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010-111 ACSM certified Personal Trainer

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010-111 exam Dumps Source : ACSM certified Personal Trainer

Test Code : 010-111
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practice test : 208 actual Questions

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ACSM ACSM certified Personal Trainer

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

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

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

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

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

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

    NASM-licensed own coach and health coach Marci Nevin (@MarciNevin) defined in an Instagram submit why carbs are so Important for overall health, in particular for girls. "bound low carb diets can likewise be toil in some circumstances," she wrote in her caption. "but for the sake of this withhold up, i'm speakme greater notably to girls who're in generally first rate health, doing favorite immoderate exercise, seemingly a diminutive stressed, and delight in a point of more desirable build composition. For that woman, consuming an sufficient amount of carbs may likewise be very beneficial."

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

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

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

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


    010-111 ACSM certified Personal Trainer

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    Killexams.com 010-111 Dumps and actual Questions

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    010-111 exam Dumps Source : ACSM certified Personal Trainer

    Test Code : 010-111
    Test title : ACSM certified Personal Trainer
    Vendor title : ACSM
    practice test : 208 actual Questions

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    ACSM certified Personal Trainer

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

    Body-weight training ranks high in personal trainer trends.

    Body-weight training ranks high in personal trainer trends.

    Visage/Stockbyte/Getty Images

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


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

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

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

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

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

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

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

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

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

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

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

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

    Figure 1

    Figure 1

    Figure

    Figure

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

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

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

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

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

    Weeks 2 to 10: Personal Fitness Training Sessions

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

    Because personal fitness trainers delight in similar roles and responsibilities to those of teachers, it is Important for personal fitness trainers to develop profitable teaching or pedagogical skills. Therefore, various teaching methods were incorporated into the suitable program. To benefit ensure a valuable and productive "teaching-learning" undergo (16), student trainers were required to develop individual exercise plans before each session (1,15). The progress of a written exercise plot (Figure 2) for each training session was an integral fraction of the educational process.

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

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

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

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

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

    Students completed a traditional university course evaluation contour at the conclude of the semester. For the overall property of the course, the affect score was 4.21 on a scale of 5 (excellent) and 1 (poor). Generally, comments on these evaluations were very positive such as the class was "a powerful experience" and "it helped expand lore and self-confidence with personal training and exercise prescription." Several students likewise commented that the course toil involved a powerful deal more time when compared with other courses.

    STEP 3 - EVALUATION OF FIT

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

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

    TABLE 2

    TABLE 2

    TABLE 3

    TABLE 3

    APPLICATIONS TO PERSONAL FITNESS TRAINERS AND FITNESS COORDINATORS/MANAGERS

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

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

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

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

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

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

    Another benefit for fitness coordinators/managers for implementing a program fondness suitable at their facilities is that the course likewise can involve instruction on the philosophy and policies of the personal fitness training program at that facility, resulting in the trainees understanding their roles and responsibilities upon hiring and what the facility considers as Important traits of property personal fitness trainers. Fitness coordinators/managers likewise may want to involve their experienced and successful personal fitness trainers as teaching assistants in this course where they could serve in a mentoring role. This may be a profitable pass to retain these individuals and recognize them for their contributions to the facility's personal fitness training program.

    CONCLUSIONS

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

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

    CONDENSED VERSION AND BOTTOM LINE

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

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

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

    © 2009 American College of Sports Medicine Source

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

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