Learner name:

Learner number:

J/504/4407

VRQ

UV31500

Instructing mat-based Pilates

By signing this statement of unit achievement you are confirming that all learning outcomes, assessment criteria and range statements have been achieved under specified conditions and that the evidence gathered is authentic.

This statement of unit achievement table must be completed prior to claiming certification.

Unit code Date achieved Learner signature Assessor initials

IV signature (if sampled)

Assessor name Assessor signature Assessors initials

Assessor number (optional)

Assessor tracking table

Statement of unit achievement

All assessors using this Record of Assessment book must complete this table. This is required for verification purposes.

VTCT is the specialist awarding body for the Hairdressing, Beauty Therapy, Complementary Therapy, Hospitality and Catering and Sport and Active Leisure sectors, with over 45 years of experience.

VTCT is an awarding body regulated by national organisations including Ofqual, SQA, DfES and CCEA.

VTCT is a registered charity investing in education and skills but also giving to good causes in the area of facial disfigurement.

UV31500Instructing mat-based Pilates

The aim of this unit is to develop the knowledge, understanding and practical skills required to plan, prepare and instruct a mat-based Pilates session.

You will learn how to use motivational techniques to improve performance and identify exercises that need to be adapted if participants can not take part.

You will reflect on the mat-based Pilates session by reviewing class participants feedback and identifying how to improve personal practice.

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GLH

Credit value

Level

Observation(s)

External paper(s)

63

10

3

1

0

On completion of this unit you will:

Learning outcomes Evidence requirements

Instructing mat-based Pilates

1. Be able to plan and prepare for mat-based Pilates sessions

2. Be able to prepare class participants for mat-based Pilates sessions

3. Be able to instruct and adapt planned mat-based Pilates exercises

4. Be able to improve class participants’ performance in mat-based Pilates

5. Be able to bring the mat-based Pilates sessions to an end

6. Be able to reflect on providing mat-based Pilates sessions

1. Environment Evidence for this unit may be gathered within the workplace or realistic working environment (RWE).

2. Simulation Simulation is not allowed in this unit.

3. Observation outcomes Competent performance of Observation outcomes must be demonstrated on at least one occasion. Assessor observations, witness testimonies and products of work are likely to be the most appropriate sources of performance evidence. Professional discussion may be used as supplementary evidence for those criteria that do not naturally occur.

4. Range All ranges must be practically demonstrated or other forms of evidence produced to show they have been covered.

5. Knowledge outcomes There must be evidence that you possess all the knowledge and understanding listed in the Knowledge section of this unit. In most cases this can be done by professional discussion and/or oral questioning. Other methods, such as projects, assignments and/or reflective accounts may also be used.

6. Tutor/Assessor guidance You will be guided by your tutor/assessor on how to achieve learning outcomes and cover ranges in this unit. All outcomes and ranges must be achieved.

7. External paper There is no external paper requirement for this unit.

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Achieving observation outcomes

Achieving range

Achieving observations and range

UV31500

Your assessor will observe your performance of practical tasks. The minimum number of competent observations required is indicated in the Evidence requirements section of this unit.

Criteria may not always naturally occur during a practical observation. In such instances you will be asked questions to demonstrate your competence in this area. Your assessor will document the criteria that have been achieved through professional discussion and/or oral questioning. This evidence will be recorded by your assessor in written form or by other appropriate means.

Your assessor will sign off a learning outcome when all criteria have been competently achieved.

The range section indicates what must be covered. Ranges should be practically demonstrated as part of an observation. Where this is not possible other forms of evidence may be produced. All ranges must be covered.

Your assessor will document the portfolio reference once a range has been competently achieved.

4

Guidance for assessment

It is strongly recommended that you have experience of instructing BOTH individuals and groups. However, you only need to be observed instructing one or the other in this unit.

Outcome 1

Observations

You can:

Observation 1 Optional OptionalDate achieved

Criteria questioned orally

Portfolio reference

Assessor initials

Learner signature

*May be assessed by supplementary evidence.

Be able to plan and prepare for mat-based Pilates sessions

a. Identify, obtain and prepare the resources needed for planned exercises/physical activities, improvising safely where necessary

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Outcome 2

You can:

Be able to prepare class participants for mat-based Pilates sessions

*May be assessed by supplementary evidence.

a. Support class participants so they feel at ease in the exercise environment

b. Explain the planned objectives and exercises/physical activities to class participants

c. Explain to class participants how objectives and exercises/physical activities support their goals

d. Explain the physical and technical demands of the planned exercises/physical activities to class participants

e. Explain to class participants how planned exercise/physical activity can be progressed or regressed to meet their goals

f. Negotiate and agree with class participants any changes to the planned exercises/physical activities that: • meet their goals and preferences • enable them to maintain progress

g. Record changes to plans if appropriate

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Observation 1 Optional OptionalDate achieved

Criteria questioned orally

Portfolio reference

Assessor initials

Learner signature

Outcome 3

You can:

*May be assessed by supplementary evidence.

Be able to instruct and adapt planned mat-based Pilates exercises

a. Use motivational styles that: • are appropriate to the class participants • are consistent with accepted good practice

b. Instruct your class participants through the preparation, main and closing phases of a mat-based Pilates class

c. Make best use of the environment in which clients are exercising

d. Provide instructions, explanations and demonstrations that are technically correct, safe and effective

e. Identify the exercises that need to be adapted

f. Provide alternatives to the planned exercises if participants cannot take part

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Observation 1 Optional OptionalDate achieved

Criteria questioned orally

Portfolio reference

Assessor initials

Learner signature

Outcome 4

You can:

Be able to improve class participants’ performance in mat-based Pilates

*May be assessed by supplementary evidence.

a. Adopt appropriate positions to observe class participants and respond to their needs

b. Adapt verbal and non-verbal communication methods to make sure class participants understand what is required

c. Take account of class participants’ posture

d. Analyse clients’ performance, providing positive reinforcement throughout

e. Use appropriate methods to correct and reinforce technique

f. Provide feedback and instructing points which are timely, clear and motivational

g. Adapt exercises with suitable progressions and regressions according to class participants’ needs

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Observation 1 Optional OptionalDate achieved

Criteria questioned orally

Portfolio reference

Assessor initials

Learner signature

Outcome 5

You can:

*May be assessed by supplementary evidence.

Be able to bring the mat-based Pilates sessions to an end

a. Allow sufficient time for the closing phase of the session

b. Provide class participants with feedback and positive reinforcement

c. Explain to class participants how their progress links to their goals

d. Leave the environment in a condition suitable for future use

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Observation 1 Optional OptionalDate achieved

Criteria questioned orally

Portfolio reference

Assessor initials

Learner signature

Outcome 6

You can:

Be able to reflect on providing mat-based Pilates sessions

*May be assessed by supplementary evidence.

a. Review the outcomes of working with class participants, including their feedback

b. Identify: • how well the sessions met class participants’ goals • how effective and motivational the relationship was with the class participants • how well the instructing styles matched the class participants’ needs

c. Identify how to improve personal practice

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Observation 1 Optional OptionalDate achieved

Criteria questioned orally

Portfolio reference

Assessor initials

Learner signature

Range

*You must practically demonstrate that you have:

Prepared the environment considering all factors Portfolio reference

Space

Layout

Temperature

Lighting

Ventilation

Use of music

Equipment for the session

Personal clothing and equipment

Used all teaching methods Portfolio reference

Changed teaching positions

Asked questions

Made adaptations and progressions

Used verbal and visual communication

Mirroring

Instructed class participant(s) through all components of the preparation phase Portfolio reference

Breathing

Concentration

Postural alignment

Mobilisation

Activation of the core

Balance

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*You must practically demonstrate that you have:

Instructed class participant(s) through main phase including movement in all anatomical planes Portfolio reference

Flexion

Extension

Rotation

Circumduction

Lateral flexion

Instructed class participant(s) through all closing phases Portfolio reference

Stretching

Relaxation, active or passive

Left the environment suitable for future use by checking all factors Portfolio reference

Space

Temperature

Lighting

Ventilation

Equipment (clean, hygienic, safely stored/stacked)

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Achieving knowledge outcomes

Developing knowledge

You will be guided by your tutor and assessor on the evidence that needs to be produced. Your knowledge and understanding will be assessed using the assessment methods listed below*:

• Projects• Observed work• Witness statements• Audio-visual media • Evidence of prior learning or attainment• Written questions• Oral questions• Assignments• Case studies• Professional discussion

Where applicable your assessor will integrate knowledge outcomes into practical observations through professional discussion and/or oral questioning.

When a criterion has been orally questioned and achieved, your assessor will record this evidence in written form or by other appropriate means. There is no need for you to produce additional evidence as this criterion has already been achieved.

Some knowledge and understanding outcomes may require you to show that you know and understand how to do something. If you have practical evidence from your own work that meets knowledge criteria, then there is no requirement for you to be questioned again on the same topic.

*This is not an exhaustive list.

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Knowledge

Outcome 1

Be able to plan and prepare for mat-based Pilates sessions

You can: Portfolio reference

b. Plan a range of safe and effective exercises/physical activities derived from the original principles and fundamentals of mat-based Pilates

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Outcome 6

Be able to reflect on providing mat-based Pilates sessions

You can: Portfolio reference

d. Explain the value of reflective practice

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Outcome 1: Be able to plan and prepare for mat-based Pilates sessions

Unit content

This section provides guidance on the recommended knowledge and skills required to enable you to achieve each of the learning outcomes in this unit. Your tutor/assessor will ensure you have the opportunity to cover all of the unit content.

Identify, obtain and prepare resources:

Resources – mats, blocks, pillows, cushions, foam rolls, Swiss balls, bands, music, appropriate for clients’ needs, environment, session.

Environment – fitness studio, sports hall, suitability for session type, ambience, use of music, appropriate for session needs.

Prepare resources – check for safety, safely organised, accessible for use.

Prepare environment – health and safety, available space, conditions, ambience, flooring, space and layout, lighting, temperature, ventilation.

Plan range of safe and effective exercises: Produce a six week progressive programme (for an individual, group), include original principles of Pilates (breathing, concentration, control, isolation, centring, precision, flow routine), include fundamentals of Pilates (stabilisation, breathing, mobilisation, articulation of spine), include a range of movements, adapt exercises to meet clients’ needs (adapt, progress, modify), offer alternatives for all exercises, offer alternatives in all six positions (standing, seated, supine, prone, side-lying, four point).

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Outcome 2: Be able to prepare class participants for mat-based Pilates sessions

Support class participants:

Professional approach – punctual, polite, personal image.

Communication – ensure class participants feel at ease (relaxed, informative, friendly, informal, reassuring), welcome class participants (open, non-threatening, equality, inclusion), establish rapport (address class participants personally, be supportive and approachable, demonstrate interest, active listening, engage with class participants, positive body language).

Screening – PAR-Q, verbal screening of returning participants (new injuries and illnesses).

Provide health and safety advice – environment, fluid intake, emergency procedures, fire exits.

Explain planned objectives and exercises/physical activities and how they support goals: Objectives and exercises, rationale for selection, how exercises support their individual goals. Practice postural set up with participlants (alignment, neutral spine, core activation, pelvis placement, head and cervical placement, rib cage placement, scapular movement and stabilsation).

Physical and technical demands: Explain physical and technical demands (of session, of each exercise/activity), health and safety factors, advice to individuals, potential for impact and injury.

Progression/regression of exercise/physical activity: Clarify (exercise progressions, regressions, alternatives, modifications), encourage to work at comfortable level, work within individual

capabilities.

Negotiate and agree changes: Clarify changes with participants, changes to meet individual needs, changes to maintain progress, individualised approach, record all changes to plan.

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Outcome 3: Be able to instruct and adapt planned mat-based Pilates exercises

Motivational styles: Styles (positive feedback and reinforcement, motivational incentives (self, reward, goal, peer)), styles appropriate to participants according to clients’ needs, clients’ level of experience, fitness levels, consistent with accepted good practice.

Instruct class participants through phases of session: Delivery of complete session (preparation phase, main workout phase, closing phase), appropriate phase timings and adherence to timings, range of safe and effective exercises from 34 original Pilates exercises, safe and progressive structure of session (timing of exercises, intensity of exercises).

Instructing skills – demonstration and practice, instruction, explanation, question and answer, teaching points, imagery, visualisation, mirroring, observation of participants, recognise signs of over exertion (hyperventilation, breathlessness, pain and discomfort, loss of technique, changes in skin colour).

Make best use of the environment: Environmental conditions to enhance enjoyment, effectiveness and safety of class (heat, light, warmth, ventilation, equipment), risk assess, make adequate use of space, maintain safety of environment (placement/storage of equipment, water bottles, participants’ belongings, etc.).

Instructions, explanations and demonstrations:

Instruction – positioning, step by step, break exercise down into components, provide accurate information, teaching points (reinforce), imagery, visualisation, reinforcement of technique.

Explanations – purpose, relevant teaching points, adaptations, modifications, verbal and visual cueing, ensure a balance of instruction, activity and interaction within the session.

Demonstrations – technically correct, with safe and effective alignment, break demonstrations down into stages, reinforce/repeat demonstrations, side profile demonstrations to illustrate (correct technique, posture, neutral spine), change position (ensure participants can observe).

Exercises that need to be adapted: To meet needs of individuals (e.g. loss of technique, signs of overexertion, exercise difficult), adaptations (progress, regress, modify, offer alternatives), verbal and ethical tactile correction.

Provide alternatives: If participants cannot take part, ensure inclusion, offer alternatives, solutions to meet needs of participants.

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Outcome 4: Be able to improve class participants’ performance in mat-based Pilates

Adopt appropriate positions: Change teaching position (around room, amongst group), ensure class can observe demonstrations, ensure instructor can observe participants, demonstrations (front and side profiles), observe participants and respond to their needs.

Adapt verbal and non-verbal communication: Verbal (tone, pitch, projection, discreet, imagery, visualisation), non-verbal (demonstrations (break into component parts), positioning, reinforcement, tactile correction), confirm understanding with participant.

Class participants’ posture: Alignment, neutral spine, core activation, pelvis placement, head and cervical placement, rib cage placement, scapular movement and stabilisation, observe and reinforce.

Analyse class participants’ performance: Visual observation of participants (safety, effort and physical response, technique), provide reinforcement throughout.

Methods to correct and reinforce techniques: Observe and analyse technique, identify correct technique, identify faults, correction of technique (verbal feedback and teaching points, visual demonstration, tactile guidance), correctly, tactfully and discreetly.

Provide feedback and instructing points: Feedback (timely, clear, motivational, discreet), positive feedback, reinforcement of instructing points and technique (verbal, visual reinforcement, ethical tactile correction, auditory and sensory cueing), feedback (motivate, encourage, reinforce, correct technique), correct use of voice (pitch and tone).

Adapt exercises according to participants’ needs: Identify through observation, review, feedback from class participants; identify and agree changes with class participants, progress, regress (intensity, duration, lever length, combination moves, levers, complexity, range of movement, speed of movement).

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Outcome 5: Be able to bring the mat-based Pilates sessions to an end

Allow sufficient time for the closing phase: Fitness levels, experience, individual needs, group needs, adapt for environmental needs (e.g. temperature).

Feedback: Verbal feedback (positive, constructive, motivational, confidential, timely, discreet, clear and accurate), positive reinforcement of specific strengths and progress, constructive identification of specific areas for improvement, give personalised ways to address weaknesses, ensure the client’s understanding).

Progress links to goals: Track progress against short/medium/long term goals, provide verbal information on managing own future activities (suggested activities, training recommendations or guidelines).

Leave environment suitable for future use: Environment (clean, hygienic, tidy, temperature, ventilation, and lighting), resources and equipment (clean, hygienic, removed and safely stored/stacked), report and record maintenance and faults (environment, equipment).

Outcome 6: Be able to reflect on providing mat-based Pilates sessions

Review the outcomes: Working with class participants (achieved goals/objectives, performance progress), participant feedback (positive, negative), review after class, agreed times during programme.

Identify: How well sessions met client goals (short, medium and long term), effectiveness of relationship with participant (rapport, respect and trust, motivation, communication), how well instructing styles matched clients’ needs (demonstrations and explanations, teaching, motivation).

How to improve personal practice: Improvements based on evaluation (e.g. planning, communication, risk management), personal action plan (identify strengths, identify areas for improvement, identify and justify action required, identify professional development and training, identify timescales for action and achievement, set personal SMART goals).

Value of reflective practice: Identify personal strengths, identify personal areas for improvement, improve professional practice and standards, to enable more effective planning and delivery of personal training, to meet client needs more effectively.

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