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

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

This unit applies to exercise instructors who work in facilities that provide a range of exercise programs to general populations, including children and young adolescents who present with no major health conditions. Elements of Competency 1. Plan the exercise.Apply fitness assessment protocols and procedures to children and young adolescents 2. Instruct the exercise session.Instruct an exercise class for children and young adolescents 3. Evaluate the exercise session.
Evidence of the following is essential:
screens children and young adolescents prior to commencement of exercise sessions and communicates results to relevant caregivers and recommends referral to appropriate medical or allied health professionals where necessary develops a variety of sessions for exercise that are fun, interactive and safe for a range of client groups of children and young adolescents provides accurate and current information about healthy eating and healthy eating options in accordance with recommended guidelines evaluates exercise sessions and modifies exercise plans according to feedback received from participants and own evaluation.
How do I use this learner workbook?

This learner workbook is designed to provide support to knowledge learned to help plan and deliver exercise to children and young adolescents when working in a fitness workplace. Completing the activities throughout this resource will help you put this knowledge into practice.
Learner Workbook
The learning activities in this workbook are based around workplace practices. Your supervisor or trainer will inform you how and when learning activities are to be completed. For instance, your supervisor or trainer may request that all learning activities are to be documented in a separate document, thereby creating a portfolio of evidence, which you will be able to refer back to, or add to in the future. This will become a valuable tool in helping you to evaluate and improve your performance.
Learner Workbook
What resources do I need?

The following resources provide access to information which can support you in completing the activities in this workbook. They can be accessed through the Web, public libraries or collections held in your workplace, or by the RTO you are enrolled with to complete your training. Accessing websites requires caution as information contained on them can be biased according to the purpose of the website, or can quickly become outdated. Remember to check the currency of the site. You should also maintain your own list of any additional resources. Books Dr Parker, R.J, Kids in Gyms Guidelines, copyright Fitness Australia Ltd and The Childrens Hospital at Westmead, 2003. An electronic copy can be downloaded here: http://www.chw.edu.au/prof/services/chism/childcare_guidelines_for_gyms.pdf Websites Australian Association for Exercise and Sports Science The Australian Counselling Association Australian Government - Government and financial services Australian Medical Association Australian Osteopathic Association Australian Physiotherapy Association The Australian Psychological Society Australasian Podiatry Council Childrens Hospital Institute of Sports Medicine Chiropractors Association of Australia Dieticians Association Australia National Training Information Service The Royal Childrens Hospital Melbourne
www.aaess.com.au www.theaca.net.au www.business.gov.au www.ama.com.au www.osteopathic.com.au www.physiotherapy.asn.au www.psychology.org.au www.apodc.com.au www.chism.chw.edu.au www.chiropractors.asn.au www.daa.asn.au www.ntis.gov.au www.rch.org.au
Web pages 10 Steps Guides to Protecting Personal Information http://www.privacy.gov.au/privacy_rights/steps/index.html Australian Child Protection Legislation http://www.aifs.gov.au/nch/resources/legislation/legislation.html Dietary Guidelines for Children and Adolescents in Australia http://www.nhmrc.gov.au/publications/synopses/_files/n30.pdf State and Territory Privacy Laws http://www.privacy.gov.au/privacy_rights/laws/index.html
Introduction
This learner workbook has been divided into 4 Chapters of learning to help you plan and deliver exercise for children and young adults; CHAPTER 1: CHAPTER 2: CHAPTER 3: CHAPTER 4: Qualifications needed when planning and delivering physical activity programs for children and young adolescents Overview of physical activity for children and young adolescents Equipment and activity ideas Additional Information
Throughout this learner workbook you will be expected to demonstrate that you have acquired the skills, knowledge and attitudes necessary to plan and deliver exercise to children and young adolescents, as specified in this workbook. You may be asked to: Answer written and/or oral questions Demonstrate practical skills Create tables/plans or charts Search websites Observe and review
Assessment for this unit must be conducted by an assessor from a Registered Training Organisation (RTO). To find out the RTOs currently delivering this qualification go to www.ntis.gov.au
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CHAPTER 1: Qualifications needed when planning and delivering physical activity programs for children and young adolescents
Elements of Competency covered: Develop a consultative network of other fitness trainers, allied health professionals and medical advisers. Apply fitness assessment protocols and procedures to children or young adolescents.
In planning and delivering exercise to children and adolescents you must be aware of the procedures and professional responsibilities you need to undertake. This area will cover the following topics: Qualifications and requirements needed to instruct children Your professional responsibilities Legalities Other Professionals for referrals Pre-exercise questionnaires Special needs Safety and duty of care
1. What qualifications and requirements will I need to instruct children?

This is a good question and a great place to start. There are certain pre-requisites that you need to have in order to attain the SRFCHA001A qualification. The requirements are: Unit of competency SRFCHA001A This will entail the additional completion of Certificate III in Fitness AND a minimum of four pre-requisite units from the stream of Certificate IV in Fitness A current CPR and first aid certificate Insurance Working with Children Check
Insurance There are 2 different types of insurance you will need before you plan and deliver exercise for children and young adolescents. They are Public Liability Insurance and Professional Indemnity Insurance. Use the www.business.gov.au website to search for these two types of insurance and fill in the table below. ACTIVITY 1: Public Liability and Professional Indemnity Insurance Insurance Type Public Liability Insurance What does it cover?
Public liability insurance protects you and your business against the financial risk of being found liable to a third party for death or injury, loss or damage of property or economic loss resulting from your negligence. Professional indemnity insurance protects advice-based businesses from legal action taken for losses incurred as a result of professional negligence. It provides indemnity cover if your client suffers a loss material, financial or physical directly attributed to negligent acts, errors or omissions.
Why do I need it?

For financial protection against being sued because you have caused physical damages to a member of the public.
Professional Indemnity Insurance
It can help protect you against claims made by clients who have suffered a business injury. A good Professional Indemnity policy will protect you against the cost of the compensation claim itself, as well as helping to cover the cost of defending the claim.
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2. Do I have any professional responsibilities?

Yes. You do have professional responsibilities you need to take care of before planning and delivering exercise for children and young adolescents. The main consideration is a duty of care to the child (and the parent/guardian/carer). Essentially this is no different to the duty of care when training adults. Duty of care would include consideration of the following: (this is not a definitive list) Location Activity type Number of children in the session Medical considerations for each child Environmental conditions such as heat and humidity
Etc. Refer to Page 15 Section (6) Safety and Duty of Care Another important consideration is the pre-exercise screening of the child. This involves including the parent/guardian/carer in any and all assessment of the childs current and previous health status, both medical history and fitness level. We will learn more about preexercise questionnaires further along in this learner workbook on page 12 section (5) PreExercise Questionnaires You must remember that it is your responsibility as a professional to use this information under the relevant state and territory Acts. An important Act to familiarise yourself with is the Privacy Act. The act for each state and territory is different and each can be found at: http://www.privacy.gov.au/privacy_rights/laws/index.html This is an informative website which has all the relevant documents for your state or territory. The National Privacy Act provides 10 privacy principles regarding the collection, handling and storage of health information. It also provides a general right of access of individuals to their own health records, and requires health service providers to clearly set out their policies on management of personal information to the client/individual. The website also provides a document for you with 10 helpful steps to protecting information. http://www.privacy.gov.au/privacy_rights/steps/index.html
ACTIVITY 2: Review your state or territorys Privacy Act and fill out the table below: Summarise the 10 principles to protect other peoples personal information in your state or territories Privacy Act. Principle Number and Name Summary
1: Collection
An organisation must not collect personal information unless the information is necessary. They must collect personal information only by lawful and fair means. Also, the organisation must take reasonable steps to ensure that the individual is aware of the identity of the organisation & the main consequences (if any) for the individual if all or part of the information is not provided. An organisation must not use or disclose personal information about an individual for a purpose other than the primary purpose of collection unless the individual has consented to the use or disclosure, if the use or disclosure is necessary for research, a serious and imminent threat to an individual's life, health, safety or welfare; or a serious threat to public health, public safety, or public welfare.
An organisation must take reasonable steps to make sure that the personal information it collects, uses or discloses is accurate, complete and up to date. An organisation must take reasonable steps to protect the personal information it holds from misuse and loss and from unauthorised access, modification or disclosure. Also, they must take reasonable steps to destroy or permanently de-identify personal information if it is no longer needed for any purpose. An organisation must set out in a document clearly expressed policies on its management of personal information. The organisation must make the document available to anyone who asks for it. On request by a person, an organisation must take reasonable steps to let the person know, generally, what sort of personal information it holds, for what purposes, and how it collects, holds, uses and discloses that information.
2: Use & Disclosure
3: Data Quality
4: Data Security
5: Openness
6: Access & Correction
If an organisation holds personal information about an individual, it must provide the individual with access to the information on request by the individual, with exceptions.
7: Unique Identifiers
An organisation must not assign unique identifiers to individuals unless the assignment of unique identifiers is necessary to enable the organisation to carry out any of its functions efficiently.
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Also, they must not adopt as its own unique identifier of an individual a unique identifier of the individual that has been assigned by another organisation unless it is necessary to enable the organisation to carry out any of its functions efficiently; or it has obtained the consent of the individual to the use of the unique identifier. An organisation must not require an individual to provide a unique identifier in order to obtain a service unless the provision of the unique identifier is required or authorised by law or the provision is in connection with the purpose for which the unique identifier was assigned.
8: Anonymity
Wherever it is lawful and practicable, individuals must have the option of not identifying themselves when entering transactions with an organisation. An organisation may transfer personal information about an individual to someone (other than the organisation or the individual) who is outside Victoria only if the organisation reasonably believes that the recipient of the information is subject to a law, or for fair handling of the information that are similar to the Information Privacy Principles; or the individual consents to the transfer; or the transfer is necessary for the performance of a contract between the individual and the organisation. An organisation must not collect sensitive information about an individual unless the individual has consented; or the collection is required under law; or the collection is necessary for the establishment, exercise or defence of a legal or equitable claim.
9: Transborder Data Flows
10: Sensitive Information
3. Legalities
Before you begin training children or adolescents you will need to check and understand the following in relation to working with children and young adolescents. Child protection legislation in your state or territory Child protection legislation principles reflect the service goals to which governments aspire. They also provide the legal framework pursuant to which governments can intervene to protect children. The legislation in each state and territory differs. You will need to have completed a Working with Children Check which may be processed by your employer or you will be required to undertake the check yourself. A Working with Children Check is a background check investigating your criminal history to ensure you are suitable to work with children. The Australian Government website has many helpful documents and links. The legislation comes under the National Child Protection Clearinghouse. You may find the following link helpful to find the relevant legislations in your state or territory; http://www.aifs.gov.au/nch/resources/legislation/legislation.html It is important for you to be clear about how all these legislative requirements impact on your role and responsibilities.
ACTIVITY 3: Child Protection Legislation Go to the above website and search for your state or territorys relevant Child Protection legislation. Outline the main points that are relevant to you, and that you should be aware of when working with children.
Meeting the needs of children and making sure they are safe in the family is a shared responsibility between individuals, the family, the community and the government. When adults caring for children do not follow through with their responsibilities, are abusive or exploit their positions of power, then it is the child protection system that becomes responsible for taking action.The Victorian Child Protection Service is specifically targeted to those children and young people at risk of harm or where families are unable or unwilling to protect them. The main functions of child protection are to: investigate matters where it is alleged that a child is at risk of harm refer children and families to services that assist in providing the ongoing safety and wellbeing of children take matters before the Children's Court if the child's safety cannot be ensured within the family supervise children on legal orders granted by the Children's Court provide and fund accommodation services, specialist support services, and adoption and permanent care to children and adolescents in need.
Mandatory reporting of child abuse

Some professionals such as doctors, nurses, police and school teachers are legally obliged to report suspected child abuse. In addition, any person who believes on reasonable grounds that a child needs protection can make a report to the Victorian Child Protection Service. It is the Child Protection workers job to assess and, where necessary, further investigate if a child or young person is at risk of harm.
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4. Referring to other professionals

This section requires you to become familiar with specialists who provide advice in certain fields of expertise. The following list may help you in compiling your own personal consultative network when working with children and adolescents; Health Professionals - General Practitioner - Medical Specialist - Paediatrician
Allied Health Professionals such as: - Accredited Exercise Physiologist - Accredited Practising Dietician or Nutritionist - Counsellor - Psychologist - Physiotherapist - Osteopath - Chiropractor - Podiatrist You may need to refer a child or young adolescent to one or more of these professionals either during their initial consultation with you, or at any time during the course of the physical activity program. You might also need to consult one or more of these professionals with any questions you might come across during your work delivering fitness programs to children and young adolescents. ACTIVITY 4: Health and Allied Health Professionals Research each of the above health and allied health professional categories and write a brief summary of what their role is and the type of service they may be able to offer Exercise Professionals working with children. The following web sites may be of assistance: Accredited Exercise Physiologists: Dieticians: Counsellors: Psychologists: Physiotherapists: Podiatrists: Osteopaths: Chiropractors: General Practice Doctors: Medical Specialists: Paediatrician: www.aaess.com.au www.daa.asn.au www.theaca.net.au www.psychology.org.au www.physiotherapy.asn.au www.apodc.com.au www.osteopathic.com.au www.chiropractors.asn.au www.ama.com.au www.ama.com.au www.ama.com.au
General Practitioner: A general practitioner (GP) is a medical practitioner who treats acute and chronic illnesses and provides preventive care and health education to patients. Medical Specialist: Medical specialists are doctors who have completed advanced education and clinical training in a specific area of medicine (their specialty area). Examples of medical specialists include a Gynecologist & a Surgeon. Paediatrician: A paediatrician is a doctor who provides specialist medical care to infants, children and adolescents. To become a paediatrician, doctors must do an extra six years of training after they finish their medical degree. There are general paediatricians and specialist paediatricians such as paediatric cardiologists, gastroenterologists, developmental experts. Psychologist: A psychologist evaluates, diagnoses, treats, and studies behavior and mental processes. Some psychologists, such as clinical and counseling psychologists, provide mental health care, and some psychologists, such as social or organizational psychologists conduct research and provide consultation services. Physiotherapist: Physical Therapists or physiotherapists are autonomous, primary health-care professionals who are experts in movement and function of the body. Physiotherapists treat and manage acute injuries such as ankle sprains, knee injuries and other fractures, but also chronic conditions such as lower back pain, diabetes or heart disease. Podiatrist: A podiatrist or 'foot doctor', is a medical professional, a physician devoted to the study and medical treatment of disorders of the foot, ankle and lower extremity. Dietician: Dietitians are experts in nutrition and dietetics. They advise people on what to eat in order to lead a healthy lifestyle or achieve a specific health-related goal.
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5. Pre-exercise questionnaires
Pre-exercise questionnaires must be completed by a parent/guardian/carer and can only be assessed by a suitably qualified person before a child begins any form of physical activity program. Pre-exercise questionnaire documents should include the following information: Contact details and emergency contact details Medical history If any risks are identified, refer to a GP for medical clearance for exercise participation Exercise history type and level of intensity A disclaimer this would usually contain a statement to the effect that all information given is correct according to the parent/guardian/carer knowledge at the time of completion. It should also contain a statement that if there is a change to the medical condition of the child or their medications where appropriate, that the parent/guardian/carer will notify the physical activity provider. Parent/guardian/carer signature giving authorisation and consent to participate in the activities Countersignature by an appropriately qualified exercise professional indicating they have read and understood the content of the answers provided by the parent/guardian/carer as it would apply to the programming of the physical activities.
As mentioned previously, it is your responsibility to use this information under the Privacy of Information Act. The Act for each state and territory is different and each can be found at: http://www.privacy.gov.au/privacy_rights/laws/ The Childrens Hospital Institute of Sports Medicine (CHISM) has produced an example of a pre-exercise questionnaire for children and young adults, the ExPARA (Exercise and Physical Activity Readiness Assessment of Children and Young Adolescents. It is sourced from the Kids in Gyms Guidelines 2003 (author Dr R Parker CHISM, copyright Fitness Australia LTD and The Childrens Hospital at Westmead Pp 19-24 Attachment 2) http://www.chw.edu.au/prof/services/chism/childcare_guidelines_for_gyms.pdf
*FILL OUT THE FIT2LEAD EXAMPLE
ACTIVITY 5: Pre-Exercise Questionnaires a) Conduct an internet search on pre-exercise questionnaires and choose three to compare with the ExPARA example and list at least three differences. i) dont check bodyweight or measurements ii) smoker or not iii) underage students need parent consent
b) Why are pre-exercise questionnaires so important to use prior to a childs participation in a physical activity program?
To ensure the child is fit enough to participate in PA, & to keep them safe.
Discuss your answers with your supervisor, trainer or classmates
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ACTIVITY 6: Mary (10 years old) indicated in the exercise pre-screen that she suffers from heel pain. You referred her to her GP who has now provided the following advice: Mary may resume physical activity but should avoid repetitive springing and landing activities.
a) How would you structure your physical activity class to enable Mary to participate without
drawing attention to Marys injury?

Allow different types of PA which include participants to rest often. Advise mary to avoid any kind of hopping or jumping.
b) What further advice would you give to both Mary and her parent/guardian/carer
regarding the type of activity performed when not participating in the structured activities provided by the exercise professional.
Try to keep Mary included in calm sports, until her heel heals in a full recovery. Get her doing regular stretches to help with any problems.
Discuss your answers with your supervisor, trainer or classmates.
6. Special needs situations

There are many special needs medical situations that you may come across when training children or young adolescents.
ACTIVITY 7: Fill in the below table for the following special needs situations; The Royal Childrens Hospital Melbourne website is a great starting point of reference. www.rch.org.au Note: It is not the role of the Exercise Professional to diagnose or treat any medical condition. This activity aims to raise your awareness of some common conditions you may encounter when working with children and young adolescents and an overview of typical treatment protocols.
Need Diabetes Type 1
Short Summary
In type 1 diabetes the pancreas stops making insulin. Without insulin the body burns its own fats as a substitute.This condition is potentially life threatening if not treated.
Signs and Symptoms

Being excessively thirsty, Passing more urine, Feeling tired and lethargic, Always feeling hungry, Having cuts that heal slowly, Itching, skin infections, Blurred vision, Unexplained weight loss, Mood swings, Headaches, Feeling dizzy, Leg cramps.
Treatment
While there is currently no cure for type 1 diabetes, the disease can be managed through maintaining a healthy lifestyle, regular blood glucose testing and insulin.
Diabetes Type 2
Type 2 is the most common Being excessively thirsty, form of diabetes, affecting 85-90% of all people with diabetes. While it usually affects older adults, more and more younger people, even children, are getting type 2 diabetes. In type 2 diabetes, the pancreas makes some insulin but it is not produced in the amount your body needs and it does not work effectively. Passing more urine, Feeling tired and lethargic, Always feeling hungry, Having cuts that heal slowly, Itching, skin infections, Blurred vision, Gradually putting on weight, Mood swings, Headaches, Feeling dizzy, Leg cramps.
While there is currently no cure for type 2 diabetes, the disease can be managed through lifestyle modifications and medication.
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Need ADHD
Short Summary
Attention Deficit Hyperactivity Disorder (ADHD) is a developmental problem which results in poor concentration and control of impulses. It can affect children's learning and social skills, and also family functioning. It is not an illness. With medical treatment, understanding and care, a child with ADHD can live a normal life. About 3-5 of every 100 children in Australia have ADHD. It is much more common in boys than girls.
Signs and Symptoms

Inattention Difficulty concentrating, forgetting instructions, moving from one task to another without completing anything. Impulsivity Talking over the top of others, losing control of emotions easily, being accident prone. Overactivity Constant fidgeting and restlessness.
Treatment
Medication At this point, stimulant medication is the single most effective treatment for the symptoms of ADHD Behaviour strategies Positive parenting, home and classroom strategies such as keeping structure, boosting self-esteem, building social skills, planning the physical and learning environment all help. Sometimes counselling for the child or the family is also needed.
Epilepsy
Epilepsy is a disruption of the normal electrochemical activity of the brain that results in seizures. Under certain circumstances anyone can have a seizure. It is only when there is a tendency to have recurrent seizures (more than one) that epilepsy is diagnosed.
Sensory disturbances - is when you/your child experiences tingling, numbness, changes to what you/your child sees, hears or smells, or unusual feelings that may be hard to describe. Abnormal body movements - limp, stiff or jerking movements that may come with loss of consciousness and shallow or jerky breathing Abnormal behaviour - is when you/your child may be confused or have automatic movements such as picking at clothing, chewing and swallowing or appearing afraid.
Medication If you/your child has repeated (several or many) seizures your doctor may prescribe some antiepileptic medication to help prevent seizures.
Need Asthma
Short Summary
Asthma is a common condition caused by narrowing of the small air passages (breathing tubes/bronchi) in the lungs. The narrowing happens because the air passages become swollen and inflamed. This makes it harder for air to get through, to breathe, and it causes wheezing, coughing and problems with breathing.
Signs and Symptoms

coughing - which usually happens at night, during the early hours of the morning, when the weather is cool, and during exercise wheezing - when breathing sounds like whistles breathing problems
Treatment
Asthma can be well controlled with the right medicine in nearly all children. The two types of medication used by children are Relievers & Preventers.
Eating Eating disorders are not Disorders

serious psychiatric
common but they are very illnesses. They can lead to physical, emotional and social problems and can sometimes require hospitalisation.
Significant weight loss, Consistently reducing fat, calorie counting, skipping meals, fasting, avoiding certain food groups such as dairy or carbohydrates, Excessive/compulsive exercise, More preoccupation with body shape, weight and appearance, Intense fear of gaining weight, Distorted body image (eg. complaining of feeling/looking fat when actually a healthy weight or underweight), Distress/anger at meal times, Bathroom visits/showers after meals, Frequent weighing of self.
Eating disorders have very serious medical and psychological consequences and need both psychological and medical treatments.
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Need Food Allergies
Short Summary
Food allergy (caused by an immune mechanism) is different to food intolerance (not caused by an immune mechanism). Examples of intolerance include lactose intolerance due to absence of lactase enzyme in GI tract, monosodium glutamate, skin reactions from strawberries, citrus or tomatoes. Most food allergies are not life-threatening.
Signs and Symptoms

Swelling of lips, face or eyes, Hives or welts, Abdominal pain, vomiting, Difficulty breathing, Swelling of the tongue and/or throat, Difficulty talking, Hoarse voice, wheezing or persistent coughing, Loss of consciousness and/or collapse, Infants and young children appearing pale and floppy.
Treatment
Management.
7. Safety and Duty of Care

You, as an exercise professional, have a duty of care to children and young adolescents under your supervision. ACTIVITY 8: c) Using the Kids in Gyms Guidelines list your responsibilities in relation to duty of care when providing physical activity programs for children.
identify possible causes of harm and prevent harm from occurring. Check their health & ensure their safety. Must have permission for use of photographs/videos of a child. No staff (including volunteers) shall be alone with a child at any time. Check allergies & medical conditions. Act in a reasonable way at all times to ensure no harm is done.
You have a class of 15 young adolescents arrive for a structured strength training session. Describe what steps you would take to provide a safe class for the participants.
Check all the equipment being used isnt faulty in any way, & eliminate any harmful situations from happening. For example, moving objects close to the area that the children will do PA in. Clean & wipe down all the equipment before any use. Make sure there are no wet surfaces or any other kind of disruptful objects. Have water nearby to keep the children hydrated. Have a first aid kit nearby in case of any injuries. Make sure all the children are wearing the appropriate clothing depending on the weather. For example, if its cold wear long sleeved tops & pants & if its hot wear t-shirts or singlets & shorts.
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Fitness Assessment Protocols and Procedures ACTIVITY 9: a) Research fitness assessment protocols to measure the following aspects of fitness in relation to children and young adolescents:
Cardio vascular fitness Strength Flexibility Fundamental motor skills Body composition measurements
Discuss your responses with your trainer or supervisor to check your understanding of fitness assessment protocols
b) Suggest modifications to standard assessment tools for use with a group of children and
not one-on-one.
Make sure to speak so that all the kids feel comfortable with you & include all of them in the activity.
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CHAPTER 1 Summary Checklist

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

state/territory
Have read and understood any Duty of Care policies related to your workplace Hold appropriate Fitness Industry Professional Registration according to state & territory
Codes of Practice
Be able to evaluate and apply a pre-exercise screening tool in relation to the provision of
physical activities for children and adolescents adolescents.
Gain a basic understanding of a range of common Special needs of children and young Be able to select and apply fitness and assessment protocols
CHAPTER 2: Overview of Physical Activity for children and young adolescents

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

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

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

Health benefits ACTIVITY 1: a) List the health benefits of exercise for children? Healthier Fit Avoid Obesity
b) Select 3 benefits from your list above and research the underpinning science behind
each. ............................................................................................................................................................ ............................................................................................................................................................ ............................................................................................................................................................ ............................................................................................................................................................
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Social and psychological benefits ACTIVITY 2: Refer to the following web page. http://www.embracethefuture.org.au/resiliency/social_skills.htm (The Mental Health Foundation of Australia Resilience Resource Centre Victoria, Australia) After having researched the information on this web site (and any other relevant research) answer the following questions: a) Why is it important to develop social skills in children and young adolescents?
To avoid a mental instability & loneliness, & build confidence in working with others.
b) In what way can physical activity be a valuable tool for aiding the social development of children and young adolescents?
It creates an interest in joining local sport clubs or organizations. Where they meet new people & make a lot of friends.
c)
How would you incorporate the teaching of social skills into your physical activity session plan?
Play games & sports that involve interaction with others. Group/ Team sports.
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Psychological benefits There are a range of psychological benefits to participating in physical activity. These may include: Improved self-esteem Improved self confidence A better outlook on life Reduced stress levels Good eating patterns Improved self image
ACTIVITY 3: Research and comment on each of the psychological benefits listed above that may be gained through participation in physical activity Improved self-esteem Improved self confidence A better outlook on life Reduced stress levels Good eating patterns Improved self image
Good for socialising skills. Veers you away from depression. Helps you value your life.
Keeps you optimistic. To stay healthy.
For confidence boosting.
Discuss your answers to ACTIVITY 1, 2 and 3 with your supervisor or trainer to check your understanding on health, social and psychological benefits of physical activity for children and young adolescents.
2. Stages of growth and development

2a) Understanding The Tanner Stages of Development
There are a number of stages of growth and development in children and young adolescents that need to be considered when planning and delivering physical activity.
ACTIVITY 4: There are 5 stages of maturation development Tanner Stages of Development listed below. Research and summarise how each is characterised in boys and girls;
Boys Tanner Stage 1

Prepubertal Prepubertal
Girls
Tanner Stage 2
Enlargement of scrotum and testes; scrotum skin reddens and changes in texture Enlargement of penis (length at first); further growth of testes Increased size of penis with growth in breadth and development of glans; testes and scrotum larger, scrotum skin darker
Breast bud stage with elevation of breast and papilla; enlargement of areola Further enlargement of breast and areola; no separation of their contour Areola and papilla form a secondary mound above level of breast
Tanner Stage 3 Tanner Stage 4
Tanner Stage 5
Adult genitalia
Mature stage: projection of papilla only, related to recession of areola
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2b) Anatomy/Physiology
ACTIVITY 5: Compare and contrast the following anatomical and physiological features of children to adults in relation to physical activity. Children Cardio vascular response to exercise
Heart and lungs are slightly smaller, so they cant perform as hard because their lungs arent fully developed.
Adults
Adults can perform significantly longer while doing physical activity because theyre more developed.
Cardiac output
Is less because of undeveloped skills/ motor skills.
Is far better, because of more years training the bodys cardiac output.
Hydration and thermoregulation Anaerobic metabolism Response to resistance training
Children need more hydration because their storage for water is smaller than adults. Glycogen isnt stored & used as efficiently. Resistance training at a young age could stop the proper muscle growth needed for children, as they are not fully grown. They can possibly get injured as well. weight.
Usually adults can go longer without rehydrating, but still have to rehydrate nonetheless. Higher levels of glycogen. Resistance training will obviously build muscle & lose fat, because people usually stop growing when they become an adult. For adults, a BMI is a test for being underweight or overweight, but this test is somewhat inaccurate in some cases.
Body Mass Index (BMI) For children, we cannot check their
3. Risks/Safety elements
The recommended Staff/Child Ratios for structured or supervised programs in centres according to the Fitness Australia/Childrens Hospital at Westmead Kids in Gyms document, 2003.are; 1:25 - 1 instructor for every 25 children when conducting supervised or structured group fitness classes. This includes weights and non- weights fitness classes and circuit weight training classes. (This ratio may be exceeded on the proviso that for each increment between 1 and 25 children over the initial class size of 25 students, there must be one additional class instructor present). 1:8 - 1 instructor for every 8 children when conducting supervised or structured resistance training sessions. For school groups a teacher must be present at all times in addition to the instructor.
Injury Prevention
ACTIVITY 6: The following are components of a physical activity session. Warm up Cool down including stretching Explain how these elements may or may not assist with injury prevention in children and young adolescents. A warm up is conducted to heaten & loosen the muscles, to minimise any chance of injury. A cool down is conducted to slowly bring down the strain of your muscles from training, to prevent further injury.
ACTIVITY 7: Given the Kids in Gyms guidelines were published in 2003, do you consider they are appropriate today? Why / why not? This could be somewhat appropriate, but in 10 years, a lot of laws & legislations could easily have been changed.
Learner Workbook
4. Instructional Skills
4a) Feedback/ Language
Give constructive feedback As the instructor for a session, there will be many times when you will give feedback to participants and/or their parent/guardian/carer. Sometimes this will concern a technical skill. Other times it will concern the management of the group or an individual. Timing is crucial when providing feedback. It is best if it is immediate as it will be more clearly understood and have greater effect. Here are some examples: Constructive feedback Specific Try standing with your feet wider apart Johnny You are doing a great job Lucy, lets quicken the pace a little Thats it, youve got it Kate Technical Skill Superb technique Helen, you are keeping your back nice and straight Lovely posture Lisa. Just make sure your knees are slightly bent. Thats it, well done. Well done Amy, you are using that equipment correctly Group Management Follow my lead watch how I bend my knees Non-constructive feedback General Thats not the way to do it Paul
Whats wrong with you Sarah, cant you go faster? Thats a bad effort Jack Technical Skill No, thats wrong Dan, do it this way
Jan, I told you not to do it that way its dangerous Dont hold the bar like that Ben
Group Management Everyone in this class is slack. You are not trying your hardest You still haven't got that right
Fantastic effort everyone, well take a 5 min water break Everyone should have a chance to try this move.
Give other people a chance to try it!
ACTIVITY 8: Replace the following word with more age appropriate word(s) 1. Diet 2. Test 3. Cardiovascular 4. Fat 5. Normal Child Healthy eating Examine Running Overweight Child
6. Mentally Disabled Special Needs 7. Obese Overweight
ACTIVITY 9: Role play the conversation you would have with the anxious mother of a child who has demonstrated a serious lack of hand/eye coordination due to the childs level of obesity. The child also displays poor social skills and inattention to instructions. Pay attention to the language you use when providing feedback to the mother about her childs participation in your physical activity classes. At the same time you need to convey the difficulties her child is having.
Learner Workbook
4b) Motivation
There are 2 main types of motivation: Intrinsic or internal motivation that comes from within Extrinsic motivation which comes from an outside source You can use both of these motivation types to help increase the level of motivation a child has before, during and after training.
ACTIVITY 10: Complete the following table; List different ways you can help to increase or improve motivation levels: Age Group 3 5 yrs Intrinsic Motivation
Verbal, positive encouragement If we all do this together, well have lots of fun! Make the training environment fun and exciting
Extrinsic motivation
Tell the child at the beginning of the class that there is a reward at the end of class. This can help to extrinsically encourage the child to participate and join in. Let them know that winning is not always the point in a game, the point is just to have fun.
6 9 yrs
More verbal encouragement. Add a level of competition between the children, inspire them to compete, but still keep it fun.
9 14 yrs
Heighten the level of competition & include different challenges so that its not boring. Young teens get bored pretty quickly.
Split them into different groups so they can look forward to beating their friends in a game they play.
15 yrs +
Speak with a positive, yet explosive tone of voice, to hype up the teenagers.
Tell them if they get better, they can potentially join a sports club & play games professionally. The ultimate reward.
4c) Goal Setting

ACTIVITY 11: a) Interview three children of different ages and find out what they would like to achieve by participating in a physical activity program
7yr old I would like to make more friends. 12yr old I want to be more fit & healthy. 17yr old I want to compete in the world cup.
b) Interview the parent/guardian/carer of each of those three children and find out what
they would like their child to achieve from participation in the physical activity program
c) 7yr old I want my child just to have fun. 12yr old Keep my child fit & you keep him happy. 18yr old Train him harder & faster to become the best that he can be.
Compare and contrast each pair of responses and suggest reasons for any differences in the parent/child response.
All responses are similar.
Discuss your responses with your supervisor or trainer
Learner Workbook
5. Planning Physical Activity Sessions

ACTIVITY 12: Develop and deliver a physical activity session lasting 45 minutes for a group of 10 year old children (mixed boys and girls). As part of the planning process, give your justifications for your decisions on the following considerations: Aims and objectives of both individual activities and overall session Choice of activities and associated risk with: - Cardio vascular activities - Strength - Flexibility - Fundamental motor skills Sequencing of activities Music selection Component structures including warm up, body and cool down Timing Contingency planning Progressions

I understand the physical, social and psychological benefits & effects of exercise for
children and young adolescents
I understand the stages of growth and development I understand the differences between training adults and children I understand a range of strategies for minimising the risk of injury in children and young
adolescents
I am able to develop and deliver a physical activity class to children and young
adolescents
Learner Workbook
CHAPTER 3: Equipment and Activity Ideas

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

This section covers a variety of topics including: Music Selection Example group session plan Exercise Circuit 5 9 years Exercise Circuit 9 14 years Non Circuit training examples for all age groups
2. Music Selection
ACTIVITY 2: a) Music can be inspirational for all ages. Why is music a great training tool to use with children? It creates a motivating mood for children because it gets them moving.
b) As a general guide, what beats per minute (BPM) would you suggest for the following; Warm-up: 100bpm Conditioning: 120bpm Cool-down: 80bpm Relaxation: 60bpm
c) What age groups could you use the following type of music for? Tick the appropriate box. You can tick more than one box. MUSIC Techno Nursery rhymes Pop Alternate Aerobic Dance Childrens groups/bands Jazz Hip-Hop Soul Classical Rock Hits Make your own compilations! x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x 35 59 9 14 15 + x
Discuss your answers to ACTIVITIES 1 and 2 with your supervisor or trainer.
Learner Workbook
3. Example Group Session Plan

The following lesson plan is an example of training session with 10, 11 year old females. Client: Location: Duration: Special needs: Aims/Objectives: 10, 11 year old Females Centennial Park 40 min N/A To increase cardio vascular fitness and flexibility for the netball season Date: Time: Age: 12/12/12 10am 11 years
Time (min) 1 2 3 4 5
Session activity Slow jog 30% effort Increase speed of jog to 50% effort
Set up prior to session/equipment needed
Jog at 50% effort in pairs, pass a netball to Set out 50m distance with marker each other, while jogging between the cones cones Netball
6 7 8 9 10 11 12 13 14 15 16
Stop and stretch all major muscle groups
Hold each stretch for 10 30sec
WATER BREAK
Conduct a beep test with your class. Encourage them to go as far as they can
Set out 20m distance with marker cones Set up CD player with Beep Test CD
17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 Water breaks must take place every 10 Encourage the group to take big, deep breaths for 1 min. Encourage the group to re- minutes hydrate whilst continuing to take deep breaths for 2 more minutes walk around slowly Slowly jog at 50% effort slow the jog down to 40% effort Stop and stretch all major muscle groups Hold each stretch for 10 30sec Set out 1m distance with marker cones In pairs, one partner runs on the spot with fast feet while the other quickly throws the netball to them. Vary the throw up, down, side and straight. 1min effort then rest for 30 Netball sec. Swap over the thrower goes to fast feet and fast feet throws the ball. Repeat 3 times WATER BREAK Use 20m distance Knees bent, slide at a 45 degree angle forwards 2 slides with right leg in front then 2 slides with left leg in front. Alternate 20m forwards and backwards WATER BREAK
Contact Numbers Weather alternatives
Home xx xxxx xxxx NA
Parents Mobile xxxx xxx xxx
Learner Workbook
4. Example of a 5 9 years Exercise Circuit Program

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

Harder circuits More sport/muscle specific than 5 9yrs More intense workout with health tips and facts to improve health and fitness levels More individual rather than buddy oriented Fun and challenging
ACTIVITY 3: Write a 40min circuit lesson plan for a group of 10, 9 14 yr old boys and girls. Include information on the set-up, safety, warm-up, conditioning/aerobic, fundamental motor skills, cool-down, and relaxation. Also include the circuit stations and activities at each. Use the format below of 10min warm up, 20min conditioning/aerobic/skills, 5 min cool down, 5min relaxation/re-hydration Client: Location: Duration: Special needs: Aims/Objectives: 40 min Date: Time: Age:
Time (min) 1 2 3 4 5 6 7 8 9
Session activity Slow Jog at approx. 30%
Set up prior to session/ equipment needed
Increased speed. Slow Jog at approx. 50%
Stretch out muscles
Time (min) 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35
Session activity Water Break Game of Bull Rush or Dodgeball
Set out an area of approx (10m x 5m) distance with markers at each end Every child lines up at one end One child is in with the instructor
Water Break
All children try to run to the other end without being tipped If tipped that child joins the original child who was in + the instructor thus making it harder to get to the other end with more tippers in the middle The last child un-tipped is the winner!
Water Break
Learner Workbook
Time (min) 36 37 38 39 40
Session activity Light cool down jog Stretches Water Break
Variations and modifications for children with special needs in the class
Contact Numbers Weather alternatives
041 8114 654 - Coordinator n/a
6. NON-CIRCUIT TRAINING EXAMPLE

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

Child 3 5 Child 5 9 Adolescent 9 14 & 15+ Goal to get fit
Goals Parents want child Goal improve soccer to have fun while exercising skills Children 3 5 love fun and simple games. Try bursts of activities like:

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

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

Set out 3 cones in a triangle approx 2m apart. Each cone will be a different activity for 30sec. Child must run to next cone when activity is finished. Cone 1: Sit-ups Cone 2: Push-ups Cone 3; Tuck jumps
Spin Bike Hill climbing on harder resistance, sprinting on lower resistance and recovery on middle resistance Elliptical trainer - Consistent pace for 5 min Recumbent bike - Steady pace for 5 min Rower Concentrate on strokes per minute try and increase for 1 min then recover. Repeat for 5
Running Crab crawling Backwards Crawling on knees Jumping Skipping
Child 3 5
Child 5 9
Adolescent 9 14 & 15+ Goal to get fit
Goals Parents want child Goal improve soccer to have fun while exercising skills
min. Set out hula hoops randomly around. The child can run around until you say STOP then they must jump into the nearest hula hoop and do what you say for example; Star jump Run on the spot Pretend to be a kangaroo Dance Jump from side to side.. Then say RUN and the child has to run around until you say STOP again.
Set up a drill situation of different soccer skills. For example:

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

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

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

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

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

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

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

Element of Competency covered in this chapter: Dietary Guidelines
1. Dietary Guidelines
Go to the website below and find the Dietary Guidelines for Children and Adolescents in Australia.
http://www.nhmrc.gov.au/_files_nhmrc/pu blications/attachments/n34.pdf
ACTIVITY 1: Download the healthy eating guidelines for children and young adolescents and summarise the guidelines.
Encourage and support breastfeeding Children and adolescents need sufficient nutritious foods to grow and develop normally Growth should be checked regularly for young children Physical activity is important for all children and adolescents Enjoy a wide variety of nutritious foods Children and adolescents should be encouraged to: Eat plenty of vegetables, legumes and fruits Eat plenty of cereals (including breads, rice, pasta and noodles), preferably wholegrain Include lean meat, fish, poultry and/or alternatives Include milks, yoghurts, cheese and/or alternatives Reduced-fat milks are not suitable for young children under 2 years, because of their high energy needs, but reduced-fat varieties should be encouraged for older children and adolescents Choose water as a drink Alcohol is not recommended for children and care should be taken to: Limit saturated fat and moderate total fat intake Low-fat diets are not suitable for infants Choose foods low in salt
Consume only moderate amounts of sugars and foods containing added sugars Care for your childs food: prepare and store it safely
Learner Workbook
a) Using the guidelines, analyse the following days eating and suggest changes to bring it into line with the healthy eating guidelines. Suggested change Breakfast Cornflakes Full cream milk 2 tsp sugar Fruit drink
Oatmeal Skim/ Low Fat Milk No sugar
Playtime snack
Bag of chips Can coke
Fruit Water
Lunch
Sandwich made with 2 slices white bread, butter, cheese spread, and lettuce LCM bar Fruit yogurt Fruit popper drink
Sandwich made with 2 slices of brown bread, low fat butter, cheese spread, and lettuce & tomatoes. Fruit yogurt Water/ Juice box
After school snack
Blueberry muffin Glass of full cream milk
Fruit Water
Evening meal
Sausages Baked beans Hot chips Ice-cream
Vegetables Lean Meat/ Chicken Potatoes Tall glass of water
Before bed
Hot chocolate Biscuit
No change

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

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

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

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

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

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

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

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

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SISFFIT313A Plan and deliver exercise to apparently healthy children and adolescents

ABOUT this LEARNER WORKBOOK

Plan and deliver exercise to apparently healthy children and adolescents

Application of the Unit

Evidence of the following is essential:

How do I use this learner workbook?

What resources do I need?

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

Why do I need it?

Professional Indemnity Insurance

2. Do I have any professional responsibilities?

2: Use & Disclosure

6: Access & Correction

9: Transborder Data Flows

10: Sensitive Information

Mandatory reporting of child abuse

4. Referring to other professionals

*FILL OUT THE FIT2LEAD EXAMPLE

Discuss your answers with your supervisor, trainer or classmates

drawing attention to Marys injury?

Discuss your answers with your supervisor, trainer or classmates.

6. Special needs situations

Need Diabetes Type 1

Signs and Symptoms

Signs and Symptoms

Signs and Symptoms

Eating Eating disorders are not Disorders

Need Food Allergies

Signs and Symptoms

7. Safety and Duty of Care

CHAPTER 1 Summary Checklist

Have read and understood privacy of information legislation relevant to your

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

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

Motivation Goal setting Planning physical activity sessions

1. Benefits of physical activity for children and young adolescents

Keeps you optimistic. To stay healthy.

For confidence boosting.

2. Stages of growth and development

Boys Tanner Stage 1

Tanner Stage 3 Tanner Stage 4

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

Is less because of undeveloped skills/ motor skills.

Hydration and thermoregulation Anaerobic metabolism Response to resistance training

Body Mass Index (BMI) For children, we cannot check their

Give other people a chance to try it!

6. Mentally Disabled Special Needs 7. Obese Overweight

4c) Goal Setting

Discuss your responses with your supervisor or trainer

5. Planning Physical Activity Sessions

CHAPTER 2 Summary Checklist

CHAPTER 3: Equipment and Activity Ideas

Balls + Tennis balls

Equipment Bean Bags

Markers (Dome & Hats)

Air Flow Bats

Sprinting, Track running.

3.Balls + Tennis Balls 4.Skipping Ropes 5.Mini Tramp

Backwards Skipping Hop on one leg

Bunce high, low, fast

Run/ jog on tramp

Example classes and activities

Discuss your answers to ACTIVITIES 1 and 2 with your supervisor or trainer.