODULE ................................................................................................................3

PART A ‐ STATIC POSTURAL APPRAISALS...............................................................................................3

PART B – DYNAMIC POSTURAL APPRAISAL .........................................................................................22

PART C ‐ MOTIVATIONAL PSYCHOLOGY FOR FITNESS PROGRAMMING .............................................29

PART D ‐ TRAINING AND COMMUNICATION SKILLS............................................................................38

CERTIFICATE IV MODULE 1 ASSIGNMENT ...........................................................................................44

CERTIFICATE IV IN FITNESS...................................................................................................................45

MODULE 1 – YOUR CLIENT ..................................................................................................................45

ASSIGNMENT TASK ..............................................................................................................................45

ADDITIONAL READING ARTICLES .........................................................................................................50

ADDITIONAL RESOURCES

ADDITIONAL READING

Textbook Chapter 4 and 5

o Fitness Trainers and workplace Postural Appraisal

o Workplace ‐ Ergonomics Worksheet

o ACSF ‐ How to do a Postural Appraisal

o Range of Motion

o Motivation barriers to Exercise

WEBSITES

Exercise Prescription) on the Net exrx.net

Brian Mac brianmac.co.uk

WEB PAGES & SEARCHES

Web search ‘How to do a postural appraisal’ <‐ try looking on YouTube for demos

Web search ‘What is good posture’

Certificate IV ‐Module 1 ‐ Course Notes ‐ 1308A.docx

© Australian College of Sport & Fitness Page 2 of 54 Certificate IV ‐Module 1 ‐ Course Notes ‐ 1308A.docx

Web search ‘Range of motion tests’

Web Search ‘corrective exercise for lordosis’ (insert postural variance)

Web search ‘motivational theory’

Web search ‘how to motivate personal training clients’

Web search ‘communication skills for personal trainer’

PLEASE NOTE: Handouts can be found at the back of the module following page 50.


OVERVIEW OF THIS MODULE

This module addressed the posture of the client, identifying the reason and methodology of

completing a static and dynamic posture analysis.

It then considers the motivational psychology that may exist between the trainer and the client,

and how this can be used for the benefit of the client as well as identifying useful strategies for the

trainer.

Finally communication skills are addressed, and how it is an important topic for fitness

professionals to understand to effectively use it to their advantage whilst training a client.

PART A ‐ STATIC POSTURAL APPRAISALS

WHAT IS A POSTURAL APPRAISAL?

A postural appraisal consists of an assessment comparing an individuals posture to ideal posture.

This can be completed in both static or dynamic methods, and mainly identify structure which have

moved away from the nor, but can also indicate any decrepencies in the client's flexibility, muscles

tone, and biomechanics/joint movements.

Postural appraisal is crucial for the planning of exercise programs aimed at improving posture. It

allows the fitness trainer to develop a specific program of corrective exercises.

With your appraisal you are aiming to:

o identify abnormality

o determine degree of deviation

o determine origin of deviation

o determine effect on current or proposed exercise plan and goals

o identify contraindications

o identify postural risk factors associated with exercise

o prevent injury

WHAT IS GOOD POSTURE?

Posture can be defined as the manner in which the body is held upright using minimal muscle

contraction or muscle joint strain against the forces of gravity.

A simple and effective way to understand what good posture is the acronym “POSTURE”.

P: pelvis in neutral, with weight distributed


O: on the whole foot

S: stable joints

T: tight abdominals

U: upright ribs

R: retracted shoulders and

E: ear in line with shoulder

Refer to your textbook or handouts for further images and pictures on good posture positions.

STATIC POSTURAL APPRAISAL

READ

Textbook ‐ Page 219

WHAT IS STATIC POSTURE VERSUS DYNAMIC POSTURE?

Static posture is the position of the body either sitting, standing or lying where no movement

occurs. Static posture can be assessed from anterior, posterior & lateral views, but best to use all

three views to get the whole picture. Dynamic posture involves the trainer assessing the bodies

position during specific movements (this is explained in more detail later in this module).

Ideal posture alignment is a balanced position in which the body is held in an upright against gravity

with the minimal amount of muscle activity and least amount of stress placed on the structures of

the musculoskeletal system. With joints in non‐awkward positions, muscles relax, and unnecessary

tension can be released.

Ideal alignment is the most mechanically efficient positioning for the body. A plumb line can be

used to compare the relative positions of the:

a. ears

b. shoulders

c. spine

d. hips

e. knees

f. ankles

g. feet

If these structures are not lined up with the plumb line, there are likely to be faulty structures or

muscular imbalances, that can be addressed by stretching, strengthening, physical therapy, and

other treatments.

The following illustration identifies how the structures should be aligned in the ideal posture:

CAUSES OF POOR POSTURE

Good posture is a form of fitness in the sense that the muscles of the body are supporting the

skeleton in alignment to make it stable and efficient during movement. Poor posture occurs when

the body’s neutral alignment changes, creating different body position. This often creates stress

with structures within the body. Poor posture can be as a result of:

o congenital abnormalities of the musculoskeletal system

o poor muscle strength

o muscle imbalance

o lack of mobility

o damage to bony structures or Structural abnormalities

o damage to connective tissue including ligaments, cartilage

o faulty biomechanics

o changes to line of gravity caused by pregnancy, inappropriate footwear, behaviours, work

practices, weight gain etc.

There are many factors that can affect good posture, including the following:

INJURY AND MUSCLE GUARDING

After an injury, nearby muscles begin to guard the vulnerable area. Muscles adjacent to an injury

work in a diminished way to keep the affected part stable and free from re‐injury. This is a

necessary function, but it causes those muscles to weaken. The imbalance between muscles that

guard an injury and normal, working muscles can cause unwanted changes in body posture.

DISEASE AND NUTRITIONAL STATE

The presence of disease, dehydration and/or malnutrition can cause conditions that directly affect

the bones, muscles and other structures of the musculoskeletal system. Because the structures of

the musculoskeletal system provide the strength and flexibility for good posture, deficiencies and

disease can negatively affect posture.

HABIT

The body in movement alters its patterns to accommodate weaknesses, tension or changes in bone

or muscle landscape. It does this in a similar way to encountering a road block. The musculoskeletal

system will create a detour to complete its intended movement. It negotiates its intended route by

using other, less efficient, patterns of muscle contraction. In this way the body still gets to its goal,

but with a compromised alignment.



MUSCLE TENSION, MUSCLE WEAKNESS

Just as in the case of an injury, if the body has areas that are extra weak and/or strong, it will not be

held upright against gravity in the most effective manner. This will cause poor posture and pain.

MENTAL ATTITUDE AND STRESS

Often stress leads to a decrease in full breathing, which in turn compensates body posture, as the

two are inextricably linked.

IMPROPER SHOES

Wearing the wrong shoes for your feet can cause improper posture, as well as cause pain in the

future. If you wear down the outside of your shoes faster than the inside, for example, the shoes

become the culprits in the establishment of a negative effect. This effect will then create a nervous

system feedback loop that promotes an imbalanced posture.

POSTURAL VARIANCES

Over time, poor posture causes muscle weakness or tightness. Below are three examples of

common faulty postures and their associated muscle tightness and/or weakness.

Lordosis The pelvis is tilted forward, creating

an excessive curve in the low back.

This is caused by weak abdominals

and tight hip flexors, often a result

of too much sitting.

Kyphosis The posture, with the rounded back

and forward head and shoulders

position, can also be caused by too

much time spent sitting, for

example, hunched over a computer

keyboard.

Sway Back In posture, the pelvis is displaced

forward and the low back loses its

natural curve and flattens, often

leading to low back pain.

The following lists additional common postural variances

Forward head position Kyphosis

Scoliosis Excessive anterior/

posterior pelvic tilt

Pronation/supination of foot/

ankle complex

Lateral tilt of pelvis


Rounded shoulders Winging of scapula

Lordosis Hyperextension of knees

THE POSTURE ASSESSMENT

THE STANDING POSTURAL ASSESSMENT

One tool commonly used by fitness and health professionals is the standing postural assessment.

The purpose of this assessment is to observe a person standing at normal, relaxed posture from the

front, side, and often rear view, and then determine how his or her alignment compares to a

predetermined standard as indicated by a vertical “plumb line.”

The points of reference you’ll be observing are your earlobe, top of your shoulder, the dent on the

side of your elbow, the side seam of your pants or shorts at the fullest part of your hips, the outside

of your knee (just slightly closer to the front of your knee than the back), and your ankle bone.


If any of these points fall in front of or behind the line you’ve drawn from the ankle bone up, this is

an indicator that your posture is misaligned.

From the front view, you want to make sure the center of your chin, the dent between your

collarbones, your sternum, your belly button, and the rise of your pants all line up vertically. Also,

you might draw two horizontal lines across the tops of your shoulders and hipbones to ensure that

both are level.

WHAT TO LOOK FOR IN POSTURAL ASSESSMENT

Posterior View

1) Head/neck tilt. If the cervical vertebrae are laterally tilted this indicates tightness in muscles

such as upper trapezius, levator scapulae and sternocleidomastoid.

2) Head rotation indicates tightness in muscles such as sternocleidomastoid.

3) Are the shoulders level? Levator scapulae are prime elevators so if you suspect an imbalance

you need to palpate these muscles. Be aware however that in many of us our dominant

shoulder is naturally depressed.

4) Is there an increase or a decrease in shoulder bulk? Manual workers often have an increase in

upper trapezius and rhomboids due to a preference for carrying or lifting heavy objects on one

side. People with frozen shoulder or who have had their upper limb immobilized often have

wasting of supraspinatus and infraspinatus.

5) Is the medial border of the scapula the same distance from the spine on both left and right

sides? Protraction of the scapula (indicated by a greater distance from the spine) is usually the

result of weak rhomboids rather than tight serratus anterior.

6) What is the overall spinal alignment like? Are there any observable areas of scoliosis?

7) What is the distance of the client's arm from their body? A gap between the arm and the body

indicates tightness in supraspinatus and deltoid, the two prime abductors.

8) Skin creases. Are there more skin creases on one side of the waist than the other? If yes, this

indicates lateral flexion to the side with the greater creases and suggests tightness in muscles

such as quadrates lumborum. (Look for even the slightest crease as an indication of lateral

flexion).

9) Elbow position. Imbalances in elbow position are often due to medially rotated humerus, one

of the most common causes of shoulder pain. Are the elbows the same distance from the

body?

10) Is the thigh/calf bulk equal? Greater bulk suggests greater weight bearing on that side. If there

is less bulk, is this due to wasting /decreased use /underdevelopment?

11) Calf mid‐line. Imagine a line running down the centre of the calf from the knee crease to the

Achilles. Compare left and right sides. Lines which appear to be on the lateral side of the calf

indicate medially rotated hips or that the tibia is medially rotated against the femur.


12) Genu varum/valgus. Is the client bow legged or do they have knock knees? This may explain

knee pain as joints wear differently in these conditions.

13) Foot position. This can tell you about hip rotation as people with tight lateral rotators of the hip

often stand like ballet dancers, with their feet turned out whereas those of us with tight medial

rotators stand pigeon toed.

Side view

1) Does the client have a forward head posture? This is associated with a lordotic cervical

vertebrae and tight neck extensors.

2) Are the shoulders protracted? Protracted shoulders are associated with weak rhomboids and

tight pectorals.

3) Is there noticeable kyphosis? Kyphotic postures are associated with lengthened thoracic

extensors and tight pectorals, plus shallow breathing due to a depressed chest cavity.

4) Lumbar spine. Is this lordotic or flat? Lordotic curves are associated with lumbar pain and tight

lumbar extensors.

5) Knee position. Are the knees normal, flexed or hyperextended? Flexed knees are associated

with tight hamstrings whereas hyperextended knees are associated with tight quadriceps and

lengthened hamstrings.

POSTURE & THE WORKPLACE

Many of us spend over half our waking life sitting in chairs behind the

desks of our workplace.

Therefore, finding a chair that will give us comfort is essential to

good posture. When looking for a chair that will support your back

and allow you a proper sitting posture, check for the following:

o You should be able to place both of the feet flat on the floor.

o Your entire thigh should be supported by the seat of the

chair.

o The back support of the chair should be as high as your

shoulder blades.

READ

Handout ‐ Fitness Trainers and workplace Postural Appraisal (page 67)

POSTURE & MANUAL HANDLING


Improper lifting technique can lead to back, leg and arm pain. Poor technique can cause both acute

injury, and serious chronic effects. As a fitness trainer you must advise your clients on correct ways

to lift to help them avoid these problems.

HOW TO LIFT CORRECTLY

o Plan ahead before lifting.

Knowing what you're doing and where you're going will prevent you from making awkward

movements while holding something heavy. Clear a path, and if lifting something with another

person, make sure both of you agree on the plan.

o Lift close to your body.

You will be a stronger, more stable lifter if the object is held close to your body rather than at

the end of your reach. Make sure you have a firm hold on the object you are lifting, and keep it

balanced close to your body.

o Feet shoulder width apart.

A solid base of support is important while lifting. Keep the feet about shoulder width apart and

take short steps. Holding your feet too close together will be unstable, too far apart will hinder

movement.

o Bend your knees and keep your back straight.

Practice the lifting motion before you lift the object, and think about your motion before you

lift. Focus on keeping your spine straight. Raise and lower to the ground by bending your knees.

o Tighten your stomach muscles.

Tightening your abdominal muscles will hold your back in a good lifting position and will help

prevent excessive force on the spine.

o Lift with your legs.

Your legs are much stronger than your back muscles so let your strength work in your favor.

Again, lower to the ground by bending your knees, not your back. Keeping your eyes focused

upwards helps to keep your back straight.

o Keep your eyes up.

Looking slightly upwards will help you maintain a better position of the spine.

o If you're straining, get help.

If an object is too heavy, or awkward in shape, make sure you have someone around who can

help you lift.


FEET & POSTURE

A client's feet will have an impact on their posture, in particular feet arches.

These days you can buy your training footwear from specialist companies that will test your feet, so

you can advise the best training footwear for your clients.


Also, as a trainer you should have a basic understanding of the different arches of the feet so you

can recognise any existing or potential problems that your clients may have as they train with you.

CORRECTING POSTURE

WHY CORRECT POOR POSTURE?

Good posture has a huge range of benefits in normal life as well as for individuals who participate in

fitness or sport. The benefits are related to which structures are affected

These benefits may include:

o Improved breathing – the lungs can become compressed and restricted if the position of

the ribs is altered. Therefore limiting the amount of air inhaled.

o Good biomechanics – faulty posture can affect the biomechanics of an individual due to

joints and bones structures being misaligned.

o Injury prevention ‐ If you have poor posture, more strain is place on the mucles ligaments

and tendons within the body; therefore stressing them more than they may be able to cope

with.

o Pain reduction – poor posture strain is placed on structures within the body causing pain.

o More energy – the body cannot work as efficiently with poor posture, this means energy is

wasted.


o Improved systems and organ function – Poor posture can result in their being less room for

the body’s internal organs and this hinders the flow of oxygen into the body, affecting

digestion, circulation, and other basiv functions.

CORRECTIVE EXERCISE

Learning to use the body in a proper manner so that all its parts are in alignment is all good posture

really is. To allow this to happen structures within the body may need corrected through exercise.

Poor posture can be corrected in several different way. Once you have established an individual has

poor posture compared to the normal, the cause or structures need to be assessed. Poor posture is

commonly a result of either weak or tight/shortened muscles, therefore two methods used to

improve the postion of structures is strengthening or stretching.

Strengthening involves improving the muscles capacity to contract or perfrom work. The important

aspects that must be considered during strength training is that the correct muscle or muscles must

be recruited and the body should be place in the correct position when strengthening a muscle.

Stretching involved using methods to increase the length of the muscle, this will then allows joint

structures, and bone to move into the correct position. Often tight muscles will pull structures away

from their ideal position.

To identify which method you must use, can be identified during the static or dynamic postural

appraisal. This will often indicate which structures are being pulled out or weak and not maintaining

its position. It is more than likely that their will be a combination of the two methods needed to be

used together i.e. stretch one muscle and then strengthen another.

HOW TO CORRECT POOR POSTURE

The following table will provide examples of postural variances and strategies to improve the

imbalance.

LORDOSIS

Postural

Variance

‐ Accentuated low back curvature. Abdomen is

protruding.

‐ Could be you are carrying too much body fat.

‐ Abdominal muscles have become permanently

stretched.

Strategy to help

correct this:

‐ Both sides of the body have to be exercised.

Abdominal strengthening. Back muscles shortened so

stretches required.


FORWARD (ROUNDED) SHOULDERS

Postural

Variance

‐ Anterior muscles shoulders chests become shortened.

Muscles of your upper back and between your

scapulas become permanently stretched and

weakened.

Strategy to help

correct this:

‐ Stretch the front of the shoulders (pec minor) (leaning

through a doorway with arms on the door frame) and

strengthening the upper back by pushing your

shoulder blades together (rhomboids and lower

traps)

LATERAL SHOULDER/HIP HIKING

Postural

Variance

‐ Uneven shoulders across the front affecting spinal

alignment – may lead or be caused by scoliosis.

Strategy to help

correct this:

‐ Equal work undertaken by both sides of the body will

have a positive effect in correcting this condition.

ANTERIOR PELVIS TILT

Postural

Variance

‐ Pelvis is tilted forward‐ forcing slight bend at the hips

‐ Exaggerated low back curve

Strategy to help

correct this:

‐ Stretch hip flexors and lumbar extensors

‐ Strengthen abdominals

POSTERIOR PELVIS TILT

Postural

Variance

‐ Pelvis tends to tilt backwards ‐ flattening low and mid

back

‐ Little to no definition between legs and bottom

Strategy to help

correct this:

‐ Stretching abdominals and hip extensors

‐ Strengthen back extensors and hip flexors

MILITARY POSTURE


Postural

Variance

‐Forces you to flatten out your neck and mid back

‐Shoulder dynamics become faulty due to the forced

depression of the collar bone and shoulder blades

‐Tilting pelvis forward and causing pressure on

vertebrae

Strategy to help

correct this:

‐ Increase mobility of mid‐ back

‐Strengthen shoulder girdle Increase mobility of

shoulder blades

‐Learn to disassociate arm movement from trunk

‐Stretch neck muscles

SCOLIOSIS

Postural

Variance

‐Weaker and tighter musculature on either side of the

curvature.

Strategy to help

correct this:

‐Stretch muscles on the concave side of curvature

‐Strengthen muscles on the convex side of the

curvature.

KNEE HYPEREXTENSION

Postural

Variance

‐ Knee bends beyond its normal extension.

Strategy to help

correct this:

‐ Stretch Quadriceps – special emphasis on the rectus

femoris

‐ Strengthen – Hamstrings, Gastrocnemius


EXERCISE CONTRAINDICATIONS AND POSTURE

Some posture dysfunction can cause result in certain movements place risk on structures within the

body. Below is a table showing exercises that may be contraindicated for individual who do not

have ideal posture.

Contraindicated Exercises

i.e. potentially dangerous exercises

Possible reasons

The plough (lying supine, taking legs over

the head and touching toes on the

ground)

o Excessive strain on lower back and discs

o Contraindicated for those with existing back

problems

o Dangerously strong neck stretch

o Reinforces faulty posture (inverted back)

o Compresses heart, lungs and interferes with

breathing

Hurdler’s stretch

o Promotes knee instability

o May cause patella to subluxate through twisting

and compression forces

o Strain placed on lower back

Deep squat or deep knee bend

o Endangers lateral ligaments of the knees

o Compresses patella with potential damage to

knee cartilage

o Risk increases with addition of weight

Standing torso twist

o Strain the ligaments of the knee

o Develops momentum, which may exceed the

absorbing capacity of the muscles being stretched

Straight leg standing toe touch or

hamstring stretch

o Stresses medial aspect of knees

o Causes hyperextension at the knee

o Places increased pressure lumber region

Upright row

Shoulder or rotator cuff impingement occurs with the

internal rotation of humerus upon lifting resistance.

The tendon will gradually become irritated.

Burpees

The squat position places strain on the cruciate

ligaments and the thrust movement increases the

potential to hyperextend the lumber back.


Bench press

Often contraindicated because weight is often too

heavy for lifter. Most common bench press injury is

front deltoid tear due to its weakness compared to

chest and back hyperextension

Depth jump

Often legs will flex leading to knees flexing beyond the

toes.

ROLES OF MUSCLES IN POSTURE

In posture a muscle group can have one of 4 roles:

o Agonist – a prime mover muscle or muscle that causes specific movement

o Antagonist ‐ a muscle that relaxes while another contracts; "when bending the elbow the

triceps are the antagonist"

o Fixators ‐ a muscle acting to immobilize a joint or a bone; fixes the origin of prime movers so

that muscle action can be exerted

o Assistors ‐ help the agonist muscle

Examples of muscles pairs:

AGONIST (Prime Mover) ANTAGONIST

Biceps Triceps

Deltoids Latisimus Dorsi

Pectoralis Major Trapezius/Rhomboids

Rectus Abdominis Erector Spinae

Iliopsoas Gluteus Maximus

Quadriceps Hamstrings

Hip Adductor Gluteus Medius

Tibialis Anterior Gastrocnemius


PART B – DYNAMIC POSTURAL APPRAISAL

READ

Textbook ‐ 4

Also known as functional movements tests, the dynamic postural appraisal is completed when your

client is performing simple movements and common fitness exercises. It evaluates movement

patterns to establish:

o muscle strength and deficits

o asymmetrical differences in muscle flexibility

o symmetrical range and restricted ROM

o balance and co‐ordination of movement

In Certificate III Module 1, we identified squat test, hurdle step test and lunge test as methods to

assess functional movement, in this Certificate IV module, we will be going into greater depth into

these test and dynamic posture apprasial (functional movement analysis).

WHAT IS GOOD DYNAMIC POSTURE?

Dynamic posture allows the body to maintain normal relationships among its muscles while the

activity is being performed.

Proper dynamic posture also leads to coordinated movement. Each posture in movement is a

momentary alignment of body segments, and successful movement is determined by the ease of

transition from each posture to the next.

If one segment or link in the kinetic chain is out of sync, there is potential for a performance error

or injury.

Ultimately, the test of good dynamic posture is whether it results in easy transition to the next

posture.

DYNAMIC POSTURE TESTING

Dynamic Posture Testing is about observing a client in motion.

The best method is to use a combination of the naked eye and video. View the client from different

angles and then watch him or her in slow motion on the video (if available).

The analysis must be done with the goal of the movement in mind. Remember that posture is

highly individual to each person’s body structure.


Observe the flow and pattern of movement, and do not try to pick out small defects. If there is

smoothness and efficiency to the movement, then everything is acceptable, even if a defect was

detected in a static position.

However, if there is not a flow to the client’s movement, for example if there are breaks in the

movement or there is a lack of rhythm, then there is a problem.

Be sure to start out with a clear concept of what the movement should look like. How does your

client match up to that concept?

DYNAMIC POSTURE TESTING

DEEP SQUAT TEST

The deep squat test involves the client performing several deep squats whilst holding a bar above

their head horizontal. The training with analyse the movement from the anterior, posterior and

lateral views to identify whether there are any faulty movement patterns, restricted ROM and

problems with balance or co‐ordination

Purpose of the deep squat test

The deep squat test challenges full body mechanics and their involvement as a kinetic chain during

this movement. (A kinetic chain is the link between muscles and joints throughout the body and

implies that restriction in one area will have a knock on effect to another area).

During this full movement, the strength, balance, flexibility and range of movement of the lower

extremities is challenged along with the symmetrical flexibility and mobility of the shoulders and

the thoracic spine. This will indicating any bilateral differences or unilateral restrictions present

during the movement, indicating where the client may need exercise focused towards.

Implementing the deep squat test

The client must start in a standing position with their feet roughly shoulder width apart aligned in

the sagittal plane. The shoulders should be flexed and abducted and elbow extended whilst holding

a bar in the horizontal position above the head. This is the starting position.

The client is then asked to lower themselves as deep as possible to perform a squat. During this

squat the client must remained in the most centrally aligned position as they can, ensuring the bar

is kept horizontal and pressed above the head, the head and chest are aligned in the sagittal plane.

The client then raises back to the starting position in a controlled stable manner, remaining in the

same alignment.



Indications of Faulty movement

Reason for faulty movement

Checkpoint View Faulty movement Possible Overactive

muscle

Possible Underactive

muscle

Anterior Foot turns out

Soleus

Lateral gastronemius

Bicep Femoris (short

head)

Medial gastronemius

Medial hamstring

Glute medius/maximus

Heel lift Soleus Anterior tibialis Foot

Posterior Foot Flattens

Peroneals

Lateral Gastro.

TFL

Anterior Tibialis

Posterior Tibialis

Glute Medius

Medial Gastro.

Move inwards

Adductor complex

TFL

Vastus Lateralis

Lateral Gastro.

Glute medius/Maximus

Vastus Medialis Oblique

Medial Hamstring

Medial Gastro. Knee Anterior

Move Outwards

Piriformis

Bicep Femoris

TFL

Glute Minimus/Medius

Adductor complex

Medial Hamstring

Glute Maximus

Excessive forward

lean

Soleus

Gastro.

Hip flexor complex

Abdominal complex

Anterior Tibialis

Glutes Maximus

Erector spinae

Low Back Arches

Hip flexor complex

Erector Spinae

Latissimus Dorsi

Glute maximus

Hamstring

Intrinsic Core Stablizers

Lumbo‐Pelvic

Hip Complex Lateral

Lower Back rounds

Hamstring

Adductor Magnus

Rectus abdominus

External obliques

Glutes Maximus

Erector Spinae

Intrinsic Core Stablizers

Arm Falls forward

Latissimus Dorsi

Pectoralis major/minor

Teres major

Caracobrachialis

Mid/lower Traps

Rhomboid

Rotator Cuff

Posterior Deltoid

Forward head

Levatr Scapula

Sternocleidomastoid

Scalenes

Deep Cervical Flexors Upper Body Lateral

Shoulder Elevation

Upper Traps

SCM

Levator Scapula

Mid/Lower Traps

Rhomboids

Rotator Cuff

Table taken from National Academy of Sports Medicine.

MUSCLE OBSERVATION

When observing a dynamic movement with particular reference to muscle, you are looking for:

o diminished muscle strength

o limited flexibility

o diminished muscle endurance

EXAMPLE TURN 180 ASSESSMENT FOR OLDER ADULTS

“TURN180” is a clinically useful test of dynamic postural stability suitable for assessing frail elderly

people.

Previous research indicates that people who take more than four steps to complete a 180° turn

have an increased risk of falling compared with people who take four steps or less.

It is a valid measure of dynamic postural stability which allows quick identification and an indication

of the severity of problems in people who have difficulty in maintaining a stable position.

The test requires no apparatus apart from locally available sturdy furniture and can be performed

in people's homes and doctors' surgeries and at hospital bedsides as well as in more spacious

locations.

Try this very basic dynamic postural test. Even though it is for frail elderly people, discuss and use

this simple dynamic postural test to explain the concept of dynamic postural assessment and the

previous section of notes.

UNDERTAKING A BASIC OBSERVATION TEST – EXAMPLE 1

Here is a simple example you can undertake with a friend. Have a friend do the following two basic

movements:

a balance on one leg (swapping legs)

a jump one leg (swapping legs)

Before they do the action consider what the movement should look like. What are you expecting to

observe when a client does this on both legs?

After conducting the tests, discuss what was observed for your client:

o Were joints stable?

o Did the movement flow?

o Was the client balanced? If not, at what stage not balanced?

o What was observed between the different sides, left and right?


Review and consider your findings and then answer these questions:

o Do you think there are any muscle strengths and deficits?

o Is there symmetrical development?

o Is there symmetrical range?

o Is there coordination of movement?

UNDERTAKING A BASIC OBSERVATION TEST – EXAMPLE 2

As a second example of conducting a postural assessment observe someone doing a basic squat

with no weights.

Before the person does this movement, consider what the movement should look like. Conduct the

tests and review what was observed. This is how a squat should be done correctly:

For squatting movements, the client's base should be wider, at least a shoulder‐width apart

(depending on the athlete’s body proportions).

The weight distribution should be even and the client should feel like he or she is pressing

against the floor.

There should be proportional bending of the ankle, knee, and hip.

Puffing the chest out will put the back in the correct position.

The head should be neutral.

Now using these instructions on how to conduct a squat movement properly, train your client on

the correct movement and correct mistakes in their current technique.

Get feedback on how your client feels with the changes.

JOINT RANGE OF MOVEMENT

Joints are where the bones come together allowing for movement of the skeleton. All of the bones

form joints (except the hyoid bone in the neck). Joints are complex structures made up of many

parts.

Range of motion is the normal range of movement for a joint, specifically:

o flexion (how far it can be bent)

o extension (how far it can be stretched out)



Generally speaking, range of motion refers to the distance and direction a joint can move to its full

potential.

Each specific joint has a normal range of motion that is expressed in degrees.

REDUCED RANGE OF MOTION

Limited range of motion is a reduction in a joint's normal range of movement. Limited range of

motion can result from:

o mechanical problems o injuries

(sports injuries, fractures, dislocations,

etc.) o swelling

o muscle spasticity o disease

(many types of arthritis can lead to

decreased range of motion)

o joint pain

o inflammation

(bursitis, tendonitis, etc.)

o infection

ASSESSING JOINT RANGE OF MOVEMENT

Assessing range of movement (ROM) can be done by

observing your clients undertaking a joint movement and

observing their ROM compared to the average range of

movement expected (see handout for average ROM table).

Often observing major joints just with the naked eye will

assist you in determining ROM.

Otherwise advanced tools such as a flexometer, goniometer or plurimeter can be used for more

accurate results.



As a personal trainer it is important to measure and ‘estimate’ ROM to be used in everyday training.

NORMAL RANGE OF MOTION FOR EACH JOINT

It's important to know the normal range of motion for each joint.

After physical examination, if it is determined that your client has limited or abnormal range of

motion in one or more joints, you can put together a treatment plan for them.

Your client can be reassessed later for range of motion to determine if the treatment is effective.

Clients who have joint surgery must also go through extensive rehabilitation to get back to normal

range of motion in the affected joint.

REFERRING TO ALLIED HEALTH PROFESSIONALS

If your client has extremely limited range of motion and is not responding to a gentle stretching

program, you should refer them to allied health professionals such as physiotherapists to get a

more detailed ROM assessment.



PART C ‐ MOTIVATIONAL PSYCHOLOGY FOR

FITNESS PROGRAMMING

Individuals operate and perform best under different circumstances and in diverse environments.

They are also driven by different goals and outcomes.

Sport psychology is the area of motivational psychology of the fitness industry and professional.

Knowing how to focus and set our clients’ goals, building their self‐confidence and communicating

well are all key skills that need to be effective to get the best results for the client.

Changing or maintaining behaviour is the key objective of motivational psychology in order to

achieve better health levels. This psychology is not only about psyching people up, but guiding and

leading the client through a journey of self‐improvement and lifestyle change.

A program is only useful to a client if they are motivated to execute it with consistency and

commitment.

MOTIVATIONAL THEORY

Motivation is a state in which a person or client experiences the desire coupled with energy to

pursue a goal.

This includes how motivation propels and directs people’s behaviour and the reasons why people

try to achieve goals. Explanations for drive range from physiological states in the human body, such

as hunger or thirst, to cultural and social interactions with other individuals, such as the needs for

approval, recognition, or respect from others.

When a particular need is not met, the result is a reduction in drive. This is when the body becomes

tense. Hunger is an example of this and the need to eat. This would create a state of tension in the

body, and the individual would be motivated to seek out food. Once the objective is met, the drive

or need to eat diminishes.

INTRINSIC MOTIVATION

This is motivation from within a person, driven by a desire to perform well and succeed.

o Desire to overcome a problem or task i.e. health issue, injury

o Development of skills to overcome a problem i.e. methods of training to achieve a goal

o Practicing good habits that become successful i.e. eating and training

o A feeling of pride and enjoyment in performing the skill

o Ongoing goal setting in order to progress and maintain motivation to make training and

lifestyle sustainable


EXTRINSIC MOTIVATION

Extrinsic motivation comes from a source outside of the participant. These are things which can

encourage the athlete to perform and fall into two groups:

Tangible rewards: these are physical rewards such as medals and money. These should be used

sparingly with young athletes to avoid a situation where winning a prize is more important than

competing well. And with clients, this would only offer a short term fix when a long term change of

behaviour is required.

Intangible rewards: Praise, recognition and achievements. These should be used on a regular basis

to encourage the athlete to repeat the behaviour which earned the praise.

This method seems to be more successful amongst the majority of clients.

BEHAVIOURAL THEORIES

Researchers have developed a number of different theories to explain motivation. Each individual

theory tends to be rather limited in scope. However, by looking at the key ideas behind each

theory, you can gain a better understanding of motivation as a whole.

INSTINCT THEORY OF MOTIVATION

According to instinct theories, people are motivated to behave in certain ways because they are

evolutionarily programmed to do so. An example of this in the animal world is seasonal migration.

These animals do not learn to do this. It is an inborn pattern of behaviour.

INCENTIVE THEORY OF MOTIVATION

The incentive theory suggests that people are motivated to do things because of external rewards.

For example, you might be motivated to go to work each day for the monetary reward of being

paid.

DRIVE THEORY OF MOTIVATION

According to the drive theory of motivation, people are motivated to take certain actions in order

to reduce the internal tension that is caused by unmet needs. For example, you might be motivated

to drink a glass of water in order to reduce the internal state of thirst.

AROUSAL THEORY OF MOTIVATION

The arousal theory of motivation suggests that people take certain actions to either decrease or

increase levels of arousal.

HUMANISTIC THEORY OF MOTIVATION


Humanistic theories of motivation are based on the idea that people also have strong cognitive

reasons to perform various actions e.g. those identified by Maslow’s Hierarchy of Needs.

COGNITIVE THEORIES

ACHIEVEMENT THEORY

This is a theory that establishes a relationship between personal characteristics, social background,

and achievement.

AFFILIATION THEORY

People will participate in physical activity if their significant others are involved. Extroverts like

training with their partners, for example, and adhere with motivation to training as a result of this.

AROUSAL THEORIES

HULL'S DRIVE THEORY

The graph on the right demonstrates a linear relationship

between performance and arousal.

This means at low levels of arousal, performance is low and

performance increases in line with an increase in arousal.

This theory also explains that novices to the sport often do not

perform well under pressure and their skill level decreases due to

poor habits and poorly learned techniques.

Experienced athletes tend to perform better under pressure due to their superior skills and the use

of stress management techniques.

This theory can be expressed using the following equation:



Performance = habit x drive (arousal)

INVERTED U LAW

This law states that arousal improves performance up to an

optimal point.

Past this point, performance begins to decrease. When

drawn on a graph this appears as an upside down U shape.

There are three rules which surround this theory:

o Activity: Some sports are better performed at low

arousal, mainly those which require small, precision

movements and control, e.g. shooting, golf, archery

o Skill level: Beginners to a sport require all of their attention to be focused on the task in

hand and so do not cope as well with over‐arousal. Highly skilled individuals have the skill

well practiced and so do not require such high levels of concentration meaning they can

deal better with the arousal level.

o Personality: Extroverts perform better in high‐pressure, high arousal situations. Introverts

tend to do better in a state of low arousal. This is thought to be connected to part of the

brain called the RAS or reticular activating system. This controls the level of arousal.

Introverts have a highly stimulated RAS and so avoid stressful situations, whereas extroverts

need high arousal situations to stimulate the RAS.

ZONE OF OPTIMAL FUNCTION

This arousal theory suggests that people seek to maintain a level of arousal i.e. a level of tension,

energy, or excitement. People may be motivated to engage in certain behaviours in order to change

their level of arousal. People, therefore, perform best when they experience an ‘optimal level’ of

arousal.

If it falls below this level, people do not perform as well because they may be disconnected from

the task. If it falls above, people are too aroused to perform well. If an individual is bored or not

intellectually stimulated, he or she may try to seek arousal by engaging in exciting or fun activities.

However, too much arousal may hinder performance or motivate the individual to leave a situation

in order to decrease the high level of tension. So, clients ideally seek moderate levels of arousal in

their sessions and time spent with you.



MOTIVATIONAL TECHNIQUES

We have already discussed how being over stimulated or under stimulated can lead to poor

outcomes. Here are some techniques to help provide the right level of motivation.

VICARIOUS EXPERIENCE

This type of experience is where another person is introduced to the client to increase their

motivation. This person is someone the client can relate to, for example is in a similar situation or

has been and has made it through to the other side. This experience can be intensified if the

introduced person is of a similar build, size, sex and /or resources at their disposal.

SELF TALK

To control arousal and increase motivation, more than one technique may need to be used. Self‐

talk is being aware of what it is we say to ourselves. Sometimes this is referred to as mind chatter.

If utilised, this technique can be used to improve the performance and motivation of the trainer

towards the client.

IMAGERY

Think about when you are driving to a destination and you visualise the streets and landmarks of

where you want to go. Use this as a trainer to help the client visualise where they want to go and

how to achieve their goals.

This technique helps create a desired state. Imagery can be used to relax a client imagining they are

in a certain place physically or even the way they would like to see themselves. This can reduce

tension and anxiety.

RELAXATION

This can help a client to decrease arousal and produce more motivation. There are many methods

used to relax such as progressive muscular relaxation, deep abdominal breathing, yoga, tai chi,

massage, listening to music and hypnosis.

Other relaxation techniques include stress management and personal time out. Managing time

each day impacts the way that different people cope with stress. Time management techniques

help us to organise our day so we can achieve the tasks required for that day. Writing down the

tasks, breaking them down and completing parts at a time can help reduce this pressure. Be aware

of how you spend your time and if you are making best use of your time.

WHAT DOES THIS MEAN FOR TRAINERS?

Control environmental arousal factors such as the noise level, temperature and comfort. This allows

you to put more arousal factors that are beneficial to learning without going into arousal overload.


When training tasks that are high on the cognitive scale or are highly complex, use less motivators

and keep the stress level low. The brain tends to shut certain aspects out when it has too many

inputs coming in at once, and the one input that you do not want it to shut out is what your

learners need to learn. Some trainers call this brain‐overload or brain‐cramps. This does not mean

you cannot make the material interesting, just keep their arousal on an even level.

Outdoor or physical team training activities require more arousal techniques. This is where the

trainer has to become more of a football type coach and less of a trainer. The effort to reach the

peak arousal point where the most change (learning) takes place is higher on this scale than

cognitive learning. To reach that peak arousal point you need to provide more stress and

motivation.

Tests can be great motivators for getting clients to train. Tests show clients that they have achieved

something, have mastered the task, can do something without failing, or have risen to the

challenge.

But test taking anxiety can push some learners' arousal level over the peak arousal point. You can

reduce stress levels by supplying a team environment or by comparison benchmarking.

When the optimum arousal point goes too low then use activities that get the client to interact or

move. Provide inspirational speeches or challenging games.

When the optimum arousal point goes too high then take the cognitive focus off the goal (eliminate

"what if" statements) and place it on the process. Take a break, stretch or do some deep breathing.

Play a fun, but interesting game.

Some trainers might believe that all anxiety must be removed from the training environment. But,

again, there is an optimal level. The Optimal Arousal Level can be thought of as the Optimal

Motivational Level. And one of the things that motivate people is anxiety. In some instances,

anxiety is actually helpful in achieving a goal.

Anxiety tells us to take immediate action by releasing adrenaline into the bloodstream, stimulating

the heart, raising the metabolic rate, and increasing the blood glucose concentration. Anxiety is

what helps athletes win races or rescuers reach someone in distress.

THE LEARNING ZONE

How do you know when you have reached the optimum arousal point for your learners?

In sports, a player who is playing well is at the optimum arousal point and is said to be “in the

zone.”

Achieving the optimum arousal level in a training environment puts students in the Learning Zone:

o They become totally involved in the learning process by focusing in on the task to be learned

as non‐learning stressors have been eliminated.


o They lose self‐consciousness of the fear they might fail and gain a desire to succeed as their

emotions are now tied to the learning environment. The idea of failing is replaced by the

idea of overcoming challenges.

o They have clear visions of what the task to be learned can provide as they know how it will

help them in their future endeavours.

o They have a sense of being in control of their learning environment as they are eager for

learning (they are NOT just going through the motions).

o They become more intrinsically motivated (self‐directed) because they want to learn the

task (their focus is on the task rather than reward and punishment).

GOAL SETTING

Goals are an important aspect of enthusiasm and motivation. They provide a viable target to work

towards. They can encourage us to go that extra mile, put in the extra effort needed. But they need

to be tailored to suit the person or persons to whom they are directed.

Unrealistic goals can be almost counterproductive. They discourage and make people lose heart.

Sometimes unrealistic goals can result in people becoming badly stressed and negative about

themselves and their capabilities. They can highlight people’s weaknesses and make them more

visible.

SMART GOALS

Goals must be SMART to be attainable:

o Specific

o Measurable

o Attainable

o Realistic

o Time related

Goals can even be SMARTER:

o Specific

o Measurable

o Attainable

o Realistic

o Time related

o Exciting

o Recorded

Some people like to have a main goal with checkpoints along the way. For example, with weight

loss, or training for a marathon or a competition, it can be a positive part of the process to set a

particular long term target, but also have short terms goals that recognise and appreciate what has

been achieved to date.

Motivation is a key part of goal setting. Some people are good at self‐motivation. They compete

against themselves and can maintain the level of enthusiasm required to reach their goal. Others

will require your help to retain motivation.


Teams will often include people with different skill sets. Members of a team often work to motivate

each other at different times. Difficulties can arise when one or two people are highly motivated

and work hard, whilst other members sit back and let everyone else put the effort in. The knack

with a team effort is in keeping everyone enthused, especially when there are different elements to

the task.

BARRIERS TO PARTICIPATION IN EXERCISE

There are many factors or barriers that significantly affect a decreased adherence to exercise.

o lack of interest

o poor health

o bad weather

o depression

o lack of strength

o fear of falling

o shortness of breath, and

o low outcomes expectation

BARRIERS IN OLDER ADULTS

The benefits of exercise in older adults are well established. Research has shown that for older

adults (≥65 years of age) exercise can reduce frailty, increase walking speed, improve the ability to

live independently, and increase life expectancy. Exercise significantly reduces the risk for

cardiovascular disease, adult‐onset diabetes, and osteoporosis, and it is associated with a reduction

in health care costs. In addition, participation in regular exercise can significantly improve balance

and reduce the risk of falls in older adults.

Researchers have identified a variety of factors that determine adherence to exercise in older

adults. Some of these factors increase adherence (motivators), whereas others decrease adherence

(barriers). For example, one of the strongest motivators affecting exercise adherence in older adults

is self‐efficacy (the concept that a person is capable of controlling his or her own behavior). A

second motivator is outcome expectation, which is the belief that specific consequences will result

from specific personal actions.

Barriers shown to decrease adherence to exercise in older adults include insufficient time, lack of

social support, no place to exercise, no transportation to an exercise site, and insufficient money to

either buy exercise equipment or join an exercise facility. Fear of falling and fear of injury while

exercising also are significant barriers. Finally, researchers have found that increased stress and

depression levels, increased age, decreased health status, and lack of enjoyment while exercising

are associated with poor exercise adherence.



ENVIRONMENTAL FACTORS

Within the fitness industry, classes and sessions are conducted in multiple environments, either

indoor or outdoor. These two environments present two very different surroundings and require

strategies to keep clients motivated on their journey training in either of these.

INDOOR

There are a number of factors in an indoor setting that will affect the motivation of a client:

o the room setup

o the colours in the room

o the furnishings

o fittings

o equipment provided and its state of repair

o cleanliness of the facilities

o organisation

o type of music

o light and ventilation

The presentation and attitude of the instructor also plays a very large part in the ongoing

participation of the client to this class

OUTDOOR

Outdoor training poses another perspective to take into consideration to maintain motivation for

the client. Considerations of weather, location and the presence of onlookers play a major role in

the influences on the client to this type of training environment.

AS fitness professionals are training outside, there are factors that will be out of their control. This

includes the weather being too hot or cold, the terrain being damaged by wildlife, broken glass on

the ground, or muddy areas. Strategies such as having back up plans for extreme hot or cold or wet

weather and also planning to survey the area before the session are critical to ensure the safety

and comfort of the participants and ensuring adherence to training in the long term.


PART D ‐ TRAINING AND COMMUNICATION SKILLS

A great personal trainer can provide clients with lots of information about nutrition and training.

They can advise the client on changes to their habits and motivate them to achieve their goals.

A great personal trainer must capture the attention of their client and connect with them. For

example, out of two clients that may be in the same training session, the same technique may be

understood easily by one but not the other due to his body language, tone of voice or words used.

It is difficult, until you get to know your client, what their preferred learning style is.

Communication comprises of 55% body language, 38% tone of voice, 7% content of words.

When communicating with a client, your body language and tone of voice will have greater impact

than the words you say.

For example, a trainer saying "you are doing really well" while mumbling, hunched over, and

looking away will be interpreted as insincere.

There are 3 primary types of learners and a good Personal Trainer will be able to communicate

appropriately with all types. These types are visual, auditory and kinaesthetic learners.

o Visual communication – creation of visual representations e.g. signs, drawing, design,

illustration, demonstration.

o Auditory (Oral) communication – referring to the spoken verbal word. Typically, words are

supported by visual aids and nonverbal elements to convey the message to appeal to all the

learning styles in an audience. Be aware of voice inflection, tone, tempo, fluency.

o Kinaesthetic (Nonverbal) communication ‐ e.g. gestures, body language, posture, eye

contact, facial expressions, movement, body sounds.

NONVERBAL COMMUNICATION TECHNIQUES

Nonverbal communication is usually understood as the process of communication through sending

and receiving wordless messages. i.e., language is not the only source of communication, there are

other means also. Messages can be communicated through:

o Movement

o Gestures

o Touch

o body language

o posture

o facial expression

o eye contact

CHARACTERISTICS OF NONVERBAL COMMUNICATION

o Messages primarily communicate emotions and attitudes.

o Cues substitute for, contradict, emphasize or regulate verbal message.

o Cues are often ambiguous and continuous.

o Cues can be more reliable than verbal cues.

o Cues are culture bound (they will have different meanings depending on the culture of the

user/receiver)

CLOTHING AND BODILY CHARACTERISTICS

Uniforms have both a functional and a communicative purpose.

As a fitness instructor, your uniform and clothing will identify you as a fitness professional.

If you wear a logo you will become a spokesperson of the brand. Elements such as your physique,

height, weight, hair and gender will send nonverbal messages during interaction. You must ensure

that these characteristics promote you as being professional, approachable and trustworthy.

MOVEMENT AND BODY POSITION

Kinesics, or body language, is one of the most powerful forms of nonverbal communication as it

describes how people communicate through posture, gesture, stance, and movement which is very

important in maintaining your rapport with your clients.

Posture – Your posture plays an important role in your communication efforts. A slumped posture

indicates that you have low spirits, are fatigued or that you feel inferior. An upright posture shows

high spirits and confidence. If you lean forward it implies that you are open and interested. Leaning

away shows disinterest or that you are defensive. Maintaining a rigid posture is interpreted by

many to mean that you are defensive, while a relaxed posture translates to openness. Crossed arms

and legs indicated a defensive, proactive position, while uncrossed arms and legs indicate a

willingness to listen. Ensure that your posture conveys approachability and trust.

Gesture – A gesture is a non‐vocal bodily movement intended to express meaning. They may be

articulated with the hands, arms or body, and also include movements of the head, face and eyes,

such as smiling, winking, nodding, or rolling ones' eyes. A smile and a nod when a client performs

an exercise properly conveys as much meaning as saying ‘good job’.

Haptics – This is the study of touching as nonverbal communication. Touches that can be defined as

communication include handshakes, holding hands, back slapping, high fives, a pat on the shoulder,


and brushing of an arm. These forms of touching can be important for motivation but must be

balanced with being professional.

Eye contact – Some people find it difficult to look at someone in the eyes when they are talking to

them, but direct eye contact is essential in our society to demonstrate a self‐assured, honest

personality. This is a vital element for a personal trainer to build rapport with their client.

Paralanguage – These are the nonverbal cues of the voice which may change the meaning of

words. There are many examples of how paralanguage can change the meaning of words. If you

were telling your client that they have done a good job, but you use a sarcastic tone, it will

completely undermine the comment that they had done a good job. If you tell the client that you

have time to listen to them but you talk too quickly, this will convey that you don’t have time to

listen at all.

BARRIERS TO COMMUNICATION

Starting an exercise program and introducing new habits into the lifestyle of a client can be difficult

as a trainer, but also an overwhelming experience for the client.

When the client feels this, they can present barriers that will hinder your effectiveness and that of

the program and in turn hinder the goals of the client. These barriers could include:

o Being preoccupied

o Having emotional blocks

o Being hostile towards you or training

o Bad past experiences

o A hidden agenda from their true goal

o An inability to communicate their true feelings and/or intentions

o Feeling stereotyped or categorised as a particular type of person in a fitness environment

o Adverse physical environment

o Mind–wandering

o Defensiveness

ELIMINATING BARRIERS

Language

A trainer needs to know when to speak more slowly or more clearly with certain clients. A client

who does not have strong English skills will require more attention to nonverbal signals.

Demonstrations and visual cues work more effectively in these cases.

Use of jargon


Technical jargon can cause a big communication breakdown. Fitness trainers know a great deal of

technical information pertaining to the human body, function and exercise. Clients usually do not

know this same jargon and information. Keep your explanations simple so they can be understood.

Questioning

This is providing only part of the information. A client may only present part of a story of the

program they needed to complete at home. They completed only part of what you asked from

them or are hiding from you that they did nothing at all. Here you will need to use open ended

questions to extract the information you need to probe and find the truth of what they did or did

not do.

Timing

A message can be delivered at the wrong time. For example, if the client is practicing one

technique, it is not the correct time to talk about another.

Avoiding Distractions

Strategies can be implemented to avoid these distractions and barriers. Write down the important

points from the session, communicate clearly and concisely, and reduce arousal by creating rapport

with the client and be in a location that has decreased arousal stimulus.

Physical distractions

These distractions are found all around us today. Consider loud music, noise, a group of people,

movement or people surrounding the listener.

These can all cause distraction to the listener causing them to misinterpret or miss information

altogether. Being in a quiet environment with minimal distractions is a good way to avoid these

issues.

Eliminating Emotional Barriers

Emotional barriers such as aggression, hostility, mistrust and defensiveness are often linked to fear.

Clients may be scared of admitting the truth about their habits, frightened of being able to

participate or just of not knowing what might happen. In order to break through emotional barriers,

you as a trainer must be calm, strong, professional, approachable and trustworthy. You will need to

build a rapport to be able to break down barriers that prevent poor outcomes.

PERSONAL ATTITUDES AND VALUES

A personal trainer must be well presented with a professional and tidy appearance. After all, we are

in the business of impressing clients with the way we live, look and feel which is the very reason

they would like to train with you.

Along with this, we as personal trainers must also have a positive attitude towards our work and

our clients. We are responsible for providing the energy and environment where the client feels

motivated and energised by us so they can live, look and feel happy themselves and ready to train


the best they can each and every time. A positive attitude will rub off on your clients and will

motivate them every time they train with you.

To reinforce the way we live, look and feel, we must be well versed in our field. Knowledge that you

convey and share with clients will help them truly respect you and follow the guidelines needed for

them to achieve their goals. We must always be up to date and informed.

Being approachable means that client’s will trust you and provide information that will help you

help them to achieve their goals. It also helps you to attract new clients. This attitude means you

can initiate more conversations and more possible prospects. For example, if clients have difficulty

at home or with work this may affect the effort they put into their training.

Enthusiasm and positivity are keys to maintaining a great client experience in a training session. We

must make sure we balance this out with knowing when to be firm or when to relax. Personal

training is not just about writing programs and training, it is helping to motivate the client and

achieve their goals.


CERTIFICATE IV MODULE 1

ASSIGNMENT Please note: Assignments may change slightly; changes will be actioned on downloadable

version. This is accessible from www.acsf.com.au/fitnesscourse.


CERTIFICATE IV IN FITNESS

MODULE 1 – YOUR CLIENT

ASSIGNMENT TASK

GENERAL INSTRUCTIONS

The assignment is in 2 sections with 3 parts each. Please ensure that you submit complete

assignments including both sections and all parts.

You may use your Cert IV Module 1 course notes and any other resources available to you. We

advise you to use as many research strategies as possible to acquire a good understanding of the

subject matter. Although you may use various sources, you must always ensure that your work is in

your own words, plagiarism is strictly not allowed. You may use references, as long as you identify

the source.

Please submit your assignment based on the submission instructions in the course overview

information.

If you have any questions how to complete assignment question please email or contact your tutor.

COMPETENCIES BEING ASSESSED

Within this assessment task you will be assessed on your ability to demonstrate competency in the

following sections:

Section 1 – Postural Appraisals

Explain exercise screening procedures Part A: Prepare client for

appraisal Explain the aims of postural appraisal

Identify postural variances

Explain the relationship between posture and injury prevention

Conduct a static postural appraisal

Explain ideal postural alignment Part B: Analyse static posture

Compare client’s posture to the ideal posture

Part C: Provide information

Identify joints, muscles and connective tissues that may need stretching or

strengthening

Describe the common causes of poor posture

Recommend strategies to clients to correct posture


Section 2 – Motivational Psychology

Explain stage of readiness Part A: Support client to

change Identify barriers to exercise

Explain behavioural change models Part B: Strategies to improve

adherence Describe exercise adherence

Describes effective goal setting

Describe a range of strategies to improve adherence

Explain arousal control techniques Part C: Motivational

techniques Explain nonverbal and verbal communication

SECTION 1 – POSTURAL APPRAISALS

PART A – PREPARE CLIENT

You are working in a new, large fitness complex offering a large range of facilities and classes. A

new client approaches you and is interested improving their fitness. You need to conduct an

appraisal in order to develop the appropriate exercise programs.

1) Before undertaking the postural appraisal, you will need to conduct basic pre exercise

screening. Explain what this screening would involve (under 200 words).

2) In bullet points, list the aims of conducting a postural appraisal.

3) Identify and describe 3 different postural dysfunctions (postural variances) that can exist in

clients.

4) Explain the relationship between posture and injury prevention.

PART B – POSTURAL ASSESSMENT

You should complete this task with a volunteer.

1) Conduct a static postural assessment on your partner and record your results using the

forms provided in the appendix. (You do not need to submit this form.)

2) Provide a brief summary (in bullet point form) of your findings from the postural

assessment.

3) Explain what is meant by the term ‘ideal posture’.

4) Identify how your client’s posture is different from the ‘ideal posture’?

PART C – PROVIDE INFORMATION TO CLIENTS


Assume you have just conducted a postural assessment on 3 different clients.

o Client A has significant rounded shoulders.

o Client B has an anterior tilted pelvis

o Client C has excessive kyphosis.

For each of these clients, answer the following questions:

1) Describe the common causes these 3 clients poor posture.

2) Which muscles are likely to need STRETCHING in order to help this client?

3) Which muscles are likely to be STRENGTHENING to help this client?

4) Name exercises you would recommend to one of these clients and why they would help

with their condition?

SECTION 2 – MOTIVATIONAL PSYCHOLOGY

PART A – SUPPORT CLIENT TO CHANGE

In order to support clients to change their exercise behaviour, you will at first need to understand

how ready they are to make that change.

1. Describe each of the following ‘stages of readiness’ from the Transtheortical Model:

a. Pre‐contemplation

b. Contemplation

c. Preparation

d. Action

e. Maintenance

2. List the most common barriers to exercise for clients.

3. There are many behavioural change models that can be used to describe change. 3 models

are:

o Social Cognitive Theory

o Theory of planned Behaviour

o Relapse Prevention model

For each of these models:

a. Briefly explain each of these models

b. Provide examples of strategies that you could use to motivate exercise behaviour

change for EACH of these models


PART B – STRATEGIES TO IMPROVE CLIENT EXERCISE ADHERENCE

1. Describe the factors that determine whether or not a client will adhere to exercise.

2. Describe how you could use short, medium and long‐term goal setting to improve exercise

adherence.

3. Describe a range of strategies you could use to improve exercise adherence for different clients.

These clients are:

o A 55 year old man in relatively good health

o A new mum who is having trouble shifting her ‘baby weight’

o A 29 year old woman who wants to look good in her wedding dress

o An unconditioned 45 year old accountant who has never exercised before

PART C – MOTIVATIONAL TECHNIQUES

1. Arousal control techniques are often used with athletes. Explain the inverted U theory.

2. How can verbal and nonverbal communication be used to motivate a client?


ADDITIONAL READING

ARTICLES The following articles and additional reading will support your learning for this module.



Additional normal values (in degrees) from the table above include:

Hip flexion (bending) 0‐125

Hip extension (straightening) 115‐0

Hip hyperextension (straightening

beyond normal range) 0‐15

Hip abduction (move away from

central axis of body) 0‐45

Hip adduction (move towards central

axis of body) 45‐0

Hip lateral rotation (rotation away

from center of body) 0‐45

Hip medial rotation (rotation towards

center of body) 0‐45

Knee flexion 0‐130

Knee extension 120‐0

Ankle plantar flexion (movement

downward) 0‐50

Ankle dorsiflexion (movement

upward) 0‐20

Foot inversion (turned inward) 0‐35

Foot eversion (turned outward) 0‐25

Metatarsophalangeal joints flexion 0‐

30

Metatarsophalangeal joints extension

0‐80

Interphalangeal joints of toe flexion 0‐

50

Interphalangeal joints of toe extension

50‐0

Shoulder flexion 0‐90

Shoulder extension 0‐50

Shoulder abduction 0‐90

Shoulder adduction 90‐0

Shoulder lateral rotation 0‐90

Shoulder medial rotation 0‐90

Elbow flexion 0‐160

Elbow extension 145‐0

Elbow pronation (rotation inward) 0‐

90

Elbow supination (rotation outward)

0‐90

Wrist flexion 0‐90

Wrist extension 0‐70

Wrist abduction 0‐25

Wrist adduction 0‐65

Metacarpophalangeal (MCP) joints

abduction 0‐25

MCP adduction 20‐0

MCP flexion 0‐90

MCP extension 0‐30

Interphalangeal proximal (PIP) joints

of fingers flexion 0‐120

PIP extension 120‐0

Interphalangeal distal (DIP) joint of

fingers flexion 0‐80

DIP extension 80‐0

Metacarpophalangeal joint of thumb

abduction 0‐50

MCP of thumb adduction 40‐0

MCP of thumb flexion 0‐70

MCP of thumb extension 60‐0

Interphalangeal joint of thumb flexion

0‐90

Interphalangeal joint of thumb

extension 90‐0

© Australian College of Sport & Fitness

ROM – SHOULDER

Shoulder abduction

Internal and external rotation

Forward rotation of shoulder

of shoulder at 90 degrees

ROM – ELBOW



Elbow joint extension and flexion

ROM – WRIST

Wrist flexion and extension

ROM – HIP

Hip flexion

Hip extension

ROM – KNEE

Knee flexion and extension

ROM – ANKLE



Ankle flexion and dorsi flexion


1 How to do a Postural Appraisal WORKSHEET

How to do a Conduct a Postural Appraisal

WORKSHEET Overview

A five-minute alignment assessment can be invaluable in determining a client's areas of tightness and weakness - and in setting goals for manual or movement work. Before Beginning a Postural Assessment

Ask the client's permission to conduct the assessment, and make sure the client is comfortable having you touch him or her. Ask the client to remove shoes and any bulky or restrictive clothing, such as a jacket or thick belt. Have him march loosely on the spot a few times to relax, and then stand in a normal, easy position. Remind him not to correct any perceived postural faults.

SIDE View Observations (Use text descriptions and circle areas on diagram)

Are the major joints – neck, shoulder, hip, knee, and ankle – roughly vertically aligned.

Body lean – neutral, posterior, anterior

Head position – Neutral, Protruded, Retracted Shoulders - Neutral, Protracted, Retracted Spine: Lordosis Y/N Flat Back Y/N Kyphosis Y/N Abdominal sagging Knee position (normal, flexed or hyperextended):


POSTERIOR View Observations (Use text descriptions and circle areas on diagram)

Head/neck tilt : Head rotation : Shoulder level: Shoulder bulk: Scapula distance from spine: Spine alignment: Arm to body distance: Skin creases: Elbow position: Thigh/calf bulk : Calf midline Genu varum or valgus: Foot position:


Correcting Posture to ‘Standard’ (or ‘Ideal’) Posture Now work with your client to have them manually correct the postural imbalances i.e. have them retract their shoulders or head. Do this until you observe they are now standing in the ideal posture. Your client will now feel what this is like to their normal posture. Have them move around and try to re-establish the ideal posture by themselves. Get feedback from your client.

What corrections needed to find neutral?

What corrections needed to find neutral?


Additional Instructions for conducting Plumbline Assessment:

Side View

Observe the client from the side. Are the major joints – neck, shoulder, hip, knee, and ankle – roughly vertically aligned, or does the body sway or bow forward or backward?

Observe the ankle joint from each side. Is it plantarflexed, neutral, or dorsiflexed?

Observe the knee. Is it flexed, neutral, or hyperextended?

At the hip, palpate for the greater trochanter of the femur and the top of the iliac crest. If the peak of the iliac crest is forward of the trochanter, the hip is flexed; if behind, the hip is extended.

At the pelvis, palpate the ASIS and PSIS. They should be level – or, in women, the ASIS slightly lower than the PSIS – for a neutral pelvis. If the ASIS is much lower, the pelvis is tilted anteriorly; if higher, the pelvis is tilted posteriorly.

Palpate the curves of the lumbar, thoracic, and cervical spine. Are they flat, neutral, excessively flexed, or excessively extended?

At the shoulder, observe the position of the humerus and scapula. Is the shoulder girdle rolled forward, pressed back, or aligned vertically with the ideal position of the ear?

Observe the head's alignment. Is it level and directly atop the neck?

Front and Back View

Observe the feet and ankles from the front and the back. Are they pronated, neutral, or supinated?

Observe the knees: are they knock-kneed, straight, bow-legged, or rotating inward or outward?

Observe the femurs: are they abducted or adducted relative to the pelvis?

Palpate the two ASIS from the front. Are they level, or is the pelvis tilted or rotated?

Palpate and observe the ribs for asymmetry and rotation. It can be easier to see misalignment from the back.

Observe the shoulders from the front. Are they level? Palpate the shoulder-blades from the back: are they flush with the ribs, winged, tipped anteriorly, rotated, protracted, retracted, elevated, or depressed?

Observe the head. Is it tilted, shifted right or left, or rotated?

of 4

Motivators and Barriers in Physical Activity

factsandstats1. Motivators

Main reasons for being physically active for Western Australians in 2002 1

Main reason Males (%) Females (%) Total (%)

To improve fi tness 34.1 33.2 33.7

For enjoyment 22.3 17.0 19.6

For weight control 7.1 11.2 9.3

Feel better about self 2.2 4.2 3.2

For reduction in risk of disease 1.3 1.6 1.4

To improve appearance 0.1 0.7 0.4

These reasons were independent of gender, age and location.

The two most common reasons for being physically active given by men and women were to improve fi tness and for enjoyment, followed by weight control (more common for women than men). Weight control was also more important to those aged between 30 and 59 years and was less relevant to those aged 60 years and over and under 30 years.2

YouthTop fi ve reasons why adolescents decide to play community sport:3

1. They like the sport;

2. It keeps them fi t and healthy;

3. They are good at it;

4. They started the sport at school and like it; and

5. Friends who are in clubs encourage them.

Seniors

Western Australians aged 60 years and over were more likely than other age groups to state that their main reason for being active was to reduce the risk of disease.

What motivates seniors to exercise?4

• Having fun and companionship

• Having enhanced control over one’s life;

WWe all agree that e all agree that

physical activity is physical activity is

important for our health important for our health

and that a lack of physical and that a lack of physical

activity can lead to a activity can lead to a

range of health issues range of health issues

such as heart disease, such as heart disease,

diabetes and obesity. diabetes and obesity.

Aside from the personal Aside from the personal

effects of inactivity, the effects of inactivity, the

community pays for it community pays for it

through increased health through increased health

costs.costs.

It is important to It is important to

understand why some understand why some

people choose to be people choose to be

physically active and why physically active and why

others do not, so that others do not, so that

those individuals and those individuals and

groups who are working groups who are working

to get more people active to get more people active

may better target physical may better target physical

activity programs.activity programs.

of 4


factsandstatsMotivators and Barriers in Physical Activity

factsandstats

• Achieving lifelong activity levels;

• Improving health and well-being;

• Increasing self-esteem; and

• Having access to tailored programs.

2. BarriersBarriers to participation in physical activity vary with age, gender, employment, health and location.5

• Lack of time was the most frequently reported barrier to participation for all adults aged under 60 years;

• Poor health was the most frequently reported reason for not being more active for seniors (60 years and over); and

• Childcare was a more signifi cant barrier for adults aged 30 to 44 years (14%) compared to all other age categories.

Gender

Most common reasons for not being more active in 2002, by gender

Barrier Males (%) Females (%) Total (%)

Lack of Time 48.8 54.1 48.6

Already Active Enough 18.6 11.9 15.2

No Motivation 11.8 14.4 10.9

Childcare 3.3 9.5 6.5

Just over 10 per cent (10.1 per cent) of the combined total of males and females surveyed reported poor health and 3.4 per cent reported being too old as a reason for inactivity.

Seniors

Some of the barriers to physical activity among seniors are:6

• Limited or inappropriate sporting opportunities including instructors capable of identifying the physiological needs of seniors;

• Stereotypical images of ageing;

• Poor health;

• Lack of confi dence;

• Lack of time;

• Instructor training – needs to identify physiological needs of seniors;

• Transport and access to programs; and

• Cost.

of 4



factsandstats

Youth

Some of the reasons why youth do not play sport:8

• They feel uncomfortable – poor body image;

• Parents do not approve;

• Too much work – can’t be bothered;

• Other family, work and study commitments; and

• Infl uence of peers.

Most common reasons why youth discontinued playing a sport 8

Reason Rate (%)

Time clashed with other activities 68

Sport became boring 64

Other activities more fun 51

Sport confl icted with study (particularly schools) 48

Changed to another sport 38

Characteristics of non-participants9

People who are non-participants in physical activity are those who undertook no walking, moderate intensity or vigorous intensity physical activity in the previous week. The proportion of people who were inactive varied signifi cantly across a range of demographic characteristics.

GenderIn 2002, there was no signifi cant difference in the proportion of inactive females (13.6 per cent) compared to inactive males (13.4 per cent).

Age

The proportion of people who were inactive increased as people became older.

Age Proportion inactive (%)

18 to 29 years 7.8

30 to 44 years 13.8

45 to 49 years 14.9

60 years or more 17.3

Marital StatusThere were signifi cant differences in inactivity based on marital status. Single people (10.1 per cent) were the least likely to be inactive while the widowed (19.8 per cent) were the most likely to be inactive.

Marital Status Proportion inactive (%)

Married/de facto 14.1

Single 10.1

Separated/divorced 14.2

Widowed 19.8

of 4



factsandstats

Education The proportion of people who were inactive decreased as the level of education increased.

Education Proportion inactive (%)

Less than TEE 18.7

TEE/Diploma 11.5

University 9.3

EmploymentThere was large variation in inactivity based on employment categories. The unemployed (19.8 per cent) were the most likely to be inactive whereas students were least likely to be inactive (6.9 per cent).

Employment Proportion inactive (%)

Unemployed 19.8

Blue collar 18.0

Home duty 17.9

Retired 15.1

White collar trade 10.3

Manager/professional 9.9

Student 6.9

WeightThose that were in the acceptable weight range based on their Body Mass Index (BMI) were the least likely to be inactive.

Body Mass Index Proportion inactive (%)

Underweight 26.6

Acceptable 10.0

Overweight 13.7

Obese 22.9

Footnotes

1 McCormack, G., Milligan, R., Giles-Corti B. and Clarkson, J.P. (2003). Physical activity levels of Western Australians 2002: Results from the adult physical activity survey and pedometer study. Perth, Western Australia: Western Australian Government, p54.

2 McCormack, G. et al op.cit. p53.3 Taggart, A. and Sharp, S. (1997) Adolescents & sport: Determinants of current and future participation. Perth, Western Australia: Sport and Physical Activity

Research Centre, Edith Cowan University. p23.4 McCormack, G. et al op.cit. p54.5 Australian Sports Commission and Department of Veterans’ Affairs. (2001). Older, smarter, fi tter: a guide for providers of sport and physical activity programs for

older Australians. Canberra, Australian Capital Territory: Australian Sports Commission and Department of Veterans’ Affairs. p12.6 McCormack, G. et al. op. cit. p55.7 Australian Sports Commission and Department of Veterans’ Affairs. op. cit. p12-14.8 Taggart & Sharp op. cit. p35.9 lbid. p27-8.10 McCormack, G. et al op.cit. p25.11 McCormack, G. et al op.cit. p17.

Name:__________________________________________ DepartmeNt:________________________________________ Date:_______________________

Neutral Posturesto set up a workstation for optimal comfort and performance, it’s helpful to understand the concept of neutral body posture. Neutral body posture is a comfortable working position in which your joints are naturally aligned. Working with the body in a neutral position reduces stress and strain on the muscles, tendons, nerves and joints - which can reduce your risk of developing a musculoskeletal disorder (mSD). after watching the Workstation Comfort video series, use this checklist to review key areas of your workstation. Discuss your completed worksheet with your supervisor or manager to determine the best solutions for your workplace.

Chair Is your chair properly adjusted?

adjust your seat height so that your feet are positioned flat on the floor and fully supported.

Your knees should be at the same height as your hips.

thighs and hips should be parallel to the floor or angled slightly down.

the lumbar support should make contact with the small curve in your lower back.

Hands, wrists and forearms should be straight, in-line and roughly parallel to the floor.

place shoulders in a relaxed position with upper arms hanging at the side of the body.

make sure that you maintain a distance of one to two inches (or two finger widths) between the front edge of the seat pan and the backside of your knees. If the seat pan is too deep, you may need a lumbar wedge or pillow.

Verify that the seat pan width is adequate by making sure that there are 1-2 inches (or two finger widths) of space between the thigh and the chair edge.

Keyboard Is your keyboard properly positioned?

place the keyboard in a flat position directly in front of and aligned with the monitor.

Check to make sure the legs on the underside of the keyboard remain in a flat position.

Your keyboard should be positioned at a height that allows your wrists to be in a straight line with your arms.

Your elbows should rest comfortably at your sides and be at about a 90 degree angle.

Once the height is adjusted, make sure the keyboard tray is level or in a downward tilt. this also helps your wrists stay straight and in line with your forearms.

If you are not using a keyboard tray, you may need to adjust your chair and/or desk height in order to work in a neutral posture.

Use a soft palm rest to minimize contact pressure with hard surfaces on the desk. It is important to use these pads for periodic “micro breaks” and not as a means of support while typing.

Mouse Is your mouse properly positioned?

the mouse should be placed at the same level as and in close proximity to the keyboard.

Use a mouse that fits your hand comfortably and keeps your fingers relaxed and slightly curved.

a wrist rest or mouse pad will allow your wrist to rest on a soft surface and help avoid contact pressure.

Yes No

Office ergonomics: Self assessment worksheet

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MoNitor Is your monitor properly positioned?

position the monitor directly in front of you and square it with the keyboard.

ensure that your monitor is placed at a comfortable distance for viewing. Keep in mind that placing the monitor too far back might promote you to sit on the edge of your seat to compensate for the distance.

the top 1/3 of the monitor screen should be at eye level. this minimizes neck strain while working.

If you wear bifocal, trifocal, or progressive lenses you may need to lower the monitor to avoid tilting your head back while viewing.

Use a document holder to help you scan between the document and the screen. this may include a holder that is at the same height as your monitor or a slant board that is placed between the keyboard and monitor.

PhoNe Is your phone properly positioned?

position the phone close to your workstation to avoid extended reaching while dialing and/or answering calls.

If you use the phone for extended periods of time, consider using a headset or your speaker phone. Using this equipment can help you avoid awkward postures such as holding the phone between your head and shoulder.

Headsets also make it easier to handle documents or use the computer while on the phone.

WorKstatioN layout Now that the main components in your work area have been arranged, let’s focus on the proper positioning of the peripheral items:

Frequently used objects should be located up close in the “green” zone.

Objects that are used less often can be placed in the midrange area, the “yellow” zone.

Seldom used objects can be placed in the “red” zone. move them into the “green” or “yellow” zone when you need to handle them.

Use storage areas such as overhead shelves, filing cabinets, and desk drawers for items that you use infrequently. avoid storing items under your desk, which can take up leg space or strain your back when you retrieve them.

Yes No

Office ergonomics: Self assessment worksheet

RED

YEllow

gREEn

best PraCtiCes For additional workstation comfort consider the following best practices

Use filtered lighting for glare reduction or use task lighting when needed to avoid eye strain.

Keep peripheral items within a close reaching distance.

alternate job tasks throughout your work day. this will reduce fatigue and allow a different set of muscles to be used with different postures.

take periodic breaks, to rest and reenergize. micro-breaks, 30-60 second short breaks, are recommended every 20-30 minutes for computer users.

this will allow you to do some quick stretches and simple eye exercises to reduce eye strain.

remember to apply the same ergonomic principles in other work areas – while telecommuting, using a lap-top, or at a standing workstation.

additioNal resourCesBe sure to check the employer Guide on our website, saif.com, for alternative solutions as well as other ergonomics related resources.

Range of Motion

shoulder abduction

Internal and external rotation of shoulder at 90 degrees

1 RANGE OF MOTION

Forward rotation of shoulder

Elbow joint extension and flexion

wrist flexion and extension

wrist radial and ulnar flexion

2 RANGE OF MOTION

hip flexion and extension

knee flexion and extension

ankle flexion and dorsi-flexion

3 RANGE OF MOTION

4 RANGE OF MOTION

TABLE. 1 Average ROMs (Adapted from Luttgens & Hamilton, 1997)

Joint/Segment Movement Source

1* Source

2* Source

3* Source

4*

Flexion 140 145 145 145 Elbow

Hyperextension 0 0 0 0-10

Pronation 80 90 90 80 Forearm

Supination 80 85 90 90

Extension (Dorsiflexion) 60 70 70 50

Flexion (Palmar flexion) 60 90 - 60

Radial Deviation 20 20 20 20 Wrist

Ulnar Deviation 30 30 35 30

Flexion 180 170 130 180

Hyperextension 50 30 80 60

Abduction 180 170 180 180 Shoulder

Adduction 50 - - -

Internal Rotation 90 90 70 60-90

External Rotation 90 90 70 90

Horizontal Adduction - - - 135

Shoulder w/ Abducted Arm

Horizontal Adduction - - - 45

Flexion 100 120 125 120

Hyperextension 30 10 10 30

Abduction 40 45 45 45 Hip

Adduction 20 - 10 0-25

Internal Rotation 40 35 45 40-45 Extended Hip

External Rotation 50 45 45 45

Knee Flexion 150 120 140 130

Plantar flexion 20 45 45 50 Ankle

Dorsiflexion 30 15 20 20

Flexion 60 - - 40

Hyperextension 75 - - 40

Lateral Flexion 45 - - 45 Cervical Spine

Rotation 80 - - 50

Flexion 45-50 - - 45

Hyperextension 25 - - 20-35

Lateral Flexion 25 - - 30 Lumbar-thoracic Spine

Rotation 30 - - 45

Handout – Fitness Trainers and workplace Postural Appraisal

Fitness Trainers in the Workplace

Introduction

Fitness Trainers often will undertake postural appraisals of clients before designing a fitness program.

But with the demand for companies to ensure postural correctness at the workplace, fitness trainers are finding their skills useful in the workplace.

What is Workstation Ergonomic Assessment?

An ergonomically congenial work area is crucial to good working posture, without it, aches and pains, stiffness and headaches can eventually lead to staff needing to claim medical insurance and take time off work. Through an understanding of fundamental ergonomic principles.

It addresses sitting posture, desktop and equipment layout, vision and glare issues, work patterns, breaks and stress management. The goal is to reduce the number of computer related injuries in the work environment.

An ergonomic assessment programs cover the following:

Ergonomic Workstation set up Lighting/ Glare Ease of movement /clutter Optimal heights and angles for equipment Posture Importance of taking breaks Office exercise and how to change the office culture to encourage stretching A written Ergonomic Assessment Report for each individual to contain all

recommendations for optimal ergonomic workstation set up. Working posture is appraised and recommendations for change, breaks and exercise are also included.

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