LEVEL

UNIT

GYM INSTRUCTOR WORKBOOK / MANUAL 1

ANATOMY &
PHYSIOLOGY
FOR EXERCISE

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Unit 1 Anatomy & Physiology for Exercise

Gym Instructor Workbook Manual 1

UNIT CONTENTS
Page
Key Anatomy and Physiology Terminology

Unit 1.1 Skeletal System

Unit 1.2 Muscular System
Unit 1.3 Circulatory System
Unit 1.4 Respiratory System
Unit 1.5 Energy System
Unit 1.6 Nervous System
Unit 1.7 Life Course & Special
Populations

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29
51
65
75
87
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Unit 1 Key Anatomy and Physiology Terminology

Gym Instructor Workbook Manual 1

KEY ANATOMY AND PHYSIOLOGY TERMINOLOGY

Abduction

Away from the midline of the body

Heart Rate

Number of times the heart contracts in one minute

Adduction

Towards the midline of the body

Transverse
Extension

Arm away from the midline in the horizontal plane

Aerobic

In the presence of oxygen

An incoming signal

Transverse
Flexion

Arm towards the midline in the horizontal plane

Afferent
Agonist

The main muscle that causes the muscle action

Inferior

Lower aspect of a structure (Below)

Anaerobic

Without the presence of oxygen

Insertion

The end attachment of a muscle

Antagonist

The opposing muscle to the agonist that relaxes to allow movement

Inspiration

Drawing air into the lungs

Anterior

In front of the midline (Front)

Inversion

Sole of the foot faces the midline

ATP

The bodies energy currency

Isometric

A muscle resist a force whilst maintaining its length (no change)

Autonomic

Under no direct control (actions we do not need to think about)

Lateral

Further away from the middle of the body

Cardiac Output

The amount of blood pumped from the heart in one minute

= HR x SV

Medial

Nearer the middle of the body

Origin

The start attachment of a muscle

Cardiorespiratory

The heart and lungs

Parasympathetic

Slowing of bodily functions

Cardiovascular

The heart and the blood vessels

Pelvic Floor

Muscles at the base of the abdomen attached to the pelvis

Circumduction

A circular movement available at ball and socket joint

Peristalsis

Smooth muscle contracts and relaxes causing a wave movement

Concentric

A muscle generates force whilst shortening

Posterior

Behind the midline (back)

Constriction

To become smaller in size

Pronation

Palm of the hand facing downward

Core

Name given to muscles that stabilise, support and move the spinal
column

Protraction

Forward movement of the shoulder girdle

Proximal

Nearer the midline of the body

Depression

Downward movement of the shoulder girdle

Retraction

Backward movement of the shoulder girdle

Diastolic

Pressure exerted on artery walls when the heart relaxes

Rotation

A bone rotating along its own long axis - this can be medial for lateral

Diffusion

The exchange of gases from high to low concentration

Dilation

To become larger in size

Somatic

Under direct control (actions we chose to do)

Distal

Further away from the midline of the body

Stroke Volume

Volume of blood that is pumped from the heart in one contraction

Eccentric

A muscle resists a force whilst lengthening

Sub

Underneath (i.e submarine)

Efferent

An outgoing signal

Superior

Upper aspect of a structure (Above)

Elevation

Upward movement of the shoulder girdle

Supination

Palm of the hand facing upwards

Eversion

Sole of the foot faces away from the midline

Sympathetic

Speed up of bodily functions

Expiration

Forcing air out of the lungs

Synergist

A muscle that assists the agonist in the movement action

Extension

Increasing the angle around the joint

Systolic

Pressure exerted on artery walls when the heart contracts

Fixator

The muscle the stabilises the joint within the movement

Venous Return

The process of returning blood to the heart

Flexion

Decreasing the angle around a joint

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Unit 1 Skeleton

UNIT 1

Gym Instructor Workbook Manual 1

SKELETON
By the end of this section
you should be able to
Describe the functions of the skeletal system
Identify the major bones that make up the
skeletal system and their location
Describe the different types of bone and
where they can be found in the body
Explain the structure of a long bone and the
stages of growth development
Understand the regions of the spine and
postural deviations
Identify the types of connective tissue
associated with the skeletal system
Identify the types of joints found in the body
and where they can be located
Describe and label the structure of a synovial
joint
Name and demonstrate the range of joint
movements

Unit 1 Skeleton

Gym Instructor Workbook Manual 1

VITAL
FACTS
SESAMOID
means

BONE CLASSIFICATIONS

SKELETAL SYSTEM

Bones are classified by their shape not their size into the following categories:
Flat bones
Are flat in appearance and
provide protection of vital
organs, they also have a
large surface area for muscle
attachment.
Skull, Ribs, Sternum and
Scapula

The skeletal system is a network of bone, cartilage and ligaments.

FUNCTIONS OF THE SKELETON

SEED LIKE
Function

Description

Example

Protection

Protection of the vital internal organs

Skull protects brain

Ribs protect heart/lungs
Spine protects spinal cord

Movement

Our bones provide levers for movement

Radius/ulna- bicep curl

Shape

Bones provide a supported

framework for the body and our
shape

Mandible shapes the jaw

line

Production

Within some long bones, red marrow

produces white blood cells, red blood
cells and platelets

Femur
Humerus
Tibia

Muscle
attachment

Bones provide surfaces for soft tissue

attachment such as muscles and
ligaments

Scapula
Ilium

Storage

Act as storage reservoirs for minerals

Calcium
Phosphorous

Irregular bones
Have no set shape, this is
determined by their job within
the body.
Vertebrae

Table 1.1 shows the functions of the skeletal system

Short bones
Are cuboid in shape, being as
wide as they are long. These
bones usually occur in groups
and give us fine movements.
Carpals and Tarsals

Long bones
Are longer than they are wide
and these bones act as levers
to create movement, produce
blood cells and store minerals.
Humerus and Femur

Sesamoid bones
These are small bones which
develop within tendons to help
protect the tendon, along with
ligaments.
Patella

Figure 1.1 bone classifications

Unit 1 Skeleton

Gym Instructor Workbook Manual 1

BONES OF THE SKELETON

Cranium

The skeleton is comprised of 206 bones.

There are two sub-divisions of the skeleton,
axial (80) and appendicular (126) these can
be seen in figure 1.2:

Mandible
ANTERIOR

POSTERIOR

Clavicle
Scapula

Sternum
Ribs
Spine Vertebrae

Humerus

Ilium
Ulna

Radius
(Thumb side)

Pubis
Ischium

Carpals

Meta-Carpals

Phalanges
Femur

Patella

Fibula
Tibia

Tarsals
Meta-Tarsals
Calcaneus

Figure 1.2 shows the axial and appendicular skeleton

Phalanges

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Unit 1 Skeleton

Gym Instructor Workbook Manual 1

STRUCTURE OF A LONG BONE

BONE TISSUE TYPES

BONE GROWTH

From table 1.2 you will see there are 2 types of bone tissue within a long bone.
Spongy bone
Proximal
epiphysis

Spongy bone
Articular
Cartilage
Compact
bone

Epiphyseal
line

Compact/Cortical bone This is made up of rod like structures which are tightly
packed together, making it dense and strong.
Spongy/Cancellous bone This is a honeycomb like structure (looks similar to the
inside of a sponge) this makes it lightweight, yet strong. The honeycomb structure
allows blood vessels to pass in and out of the bone to import and export nutrients and
blood cells.

THE FORMATION OF BONE

The process of bone formation and growth is known as ossification, there are two
cells responsible for this:

Periosteum
Compact
bone

OSTEOBLASTS OSTEOCLASTS

Medullary cavity
Diaphysis

C for clast means C for clear old bone

deposits

B for blasts means B for build new bone

STAGE 1:
A foetus skeleton is
formed of cartilage.

STAGE 2:
Around the cartilage
periosteum develops.
Blood, nutrients
and minerals are
transported to the
middle of the bone.
The primary
ossification centre
develops, where
osteoblast cells
start to build the
diaphysis structure.

It is the balance of these two cells that control bone growth and formation.
Foetus: First 2 months
Cartilage model forms
Blood vessel

Go to p
age 27

Distal
epiphysis

Foetus: At 2-3 months

Compact bone develops
starting at the primary
ossification site
Cavity

Figure 1.3 shows the structure and anatomy of a long bone

VITAL
FACTS
DID YOU KNOW...
that growth plate fractures
are most common at 14-16
years of age

Cartilage growth plate

Component

Function

Articular cartilage

This covers the epiphysis. It helps reduce friction and absorbs

shock where two or more bones meet (joint)

Epiphysis

This is rounded and located at either end of the bone and is

made up of spongy/cancellous bone

Figure 1.4 shows the 4 stages of bone growth

Epiphyseal growth plate

This is the region in which new bone is created from cartilage.

FACTORS AFFECTING BONE GROWTH

Diaphysis

This is the main shaft of the bone and is made up of compact/

cortical bone

Medullary cavity

Periosteum

This is the hollow centre within the diaphysis and contains

yellow and red marrow for storing fat and blood cell production
This is a fibrous sheath that covers the outside of the bone
promoting blood supply and attachment through ligaments and
tendons

Table 1.2 explains the components of a long bone

12

Childhood
Spongy bone develops at
secondary ossification sites

Adolescence
The growth plates promote
longitudinal growth until
young adulthood
Compact bone containing osteocytes

The development of bone can be affected by a number of factors.

Nutrition your diet has direct effect on growth development i.e. lack of mineral intake
such as calcium and phosphorus.
Exposure to sunlight there are cells within your skin that convert UV light into vitamin
D, which is a vitamin vital for absorption of calcium in the small intestine.
Hormonal secretions hormonal balance (Testosterone/Oestrogen) is important in
effective bone growth and maintenance. During menopause a reduction in Oestrogen
will effect bone growth which can make bones more susceptible to fractures.

STAGE 3:
The bone continues
to develop and the
primary ossification
centre divides.
Growth continues
from the secondary
ossification sites
located at either end of
the diaphysis. These
are the epiphyseal
growth plates where
bone growth occurs
during childhood and
adolescence.

STAGE 4:
At the final stage the
growth plates ossify
and then become
epiphyseal lines (this
occurs around the
age of 21). After this
point the bones will
not grow in length,
but throughout
lifetime bones renew
themselves.

Physical activity bone strength and density develops according to the stresses that it
is placed under i.e. weight bearing exercise.
13

Unit 1 Skeleton

Gym Instructor Workbook Manual 1

SPINAL ABNORMALITIES

THE SPINE

HELPFUL
HINT
Remember the spine by:
Call the Liverpool Soccer
Club

The spine is an arrangement of irregular bones called vertebrae, which are divided into
five sections according to their size.
The five sections are Cervical, Thoracic, Lumbar, and the fused sections the Sacrum
and Coccyx (see figure 1.5) These regions give the spine its distinctive S shape.
This S shape is important as it absorbs shock and impact with the support of
intervertebral discs.
There are 33 vertebrae in total, 9 of these are fused (no movement) and 24 are
moveable and separated by intervertebral discs.

712554

Posterior (Back) Spinal Column

The normal curvature of the spine can become exaggerated or excessive. Genetic
and lifestyle factors contribute to this, examples include sports, injuries, fashion, age,
pregnancy, obesity, work and disabilities. These can lead to:
Lordosis

Atlas (C1)
Cervical (7)

Flat Back
When the lumbar lordotic
curve (lower back) is
excessive, we refer to
this as someone having
lordosis. Usually seen with
the bum out or duck
position, where the pelvis
is tilted anteriorly and the
persons gluteals protrude
posteriorly. Affects ladies
during pregnancy as well as
people who are overweight/
obese due to the shift in
centre of gravity.

Lateral (Side) Spinal Column

Atlas (C1)
Axis (C2)

The S shaped spine as shown in figure 1.5 is often referred to as normal curvature
or neutral spine. This is when the curvatures of the spine are maintained with minimal
muscular effort.

Axis (C2)

Thoracic (12)

This is a lack of lumbar

curvature, so it appears
that the thoracic and lumbar
spine sections are straight.
It is common in those with
sedentary lifestyles and
leads to tight hamstrings
and abdominals, this
also commonly affects
footballers.

Lumbar (5)

Sacrum (5 Fused)

Kyphosis

Coccyx (4 Fused)

When the kyphotic curve

(upper back) is excessive,
we refer to this as someone
having kyphosis. Usually
seen with a hunchback,
rounded shoulders, forward
head, and sunken chest
posture. It can affect
people who are often sat
in a driving position or at a
desk, it can also be caused
by osteoporosis of the
spine and increases the risk
of falls in older adults.

Figure 1.5 shows the regions of the spine

VITAL
FACTS
There are 33 vertebrae
in total, 9 of these are
fused (no movement)
and 24 are moveable
and separated by
intervertebral discs.

Cervical spine

Thoracic spine

Consists of 7 vertebrae

Consists of 12 vertebrae making up the

middle spine

The first and second vertebrae are called

the atlas and axis, these support and
allow movement of the skull

Creates a backward curve

Lumbar spine

Sacrum and coccyx

Consists of 5 vertebrae

These are the fused sections of the spine

which makes them immovable

These contain the biggest vertebrae,

located in the lower back
These vertebrae are the largest as they
bear the most weight
Creates a forward curve

14

These join with the ribs to create the rib

cage (12 pairs of ribs)

Creates a forward curve

Scoliosis
Is a lateral deviation of the
spine, causing the spine
to look S shaped from
the front or back. Usually
seen with one shoulder
lower than the other, or one
hip higher than the other.
Can affect people who
play single sided sports
i.e. tennis and squash,
but more commonly it is
caused by genetic factors.

The sacrum consists of 5 vertebrae and

passes through the pelvis
The coccyx consist of 4 vertebrae
Creates a backward curve completing
the S shape

Figure
1.6

shows the different spinal abnormalities and descriptions

15

Unit 1 Skeleton

Gym Instructor Workbook Manual 1

VITAL
FACTS
DID YOU KNOW...
We sprain ligaments & strain
tendons

TYPES OF CONNECTIVE TISSUE

TENDONS

HELPFUL
HINT

Ligament Characteristics

Connective tissue is important in the body to connect, surround and stabilise the variety
of joints. This tissue is not stimulated by the nervous system and does not have any
contractile properties. There are 3 main types of connective tissues found in the body:

CARTILAGE

Tough, white, non-elastic fibrous tissue

They prevent unwanted movement

REMEMBER

They attach bone to bone in all joints to provide stability and

withstand tension

Tendons tug!

Prolonged tension will permanently damage fibres

They have a limited blood supply

LIGAMENTS

Ligaments are often injured during sports, for example anterior

cruciate ligament (ACL) in the knee, in football players

Hyaline
Most common type of cartilage found in the body

Table 1.4 / figures 1.8

characteristics of ligaments

Covers the end of bones

Tough, thin, smooth, bluey-white in colour
Found in synovial joints and is susceptible to wear and tear
Synovial fluid reduces friction to assist in joint movement

INJURY AWARENESS
The majority of the bodys tissues such as bone and muscle repair and heal relatively
Tendon Characteristics
Tough, white, non-elastic fibrous tissue

Fibro

They have limited blood supply

They attach muscle to bone

Stronger and thicker than both hyaline and elastic cartilage

They transmit force produced by muscles

Limited locations in the body

Forms various shapes according to its role
Within cartilaginous joints it acts as a shock absorber
Found in intervertebral discs

Table 1.5 / figures 1.9 characteristics of tendon

Elastic
Similar to hyaline but has more fibres
These fibres are made of elastin rather than collagen
Elastin is responsible for its elastic properties
Found in the ear

quickly. This is not as easily achieved with injuries to ligaments and tendons due to
their limited blood supply. Cartilage injuries are less likely to heal as they have a very
limited nutrient supply. When torn or damaged they may need surgical intervention,
for example a prolapsed disc.

Used in areas in which maintenance of a set shape is required

Table 1.3 / figures 1.7 shows the types of cartilage found in the body

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Unit 1 Skeleton

Gym Instructor Workbook Manual 1

JOINTS
A joint is an area in which 2 or more bones meet. There are three types of joint found
within the body, classified by their degree of movement.

SYNOVIAL JOINTS
Joint
Type

Joint diagram

Example

Function

Pivot

Atlas and Axis

These joints allow a

rotational movement
around an axis

Gliding

Acromioclavicular
(AC)

These joints allow two

bones to slide past
each other

Ball and
Socket

Hip/shoulder

These joints allow

movement in almost
any direction

Hinge

Knee/elbow

These joints allow

flexion and extension

Saddle

Carpometacarpal
(Thumb)

These joints allow

a forward and
backward movement
and an up and down
movement, but no
rotation

Ellipsoid

Metacarpophalangeal
(Finger)

These joints have a

movement similar to
a ball and socket joint
but to a much lesser
degree

FIBROUS FIXED/FUSED

VITAL
FACTS
There are 6 types of synovial
joint in the body

Immovable and interlocking bones,

which can be found in the skull.

CARTILAGINOUS SLIGHTLY MOVABLE

Slightly moveable, bones are
connected together by ligaments,
these can be found between the
vertebrae and intervertebral discs.

SYNOVIAL FREELY MOVABLE

Freely moveable, the most common
joint type in the body and also the
most unstable. For example the
knee.

Figure 1.10

18

joints classification

Table 1.6 / figures 1.11 show the various synovial joint types

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Unit 1 Skeleton

Gym Instructor Workbook Manual 1

STRUCTURE OF A SYNOVIAL JOINT

JOINT MOVEMENTS

As we can see from table 1.6 the majority of joints in the body are synovial. The way
these joints are structured is key to their function. It allows a larger range of movement
whilst maintaining stability and protection from impact and stress. Figure 1.12 shows
this unique structure:

Different joints are capable of performing various joint actions. Figure 1.13 shows the
movements available at each synovial joint:

SHOULDER MOVEMENTS

Ligaments
Attach the bones across the joint
providing stability

Joint cavity
(containing Synovial fluid)
This lubricates the joints and
nourishes the cartilage at the end
of the bones

Flexion

Extension

Adduction

Abduction

Medial rotation

Lateral rotation

Horizontal flexion

Horizontal extension

Synovial membrane
This lines the joint capsule and is
responsible for secreting synovial
fluid

Joint capsule
Surrounds the joint providing
structure, strength and flexibility

Articular cartilage
Also known as hyaline cartilage,
covers the epiphysis of the bones
within the joint. This reduces
friction, provides protection and
shock absorption between the
bones

Figure 1.12 shows the structure of a synovial joint

Circumduction

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Unit 1 Skeleton

Gym Instructor Workbook Manual 1

SHOULDER GIRDLE MOVEMENTS

Elevation

HIP MOVEMENTS

Depression

Protraction

Retraction

Flexion

Extension

Extension

Lateral flexion

Rotation

Medial rotation

Lateral rotation

Adduction

Abduction

SPINAL MOVEMENTS

Flexion

ELBOW MOVEMENTS

Flexion

22

KNEE MOVEMENTS

Extension

Pronation

Supination

Flexion

Extension

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Unit 1 Skeleton

Gym Instructor Workbook Manual 1

ANKLE MOVEMENTS

SKELETAL SYSTEM SUMMARY

OUTCOMES
CAN YOU NOW
Describe the functions of the skeletal system

Identify the major bones that make up the skeletal system and their location
Dorsiflexion

Plantarflexion
Describe the different types of bone and where they can be found in the body

Explain the structure of a long bone and the stages of growth development

Understand the regions of the spine and postural deviations

Identify the types of connective tissue associated with the skeletal system

Identify the types of joints found in the body and where they can be located
Inversion

Eversion
Describe and label the structure of a synovial joint
Figure 1.13 shows the joint actions and movements

Name and demonstrate the range of joint movements

EFFECTS OF EXERCISE ON THE

SKELETAL SYSTEM
When talking about the effects of exercise, we need to think about both the short and
long term effects on the body. Short term is whilst the client is exercising and long
term changes occur from a sustained period of appropriate training.
A short term effect of exercise on the skeletal system is the increased production of
synovial fluid due to the increased movement at synovial joints. The synovial fluid acts
as a lubricant to protect the joint from wear and tear.
The long term effects of exercise on the skeleton are adaptations to weight bearing
activity. These include ligaments becoming stronger which improves joint stability and
an increase in bone density.

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Unit 1 Skeleton

Gym Instructor Workbook Manual 1

TASK 1.1

TASK 1.3

List the functions of the skeleton:

Match the joint names with the examples given:

1
Pivot

Thumb

Gliding

Acromio-clavicular joint

Ball and Socket

Fingers

Saddle

Hip

Hinge

Atlas and Axis

Ellipsoid

Knee / Elbow

2
3
4
5
6

TASK 1.2
Label the skeleton:

TASK 1.4
Label the long bone:

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Unit 1 Muscular System

UNIT 1

Gym Instructor Workbook Manual 1

MUSCULAR SYSTEM
By the end of this section
you should be able to
Identify and define the 3 types of
muscle tissue in the body
Identify the major muscles within the
body, their location and movement
actions
Describe and label the structure of
skeletal muscle tissue
Explain the principles of muscle
contraction and muscle roles within
movement
Classify the types of skeletal muscle
fibre types

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Unit 1 Muscular System

Gym Instructor Workbook Manual 1

SKELETAL MUSCLE

THE MUSCULAR SYSTEM

The body is made up of between 656 and 850 muscles, the exact number varies from
person to person (Hudson 2006). As a level 2 gym instructor we only need to focus on
those responsible for major movements and actions. Figure 2.2 shows their locations
and names:

There are 3 types of muscle tissue found within the body:

1. Skeletal
2. Cardiac

VITAL
FACTS
The names for all the muscles
in the body come from latin.

3. Smooth
ANTERIOR

Their characteristics are outlined in the table below:

Skeletal

Cardiac

Smooth
Pectoralis Major
Deltoid

Biceps Brachii
Location

Role

Found throughout
the body

Produces
locomotion
and other body
movements

The heart

Contraction of the
heart
Rhythm of heart

Maintains posture

Vasodilation
(Widening) of
blood vessels/
organs

Attaches across
joints via tendons
Storage and
transportation of
glycogen
Striated/stripy in
appearance
Only shortens in
one direction
Works both
aerobically and
anaerobically

Control

Striated/stripy in
appearance but
its fibres separate
off and connect to
each other

Rectus Abdominis
Internal & External
Obliques

Has the greatest

diversity
throughout the
body
Causes
Vasoconstriction
(narrowing)

Generates heat for

warmth

Characteristics

The digestive
system and blood
vessels

Transversus
Abdominis

Not striated
Contractible in all
directions
Works aerobically

Adductors

Involuntary (not
under conscious
control)

Quadriceps
(Rectus Femoris)
(Vastus Medialis)
(Vastus Lateralis)
(Vastus Intermedius)

Works aerobically
only and is reliant
on oxygen

Voluntary (under
conscious control)
e.g. walking

Involuntary (not
under conscious
control)

Activated by
electrical impulses
from a motor unit

Activated by
electrical impulses
from the (SA)
sinoatrial node

Iliopsoas
(Hip Flexors)

Go to p
age 49

Tibialis Anterior
Table 2.1 and figure 2.1 show the types of muscle tissue found within the body

Figure 2.2

30
3
0

major skeletal muscles of the body

31
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Unit 1 Muscular System

Gym Instructor Workbook Manual 1

POSTERIOR

INSERTIONS AND ORIGINS

Muscles cross a joint and attach to bones via a tendon. Each muscle has a definitive
start and end point, this can be on a fixed bone (origin) or on a bone that moves
during contraction (insertion).

Trapezius

Rhomboids
(Beneath the
Trapezius)
Triceps Brachii

VITAL
FACTS
PROXIMAL

The origin is usually called the proximal attachment, this is usually nearer the midline of the body or closer to the spine. Some muscles have more than one origin, for
example the Latissimus Dorsi.

Closer to the centre

midline of the body

The insertion is described as the distal attachment and is further from the midline of
the body. A good example of showing the insertion and origin is a draw bridge as
shown below.

Furthest away from

midline of the body

DISTAL

Origin

Latissimus Dorsi

Erector Spinae

Insertion

Joint

Abductors
(Beneath Gluteus
Maximus)

Gluteus Maximus

Figure 2.3

shows the concept of insertions and origins

Hamstrings
(Biceps Femoris)
(Semimembranosus)
(Semitendinosus)
Gastrocnemius

Soleus

Figure 2.2

32
3
2

major skeletal muscles of the body

Go to p
age 49

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Unit 1 Muscular System

Gym Instructor Workbook Manual 1

Muscle

SKELETAL MUSCLE
Muscle
Deltoids

Biceps Brachii

Triceps Brachii

34
3
4

Location

Origin

Insertion

Movement

Clavicle and
Scapula

Humerus

Abduction,
flexion and
extension of
shoulder

Scapula

Humerus and
Scapula

Radius

Ulna

Location

Origin

Insertion

Movement

Latissimus
Dorsi

Lower Thoracic
Vertebrae,
Lumbar
Vertebrae, Ilium

Humerus

Adduction and
extension of
shoulder

Trapezius

Base of Skull,
Cervical and
Thoracic
Vertebrae

Clavicle and
Scapula

Elevation,
retraction and
depression of
shoulder girdle

Rhomboids

Upper Thoracic
Vertebrae

Scapula

Retraction of
shoulder girdle

Pectoralis
major

Clavicle and
Sternum

Humerus

Horizontal
flexion,
adduction

Flexion of elbow,
supination of
forearm, flexion
of shoulder

Extension of
elbow, extension
of shoulder

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Unit 1 Muscular System

Gym Instructor Workbook Manual 1

Muscle

Origin

Insertion

Movement

Muscle

Sacrum, Ilium,
Ribs, Vertebrae

Ribs, Vertebrae,
Occipital bone

Extension and
lateral flexion of
spine

Rectus
Abdominis

Pubis

Sternum

Internal
Obliques

Ribs, Ilium

External
Obliques

Ribs

Erector Spinae

Location

Location

Origin

Insertion

Movement

Transversus
Abdominis

Iliac crest and

Lumbar Fascia

Pubis and Linea

Alba

Support of
internal organs,
forced expiration

Flexion of spine,
lateral flexion of
spine

Diaphragm

Sternum, Costal
cartilages
and Lumbar
Vertebrae

Central tendon of
Diaphragm

Depresses and
aids in expiration

Ilium, Pubis,
Ribs, Linea Alba

Rotation and
lateral flexion of
spine

Intercostals

Ribs and costal

cartilage

Superior border
of next rib below

Elevates ribs and

aids in expiration

Ilium, Pubis

Rotation and
lateral flexion of
spine

Hip Flexors

Ilium/Lumbar
vertebrae

Femur

Flexion of hip

Iliacus

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Psoas

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Muscle

Location

Gluteus
maximus

Origin

Insertion

Movement

Muscle

Ilium

Femur

Extension and
external rotation
of the hip

Hamstrings

Location

Biceps Femoris

Abductors

Movement

Ischium, Femur

Tibia, Fibula

Extension of hip
and flexion of
knee

Semitendinosus

Abduction and
flexion of hip

Gastrocnemius

Femur

Calcaneus
(heel bone)

Plantar flexion of
ankle, flexion of
knee

Pubis, Ischium

Femur

Adduction of hip

Soleus

Tibia

Calcaneus
(heel bone)

Plantar flexion of
ankle

Ilium, Femur

Tibia

Extension of
knee and flexion
of hip

Tibialis
Anterior

Tibia

Metatarsal and
Tarsals

Dorsiflexion and
inversion of ankle

Femur

Gluteus Minimus

Adductors

Magnus

Insertion

Tibia

Ilium

Gluteus Medius

Semimembranosus

Origin

Longus

Brevis

Quadriceps

Rectus Femoris

Vastus Lateralis

Vastus Intermedius

Vastus Medialis

Table 2.2 and figure 2.4 shows the skeletal muscles with their insertions and origins

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SKELETAL MUSCLE STRUCTURE

MUSCLE STRUCTURE

Skeletal muscle is made up of:

Below is a flowchart explaining figure 2.4 in words. This shows the structural
organisation from the outside of the muscle in.

Water 70%

Protein 23% (Actin and Myosin)

Minerals 7% (Calcium, potassium phosphorus,) and substrates (glucose/glycogen

and fatty acids)

Skeletal muscle is made up of several structures or layers. Each layer is made up of

smaller and smaller pieces forming the smallest structures in the centre to the larger
structures on the outside. Figure 2.5 shows the organisation of these structures.

TENDON

VITAL
FACTS
DID YOU KNOW...
that approx 40% of an adults
body weight is muscle and up
to 50% in athletes

Connects the muscle to the bone via periosteum (this is the sheath
surrounding the bone)

FASCICULI
Water Protein Minerals

The whole muscle is made up of bundles of fasciculi and is surrounded

and connected by Epimysium (a connective tissue)
Bundles of fasciculi make up the whole muscle
They are made up of muscle fibres surrounded and connected
by Perimysium (a connective tissue)

MUSCLE FIBRES
Bone

Tendon

Epimysium

Perimysium

Endomysium

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Bundles of these make up fasciculi

They are made up of individual myofibrils surrounded and
connected by Endomysium (a connective tissue)

MYOFIBRILS
Bundles of these make up muscle fibres
They are made up of the protein myofilaments and are arranged
in contractile compartments called sarcomeres

MYOFILAMENTS
Myofilaments are made up of two contractile proteins, called Actin (thin
protein filament) and Myosin (thick protein filament)

Muscle

Fasciculi

Muscle fibre

Figure 2.5 shows the structure of skeletal muscle

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Myofibril

Table 2.3 shows the flow of muscle anatomy

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THE SLIDING FILAMENT THEORY

HELPFUL
HINT
Think of Sarcomeres like
match boxes:
The draw is the Myosin (thick
protein filament)

The sliding filament theory is the method by which muscles are thought to contract. If
you look at figure 2.5 you will see the muscle breakdown. Within the myofibrils there
are small structures called sarcomeres which contain myofilaments. Sarcomeres are
small contractile units that contain two contractile protein filaments called actin (thin
filament) and myosin (thick filament). Each myosin filament has two heads, these
heads attach onto binding sites on the actin filaments which surround each myosin
filament. When the actin and myosin attach it forms a cross-bridge with the help from
calcium and ATP, this in turn shortens the sarcomere causing muscular contraction.
For the sliding filament theory to take place the following needs to occur:

Take a Bicep curl for example, whilst raising the weight on the upward phase the
Biceps Brachii works concentrically. If you then hold the weight still half way through
the movement this would still be working the Biceps Brachii but now isometrically. If
you then returned the weight to the start position lowering it under control, you would
be working the muscle eccentrically.

ROLES OF MUSCLES
Body movement is achieved through groups of muscles coordinating and working
together using various combinations of muscle actions. There are four main roles
muscles can be categorised into during movement. These categories are:

1. Calcium is released which allows the myosin head to bind with the actin.

The outside of the box is the

Actin (thin protein filament)
When you want to close
the box, making it shorter,
the draw slides inside the
outer box. If you had a chain
of these matchboxes (end
on end) and this process
occurred at the same time
then the whole length of the
chain would shorten.
In simple terms this is how
the actin and myosin work
to shorten (contract) your
muscles in the sliding filament
theory to make your muscles
work.

2. The actin and myosin bind causing a cross-bridge.

Role

Function

Example

3. The myosin heads pull on the actin causing the sarcomere to shorten and the
muscle to contract.

Agonist /
Prime Mover

The muscle(s) that cause the desired

action

Bicep Brachii in a Bicep curl

4. When the muscle lengthens they return to the starting position ready to
contract again.

Antagonist

The opposite muscle(s)to the

agonist, which needs to relax to
allow movement to take place

Tricep Brachii in a Bicep curl

Synergist

The muscle(s) which assist the prime

mover in its action

Brachialis in a Bicep curl

Fixator

The muscle(s) that stabilise the part

of the body that remains fixed

Deltoids in Bicep curl

Myosin
Actin
Myosin crossbridges attach to
actin filaments

Table 2.4 showing the roles of muscles during movement

Actin is pulled
together and length
is reduced

Figure 2.6 shows the sliding filament theory

MUSCLE PAIRINGS
Skeletal muscles have a natural pairing, agonist and antagonist. Antagonistic pairs
are located on opposite sides of a joint or bone and each muscle brings about a set
movement. Antagonistic pairs are needed in the body because muscles can only exert
a pulling force, therefore when one muscle contracts the other lengthens to allow the
movement to take place.
See table 2.5 Common muscular pairings:

MUSCLE ACTIONS
Whenever we use our muscles we use a variety of actions to control them. When
lifting a load (our muscles shorten), lowering a load (our muscles lengthen) or pausing
and holding the load (muscle stays the same length) our muscles are contracting and
working throughout.

Agonist

Antagonist

Deltoids

Latissimus Dorsi

Pectoralis Major

Trapezius/Rhomboids

Biceps Brachii

Triceps Brachii

These control actions have been classified into groups, dependent on the type of
muscular activity.

Rectus Abdominis

Erector Spinae

Isotonic (same tone) which describes muscle actions involving movement

i.e. eccentric and concentric

Hip Flexors

Gluteus Maximus

Quadriceps

Hamstrings

Tibialis Anterior

Gastrocnemius/Soleus

Concentric a muscle generates force and shortens (when raising/lifting a weight)

Eccentric a muscle generates force and lengthens (when lowering a weight)
Isometric a muscle generates force and stays the same length
(holding a load/weight)
Isokinetic (same speed) muscle actions involving movement taking place at a
constant speed

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Table 2.5 common agonist/antagonist muscle pairings within the body

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MUSCLE FIBRE TYPES

Skeletal muscles are made from several different types of fibres, these vary in colour,
contractile and metabolic characteristics. Figure 2.7 identifies two muscle fibre types,
their characteristics and activities in which these fibres are used.

Type 1 (Slow twitch)

Structure

Functional features

Small muscle diameter

High myoglobin content

Increased oxygen
delivery

High in mitochondria

Low force production

Many capillaries

Muscular endurance

Red in colour

Resistant to fatigue
Uses the aerobic energy
system to fuel movement

THE CORE AND PELVIC

FLOOR MUSCLES

VITAL
FACTS

The core and pelvic floor muscles are positioned deep within the body (not near
the surface) underneath other muscle groups. See figure 2.8 anterior/posterior core
muscles.
The core relies on muscular control to stabilise it as well as to control movement.
The core is like a cylinder, with the diaphragm at the top, the pelvic floor at the bottom,
vertebral column muscles at the back, abdominal wall muscles at the front and
obliques at the side. This creates a pressurised cylinder in the abdomen which helps
to stabilise the area helping to maintain a neutral spine. As the core and pelvic floor
muscles are under constant control they are predominately made up of Type I, slow
twitch, fibres.

CORE
The core is made up of
muscles that stabilise,
support and move the lumber
region of the spinal column.

Damage to the pelvic floor muscles can affect urinary incontinence but can also
lead to pelvic organ prolapse. This is why it is important to train and do pelvic floor
exercises to improve the tone and function of the pelvic floor muscles.

VITAL
FACTS

Type 2 (Fast twitch)

Structure

Functional features

Large muscle diameter

Lower myoglobin content

Decreased oxygen
delivery

Low in mitochondria

High force production

Fewer capillaries

Muscular strength

White in colour

Low resistance to fatigue

Front

Back

The pelvic floor is made up

of muscles at the base of the
abdomen attached to the
pelvis.
They are important in
providing support for the
bladder and intestines, in the
maintenance of continence
and facilitating child birth.

Uses creatine phosphate

and lactate systems to
fuel movement

Figure 2.7 muscle fibre types and characteristics

MUSCLE FIBRE TYPE CONSIDERATIONS

Skeletal muscles consist of a mixture of muscle fibre types. The role of the muscle will
determine what proportion of slow and fast twitch fibres the muscle is made up of. For
example the muscles in the core and back ensure continual maintenance of posture
and therefore have a high proportion of slow twitch fibres.
Muscle fibre build up varies from person to person, although everyone has a mixture
of fibre types some have relatively more of one type. These differences are genetically
controlled and will significantly contribute to athletic abilities. For example, the leg
muscles of marathon runners have a higher percentage of slow twitch fibres, whilst
those of sprinters contain a higher percentage of fast twitch fibres.

PELVIC FLOOR

Erector spinae
External
obliques
Rectus
abdominis
Internal
obliques

Gluteus
medius
Quadratus
lumborum

Transversus
abdominis

Gluteus
minimus

Gluteus
maximus

Figure 2.8

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the anterior/posterior core muscles

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MUSCULAR SYSTEM SUMMARY

OUTCOMES
CAN YOU NOW
Identify and define the 3 types of muscle tissue in the body

Identify the major muscles within the body, their location

and movement options

Describe and label the structure of skeletal muscle tissue

Explain the principles of muscle contraction and muscle roles

within movement

Classify the types of skeletal muscle fibre types

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TASK 2.1

TASK 2.3

Complete the table below:

Label the major muscles of the skeleton:

Agonist

Antagonist

Deltoids
Trapezius/Rhomboids
Biceps Brachii
Erector Spinae
Hip Flexors
Hamstrings
Tibialis Anterior

TASK 2.2
Match muscle movements to their description:
Isokinetic

Muscle actions involving movement

taking place at a constant speed

Eccentric

This describes muscle actions involving

movement i.e. eccentric and concentric

Concentric

A muscle generates force and stays the

same length (holding a load/weight)

Isometric

A muscle generates force and shortens

(when raising/lifting a weight)

Isotonic

A muscle generates force and lengthens

(when lowering a weight)

ANTERIOR

POSTERIOR

TASK 2.4
Label the structure of the muscle:

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Unit 1 Circulatory System

UNIT 1

Gym Instructor Workbook Manual 1

CIRCULATORY SYSTEM
By the end of this section
you should be able to
Identify the location of the heart,
its structure and function
Outline the flow of blood through the
heart and the cardiac cycle
Describe the different circulations
of blood and identify the vessels
through which it flows
Define blood pressure and blood
pressure classifications

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THE CIRCULATORY SYSTEM

STRUCTURE OF THE HEART

VITAL
FACTS

The heart is made up of four chambers:

There are three main parts to the circulatory system:

BLOOD

HEART

BLOOD
VESSELS

Figure 3.1 shows the three main parts to the circulatory system

VITAL
FACTS
2 MAIN FUNCTIONS OF
THE HEART
1. Pumps oxygenated blood
to the working tissues
in the body so they can
function

THE HEART

2x

UPPER
ATRIA

(one left & one right)

DID YOU KNOW...

The left lung is slightly smaller
to accommodate the heart

(one left & one right)

The heart is made up of cardiac muscle (which we looked at in section 2) and is

divided into left and right sides. The left side processes oxygenated blood and the
right side processes deoxygenated blood. In general, atria receive and ventricles
pump blood. The right atrium receives blood from the body, the right ventricle pumps
blood to the lungs, the left atrium receives blood from the lungs and the left ventricle
pumps blood to the body. The left and right sides of the heart are separated by a thick
muscular wall (called the septum), this prevents blood crossing from one side to the
other. The left ventricle pumps oxygenated blood around the body to working muscles
and tissues, whereas the right ventricle pumps deoxygenated blood to the lungs. This
results in the left ventricle being bigger and strong than the right as it has to push the
blood out to the furthest parts of the body. Inside the heart, between the atrium and
the ventricles, there are atrioventricular (AV) valves which prevent backflow of blood,
between the ventricles and atria.

VITAL
FACTS
REMEMBER...
Atrium is Latin for entrance
or hall so it is the place that
first receives the blood

Figure 3.3 shows the structure of the heart

LOCATION & FUNCTION

The heart is the size of a clenched fist and is located in the centre of the chest cavity
tilted slightly towards the left hand side, as figure 3.2 shows. The lungs sit either
side of the heart, with the rib cage and sternum in front which helps to protect it
from impact and damage. Simply, the heart is a muscular pump, which forces blood
containing oxygen and nutrients, around the body to the working tissues.

2x

LOWER
VENTRICLES

Aorta

Pulmonary artery

Superior vena
cava

Left atrium

2. Pumps deoxygenated
blood to the lungs to be reoxygenated whilst expelling
unwanted gases

Pulmonary veins

Mitral valve

Vena cava
(from body)

Pulmonary vein
(from lungs)

Right atrium
Aortic valve

Tricuspid valve

Left ventricle

Inferior vena cava

Figure 3.2

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shows the position of the heart in relation to the chest cavity

Figure 3.3a

Pulmonary valve

is a detailed heart diagram

Right ventricle

Pulmonary artery
(to lungs)

Figure 3.3b

Aorta
(to body)

is a simple box
diagram of the heart

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VALVES OF THE HEART

VITAL
FACTS
DID YOU KNOW...
there are approx 240-270
million red blood cells in a
drop of blood

Located in the heart are four main valves which all prevent backflow of blood either
into the atria or ventricles (these can be seen in figure 3.4):
2 x Atrioventricular (AV) Valves
Atrioventricular valves prevent backflow of blood from the ventricles into the atria, one
is located between the left atrium and ventricle and is called the mitral (or bicuspid)
valve and one between the right atrium and ventricle called the tricuspid valve.
2 x Semilunar Valves

White blood cells (Leukocytes) are also produced in the red bone marrow
housed in the medullary cavity of long bones. They are fewer in number than their
red counterparts (around 700 times less). They are generally made up of cells of the
immune system that fight infection, destroying harmful bacteria and organisms.
Platelets (thrombocytes) are cell fragments, which repair damaged blood vessels
and release a chemical which promotes blood clotting. They act like a repair net or
gauze, to prevent loss of blood and start the repair process.
Plasma is made up of water and solutes (proteins, nutrients, gases, hormones,
enzymes, vitamins and waste products). It is the straw coloured liquid component of
the blood.

HELPFUL
HINT
Blood makes up about
7% of your body weight,
55% of this is plasma

Semilunar valves prevent backflow of blood from the arteries back into the ventricles.
One is located between the aorta and the left ventricle called the aortic valve and the
other one is between the pulmonary artery and the right ventricle this is called the
pulmonary valve.

Tricuspid
Valve
Platelet
Mitral Valve

Aortic Valve

Blood vessel
Pulmonary
Valve

White blood cell

Figure 3.4

shows the location of these valves from a superior view, to be able to

view the Atrioventricular Valves the atria have been removed (as they
are located in the heart)

Red blood cell

BLOOD
Figure 3.5 shows the components of blood

Blood is a fluid connective tissue that circulates continually around the body allowing
constant communication between tissues distant from each other. It transports
nutrients and oxygen to all structures of the body and removes waste products such
as carbon dioxide.
Blood is made up of cells suspended in a liquid carrier called plasma. There are four
main components of blood:
Red blood cells (Erythrocytes) as we discussed in section one these are
produced in the soft red bone marrow in the medullary cavity of long bones. They
contain a protein called haemoglobin which binds to oxygen and acts as a carrier in
red blood cells. It is the pigment colour of haemoglobin that gives the red blood cells
their distinctive colour. Blood volume contains about 40% red blood cells.

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BLOOD VESSELS

VITAL
FACTS

Blood vessels are the network of tubes that transport blood around the body.

A FOR ARTERY

There are 3 main vessels that make up this complex network:

carries blood away from the

heart!

Arteries

Veins

Is the network of blood vessels connected in a series. The system resembles a figure
of 8 made of two main loops, as figure 3.8 demonstrates. The bottom loop transports
blood to and from the working systems of the body and the top loop to and from the
lungs. Both loops are integrated by the heart completing the figure 8.

Capillaries

Arteriole

Venule

These 2 loops have specific names:

Capillary
Middle layer
Middle layer

Inner layer
Outer layer

Inner layer
Valve
Artery

Have thick smooth

(involuntary) muscular
walls, smooth muscle
contracts to push blood
along the vessels

PASSAGE
OF BLOOD

Arteriioles
Arterioles

High Pressure

Artteries
Arteries
i

Capill
Capillaries
illaries

Vena C
Cava
ava

Low Pressure

Venules

Veiins
Veins

Vein

Outer layer

Use skeletal muscle

contraction to help
push blood back to the
heart, as well as smooth
muscular contraction called
peristalsis. They work
under low pressure

Capillaries are found in

capillary beds that carry
blood through an organ or
a tissue from arterioles to
the venules

Have no valves, as blood

flows through them in
one direction under high
pressure

Have non-return valves,

which ensure blood flows
in one direction back to the
heart

Have walls which are one

cell thick to allow gaseous
exchange, in and out of the
bodys tissues

Carry blood away from the

heart

Bring blood to the heart

They are the smallest blood

vessels

Carry oxygenated blood

(with the exception of the
pulmonary artery)

Carry deoxygenated blood

(with the exception of the
pulmonary vein)

Aorta is the biggest artery

in the body

Vena cava is the biggest

vein in the body

Divide into smaller vessels

called arterioles

Divide into smaller vessels

called venules

PULMONARY CIRCULATION

SYSTEMIC CIRCULATION

This is the flow of deoxygenated blood

from the right ventricle via the Pulmonary
Artery to the lungs to be oxygenated,
and then transported back to the left
atrium via the Pulmonary Vein.

This is the flow of oxygenated blood from

the left ventricle to the bodys working
tissues via the Aorta and the return of
deoxygenated blood to the right atrium
via the superior/inferior Vena Cava

External
Respiration
Lung alveoli
CO2

Aorta

shows the passage

of blood through
the blood vessels

Table 3.1

Red blood cells

Pulmonary
Artery

Pulmonary Vein

Pulmonary
Circuit

Aorta (artery)

shows the characteristics and functions of the blood vessels in the body
Arterioles

Systemic Circuit

Figure 3.6 shows the 3 main blood vessels

Red blood cells

Venules

Aorta which carries oxygenated blood from the left ventricle to the body
Pulmonary Artery which carries deoxygenated blood from the right ventricle to
the lungs
The major veins around the heart are:

CO2

Pulmonary Vein which brings oxygenated blood from the lungs to the heart

O2

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Tissue cell

Vena Cava which is divided into two sections (superior and inferior) to bring
deoxygenated blood back to the heart from the upper and lower body

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O2

Vena cava (vein)

The major arteries around the heart are:

Figure
3.7

CIRCULATION & CIRCULATORY

SYSTEM

Figure 3.8a The circulatory system in pictures

Internal
Respiration

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VENOUS RETURN

VITAL
FACTS
DID YOU KNOW...
Blood pressure is measured
in mmHg, which is millimetres
of mercury

As veins and venules have to work under low pressure there are a series of factors
which assist in the return of blood to the heart.

LUNGS
PULMONARY
ARTERY

PULMONARY
VEIN

Gravity Assists in the return of blood from tissues above the heart.
One way valves (non-return) Veins and venules have a system of one-way valves
that work against gravity to prevent backflow of blood from the tissue below the heart.
This is one of the biggest factors assisting venous return and reducing blood pooling
after exercise.
Diaphragm Shape The dome like shape of the diaphragm muscle, when it
contracts produces a suction effect on the veins below the heart helping to draw the
blood upwards.

RIGHT
VENTRICLE

LEFT
ATRIUM

VITAL
FACTS

Heart Vacuum When the heart contracts and the left ventricle empties the ventricle
refilling causes a small vacuum effect helping to draw blood from the vena cava.

SKELETAL MUSCLE
CONTRACTION
Veins are also assisted by the
squeezing action of nearby
skeletal muscles which helps
to force the blood upwards
(much
uch like the effect when
squeezing
queezing toothpaste from
a tube)

Skeletal Muscle Contraction Veins are also assisted by the squeezing action of
nearby skeletal muscles which helps to force the blood upwards.
Smooth Muscle Contraction (peristalsis) This is a pumping action returning
blood to the heart through a wave like movement. These types of muscular
contractions are how earth worms drive their locomotion.

TRICUSPID
VALVE

MITRAL
VALVE

BLOOD PRESSURE
Blood Pressure (BP) Blood pressure is a measurement of the force/ pressure that
the blood exerts on the walls of the blood vessels. The reading is measured with two
numbers, for example 120/80mmHg, these represent systolic and diastolic pressure.

RIGHT
ATRIUM

LEFT
VENTRICLE

Systolic This should be the higher of the two numbers and is recorded first. It is the
measurement of pressure once the left ventricle has contracted and blood is pumped
into the aorta, exerting force on the walls of the vessel. The optimum figure is around
120mmHg.
Diastolic This is when the measurement is taken whilst the heart is during the
resting phase and is refilling with blood. The pressure against the artery wall is much
lower, and the optimum figure is usually 80mmHg, it is the smaller number and is
recorded second.

VENA
CAVA

AORTA
BODY SYSTEMS

Blood pressure classification We have looked at the optimum example of 120/80

mmHg above, but not everybody (for different reasons) will fall into this optimal range.
There are therefore risk categories or classifications for blood pressure as it can have
a significant effect on health.
Effects of high blood pressure (hypertension)

Figure 3.8b shows the circulatory system in a flow diagram

The circulatory system is a closed system in which blood is pumped initially under
high pressure out of the heart to the working tissues where the process of gaseous
exchange takes place. Deoxygenated blood then returns to the heart under low
pressure and is pumped to the lungs to allow carbon dioxide to be removed from the
body. There is a specific process for the return of deoxygenated blood to the heart,
this is called venous return.

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Atherosclerosis: narrowing of the arteries due to fat, mineral and protein deposits
on the artery walls
Stroke: haemorrhage or blood clot in the brain
Aneurysm: dangerous expansion of the main artery either in the chest or the
abdomen, which becomes weakened and may rupture
Heart attack
Heart failure
Kidney failure
Eye damage

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Systolic blood pressure (mmHg)

Optimal
120/80
Severe hypertension/high blood pressure

Normal
130/85

180

Mild to moderate
hypertension
140/90 to 160/100

Moderate hypertension
160
140

Mild hypertension

Severe
hypertension
180/110

Normal systolic value

130

CIRCULATORY SYSTEM SUMMARY

OUTCOMES
CAN YOU NOW...
Identify the location of the heart, its structure and function

Outline the flow of blood through the heart and the cardiac cycle

Normal blood pressure

120
Optimal blood pressure
(target value)

Describe the different circulations of blood and identify the

vessels through which it flows

80

85

90

100

110

Diastolic blood
pressure (mmHg)

Define blood pressure and blood pressure classifications

According to the blood pressure classification by the WHO/ISH

Figure
3.9

is a table showing the World Health Organisation (WHO) and the International
Society of Hypertension (ISH) classifications of blood pressure

Blood pressure is an expression of arterial blood flow and resistance, and is calculated
using the following formula:

TOTAL
BLOOD
CARDIAC
PRESSURE = OUTPUT x PERIPHERAL
RESISTANCE
Total Peripheral Resistance this is the resistance that the blood vessels create
when blood passes through them.
Heart Rate this in the number of times the heart contracts in one minute
(Beats per minute BPM)
Stroke Volume this is the volume of blood (in litres) that is expelled from the
ventricles with each contraction.
Cardiac Output this is the amount of blood ejected from the ventricles each
minute. Cardiac output = Stroke volume x Heart rate

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TASK 3.1

TASK 3.3

Complete the circulatory system flow diagram below:

Name the 4 components of blood and their roles:

1
External Respiration

2
CO2

O2

3
Pulmonary
Circuit

TASK 3.4
Label the heart structures:

Systemic Circuit

CO2

O2

Internal Respiration

TASK 3.2
Match the characteristics with the correct blood vessel:
Carry blood away from the heart

Have thick smooth muscular

walls, smooth muscle contracts
to push blood along the vessels

Have walls which are one cell

thick to allow gaseous exchange,
in and out of the bodys tissues
Arteries

Capillaries

Divide into smaller vessels called

Venules

Systolic (mmHg)

Diastolic (mmHg)

Bring blood to the heart

Veins

62

Complete the table:

Category

Divide into smaller vessels called

Arterioles

They are the smallest blood

vessels

TASK 3.5

Optimum blood pressure

Have non-return valves, which
ensure blood flows one direction
back to the heart

Moderate Hypertension

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Unit 1 Respiratory System

UNIT 1

Gym Instructor Workbook Manual 1

RESPIRATORY SYSTEM
By the end of this section
you should be able to
Identify the location of the lungs and
their anatomy
Outline the passage of air through
the respiratory system
Describe the process of gaseous
exchange
Identify the muscles involved in
respiration

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THE RESPIRATORY SYSTEM AND

ITS FUNCTIONS

BRONCHIOLES/ALVEOLI
The bronchi sub-divides into smaller passages called bronchioles.
At the end of the bronchioles there are large numbers of alveoli (air sacs).
These alveoli are surrounded by a dense network of capillaries and are the site
where the diffusion of gases between the alveoli and capillaries takes place.

The main functions of the respiratory system are to provide a route by which the
supply of oxygen present in the atmosphere enters the body and provide a route for
carbon dioxide to be expelled as a waste product. The lungs which are located in the
chest cavity are the site of diffusion of gases into and out of the bloodstream.

Alveoli
Oxygenated
blood

Alveoli
Capillary

PASSAGE OF AIR

Deoxygenated
blood

O2
CO2

Bronchiole

Pharynx

Figure 4.2

Capillary

shows the alveoli

MECHANICS OF BREATHING & RESPIRATION

Tongue

Respiration is controlled by several major respiratory muscles

Go to p
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Larynx

Diaphragm (the main respiratory muscle)

Intercostals (Internal and external)

The elastic nature of the lung tissue assists in the process of breathing and respiration.

KEY
TERMS
RESPIRATION
The process in which we take
in oxygen to the body tissues
to aid in energy production
aerobically.

Trachea

Right lung

Internal Intercostals

Left lung
External
Intercostals

Right main
bronchus
Left main
bronchus

Diaphragm
Abdominal muscles
bronchioles

Diaphragm
Heart
Figure 4.1 labels the passage of air

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Muscles of inspiration

Muscles of expiration

Figure 4.3 shows the main respiratory muscles

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The action of breathing is controlled by the autonomic nervous system, which means
that we do not have to consciously think about it every time we want to take a breath
in or breathe out.
During times of laboured breathing, e.g. during exercise the diaphragm is assisted
by smaller muscles such as the internal and external intercostal muscles. When
expirating during exercise the diaphragm is assisted by the intercostal muscles,
obliques, rectus abdominis, and transverse abdominis to push out (exhale) carbon
dioxide more forcefully and quickly than when at rest.

GASEOUS EXCHANGE (DIFFUSION)

Gaseous exchange is the process where oxygen and carbon dioxide are exchanged
within the lungs and muscle tissue. Gaseous exchange within the lungs occurs
between the alveoli and surrounding capillaries. Oxygen passes through the alveoli to
the surrounding capillaries through the capillary wall (which is one cell thick, the same
as the walls of the alveoli which allows gases to pass through them). This oxygen is
then transported through the circulatory system via blood which carries millions of red
blood cells. These are made up of haemoglobin and are our oxygen carriers.

Carbon Dioxide out

Rib-cage
expands as rib
muscles contract

Air inhaled

Oxygen in

Air exhaled
Rib-cage get
smaller as rib
muscles relax

Blood cells
Capillary

Figure 4.5 show the movement of oxygen and carbon dioxide

Carbon dioxide (CO2), the waste product from respiration is removed from the body,
in a reversal of this process. Carbon dioxide molecules in the blood pass from the
capillaries to the alveoli and are then exhaled.

Remember passage of air as:

Lung
Nose
Diaphragm
Pharynx
Inhalation
Diaphragm contracts
(moves down)
INSPIRATION
Is the process of breathing in, also known as inhalation.
Diaphragm muscle flattens, increasing the chest cavity volume
This increase in volume creates a negative pressure, between the
air in the lungs & that in the atmosphere, creating a vacuum effect.
This negative pressure & vacuum effect causes air to be drawn
into the lungs until the pressures balance out.
Expansion of the rib cage during laboured breathing can increase
the chest cavity size i.e. during high intensity exercise.

HELPFUL
HINT

Exhalation
Diaphragm relaxes
(moves up)
EXPIRATION
Is the process of breathing out, also known as
exhalation.
Diaphragm muscle relaxes, decreasing the chest
cavity volume
This decrease in volume creates a positive pressure,
between the air in the lungs & that in the atmosphere.
This positive pressure causes air to be forced out of
the lungs until the pressures balance out.

Pulmonary
capillaries
Pulmonary
arteries
Right ventricle
Tricuspid valve
Right atrium
Vena cava
Veins
Venules
Tissue diffusion

Larynx

Trachea
Trachea
h

Bronchi

Bronch
Bronchioles
hioles

Alveoli

Pulmonary
diffusion
Pulmonary
capillaries
Pulmonary veins
Left atrium
Mitral/bicuspid
valve
Left ventricle
Aorta
Arterioles
Tissue capillaries

Please
Leave
That
Bacardi
Breezer
Alone

(Pharynx)
(Larynx)
(Trachea)
(Bronchi)
(Bronchioles)
(Alveoli)

Figure 4.4 shows the mechanics of inspiration and expiration

Figure 4.6 shows the cardio-respiratory cycle

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COMPOSITION OF AIR & LUNG VOLUMES

Breathing is continuous and for the majority of time occurs unconsciously which
means we dont have to think about every breath we take. It is controlled by the brain,
which responds to slight changes in the carbon dioxide levels within the blood. Even
very small changes in carbon dioxide levels can greatly increase the air breathed in
and out. Hence why, when we exercise, we breathe more quickly and deeper. Lack of
oxygen can also increase breathing rate, as the body is trying to take in more oxygen.

RESPIRATORY SYSTEM SUMMARY

OUTCOMES
CAN YOU NOW

Spirometry is the study of lung function, and there are a variety of measurements that
can be used that are affected by age, gender, size and stature:

Tidal volume (TV) the amount of inhaled/exhaled air

Minute ventilation (MV) the amount of inhaled/exhaled air in 1 minute
Breathing rate (BR) the number of breaths taken in 1 minute

Identify the location of the lungs and their anatomy

Outline the passage of air through the respiratory system

At rest, breathing rate is optimally about 12-14 breathes per minute and the tidal
volume about 0.5 litres per breath/6-7 litres per minute.
Describe the process of gaseous exchange
Gas

Inhaled Air

Exhaled Air

Difference

Identify the muscles involved in the respiratory system

Nitrogen

79%

79%

No change

Oxygen

21%

17%

4% decrease

Carbon Dioxide

1%

4%

4% increase

Trace Gases

0.001%

0.001%

No change

Table 4.1

shows the composition of air

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TASK 4.1

TASK 4.2

Label the passage of air:

Complete the table below:

Gas

Inhaled Air

Exhaled Air

Difference

Nitrogen

Oxygen

Carbon Dioxide

Trace Gases

TASK 4.3
List the main and assisting respiratory muscles:

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Unit 1 Energy Systems

UNIT 1

Gym Instructor Workbook Manual 1

ENERGY SYSTEMS
By the end of this section
you should be able to
Identify the macronutrients used for
energy production
Explain the ATP cycle
Describe and identify the 3
energy systems used and their
characteristics
Classify activities in relation to the
energy systems used

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VITAL
FACTS
WHAT DO THE
MACRONUTRIENTS
PROVIDE?
Carbohydrates provide us
with 4kcal of energy per gram
and are stored as glycogen.
Fats provide us with 9kcal
of energy per gram and are
stored as triglycerides.
Proteins give us 4kcal of
energy per gram and are
stored as amino acids.

When energy is produced from the breakdown of one of its phosphate bonds the
former ATP becomes adenosine diphosphate (ADP). ADP still contains the substance
adenosine but now only has two phosphates attached to it, demonstrated in figure 5.3:

ENERGY SOURCES
We get energy from the food we eat and digest. This comes from the three main food
groups or macronutrients:
Carbohydrates (starchy based foods i.e. pasta. rice, bread) give us sugars, called
glucose which is broken down and stored in our muscles and liver as glycogen. This is
the preferred fuel source of the body and can be used by all tissues.
Fats (dairy products, meats, nuts) give us triglycerides, which are broken down into
fatty acids to release energy. They are an energy dense fuel source; containing twice
as many kcals as proteins and carbohydrates. They are stored beneath the skin as
adipose tissue, which also acts as insulation and protection for the body.
Protein (meat, animal by-products, eggs) is used primarily as a building material
for growth and repair. It is therefore not stored in the same way as fats and
carbohydrates, unless it is over consumed where it is converted to fat and stored.
They are only used as an energy source in extreme cases (i.e. long endurance based
events such as marathon, triathlon, cycling), whereby the amino acids are processed
in the liver to provide energy.

ATP AND ENERGY PRODUCTION

The human body requires energy to function, grow and repair. Energy is released in
the body from the breakdown of carbohydrates, fats and proteins, to produce the
bodys energy currency adenosine triphosphate (ATP).
ATP is made up of a single adenosine molecule which is attached to three phosphate
molecules, see figure 5.1 which shows the structure of ATP:

ADENOSINE
TRIPHOSPHATE
1 x Adenosine
3 x Phosphate molecules

Tri = 3

ADENOSINE
DIPHOSPHATE

P
Figure 5.3

VITAL
FACTS

1 x Adenosine
2 x Phosphate molecules
shows the structure of ADP

Di = 2

Once this has occurred ADP is then looking to be resynthesised back into ATP,
through a process called coupled reactions. This is a process where ADP needs to
obtain a new single phosphate molecule to become ATP again, this is called the ATP
cycle. ATP needs to be in constant supply. We have a natural supply of ATP but this
is very limited, so the body must be able to remake ATP in other ways. There are 3
different systems for resynthesis of ATP from ADP depending on demand. These three
systems are the:
1. Creatine Phosphate System
2. Lactate System

P
P
Figure 5.1

3. Aerobic System

Energy Produced

P
ATP

shows the structure of a ATP molecule

ADP

The bonds that join the adenosine to the three phosphate molecules are high energy
bonds and when the body breaks one of these bonds energy is produced.

Resynthesis

P
A

Figure 5.4

ENERGY

shows the ATP cycle

P
Figure 5.2

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shows the energy released from ATP

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CREATINE PHOSPHATE SYSTEM (CP)

Muscle glycogen

Exercising for a short period of time (0 to 10 seconds) requires an immediate source

of energy to remake adenosine tri phosphate or ATP. The creatine phosphate system
is the first energy system in which ATP is resynthesized and is anaerobic (does not
require oxygen). When our body senses that we are beginning to exert maximal effort,
it breaks down creatine phosphate for energy to resynthesize ATP, which is used up
during maximal intensity. After prolonged activity other energy systems are required
to re-synthesise ATP. This system is the primary fuel source of sprinting, weight lifting
and other exercises that require a quick burst of energy. The waste product from this
system is creatine.

Glucose

From blood

ATP

+ Lactic acid

Cellular respiration
in mitochondria

Figure 5.6 shows the lactate system

AEROBIC SYSTEM
This is the final energy system but requires oxygen (aerobic) When oxygen is present,
glucose can be completely broken down into carbon dioxide and water, in a process
called aerobic respiration. Fatty acids and glucose are the main macro-nutrients used
in aerobic respiration. Aerobic respiration takes more chemical reactions to produce
ATP than either of the other systems. It is therefore slower, but it can continue to
supply ATP for several hours. This would be the primary fuel source for long distance
events such as marathons or cycling events. The waste products of this energy
system are carbon dioxide and water, which do not cause fatigue.

7 kcals Energy for

7.3
muscle contraction
m

Oxygen

Fatty acids

Glucose

Cellular respiration
in mitochondria

Figure 5.5 shows the creatine phosphate system

LACTATE SYSTEM
The lactate system is the second energy system and is also anaerobic. It releases the
glucose in muscle glycogen, this glucose is broken down into lactic acid to release
ATP. This process is constant and only becomes an issue when there is a large buildup of lactic acid. This lactic acid is the by-product from this system and creates the
onset of blood lactate accumulation (OBLA). This is the point at which lactate build up
is greater than the muscles ability to remove it causing muscle pain or a burn which
in turn forces the participant to stop. The lactate system only lasts up to 60 to 180
seconds of maximum effort and is the primary fuel source for short distance runs like
200m and 400m.

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CO2

H2O

ATP

Figure 5.7 shows the aerobic system

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ENERGY SYSTEMS & EXERCISE

The energy system that the body recruits during activity and exercise depends on
the intensity, duration and type of exercise the individual is undertaking. All 3 systems
work all of the time, it is not a case of the body switching on and off systems, but
selecting the system which best resynthesises ATP during that activity. Table 5.1
shows the contribution of each energy system to a selection of activities/sports:

Squash

100m Sprint

ENERGY SYSTEMS OVERVIEW

Creatine
Phosphate

Lactate system

Aerobic system

Oxygen
dependency

Anaerobic

Anaerobic

Aerobic

Fuel sources

Creatine
phosphate

Glycogen

Glycogen/fatty acids

Speed of ATP
production

Very rapid

Rapid

Slow

Number of ATP
produced

2-3

36-38

By products

Creatine

Lactic acid

Carbon dioxide and

water

Duration of
energy system

0-10 seconds

Up to 60-180 seconds

180 seconds +

Activity type

95-100% max
effort

60-95% max effort

Less than 60% max

effort

Muscles fibres
used

Type 2

Type 2

Type 1

Basketball

Marathon

Football

Golf Swing

Boxing

Power Lifting

Table 5.2

shows the energy systems overview

Go to p
age 85

800m Run

CP
Table
5.1

Lactate

Aerobic

shows how the energy systems contribute to the resynthesis of ATP during
sports/activities

For example in a middle distance run e.g. 800 metres the

lactic acid system is the dominant system, but the creatine
phosphate system will kick in at the start to drive off and
with a sprint finish, but as the participant starts to fatigue
the aerobic system will assist.
Some sports/activities are more endurance based where the
aerobic system will be the dominant system e.g. in a marathon
or triathlon. Other activities are power based and will rely heavily
on the creatine phosphate system e.g. power lifting or a golf swing.
There are then team sports which require a different system depending
on what the participant is doing such as rugby, football and hockey. Where not
involved they may be walking/jogging, using the aerobic/lactate system, then may
have to sprint to get the ball using the creatine phosphate system.

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ENERGY SYSTEM SUMMARY

OUTCOMES
CAN YOU NOW
Identify the macronutrients used in energy production

Explain the ATP cycle

Describe and identify the 3 energy systems used and their characteristics

Classify activities in relation to energy systems used

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TASK 5.1

TASK 5.2

Complete the table below:

Complete the table below:

Creatine
Phosphate

Lactate system

Aerobic system

Activity

Main energy system used

Squash
Oxygen
dependency

Anaerobic

100m Sprint
Fuel sources

Glycogen

Basketball
Speed of ATP
production

Very rapid

Rapid

Slow

Number of ATP
produced

2-3

36-38

Marathon

Football
By products

Golf Swing
Duration of
energy system

Up to 60-180 seconds

180 seconds +

Boxing
Activity type

95-100% max
effort

60-95% max effort

Power lifting
Muscles fibres
used
800m run

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Level 2 Nervous System

UNIT 1

Gym Instructor Workbook Manual 1

NERVOUS SYSTEM
By the end of this section
you should be able to
Describe the functions and structure
of the nervous system
Identify the main divisions of the
nervous system
Label and explain a motor unit and
motor unit recruitment

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VITAL
FACTS
DID YOU KNOW...
The human brain weighs
approx 3Ibs (about 1.5kg)

THE NEUROMUSCULAR SYSTEM

The nervous system acts as a communication network within the body, its role is to
detect and respond to changes inside and outside of the body. Changes are detected
by a series of sensory receptors from both the internal and external environment. This
information is then sent to the brain for analysis through a series of communication
networks, from here an appropriate action (response) will be sent.

CENTRAL AND PERIPHERAL

NERVOUS SYSTEM
The nervous system is made of two primary divisions:

CNS
Brain
Spinal cord

AFFERENT (SENSORY NERVES)

External

SIGHT
HEARING
SMELL
TASTE
TOUCH

CNS
PNS

Internal

Chemoreceptors (chemical)

Central

Thermoreceptors (temperature)
Baroreceptors (blood pressure)
Proprioceptors (position sense)
Nociceptors (pain/damage to tissue)

Nervous

Peripheral Nervous

ANALYSE/INTERPRETATION

System
PNS
Branches of CNS

System

Figure 6.2 shows the CNS and PNS

CENTRAL NERVOUS SYSTEM (CNS)

The central nervous system is made up of the:
-

Brain
Spinal Cord

The brain is protected by the skull and the spinal cord is protected by the vertebral
column. The central nervous system is the information processing centre. It receives
information from the peripheral nervous system, analyses/interprets the information
and then sends out a response as to how the body should react.

VITAL
FACTS
There are 31 pairs of nerves
that extend from the CNS.
They supply the body through
either somatic or autonomic
branches of the PNS

PERIPHERAL NERVOUS SYSTEM (PNS)

EFFERENT (MOTOR NERVE)

Sympathetic
Autonomic

The peripheral nervous system contains 2 main branches:

Parasympathetic

Response
Somatic

The peripheral nervous system is made up of all of the nerves that branch off the
CNS, they connect and communicate with the receptors in the muscles, glands, blood
vessels and organs. They relay messages from these receptors into the CNS.

Somatic
Autonomic

The somatic part of the PNS is responsible for all of the voluntary actions, which we
have direct control over such as lifting a weight or picking up a pen.
Figure 6.1 The nervous system sequence

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The autonomic section is responsible for all involuntary actions. These are the
actions which we have no control over such as heart and lung function and the
digestion of food.

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MOTOR UNITS

The autonomic then subdivides into 2 sections:

Parasympathetic slows down functions i.e. reduces heart rate after exercise
Sympathetic speeds up functions i.e. increases heart rate during exercise
These 2 subdivisions are crucial in keeping the body in balance, which it is always
striving to do by speeding up and slowing down reactions and functions, this process
is called homeostasis.

Autonomic
Sympathetic

PNS

A motor unit consists of:

Once the brain has interpreted the afferent nerve signal and selected the correct
motor response this signal will need to be communicated via the peripheral nervous
system to the correct muscle fibres. If the motor response is sent to skeletal muscle
tissue then a small electrical impulse is sent to a motor neuron. Motor neurons
transmit signals from the central nervous system (CNS) to the required muscles.

Parasympathetic

CNS

VITAL
FACTS

A motor unit is made up of a single motor neuron and all of the corresponding muscle
fibres it innervates. All of these fibres will be of the same type (either fast twitch or slow
twitch). When a motor unit is activated, all of its muscle fibres will contract and the
number of fibres could range from 10 to 1000.

Somatic

1. A motor neuron
2. All muscle fibres
innervated

The motor neuron receives this signal in the form of an action potential, which
causes the motor unit to stimulate the muscle fibres that it innervates to contract
simultaneously. This is known as the All or none law. To increase the strength of
the muscular contraction more motor units will need to be activated, motor units are
recruited from smallest to largest. The number of motor units recruited is decided
automatically, unconsciously.

Figure 6.3 shows the nervous system overview

Regular training will improve a gym users ability to recruit more motor units quickly
by strengthening neuro-muscular connections, this in turn can enhance motor skills
fitness i.e. better co-ordination during speed ladder training.

MOTOR UNIT ANATOMY

A motor unit is made up of a motor neuron and the muscle fibres that it innervates,
figure 6.5 looks at a motor unit and their makeup. A motor neuron has several main
structures:

Nucleus control centre or brain of the neuron, interprets the electrical stimulus
(message)

Dendrites which receive electrical stimulus (messages)

Axon the tail of the neuron, which takes the stimulus/impulse (message) to the
muscle fibre

Myelin Sheath a fatty sheath surrounding the axon, speeds up the transport of
the electrical impulse (message) to the muscle fibres

Motor neuron cell bodies

Nerve

Spinal cord
Motor unit 2

Direction of impulse

Motor unit 1
Myelin Sheath
Motor neuron axon

Axonal terminals
at neuromuscular
junctions

Axon
To next
neuron

Nucleus

Direction
of impulse

Muscle

Muscle fibres
Dendrites

Go to p
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Figure 6.4 shows the structure of a motor neuron

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Figure 6.5 shows a motor unit within a muscle fibre

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EFFECTS OF EXERCISE ON THE NEURO-MUSCULAR SYSTEM

Exercise has a direct effect on the neuromuscular system. Properties of a muscle are
changed depending on the regularity, duration and intensity with which a muscle is
used leading to motor fitness development by:

Developing and reinforcing the neural pathways, the more you practice something
with correct technique the more permanent and efficient that movement becomes

Improved co-ordination and recruitment of motor units

Increased motor unit recruitment, which will develop and improve the firing
frequency of motor units (which is the speed of activation through nervous
impulse). These will then in turn develop and increase strength and power

Increasing the number and size of mitochondria in the muscle fibres

Increasing the number of capillaries surrounding these fibres

An increase in the number of aerobic enzymes, stored glycogen and triglycerides

in the muscle fibres

Increasing the diameter of the recruited fibres (hypertrophy) due to an increase in

the myofilaments within the fibres

Increasing the glycolytic activity of the muscle allowing more work to be performed
under anaerobic conditions or high stress conditions

NERVOUS SYSTEM SUMMARY

OUTCOMES
CAN YOU NOW
Describe the functions and structure of the nervous system

Identify the main divisions of the nervous system

Explain a motor unit and motor unit recruitment

Motor skill training is a recognised method of developing and training the nervous
system for example plyometric training such as bounding, hurdles and speed ladders.
As motor skills are learnt, sequences of movements are developed ensuring the
actions required to perform specific tasks are smooth and efficient. As they are learnt
skills this means they are able to be trained, developed and ultimately improved.

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TASK 6.1

TASK 6.3

Complete the diagram below:

Label the motor unit diagram:

CNS

TASK 6.2
Match the boxes:

94

Regulates chemical balance

Nociceptors

Regulates temperature of the body

Chemoreceptors

Regulates pressure

Thermoreceptors

Senses body position

Baroreceptors

Senses pain/tissue damage

Proprioceptors

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Unit 1 Understanding Life Course of the Human Body in Relation to Special Populations

UNIT 1

Gym Instructor Workbook Manual 1

UNDERSTANDING LIFE
COURSE OF THE HUMAN
BODY IN RELATION TO
SPECIAL POPULATIONS
By the end of this section
you should be able to
Describe the life course of;
a. Muscular system
b. Skeletal system
c. Circulatory system
Identify the changes and
implications of the life course of the
musculoskeletal system on;
a. Young people
b. Pre/Post Natal
c. Older Adults
d. Disabilities

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LIFE COURSE OF THE HUMAN

BODY AND ITS IMPLICATIONS FOR
SPECIAL POPULATIONS
As an instructor it is important to understand the anatomical and physiological
changes that the body undergoes as a result of the aging process, pregnancy and in
a range of disabilities.

YOUNG PEOPLE

CHANGES TO THE ENERGY SYSTEM

Children have an increased number of mitochondria in their muscles and therefore are
able to utilise oxygen more effectively. They have a high aerobic threshold, so if they
are working at an appropriate level they are able to keep going. However they have
limited supplies of muscle and liver glycogen, so reduced stores of anaerobic fuel and
the ability to use it. This in turn limits anaerobic capacity and whilst creates an inability
to tolerate short bursts of energy/exercises that require high intensity and short
repetitions such as high intensity interval training.

At birth a childs weight is approximately 25% muscle mass. As they grow and develop
this increases to 40% in adulthood. During puberty an increase in hormone production
results in a muscle mass increase. Growth and development prior to puberty is
controlled by human growth hormone (HGH). The onset of puberty sees testosterone
in males and oestrogen in females take over.
At some point during this maturation period a child will undergo a growth spurt,
which means that their bones will suddenly develop at a rapid rate. This is where
the clumsy teenager association comes from as their bones grow rapidly effecting
proprioception and spatial awareness. These growth spurt phases tend to occur:

RELAXIN
A hormone produced by the
ovaries during pregnancy

PRE AND POST NATAL

CHANGES TO THE MUSCULOSKELETAL SYSTEM

CHANGES TO THE MUSCULOSKELETAL SYSTEM

KEY
TERMS

During pregnancy the effects of the hormone relaxin will have a major impact on the
stability of the synovial joints in the body, due to increasing the flexibility of connective
tissues. This will increase the range of movement around the synovial joints making
them less stable. There will also be a reduction in motor skill ability, due to the change
in centre of gravity. This combined with the joint instability means the participant
should avoid undertaking high impact, quick rotation/twisting exercise movements
and developmental or assisted stretching during pregnancy.
Post pregnancy the effects of relaxin can be present for 5 or more months, especially
if breast feeding, so caution should be taken when returning to exercise, avoiding
developmental stretching and high impact exercise. All physical stress should be
avoided for 2 weeks after giving birth and daily activities reintroduced after 6 weeks,
GP advice should be obtained before returning to exercise.

MYTH
BUSTER
WHEN PREGNANT
THERE IS NO SUCH
THING AS EATING
FOR TWO!!
Energy intake should only be
increased by 150-300 Kcals
per day

CHANGES TO THE CARDIORESPIRATORY SYSTEM

GIRLS

BOYS

In girls between the ages of 10-12,

growing fastest at 12-13. This tends
to cease at the age of 18

For boys between the ages of 12-14,

growing fastest at 14-15. This tends
to end later around the age of 20

A major concern with the development of a childs musculoskeletal system is damage

and trauma to the growth cartilage and epiphyseal growth plate fractures. These
fractures are more common in boys than girls, and occur around the age of 14-16.
These types of fractures and damage occur between the shaft and head of the bone
around the growth area.

CHANGES TO THE CARDIORESPIRATORY SYSTEM

Children have a decreased blood volume compared to fully developed adults, this
is one of the reasons why children are less efficient at regulating their temperature.
Children heat up faster and are more at risk of overheating than an adult as a result.
The chambers of a childs heart are smaller and therefore less powerful than an
adults which results in a higher heart rate. As their stroke volume is reduced the heart
needs to work harder to pump oxygenated body to the working muscles and tissues.
Children are less efficient at processing oxygen and need a higher intake of oxygen for
aerobic activity.

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8

During pregnancy blood volume increases by 30%, but actually becomes diluted,
so there are less red blood cells (cells that transport oxygen). (Bothamley and Boyle,
2009) explain that during pregnancy, stroke volume, heart rate and consequently
cardiac output increases. Heart rate and increased blood volume are the main factors
in determining the increasing cardiac output. Heart rate also increases in response to
an increased cardiac output, by approximately 10-15 beats per minute, this is due to
the gradual increase of the oxygen requirement of the foetus.
(Hytten and Leitch, 1971) explain that oxygen consumption rises progressively during
pregnancy, reaching a peak of 20% above non-pregnant levels. This can lead to
the mother becoming breathless and hyperventilating due to the increased need to
exchange oxygen and carbon dioxide.
Lung capacity is also affected as the diaphragm rises to make room for the foetus in
the latter stages of pregnancy, reducing the space in the lung cavity.
Supine exercises should be avoided, as supine hypertensive syndrome can occur
when lying on the back. This is when the uterus presses on the blood vessels
affecting venous return. This can lead to dizziness, loss of consciousness and reduce
the blood supply to the baby.

CHANGES TO THE ENERGY SYSTEM

During pregnancy there is also a gradual increase in energy expenditure as pregnancy
advances. Pregnant exercisers use the carbohydrate stores more than fat when
exercising moderately. This causes blood sugar levels to fall very quickly, causing
dizziness and tiredness.

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Unit 1 Understanding Life Course of the Human Body in Relation to Special Populations

Gym Instructor Workbook Manual 1

HELPFUL
HINT
Anything OSTEO is to do
with bones, for example:

Osteopath

Osteoarthritis

Osteoblast / Osteoclast

Periosteum

GENERAL SKELETAL CHANGES

OLDER ADULTS
During the aging process there are a few key physiological changes that need
to be recognised. Not all adults will experience changes in the same way, this is
because genetics and environmental factors play a large role in musculoskeletal/
cardiorespiratory development.

Changes in posture kyphosis/lordosis (refer to topic 1 for spinal abnormalities)

Compression of the intervertebral discs, causing back pain and reduction in spinal
flexibility

Increased curvature of the hips and knees, leading to cartilage and bone damage

Flattening of the arches, this can cause posture changes throughout the body

Ligaments become thicker and less supple

CHANGES TO MUSCULOSKELETAL SYSTEM

Osteoarthritis The degeneration and wearing away of the articular cartilage
thus exposing bone, which creates joint pain and can lead to a reduction in range
of movement. Low impact exercise should be given to reduce the pain in joints
(commonly knees). For example walking up a gradient rather than running. Exercises
that are unstable should also be limited within the programme as a fall will have a
higher chance of causing serious damage due to weaker bones.

CHANGES TO THE CARDIORESPIRATORY SYSTEM

Alveoli function remains unchanged with age, though over time some alveoli may be
replaced by fibrous tissue, this is further aggravated through smoking. This leads to
a reduction in gaseous exchange between the capillaries and alveoli, which will make
high intensity cardiovascular exercise harder due to the reduction in oxygen transfer.
Healthy

Pneumonia

Emphysema

Thinned cartilage

Cartilage fragments

Normal
Joint
Figure 7.1

Fluid and blood cells

in alveoli

Joint affected
by osteoarthritis

shows the onset of osteoarthritis

Osteopenia This is a condition where bone mineral density is lower than normal. It
is considered by many doctors to be a precursor to osteoporosis. However, not every
person diagnosed with osteopenia will develop osteoporosis.
Osteoporosis The reduction in bone density, common in women post menopause
due to hormonal changes. This creates a more porous bone susceptible to fractures.

Alveolar walls
thickened by oedema

Alveolar membranes
break down

Sarcopenia The degenerative condition of muscle mass and strength associated

with aging.
Figure 7.3 shows alveoli damage

A loss of elasticity and reduction in strength of respiratory muscles can reduce usable
lung capacity by up to 50% by the age of 85.

Normal
bone
Figure 7.2

100
10
00

Bone with
osteoporosis

Most significant alterations in arteriole structure occur in the large elasticated arteries
through either deposits within the arteries (atherosclerosis) or loss of arteriole elasticity
(arteriosclerosis). This is referred to as arterial disease and increases resistance to
blood flow through narrowing of lumen (inside of the artery) which in turn leads to an
increase in blood pressure.

shows osteoporosis in a bone

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Unit 1 Understanding Life Course of the Human Body in Relation to Special Populations

Gym Instructor Workbook Manual 1

Normal artery

Damaged arteries

UNDERSTANDING LIFE COURSE OF

THE HUMAN BODY IN RELATION
TO SPECIAL POPULATIONS
SUMMARY OUTCOMES

Intima
LUMEN

LUMEN

Media

LUMEN

Media

CAN YOU NOW

Plaque

Describe the life course of;

Arteriosclerosis
Disease of the media alters
elasticity of the artery
Figure 7.4

Atherosclerosis
Disease of the intima
alters flow of blood

a. Muscular system
b. Skeletal system
c. Circulatory system

shows alveoli damage

Identify the changes and implications of the life course of

musculoskeletal system on;

DISABILITIES AND THEIR EFFECT

ON THE HUMAN BODY

a. Older adults
b. Young people
c. Pre/Post natal
d. Disabilities

Disabilities is an umbrella term, covering impairments, activity limitations, and

participation restrictions. An impairment is a problem in body function or structure;
an activity limitation is a difficulty encountered by an individual in executing a task or
action; while a participation restriction is a problem experienced by an individual in
involvement in life situations. Thus disability is a complex phenomenon, reflecting an
interaction between features of a persons body and features of the society in which
he or she lives. World Health Organization
As a fitness professional you may come across a varying number of disabilities.
Although there are specific qualifications to work with this specialist group it is
important to identify and understand how it affects their training. There is no golden
rule as disabilities are hugely diverse. The best way to approach exercise is to enter it
with an open mind as there are many adaptations and regressions that you may not
have seen before.
People with disabilities need to be guided through exercise with a programme that is
tailored to their specific individual requirements.

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Unit 1 Understanding Life Course of the Human Body in Relation to Special Populations

Gym Instructor Workbook Manual 1

TASK 7.1
Link the following statements and conditions:

Atherosclerosis

Loss of arterial wall elasticity

Osteoporosis

The degeneration and wearing away of the articular

cartilage thus exposing bone, this creates joint pain and
can lead to a reduction in range of movement.

Deposits of proteins, fats and minerals in the arteries,

which restrict blood flow

Osteopenia

Arteriosclerosis

This is a condition where bone mineral density is lower

than normal. It is considered by many doctors to be a
precursor to osteoporosis.

Osteoarthritis

The reduction in bone density, common in women post

menopause due to hormonal changes. This creates a
more porous bone susceptible to fractures.

TASK 7.2
Complete the following statement:
The hormone

is produced during pregnancy.

It decreases the

of the joints due to the increasing

of the connective tissues.

TASK 7.3
Answer the following question:
At what age are growth plate fractures most likely to occur at?

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Unit 1 References and Further Reading

Gym Instructor Workbook Manual 1

REFERENCES AND FURTHER READING

Bothamley, J. and Boyle, M. (2009) Medical Conditions affecting Pregnancy
and Childbirth: A Handbook for Midwives. Radcliffe Publishing
Hudson, D.M (2006) Human Anatomy & Physiology. Top Shelf Science
Hytten, F. E. and Leitch, I. (1971) The Physiology of Human Pregnancy.
2nd ed. Oxford Scientific Publications
Stone, R.J. and Stone, J.A (2009) Atlas of Skeletal Muscle. 6th Ed. McGraw Hill
Helmenstine, A.M. (2012) What is the Composition of Air?
http://chemistry.about.com/od/chemistryfaqs/f/aircomposition.htm
Tortora, G.J. and Derrickson, B.H (2009) Principles of Anatomy and Physiology.
12th Ed. Volume 1. Wiley
Tortora, G.J. and Derrickson, B.H (2009) Principles of Anatomy and Physiology.
12th Ed. Volume 2. Wiley
Waugh, A. and Grant, A. (2010) Anatomy and Physiology in Health and Illness.
11th Ed. Elsevier
World Health Organisation (WHO) and International Society of Hypertension (ISH)
(2003) Statement on Management of Hypertension. Journal of Hypertension.
www.who.int/cardiovascular.../hypertension_guidelines.pdf

106

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www.thetrainingroom.com

The Training Room

Waterloo House
Fleets Corner
Waterloo Road
Poole
Dorset
BH17 0HL
Tel: 0800 021 6050

UNIT

KNOW HOW TO SUPPORT

CLIENTS WHO TAKE PART
IN EXERCISE & PHYSICAL
ACTIVITY
3

UNIT

LEVEL

GYM INSTRUCTOR WORKBOOK / MANUAL 2

HEALTH, SAFETY AND

WELFARE IN A FITNESS
ENVIRONMENT

www.thetrainingroom.com
Gym Instructor Workbook Manual 2

MANUAL CONTENTS
Page
Unit 2 Know How to Support Clients
Who Take Part in Exercise &
Physical Activity

Unit 3 Health, Safety & Welfare in a

Fitness Environment

27

www.thetrainingroom.com
Gym Instructor Workbook Manual 2

UNIT 2

Unit 2 Know How to Support Clients Who Take Part in Exercise & Physical Activity

KNOW HOW TO
SUPPORT CLIENTS
WHO TAKE PART
IN EXERCISE &
PHYSICAL ACTIVITY
By the end of this section you will
be able to understand how to...
Form effective working relationships
with clients
Address and overcome barriers
to physical exercise and activity
promoting motivation and exercise
adherence
Apply the principles of customer
service to clients

Gym Instructor Workbook Manual 2

WORKING RELATIONSHIPS
WHAT IS A RELATIONSHIP?
A co-operative relationship between people or groups who agree to share
responsibility for achieving some specific goal (WordNet Princeton University 2006)
As a fitness professional it is important to build effective relationships with many
people, this will include both work colleagues and clients.

EFFECTIVE CLIENT RELATIONSHIPS

Developing and maintaining an effective relationship is important between the instructor
and clients to help promote:
Adherence
Trust and respect
Motivation
An open environment

EFFECTIVE BUSINESS RELATIONSHIPS

Society is a web of relationships, requiring all parties to work together in order to create
something that is successful. In business such relationships aid in:
Repeat business
Word of mouth, praise and marketing
Increase of profit
Longevity of the training programme
A more relaxed working environment
A greater understanding of each parties needs
As a fitness professional there are a number of people that you will have a working
relationship with, these include both internal and external personnel. For example:
Personal trainers and other instructors
Class instructors
Gym manager
Physiotherapists
General manager
Receptionists
Clients
Class participants
This can be achieved by:

Following industry code of practice (as outlined by Register of Exercise
Professionals)
Maintaining professionalism
Communicating effectively
Respecting equality and diversity
Recognising barriers and promoting adherence

Unit 2 Know How to Support Clients Who Take Part in Exercise & Physical Activity

The REPs code of ethical practice 2011, gives 5 principles to adhere to, they are:

PRINCIPLE 1: RIGHTS
Exercise professionals should deal openly and in a
transparent manner with their clients. They should at
all times adopt the highest degree of professionalism in
dealing with their clients needs.
Compliance with this principle requires exercise professionals to maintain a standard
of professional conduct appropriate to their dealings with all client groups and to
responsibly demonstrate:
Respect for individual difference and diversity
Good practice in challenging discrimination and unfairness
Discretion in dealing with confidential client disclosure

PRINCIPLE 2: RELATIONSHIPS
Exercise professionals will seek to nurture healthy
relationships with their customers and other health
professionals.
Compliance with this principle requires exercise professionals to develop and maintain
a relationship with customers based on openness, honesty, mutual trust and respect
and to responsibly demonstrate:
Awareness of the requirement to place the customers needs as a priority and
promote their welfare and best interests first when planning an appropriate training
programme
Clarity in all forms of communication with customers, professional colleagues and
medical practitioners, ensuring honesty, accuracy and co-operation when seeking
agreements and avoiding misrepresentation or any conflict of interest arising

PRINCIPLE 3: PERSONAL RESPONSIBILITIES

Exercise professionals will demonstrate and promote
a responsible lifestyle and conduct.
Compliance with this principle, requires exercise professionals to conduct proper
personal behaviour at all times and to responsibly demonstrate:

The high standards of professional conduct appropriate to their dealings with all
their client group which reflects the particular image and expectations relevant to
the role of the exercise professional working in the fitness industry

An understanding of their legal responsibilities and accountability when dealing with
the public plus awareness of the need for honesty and accuracy in substantiating
their claims of authenticity when promoting their services in the public domain

An absolute duty of care to be aware of their working environment and to be able
to deal with all reasonably foreseeable accidents and emergencies and to protect
themselves, their colleagues and clients

Gym Instructor Workbook Manual 2

PRINCIPLE 4: PROFESSIONAL STANDARDS

Exercise professionals will seek to adopt the highest
level of professional standards in their work and the
development of their career.
Compliance with this principle requires exercise professionals to commit to the
attainment of appropriate qualifications and on going training, to responsibly
demonstrate:

Engagement in actively seeking to update knowledge and improve their
professional skills in order to maintain a quality standard of service, reflecting
on their own practice, identifying development needs and undertaking relevant
development activities

Willingness to accept responsibility and be accountable for professional decisions
or actions, welcome evaluation of their work and recognise the need when
appropriate, to refer to another professional specialist

A personal responsibility to maintain their own effectiveness and confine
themselves to practice those activities for which their training and competence is
recognised by the Register

PRINCIPLE 5: SAFE WORKING PRACTICE

Exercise professionals will systematically prepare for
all activities ensuring the safety of their clients is of
paramount consideration
Compliance with this principle requires exercise professionals to maintain a safe
exercise environment for all clients, and at all times and to responsibly demonstrate:

A responsible attitude to the care and safety of client participants within the training
environment and in planned activities, ensuring that both are appropriate to the
needs of the clients

An appropriate ratio of instructors to clients within any group sessions to ensure
that at all times the safety of all clients is paramount

All clients have been systematically prepared for the activity in terms of safety
including the safe use of equipment

Unit 2 Know How to Support Clients Who Take Part in Exercise & Physical Activity

PROFESSIONALISM
Professionalism means commitment to the client, community and your own profession
through ethical practices.
As a fitness professional it is important that you present yourself with professional
conduct at all times. This will ensure you give the highest standards of customer care
and have a sound grounding of equality. Great customer service will in turn lead to
repeat business, positive word of mouth marketing and reputation. As a personal
trainer this improves client retention and for a gym it will increase membership sales
and profitability.
To ensure a professional approach to work it is good practice to include some of the
qualities and skills outlined below:

be patient, co
be punctual

mpassionate an
d sensitive
and reliable

be enthusiast
ic
have a sens
e of humour
be motivatio
nal
be approach
able
be self-conf
ident
integrity and
maintain custom
er/client confid
entiality
develop com
munication sk
ills
be organise
d
become a ro
le model
be adaptabl
e
be empower
ing

adopt a prof
essional appe
arance and fo
organisation/in
llow
dustry dress co
de

Gym Instructor Workbook Manual 2

COMMUNICATION
Effective communication skills are essential in any working environment. There are two
main types of communication:
Verbal Communication
Verbal communication is a way of exchanging information or messages in a spoken or
written format.
Non Verbal Communication
Non verbal communication is behaviour, which is not in a spoken or written format that
creates or represents meaning. It can include facial expressions, body movements and
gestures. It is a very effective and important method of communication, sometimes
even more so than speech. Remember the saying, Actions speak louder than words!
Methods of Communication
Communication consists of listening, acknowledging and responding. Therefore there
are a number of key areas to consider when looking at communication:
Listening
Active listening and observation skills go hand in hand. Non-verbal communications
such as facial expressions, body position and eye contact will be used throughout
the conversation to add context to what is being discussed. Other ways to promote
active listening with your client include paraphrasing key points, nodding and asking
questions on what they have asked. This non-verbal communication is very important
when communicating. A disinterested posture can be a barrier when approaching
cliental (i.e. arms crossed).
Acknowledgement
Acknowledgement is vital as it shows you are listening to what is being said and
showing interest. There are many ways in which to show acknowledgement:
Eye contact Shows interest and that client has your full attention
Nodding Shows that you have an understanding of what they are telling you
Hand gestures Adds context to what you are saying
Body language An instructor should always try and show open body language.
E.g. crossed arms can be perceived as defensive, whereas unfolded arms make
you more approachable
Responding
When responding, the instructor must take the clients views on board and comment in
a positive attitude without being flippant or patronising. The instructor will then need to
facilitate client responses to continue showing interest. There are many ways to do this:
Paraphrasing and Summarising The instructor uses his/her own words to
state their understanding of what the client is saying
Clarifying The instructor could ask for the meaning of a phrase or a saying within
the conversation
Use of Silence The instructor should leave silence periods to give the client time
to reflect on what has been discussed and to question as appropriate

EQUALITY AND DIVERSITY

Equality is about creating a fairer society where everyone can participate and is given
the same opportunity to fulfill their potential. Whereas diversity is about recognising
that everyone is different in a variety of visible and non-visible ways and respecting
the values and differences of all these people. Equality and diversity are supported by
legislation designed to address unfair discrimination. Some of the common and original
pieces of legislation relating to equality and diversity are:

10

Unit 2 Know How to Support Clients Who Take Part in Exercise & Physical Activity

Race Relations Act 1976

Sex Discrimination Act 1975
Disability Discrimination Act 1995
Lawscot (2012) explain that these have now been incorporated into a new single
piece of legislation (The Equality Act 2010), which now encompasses these previous
individual acts.
Valuing equality and diversity is important to the instructor, to ensure that clients and
prospective customers are all treated equally, fairly and with the highest standards
of customer care, irrespective of race, colour, nationality, ethnic origin, educational
achievement, gender, sexual orientation, marital or parental status, age, disability,
political or religious belief or socio-economic class.
The REPs code of ethical practice 2011 principle 1 discusses the rights of the
individual, these include:
Age
This should not cause less favorable treatment in a workplace or within a fitness
environment, unless there is an objective justification for doing so.
Religion and Belief
Religion or belief should not interfere with anybodys right to be treated fairly.
Disability
If one has a physical or mental impairment, that person has specific rights that protect
them against discrimination. Employers and service providers are obliged to make
relevant adjustments.
Gender
Men, women and transgender people should not be treated unfairly because of their
gender.
Race
Whatever origin or colour of their skin, they have a right to be treated fairly and be
protected against racial discrimination and prejudice.
Sexual orientation
Whether straight, gay, lesbian or bisexual they should not be put at a disadvantage.
Adherence to the above will ensure that all members and clients are treated fairly and
equally whilst operating within a legal framework.
This will ensure that the instructor and organisation operates within the legal framework
of various pieces of legislation, such as the new umbrella Equality Act 2010.
More information on The Equality Act 2010
can be found at www.legislation.gov.uk

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Gym Instructor Workbook Manual 2

ADDRESSING/OVERCOMING
BARRIERS TO PHYSICAL
EXERCISE AND ACTIVITY
PROMOTING MOTIVATION AND
ADHERENCE
As a fitness instructor your job is not just teaching clients how to exercise, but helping
them overcome common motivational and adherence barriers. This will ultimately affect
the achievement of goals and objectives. As an instructor you will develop a feel for
whats really at the bottom of a clients training and exercise problems, even if they do
not say it outright. You will need to develop skills to scratch beneath the surface to
then make suggestions to help overcome those problems. Remember you can give
them all the help and advice possible, but it is down to the client to implement the
changes for themselves.

BARRIERS TO EXERCISE
Reasons for stopping exercise

Men

Women

Work reasons

23%

17%

Lost interest in activity

19%

16%

Needed time to do other things

13%

10%

Marriages/change in partnership

6%

10%

Having children/looking after children

2%

10%

Facilities closed or changed

7%

6%

Moved house

4%

7%

Training partner no longer available

4%

4%

Injury or health problem

4%

4%

Sports injury

3%

2%

Getting too old/health failing

3%

1%

Could no longer afford it

1%

2%

Difficulty getting there

1%

1%

Other reasons

10%

10%

Table 2.1

12

shows the reasons for stopping exercise identified in the Allied Dunbar National
Fitness Survey (1992)

Unit 2 Know How to Support Clients Who Take Part in Exercise & Physical Activity

WHY DO PEOPLE STOP EXERCISING?

Table 2.1 shows the findings from the Allied Dunbar survey on why people stop
exercising. As a fitness professional it is likely that when setting goals with clients,
barriers will arise. There are numerous reasons for stopping exercise, one of the main
reasons is because people find it hard to break the cycle of old habits and introduce
new behaviours.
As a fitness professional it is important that you are able to identify these barriers with
your clients early on within their fitness journey. Overcoming these barriers is a key part
of exercise adherence. It is vital that these are planned and discussed with the client so
that they have a part in implementation of these strategies.
These barriers can be classified into 4 categories:
Physical
It is common for people to give physical reasons not to embark on a fitness
programme i.e. lack of fitness, health concerns or injuries. As a fitness professional
you will be able to plan an exercise programme for those who are unfit and new to
exercise, which will include education on types of training, basic nutrient information
around the eat well principles (eat-well plate) and specific exercises for their goals.
Goal setting will be essential for those who lack fitness as it will give clear indications
that they are improving when they reach their targets. If the client has injury or fitness
concerns that are evident after the PAR-Q screening, they need to be referred to a
health professional. This will give you the information required to develop a programme
suitable for the individual. The client could then be transferred to an exercise referral
specialist for training.
Emotional
There are many reasons for emotional barriers. These could include frustration
that current or past training has failed to deliver results, or that fear, shame or
embarrassment will prevent them from achieving their goal. When a client shows
frustration, SMART goal setting is very important. You will also need to get an
understanding of their current fitness programme and any barriers within this that has
caused problems. It is important to include exercises that they enjoy as this will help in
exercise adherence. If the client feels embarrassed of training in a busy environment
then additional venues for training need to be considered. These can include a studio,
a clients home or outdoor in a secluded area such as the forest or local park.
Motivational
Many people within the fitness environment may experience lack of motivation, which
is a massive problem for gyms, with many users leaving after 3 months. One of the
main reasons for this is that the clients may reach their planned goals, leading to
a reduction in motivation with their current training programme. At this point new
goals and targets need to be set to stop the client from plateauing. When writing a
programme for clients, short, medium and long terms goals need to be set, using
a variety of equipment, training systems and exercise classes to retain their interest.
If goals set are unrealistic and UNSMART the client may lose interest as they are not
seeing any results.
Time
Lack of time is a very common barrier to exercise. Time restraints could be for a
number of reasons including family or work. For this type of client the introduction of
fitness into everyday activities such as walking/cycling to work can help, when going
to the gym is not possible. As a fitness professional you may choose to train this
client during lunch breaks, before work, or at their place of work/home to ensure its
convenient for them.

13

Gym Instructor Workbook Manual 2

IDEAS FOR PROMOTING EXERCISE ADHERENCE

Rewards or Incentives instructors and organisations use these to help develop and
strengthen clients motivation and adherence. This method of positive reinforcement let
clients and members know that their efforts have been noted and rewarded, when they
achieve a set target or goal. It could be something as simple as a t-shirt or water bottle,
but the fact that their effort has been rewarded is a strong motivator.
Identifying Exercise Preferences it is important as an instructor to identify clients
exercise likes. As simple as it sounds if their exercise programmes contain activities
and tasks that the client enjoys doing they are more likely to stay motivated and
improve adherence.
Discounted sessions if price is a concern if clients are unable to afford one
to one sessions then a price discount may negotiated. A common way an instructor
addresses this to get clients to train with a friend, where they split the fee, meaning
sessions become affordable but also addresses adherence and motivation by training
with a friend, creating a social element. This can also be done through offering group
training sessions.
Home Workouts and Programmes the instructor could pre-write programmes
and session plans for clients to follow at home or in the gym environment in their
own time. This would be beneficial to the client as they have something to follow to
keep them motivated and would help adherence as they have to take responsibility of
completing the pre-planned workout in their own time.

GOAL SETTING TO PROMOTE EXERCISE ADHERENCE/MOTIVATION

A goal has an observable and measurable end result having one or more objectives to
be achieved within a more or less fixed timeframe.
Goal setting and planning (goal work) promotes long-term vision and short-term
motivation. It focuses intention, desire, acquisition of knowledge, and helps to organise
resources.
When setting goals with clients it is important that you target their reasons for
exercising. There are many reasons for the participation in exercise/fitness.
For example:
Enjoyment
Health
Appearance and weight control
Social/fashion status
Injury rehabilitation
General fitness/well being
Sports specific
Relaxation
Confidence/self esteem
Change

14

Unit 2 Know How to Support Clients Who Take Part in Exercise & Physical Activity

DEVELOPING CHANGE
It is important for the client to take responsibility for change as it is a long term
commitment. Exercise and nutritional adherence is vital to ensure a lifestyle change
rather than a short term fix. The more the client understands the importance of
self-motivation the more driven they will be to achieve goals, rather than relying upon
someone else to help them achieve. Some people are very self-motivated and are
willing to change, one explanation of this could be the point in which the client is in the
stages of change model.
The stages of change model looks at the thought process a client will go through when
looking to change their behaviour. This can be easily linked to the thought process of
starting an exercise programme. These can be influenced by:
1. Persuasion by authority
2. Observation of others family and friends notice change
3. Physiological feedback loose clothes, or tight clothes when in hypertrophy
4. Successful performance easily achieved

STAGES OF CHANGE

PRECONTEMPLATION

RELAPSE

CONTEMPLATION

MAINTENANCE

PREPARATION

ACTION

15

Gym Instructor Workbook Manual 2

Stage of Change

Client Attitude and Behaviour

Instructor Action

Pre-Contemplation

I wont or I cant
Not interested in help
Can be defensive of current habits

Educate potential clients, offer

incentives and advice, banish myths
and preconceptions

Contemplation

I might
Spend time thinking about their problem
They decide on how changes are going to affect them

Provide realistic goals, offer a

choice of enjoyable activities to
stimulate interest and uptake

Preparation

I will
They understand they have to change what they are doing
They start to think how they can change

Implementation of SMART goals,

and preferred activities, start to
work with clients

Action

I am
They are starting to change what they are currently doing
They may start to implement changes decided

Provide feedback and support,

motivation, encouragement and
provide incentives

Maintenance

I am currently
They have committed to change and are resisting temptation to stop
They are currently undertaking planned changes and are open to
new ideas to continue change

Reinforcing and updating goals,

changing training activities and
exercise to keep clients motivated

Relapse

Before I used to
They have stopped adhering to changes
They revert back to old habits

Reassess goals and amend

accordingly, provide additional
support and motivation

Table 2.2

shows common behaviours within the various stages of change

GOAL SETTING
Once the personal trainer and client have mutually agreed the desired goals, a
structured exercise programme needs to be designed to help with exercise adherence
and boost motivation. There are several items that a fitness professional could look at:
Outlining the goals and achievement dates
Ensuring the goals are achievable
Executing fitness tests

Providing useful resources, these could include an email with exercises to complete
when training alone or nutrition information
Including exercises that the client enjoys/finds challenging

PREVIOUS EXERCISE QUESTIONS

Before setting goals it is important to look at the clients exercise history as this may
give an indication as to the appropriateness of goals. It can also indicate the previous
physical condition of the client.

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Unit 2 Know How to Support Clients Who Take Part in Exercise & Physical Activity

FIT T
The FITT principle is an easy way to look at this:

F Frequency of
exercise (number
of times in a set
period)

I Intensity (% of
max HR, RPE levels,
% of 1RM, Range of
movement and rest)

T Time (how long

was each session)

T Type (type of
activity completed)

The FITT principle can be applied to past and present exercise programmes.
Once a goal has been decided you need to ensure that the goal is measurable.
For example, if a client asks to tone up, it is difficult to measure as its very subjective.
However, reducing body fat to a given percentage in a set period of time is a
measurable figure. You can use the SMART principle to ensure the goals are suitable
for the client, this will include the clients current fitness levels.

SMART GOALS

SMART
S Specific
Are the goals in line
with the clients needs?

M Measurable
How are you going to
measure the results?
Ensure there is a
number to compare
test results.

A Achievable
Are the results
achievable within the
time frame given? (This
is very important to
keep clients motivated).

R Realistic
Are the goals realistic
for the client?

T Time bound
What time frame is
being adhered to?

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Gym Instructor Workbook Manual 2

Example 1 Acronym

Example 2 Statement

S Lose 12lbs of body fat in weight

I want my client to lose 12lbs of body fat

in 3 months. This will be measured by
recording clients weight, BMI and body fat
percentage throughout the programme.
This is realistic as it is recognised that safe
weight loss is 1-2lbs per week, by
following a exercise programme
and healthy eating plan.

M Weight, skin fold callipers and BMI

measurements to be taken
A Client will start a healthy eating and
exercise programme
R 1-2lbs a week is seen as safe weight
loss
T 3 Months

SHORT AND LONG TERM GOALS

When setting goals it may be necessary to set these in stages to help motivate the
client. Goals can be broken into long, medium and short term. The length of these
varies according to the time available.
Goal Type
Short term goals
Or Micro-cycle

These goals are set over a short period varying from 1 session
to 1 month depending on the total length of time available.

Medium term goals

Or Meso-cycle

These goals can vary from one month to 6 months depending

on the total time available.

Long term goals

Or Macro-cycle

The length of these can be from 6 to 12 months or in line with

sporting seasonal variations.

Table 2.3

shows definitions of short, mid and long term goal setting

SMART GOAL REVIEW

Reviewing progress towards a goal is one of the key parts of a training programme.
One of the best ways of ensuring the client is on track is by carrying out a variety of
fitness tests. These will look at previous measurable data and then compare the clients
current fitness levels. There are numerous measurements that can be recorded and
a variety of tests that can be used, run times, strength tests and body composition to
name a few.
A second means to goal reviewing is to look at motivation and adherence; this could
include regular participation in exercise or healthy eating. This method of goal reviewing
looks at small components of long term change. You could ask your clients to keep a
diary to display this information.
The review timings will depend on the short, medium and long term goals. It
is advisable not to measure too regularly as you need to allow time for training
adaptations to take place, once a month for many clients would be suitable. Fitness
testing days add huge motivation and targets for your clients to work towards and help
to keep them on track.
For example with the weight loss goal, previously used (under SMART goal setting), as
an instructor you would use the measurable section to review the goal, at time frames
set for short, mid and long term reviews i.e. 4 weeks, 3 months and 6 months.

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Unit 2 Know How to Support Clients Who Take Part in Exercise & Physical Activity

In this example the instructor would retake measurements through weighing on scales
and skin fold tests to measure body fat percentage. The new results can then be
recorded and compared to previous SMART goals, making changes and adaptations
which are agreed between trainer and client as necessary.

WAYS TO INCREASE MOTIVATION

It is important that clients understand they have personal responsibility for reaching
their desired goals, as a fitness programme is often a lifestyle change. Clients will need
to ensure their nutritional intake is as it should be, their training sessions (when alone)
are still at the correct intensity and that they are fully committed to reaching their goals.
The instructor should make this clear at the start of it and explain to the client that they
have overall responsibility on the success of the programme. As a fitness professional
there are many tools you can use to increase a clients motivation if required, these
include:
A Diary ask the client to complete a diary for both training and food intake, this can
be used to show progression and help motivate as it shows clear change.
Trainer Support as a professional you should be able to give continual advice and
training support as the client needs it. Giving basic nutritional advice may be a part of
this once the client understands training principles.
Client Folder use an individual folder for each client and offer them copies of all
paper work so they are able to see goal and training progressions.
Reminders use of social networking sites, calls or texts to continually remind clients
of forthcoming sessions, targets and weigh-ins.
Goal reviews set regular dates to re-do all relevant fitness tests, giving you the
opportunity to review progress and update goals.
Rewards/incentives there are numerous rewards that you can give to your client,
for some, achieving their goal is enough. For others tangible products are more
motivational, such items could include drinks bottles, gym towels, bags, t-shirts and
cheap gym equipment. If branded, these could also be used to help promote your
services and company.

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Gym Instructor Workbook Manual 2

CUSTOMER SERVICE
CLIENT CARE AND CUSTOMER SERVICE
Client Care is about building and establishing good relationships with all clients and
members, ensuring the systems and procedures are in place to support their needs and
expectations, such as complaint handling, data collection and needs analysis.
Customer Service is about creating a relationship of trust and loyalty with customers,
along with the ability to meet your customers needs, wants and expectations.
Customers, and in the instructors case clients, are essential to any organisation and by
using the methods looked at previously in this unit (creating effective relationships, using
effective communication and helping to overcome client barriers) all assists in retaining
clients and improving customer satisfaction.
Types of Customer
Internal These people work within the organisation and rely on the work you do to
complete their own tasks.
Colleagues
Employers/Employees
Team members
External These people are external and buy goods or services from your organisation.

Customer service is a series of activities designed to

enhance the level of customer satisfaction that is, the
feeling that a product or service has met the customer
expectation. Turban et al. (2002)

AN EXAMPLE OF GOOD CUSTOMER SERVICE

Ryan Air received less than 1 complaint per 1,000
passengers in January 2012. It answered 99% of
complaints within 7 business days.

CUSTOMER SERVICE FACTS

86% 89% 24%

of consumers will pay
more for a better customer
experience. (Right Now
Customer Experience
Impact Report 2011)

20

of consumers began doing

business with a competitor
following a poor customer
experience. (Right Now
Customer Experience
Impact Report 2011)

of consumers who had

unsatisfactory service
interactions shared their
experiences through
social networks in 2010,
a 50% increase over 2009.
(Forrester Technographics
Customer Experience Online
Survey)

Unit 2 Know How to Support Clients Who Take Part in Exercise & Physical Activity

DEALING WITH CLIENTS NEEDS

Dealing with clients needs is a vital part of every business, this will help grow the
business and profitability whilst promoting long term health change within the fitness
environment. Customer service starts from the moment the client walks into the club.
As a fitness professional you should have a lot of face to face contact time with the
customers in the fitness environment, therefore ensuring you give the best client care
is essential. No matter how big or small the need is, the organisation should be able to
help the customer. Remember the customer is always right as they are the livelihood of
the business.
If you are unable to source relevant information or assist in meeting the clients needs
you will need to source additional help. It may be necessary to contact the:
Gym manager if the client has issues with the gym facilities
Group exercise co-ordinator if the client has class based problems
Maintenance manager if there is a technical problem with the facilities

If the client has dietary concerns referral to a dietician may be appropriate. If there
are injury concerns referral to a physiotherapist may be necessary
When dealing with clients needs it is important to communicate them as to when
their needs are likely to be met. If there is going to be a delay this must be explained
to ensure the client knows they are being dealt with in a professional manner. If the
delay is not explained to the client, they may feel that their needs are not valued by your
organisation, which in turn can lead to bad publicity, termination of contracts and poor
company reputation, leading to loss of customers.

THE SERVICE PROFIT CHAIN

In its simplest form, the service profit chain is about developing a working environment, in
which carefully selected, highly capable, engaged employees interact with customers to
create customer value far superior to that offered by the competition (James L. Heskett,
W. Earl Sasser, Joe Wheeler 2010). In a highly competitive environment fitness facilities
must ensure that all staff are working towards providing the best possible customer
service to retain and attract customers! Below shows the service profit chain cycle:

SERVICE
ORIENTATED
EMPLOYEES

HIGHER
INCENTIVES
TO EMPLOYEES

GOOD SERVICE/
SATISFIED
CUSTOMERS

HIGHER
REVENUE/MORE PROFIT

HIGHER
SALES

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Gym Instructor Workbook Manual 2

THE GUEST METHOD OF CUSTOMER SERVICE

GUEST
G Greet the customer

U Understand the
needs of the customer
(clients goals and
training needs)

E Explain the features

and benefits (explain
the training prescribed
and its benefits toward
goals)

S Suggest additional
items available
(Suggest other training
methods, exercises or
group exercise)

T Thank the customer

CLIENT EXPECTATIONS
To be treated with courtesy and respect
To receive service from knowledgeable, competent and co-operative staff
To receive value for money
To ask questions when they dont understand

EXCEEDING EXPECTATIONS
It is important that every member feels valued!
As a fitness professional you should be aiming to go above and beyond (going the
extra mile!). One of the key ways to exceed expectation is to handle complaints in a
swift and effective manner. Other ways to exceed client expectations are:
Giving current clients access to offers and deals available to new members

Communicating in a professional way, calls, emails or texts to ensure everything is
on track with the programme
Offer incentives/gifts if goals are achieved throughout the programme
Using effective communication
Developing effective relationships
By assisting customers and client to overcome and address barriers and concerns
GO THE EXTRA MILE!!

CLIENT COMPLAINTS
Client complaints are opportunities... Not problems!
96 percent of dissatisfied customers never bother to complain (Le Boeuff), it is
therefore vital that once a complaint is received it is dealt with in the correct manner.
This will lead to rapport building and better customer satisfaction!

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Unit 2 Know How to Support Clients Who Take Part in Exercise & Physical Activity

DEALING WITH CLIENT COMPLAINTS

DONT BE DEFENSIVE,
STAY COMPOSED
IF YOU DONT KNOW THE ANSWER TO
THEIR PROBLEM, DONT LIE

GIVE THE CUSTOMER YOUR FULL

ATTENTION AND ESTABLISH
EYE CONTACT
DONT MAKE EXCUSES OR
BLAME OTHERS

SHOW EMPATHY AND ADDRESS

CUSTOMERS BY THEIR NAME

OFFER AN APOLOGY EVEN IF THE

PROBLEM IS NOT YOUR FAULT

DO RESPOND TO THE CUSTOMER WHEN YOU SAY

YOU WILL, EVEN IF YOU HAVENT BEEN ABLE TO
OBTAIN A SATISFACTORY
ANSWER BY THEN

TELL THEM WHAT YOU CAN DO...

NOT WHAT YOU CANT DO

FIND A SOLUTION

FOLLOW UP THE COMPLAINT TO ENSURE

IT HAS BEEN RESOLVED

Table 2.4

shows a flow diagram on complaint handling

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Gym Instructor Workbook Manual 2

KNOW HOW TO SUPPORT

CLIENTS WHO TAKE IN EXERCISE
& PHYSICAL ACTIVITY SUMMARY
OUTCOMES
CAN YOU NOW...
Form effective working relationships with clients?
Address and overcome barriers to physical exercise and
activity promoting motivation and exercise adherence?
Apply the principles of customer service to clients?

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Unit 2 Know How to Support Clients Who Take Part in Exercise & Physical Activity

25

www.thetrainingroom.com
Gym Instructor Workbook Manual 2

26

UNIT 3

Unit 3 Health, Safety & Welfare in a Fitness Environment

HEALTH, SAFETY
& WELFARE
IN A FITNESS
ENVIRONMENT
By the end of this unit you will be
able to...
Understand the emergency
procedures within a fitness
environment
Outline the health and safety
requirements in a fitness environment
Know how to control risks within a
fitness environment
Safeguard children and vulnerable
adults in a fitness environment

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Gym Instructor Workbook Manual 2

TYPES OF EMERGENCY
There are many types of emergency that can occur within the fitness environment.
It is highly likely that as a fitness professional you will encounter an emergency situation.
Covering this topic is an essential aspect of staff induction and training. An emergency
action plan outlines how to deal with emergencies. Staff will need to be trained to deal
with accidents and emergencies. There are 5 main types of emergency you may come
across:
Fires
Accidents
Medical emergency
Chemical Spill
Bomb threat
Even if you take precautions to avoid incidents and accidents, there is potential
for countless accidents within the fitness environment. Some more common than
others, but as an instructor you need to be aware of these potential hazards and the
emergency procedures to follow if a situation arises. A risk assessment should be
carried out which will attempt to minimise the likelihood of an accident.

EMERGENCY ACTION PLAN

An emergency action plan (EAP) is a written document that an organisation is required
to have and display within the workplace. This document should detail step-by-step
procedures to follow in emergencies such as fire, chemical spill, or a major accident.
An emergency action plan also includes information as to who to notify, roles of
individuals and location of emergency equipment.
Regular staff training, first aid and evacuation days are held to ensure all staff members
are competent in their particular duties in the different events that can occur.

1234
For example your role could include:

Responsibility for
evacuation of a
specific area

28

Ensuring roll calls

are undertaken to
identify missing
persons

Communication of
missing persons to
central emergency
service

Administering
First Aid

Unit 3 Health, Safety & Welfare in a Fitness Environment

AS AN INSTRUCTOR YOU SHOULD KNOW

The exact location of the venue to ensure you can give precise details of the
venues location and access points, in case you need to call for emergency
assistance
The location of the nearest telephone and how to dial out
The availability/location of first aid facilities/appropriately stocked first aid kit and
how to access them
Who the on-site first-aider is and how to contact them
Building evacuation plan, including how to exit in an emergency, safe routes to
assembly points, location of emergency exits, fire assembly points, and the ability
to conduct a roll call in the case of an evacuation
Procedures for dealing with missing persons
The system for recording and reporting all incidents, including what information will
be recorded, who the incident should be reported to and when the report should
be made

WHEN MANAGING ACCIDENTS AND INJURIES REMEMBER

Remain calm, walk to the scene if possible
Evaluate the situation while approaching it
Maintain your own safety at all times
Protect the casualty and/or other people from further risk

Record the details of the incident and your management of the situation, as soon
as possible after the accident (accident or incident report form)

It is important to act calm and follow procedures correctly. This will enable all the
steps of the emergency action plan to be completed, ensuring the best possible
outcome.

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Gym Instructor Workbook Manual 2

ROLES OF VARIOUS STAFF DURING AN EMERGENCY

General Manager
The general manager will have overall responsibility of the facility on a day to day
basis. All accident and emergency procedures should be put in place and enforced
by the general manager. Any incidents or accidents that arise should be reported to
them. They should ensure that procedures are being followed and are responsible for
evaluating and reviewing the emergency procedures on a regular basis.
Duty Manager
Duty managers are the facilities shift managers. They will deal with day to day
management issues i.e. customer complaints, operations and staffing issues. The duty
manager will usually be the person who will oversee procedures during an emergency
situation, dealing with the customers, following EAP and reporting the incident.
First Aid Personnel
In all facilities it is a requirement to have qualified first aid staff in the building and on
every shift to deal with any incidents or accidents that may occur. There are different
first aid qualifications that allow certain first aid procedures to be performed, for
example:
Emergency responder
First aid at work
Defibrillator
Resuscitation
A list of the qualified staff and their contact details should be readily available in
the facility. During an emergency or accident situation it will be their responsibility
to administer first aid, and possibly stay with the patient until further help from the
emergency services arrive to update them. If staff are not suitably qualified then they
should pass responsibility on to a qualified first aider.

ROLES OF EMERGENCY SERVICES

During an emergency, specialist help is outsourced to the relevant service depending
on the incident. A brief description of their roles is outlined below:
Police
Providing community safety and acting to reduce crime to persons and property.
Fire and Rescue Service
Reduce the risk of fire and other emergencies in all communities through a combination
of prevention and protection, working in partnership with other service providers.
Emergency Medical Service
Providing ambulances and medical staff to deal with medical emergencies.

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Unit 3 Health, Safety & Welfare in a Fitness Environment

MAINTAINING THE SAFETY OF

SPECIAL POPULATIONS
It is important that all employers and organisations providing services to the public
take responsibility for everyone that uses their services and facilities. If they do not
make provisions or have suitable procedures in place for the safe evacuation of special
populations, then this can be viewed as discrimination. Organisations therefore have
to identify the needs of special population groups, such as children, older adults
and disabled people, when putting together emergency action plans (EAPs) and
evacuation procedures for their facility in the event of an emergency situation. These
procedures and special arrangements need to be passed on to the relevant staff,
through training and by practicing regularly to ensure everyone is fully aware of their
roles and responsibilities in maintaining the safety of these groups.

MAINTAINING THE SAFETY OF CHILDREN

In emergencies it is common to see changes in a childs behaviour, as they may
become distressed. By preparing for emergency situations this change in behaviour
can be minimised. Children express their feelings in different ways and it is important
that the instructor does not trivialise the situation. You should remain calm and
positive to avoid this and tell them in simple terms what is happening and what
needs to be done.
Children become dependent on adults in times of distress and worry, so it is important
the message they receive is that they are not alone and that you will help them. For
example, by practising fire drills and buddying children up and allocating them an adult
or member of staff to stay with them whilst they evacuate the building.

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Gym Instructor Workbook Manual 2

MAINTAINING THE SAFETY OF DISABLED PARTICIPANTS

The procedure of evacuating disabled participants will need to be specific to the
disability of the group. It is important that when preparing or planning for procedures
for a group, the number of disabled participants, the location of facilities or activities
and the characteristics of the building are all taken into account as evacuation of these
groups shouldnt rely solely on the intervention of the fire and rescue services. The
access and appropriateness of the facility needs to be identified for safe evacuation
in an emergency, by identifying evacuation routes and equipment that may need to
be used i.e. If a wheelchair user is on a first floor when there is a fire evacuation, lifts
cannot be used so the availability of staff and evacuation-chairs for wheelchair users
will need to be considered.
As this group covers a variety of sub groups, staff may be trained in different roles
and responsibilities from guiding visually impaired participants to safely transporting
mobility impaired participants. Because of this diversity, training and practicing of
these procedures is a must and should be regularly undertaken by organisations
and employees.

MAINTAINING THE SAFETY OF OLDER ADULTS

In planning and evacuating older adults the principles are similar to disability groups,
especially if there are mobility issues. With the recent push on leading active lifestyles
and the population generally living longer, the amount of older adults exercising has
increased over recent years.
As unit 1.7 identified ageing is associated with a gradual deterioration of both
physiological and psychological functions, so assistance and buddying up maybe
required ensuring a safe evacuation.
Again, this will be planned and prepared for in terms of looking at locations and access
when putting on activities for older adults, to ensure safe and effective evacuation in an
emergency situation.

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Unit 3 Health, Safety & Welfare in a Fitness Environment

HEALTH AND SAFETY

Health and Safety is important in all environments to ensure workers and customers
are protected from harm as far as reasonably practical.

HEALTH AND SAFETY AT WORK

The Health and Safety at Work Act 1974 is the primary piece of legislation covering
work-related health and safety in the United Kingdom.
The Health and Safety Executive (HSE) is responsible for enforcing health and safety
at work.

EMPLOYERS RESPONSIBILITIES
Employers must ensure the constant maintenance of health, safety and welfare of
employees. Employers must:
Provide and maintain equipment
Deal with substances, such as chemicals, safely
Provide information, instruction, training and supervision
Maintain safe and healthy workplaces with the necessary facilities
Provide a Health and Safety Policy Statement when employing five or more people
Ensure that visitors and members of the public are not put at unnecessary risk

EMPLOYEES RESPONSIBILITIES
Employees also have legal responsibilities, they must:
Take care of their own health and safety at work
Take care of the health and safety of others
Co-operate with their employer
Not misuse or interfere with anything provided for health and safety purposes

ADDITIONAL REGULATIONS A FITNESS

PROFESSIONAL NEEDS TO KNOW
COSHH
Control of Substances Hazardous to Health Regulations 2002
COSHH is a law that requires employers to control substances that are hazardous to
health. They will need to:
Carry out a risk assessment

Provide control measures and ensure these are used and are in good working order
Provide information, instruction and training for employees and others

Harmful

Plan for emergencies

COSHH covers substances that are hazardous to health, for example; chemicals,
fumes, dusts, vapours and mists.

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Gym Instructor Workbook Manual 2

RIDDOR
Reporting of Injuries, Diseases and Dangerous Occurrences
Regulations 1995
RIDDOR is the law that requires employers and anyone else with responsibility for
health and safety within a workplace, to report and keep records of:
Work-related deaths
Serious injuries
Cases of diagnosed industrial disease
Certain dangerous occurrences (near miss accidents)
RIDDOR puts duties on employers, the self-employed and people in control of
work premises (the Responsible Person) to report serious workplace accidents,
occupational diseases and specified dangerous occurrences (near misses). The
law changed on 6 April 2012 to state that if a worker sustains an occupational injury
resulting from an accident, their injury should be reported if they are incapacitated for
more than seven days.
PPE
(Personal Protective Equipment at Work Regulations 1992)
PPE law requires personal protective equipment to be supplied and used at work
wherever there are risks to health and safety that cannot be adequately controlled in
other ways. The Regulations also require that PPE:
Is properly assessed before use to ensure it is suitable
Is maintained and stored properly
Is provided with instructions on how to use it safely
Is used correctly by employees
Manual Handling
(Operations Regulations 1992)
This law looks at and includes injuries from lifting, pushing, pulling, carrying and putting
down an object.

Safe manual handling is not simply determined by the weight being handled.
Items that need to be assessed include:

Load
Assess Shape /
Weight

34

ITE
Individual
capability
Age / Strength

Task
Duration /
Frequency

Environment
Confined spaces /
Steps

Unit 3 Health, Safety & Welfare in a Fitness Environment

Ideally avoid all heavy and awkward manual handling. Providing manual handling
training is essential, but will not eliminate potential risks alone.
There are additional ways in which to reduce the risk:
Change the load
Change the work area to make handling safer
Provide manual handling aids to handle the load where applicable.
e.g. weight trolleys

DUTY OF CARE AND PROFESSIONAL ROLE BOUNDARIES

IN RELATION TO SPECIAL POPULATIONS
Duty of care is the obligation to exercise a reasonable level of care towards an
individual, to avoid injury to that individual or his/her property.
Duty of care is said to be greater when working with vulnerable adults. A vulnerable
adult is defined by the UK government as a person aged 18 years or over, who is in
receipt of or may be in need of community care services by reason of mental or other
disability, age or illness and who is or may be unable to take care of him or herself, or
unable to protect him or herself against significant harm or exploitation.
Instructors have a duty of care to vulnerable clients and any client undergoing a
special physiological lifespan process that puts them at greater risk, these include:
Children
Older Adults
Pre/Post Natal
Disabilities
Many Instructors do not have a specialised qualification in working with special
populations. Working with special population groups when not qualified can put the
client at risk. Instructors can offer basic advice as qualified but should inform clients
they dont specialise in this field. There are many advanced level 3 and 4 qualifications
which once qualified will allow an instructor to:
Market as a specialist instructor in the area
Instruct special population clients 1:1
Plan a progressive, long-term special populations physical activity programme

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Gym Instructor Workbook Manual 2

FITNESS INSTRUCTORS DUTY OF CARE

Below are some key things a fitness professional is able to do to ensure a safer working
environment:
Exercise Risk

Exercise Precautions

Medical Status

Avoid any exercises that could aggravate the condition, for

example, avoid isometric exercises if the client has high blood
pressure

Past Surgery

A PAR-Q should highlight past surgeries and when these

occurred, ensure the exercise prescribed does not put these
at risk, For example, avoid plyometric exercises and deep
squats with an ACL knee reconstruction

Current Injuries

The PAR-Q should again highlight these. The instructor will

need to adapt the exercise choice to ensure the injury is not
exacerbated. For example, if the client has an ankle injury
avoid weight bearing exercise. A recumbent bike may be more
suitable than a treadmill

Weight/ Resistance

To perform exercises with a high weight, the instructor must

be sure the client has the correct technique/flexibility to enable
safe form. For example, the clean and press, if too much
weight is added poor form can result, thus increasing the risk
of injury

Speed of Movement

The quicker an exercise speed the more technique awareness

and skill required. A beginner will find the co-ordination of fast
movement hard which in turn can increase the risk of injury.
For example, weighted ladder work at speed should only be
completed by experienced gym users

Proprioception

There are many activities that require greater proprioception.

For example, TRX, VIPR and kettlebell work. For novices,
these pose a great challenge as they require greater body
awareness and technique and if performed incorrectly could
result in a high injury risk

Nutrition

Correct pre exercise nutrition is essential, as low blood sugar

levels (hypoglycemia) could occur if a client was to train early
morning and missed breakfast

Table 3.1 outlines the instructors duty of care responsibilities

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Unit 3 Health, Safety & Welfare in a Fitness Environment

KEY INDIVIDUALS RESPONSIBLE FOR

HEALTH AND SAFETY IN THE FITNESS ENVIRONMENT
In the health and fitness environment there are various people and job roles that are
responsible for maintaining and ensuring health and safety.
Role

Responsibility

General Manager (GM)

Has responsibility for the facility and ensuring that policies and
procedures are in place and being followed

Duty Manager (DM)

Will have overall responsibility in the absence of the general

manager during shifts, ensuring health and safety is
maintained

First Aid at Work

Qualified Staff

Deliver first aid within their limitations and competence

Defibrillator
Qualified Staff

Normally are first aid trained as well as qualified to use a

defibrillator within their limitations and competence

All Staff

Have a responsibility to adhere to and implement all health and

safety procedures relevant to their job role and the members
of the public using the facility

Health & Safety

Officer

They have responsibility for all health and safety matters,

including risk assessments and putting together health and
safety policies and procedures (sometimes this is done by
DMs and GMs)

Table 3.2 outlines the key individuals in relation to health and safety in the workplace

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Gym Instructor Workbook Manual 2

SECURITY PROCEDURES WITHIN

THE FITNESS ENVIRONMENT
TYPES OF SECURITY PROCEDURES
In the fitness environment there are a variety of security procedures in place to help
protect participants and staff.
External Security Systems
It is not all about the security of participants whilst within a facility, but also a
responsibility of a facility to monitor the outside of a building. The majority of health
clubs and fitness centres will have car parking, driveway and walkway access. Facilities
will consider the security systems they put in place for these areas.
Video Monitoring System (CCTV)
It is good practice to have a video monitoring system external to the facility, to record
and act as a deterant to criminal damage and unauthorised access. Typically, facilities
will have cameras monitoring doors i.e. main entrance/fire escapes, as well as on car
park entrances, footpath gates or within the car park. The monitors should be behind
reception, in a security or managers office for monitoring or recording purposes.
Security Lighting
Sufficient lighting should be in place, whether set up on motion sensors or on a timer,
especially for car parks, driveways and secluded exits/entrances. This acts as a
deterant but also to ensure health and safety to avoid trips, slips and falls, as a majority
of leisure facilities and health clubs are open late night or early in the morning.
Security Signage and Stickers
These should be located on signs around the car parks, and placed on doors
and windows. This acts as a deterant and sends out a clear warning that security
procedures are in place and have been activated.
Internal Security Systems/Alarms
Intruder alarms are fitted to protect against breaking and entering into facilities,
generally out of hours. Normally these are linked to a manned control centre or security
firm to raise the alarm. There should be sensors located throughout the facility to alert a
forced entrance or break in.
Barrier/Access Control
To protect staff, participants and property, most facilities have some kind of entrance
control at reception of a health club or leisure facility. This could be swipe card access
or as simple as coded locks on entrance doors. The size of the facility will normally
dictate the type of entrance, either manned by a receptionist or swipe card barriers.
All staff should have panic/personal alarms and/or communication devices such as
walkie talkies or phones, so the alarm can be raised if any security issues arise. Staff
should also have regular training updates and evaluation of the security procedures
that are in place at the facility.
The level of the security will vary site to site, and may depend on the environment.
Investing in security procedures and deterants in crime is worth the expense and effort
made.

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Unit 3 Health, Safety & Welfare in a Fitness Environment

KEY HEALTH AND SAFETY

DOCUMENTS WITHIN THE
FITNESS ENVIRONMENT
PAR-Q FORM (PHYSICAL ACTIVITY READINESS QUESTIONNAIRE)
The physical activity readiness questionnaire (PAR-Q) was created by The Canadian
Society for Exercise Physiology and is a self-screening tool that can be used by
anyone who is planning to start an exercise programme. It should draw attention to
any potential risks for the client when exercising and should highlight when exercise is
appropriate or highlight those who should seek medical advice before commencing an
exercise programme.
A PAR-Q form is a yes and no questionnaire that is completed prior to exercise. This
physical activity clearance is valid for a maximum of 12 months from the date it is
completed and becomes invalid if the clients condition changes (if they answered YES
to any of the seven questions).
A written PAR-Q form should be completed by everyone that enrols onto an exercise
programme. A verbal PAR-Q should be completed prior to every session even if a
written form has already been completed. An example PAR-Q is outlined below:

1.

2.

3.

4.

5.

6.

7.

Has your doct

or ever said th
at you have a
you should on
heart conditio
ly do physical
n and that
activity recom
mended by a
doctor?
Do you feel pa
in in your ches
t when you do
physical activ
ity?
In the past mon
th, have you ha
d chest pain w
doing physica
hen you were
l activity?
not
Do you lose yo
ur balance be
cause of dizzin
consciousness
ess or
?

do you ever lo

Yes

Yes

Yes

se

Do you have a
bone or joint pr
oblem (for exam
that could be
ple, back, knee
made worse by
or hip)
a change in yo
ur physical ac
tivity?
Is your doctor
currently pres
cribing drugs
for your blood
(for example,
pressure or he
water pills)
ar t conditions
?
Do you know
of any other re
ason why you
activity?
should not do
physical

No

Yes

Yes

Yes

No

No

No

No

No

Yes

No
NOTE: If the PA
R-Q is being gi
ven to a person
programme or
before he or sh
a fitness appr
e participates
aisal, this sect
in a physical ac
ion may be us
I have read,
ed for legal or
tivity
understood
administrative
and complet
Any questions
purposes.
ed this ques
I had were an
tionnaire.
swered to m
y full satisfa
ction.
Name ................
............................
............given
............to
NOTE: If the PAR-Q is being
a ....
person
before he or she participates in a
........
................
............................
physical
activity
programme
or
a
fitness
appraisal,
this section ....
may
used
for legal or
........be
........
............
Signature ........
.
................
............................
administrative
purposes.
......................
Date ................
............................
read, understood and completed this questionnaire.
.............
SignatIurhave
e of Parent/ G
uaIrdhad
Any questions
answered
to
my
full
satisfaction.
ian ....were
............................
..... Witness ....
............................
.....................

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Gym Instructor Workbook Manual 2

If you answered YES to one or more questions:

Talk with your doctor by phone or in person BEFORE you start becoming much more
physically active or BEFORE you have a fitness appraisal. Tell your doctor about the
PAR-Q and which questions you answered YES to.
You may be able to do any activity you want as long as you start slowly and
build up gradually
You may need to restrict your activities to those which are safe for you. Talk with
your doctor about the kinds of activities you wish to participate in and follow
his/her advice.
If you answered NO to all questions:
If you answered NO honestly to all PAR-Q questions, you can be reasonably sure
that you can:
Start becoming much more physically active begin slowly and build up gradually
Take part in a fitness appraisal this is an excellent way to determine your basic
fitness so that you can plan the best way for you to live actively

INFORMED CONSENT
Another important process in exercise screening is the informed consent. This consent
document is so that the client agrees to participate in the exercises prescribed and that
they fully understand what is going to happen. Informed consent should include:
The purpose of the consent form
The degree of exercise supervision
The benefits and risks of exercise participation
The responsibilities of the client
A statement covering confidentiality and freedom of consent to participate in the
programme

HEALTH COMMITMENT STATEMENT (HCS)

The Health Commitment Statement sets the standards that health & fitness centres
and users can reasonably expect from each other in regards to the health of the user.

BACKGROUND
The HCS is the evolution of the PARQ, which has existed for the past 15 years. The
HCS reflects government policy and legal trends, which aims to shift responsibility for
personal health from the operator to the user. The Fitness Industry Association is taking
the lead in allowing operators to be more accessible while facilitating a better working
relationship between fitness and medical sectors in the community.
This has also provided an opportunity to align the HCS to the skills and expertise of
fitness professionals established through REPs.
The HCS has been developed by Fitness Industry operators, medico-legal
professionals and health providers to support the evolving requirements of users and
operators.

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Unit 3 Health, Safety & Welfare in a Fitness Environment

HCS PURPOSE
Develop the current PAR-Q to simplify access to activity facilities for users
Assist the Health, Medical and Fitness industries to work in harmony while
supporting initiatives to encourage the nation to become more active
Bring health and fitness clubs in line with virtually all other sports and active leisure
facilities in relation to health matters
Demonstrate respect for members by placing responsibility where it belongs,
with the individual member
Be consistent with current Government policies in encouraging every individual to
take responsibility for his or her own health
Offer the opportunity to clubs to maximise their membership
Be in keeping with current trends in legislation and case law
Be consistent with a more modern approach to individual responsibility in medicine
and the law
Provide the opportunity for a uniform approach across the health and fitness
industry, producing greater clarity and reducing costs
Offer a simple solution which is accessible to fitness instructors, staff and members
Remove stress and anxiety from staff in relation to health of members

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Gym Instructor Workbook Manual 2

OTHER DOCUMENTS RELEVANT

TO THE FITNESS ENVIRONMENT
AND INSTRUCTOR
FIRST AID BOOK
This contains topics covered on the first aid courses such as how to deal with incidents
and accidents such as asthma, bleeds, burns, choking, broken bones and a variety of
other common first aid incidents.

ACCIDENT REPORT FORMS/BOOK

This is a requirement under UK legislation, so organisations have to keep an accident
book and/or accident reporting forms. These have to be completed whether an
incident/accident actually occurs or a near miss happens.
It is a way of recording accident/incident information and will be part of the
organisations policies of accident and incident handling. It is a legal requirement
that any workplace must keep records of a reportable injury, disease or dangerous
occurrence. When reporting an incident, you need to update the accident book/form
with the following details:
Date and method of the reporting
Date, time and place of the incident
Personal details of all persons involved i.e. casualty, member of staff, witnesses
A description of the event and the outcome i.e. type of first aid administered, were
the emergency services contacted etc.
Signed and dated, stored safely and following data protection act

CONTROLLING HAZARDS
Risks
A risk is the chance, high or low, that any hazard will actually cause somebody harm.
Hazards
A hazard is something that can cause harm.
Within the health and fitness environment there are a variety of hazards which you may
come across, and can be categorised into the following:
Facilities wet floor in the showers/pool side
Equipment frayed cables (resistance machines/cable cross over),
worn treadmill belts
Working Practices manual handling/lifting, gym induction
Client Behaviour misuse of equipment, unsafe behaviour i.e. running on poolside
Security signing in, signing out, membership cards, CCTV
Hygiene cleaning i.e. shower areas, sweat on machines, pool chlorine

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Unit 3 Health, Safety & Welfare in a Fitness Environment

RISK ASSESSMENTS
A risk assessment is an important document which helps protect both workers and
customers in the workplace.
A risk assessment is an examination of what can cause harm and the likelihood of an
accident occurring in the workplace. From this assessment suitable precautions can be
introduced and monitored to ensure a safe environment that is reasonably practicable.
Within the fitness environment there are many hazards. All of the equipment poses
its own hazard. However, when joining the gym an induction should be carried out
to reduce these to a certain extent. A risk assessment should be completed on all
equipment and all classes to ensure best practices.
Below is a basic way of completing a risk assessment with 5 steps:

1. IDENTIFY THE HAZARDS

Walk around your workplace and look at what could reasonably be expected to
cause harm
Ask your colleagues if they have noticed anything that could cause problems
Check manufacturers instructions for possible technical hazards
Check accident report to identify the hazards that have caused harm previously

2. DECIDE WHO MIGHT BE HARMED AND HOW

For each hazard you need to be clear about who might be harmed and how. This will
help you identify the best way of managing the risk.

3. EVALUATE THE RISKS AND DECIDE ON PRECAUTION

Having spotted the hazards, you then have to decide what method to choose to
reduce the risk of injury. The law requires you to do everything reasonably practicable
to protect people from harm.

4. RECORD YOUR FINDINGS AND IMPLEMENT THEM

Record what you have decided to do to control the risks from the previous steps, and
implement the changes.

5. REVIEW YOUR ASSESSMENT AND UPDATE IF NECESSARY

Constant reviews and modifications to the risk assessment need to be carried out to
include:
Whether there have been any changes
Are there improvements you still need to make
Have your colleagues spotted a potential problem
Evaluate accident report forms and RIDDOR forms

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Gym Instructor Workbook Manual 2

A BASIC RISK ASSESSMENT FORMAT

Risk assessments can be rated according to the risk severity and the likelihood of it
occurring. The risk is rated using a numbered system from 1 to 5 (with 5 being the
most severe and likely and 1 being the least severe and unlikely).
The two numbers are then multiplied together to give a risk rating. Depending on the
result, action may need to be taken.
Likelyhood

Severity of injury/
disease

Risk

11-25 Danger
HIGH
(Stop)

50% (likely)

Death

25%

Major Injury/Disease

10%

Off work for >3 days

5% (possible)

First Aid back to work

2% (unlikely)

Minor injury/Near miss

3-10 Tolerable
MEDIUM
(Maintain controls)
1-2 Acceptable
LOW
(No further action)

Table 3.3 shows a ranking system regarding risk assessment in the workplace

If a score of greater than 11 is recorded the associated risk is considered to be high.

High risk situations need immediate action. If on the other hand the score falls between
3 and 10 the risk is said to be moderate and risk controls must be maintained.

CONTROL MEASURES
All of the risks that are identified need to have control measures in place to reduce
the chances (likelihood) of them happening. The higher the severity means the more
control measures would be required.
For example, hygiene in the gym is controlled firstly by users using paper towels and
spray provided to wipe down equipment after use and secondly by the gym manager
having a structured cleaning rota in place. This ensures the risk to users health is
minimised.
If the risk cannot be viably controlled then the activity or risk must be removed. For
example, a frayed cable on a lat pulldown machine would be put out of use until
repaired, as the likelihood of injury is high.

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Unit 3 Health, Safety & Welfare in a Fitness Environment

WHO TO CONTACT
If there are hazards or risks that you cannot control as they are out of your competency
as a fitness professional, you should be referring them to one of the following people:
Fitness Manager
In overall charge of the fitness environment, including equipment and surroundings.
Duty Manager
In charge of the leisure facility when on shift, including first aid and staff.
General Manager
Has overall say in emergency and normal operating procedures as well as the day
to day logistics of the facility.
Maintenance Manager
Is in charge of repairing and maintaining the facility, may be involved in implementing
items to reduce risks.
Security Manager
Is in charge of the security within the environment.

SAFEGUARDING INTRODUCTION
All children and vulnerable adults have the right to protection from all forms of abuse
and neglect, and every employee has a responsibility to protect children and vulnerable
adults from abuse and harm wherever possible, whilst protecting themselves from
allegations of abuse

SAFEGUARDING CHILDREN
People who work with children and young people in a leisure, sports or fitness setting
on a regular basis are able to help in identifying those who have been, or are at risk of,
being harmed. Staff who work with children have a responsibility to:
Review their practice to ensure they are adhering to codes of conduct
Be able to recognise the signs, symptoms and indicators of abuse and the impact
this has on children
Identify their own feelings towards child abuse and how it may impact on them
if they respond
Deal and respond in the correct way to a child who discloses information to them
Follow the correct procedures and action if concerns are raised
The government has set up 2 bodies to help employers make informed decisions
about the staff they recruit when working with children and young people. It makes
it easier and quicker for employers to access the criminal backgrounds of applicants.
These bodies are:
Criminal Records Unit (CRB)
Disclosure Scotland and the Wales Council for Voluntary Action Criminal Records
Unit (CRU)

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Gym Instructor Workbook Manual 2

The employer is able to use the disclosure to identify whether an applicant has a
recorded background that might make them unstable for the position or job vacancy.
Most sports and leisure facilities have a requirement for disclosers to be completed by
all staff and in particular those who are in contact with children or young people. They
will also update these discloser records yearly or bi-yearly.
The checks provided can be completed in different levels (standard or enhanced
disclosure), which include:
All convictions, reprimands or formal warnings held on the police database
Information from the Protection of Children Act list
Information held by the department for education and skills (DfES) that are
considered unsuitable for, and banned from, working with children
If an employer knowingly appoints a person who is banned from working with children
or young adults they are committing a criminal offence, as is the applicant.

ROLES AND RESPONSIBILITIES OF AN INSTRUCTOR

WHEN WORKING WITH CHILDREN
When working with young people and children, it is essential that a culture of honesty,
integrity and competence exists. This means:
Understanding and acting upon individuals responsibilities
Recognising the need to protect the rights of participation, for fun, enjoyment and
achievement for all
Reporting any suspected abuse to the child protection officer or manager
There are also some essential factors when working with children that you should be
promoting and displaying:
Acting as a role model children will emulate and copy behaviour they witness,
so by setting a good example, using correct language and being positive will
encourage good behaviour from children
Adopting best practice this is as simple as wearing correct uniform so you
are easily identifiable and professional, not only to those in your care but also to
parents and guardians. Name badges should also be worn in addition to uniform
for identification purposes
Demonstrating safeguarding behaviour at all times following codes of
practice, policies or procedures
When working with vulnerable adults and special population groups it is important
to display a duty of care and work within your limitations. As a Level 2 instructor you
have a basic knowledge in working with special population groups and young people,
so you need to make your clients aware of this. If you are working with these groups
regularly you may need to obtain the relevant qualifications to work with them. For
example, health related exercise for children or pre-post natal.
As an instructor you need to be aware of the limitations of working with vulnerable
adults, young people and special population groups. You should only be working within
your skill remit, delivering what you are qualified to do and informing your clients of this.

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Unit 3 Health, Safety & Welfare in a Fitness Environment

TYPES OF ABUSE
Even for experienced child care staff it is not easy to recognise situations of abuse. As
instructors you will not be experts but need to be aware of the signs and symptoms
of possible abuse. The term child abuse describes the ways in which children may be
harmed. Child abuse can affect children both mentally and physically, and effect their
behaviour and development. Abuse can vary widely, there are 5 main categories:
Physical this is when physical harm/injury is sustained by an individual
Emotional this is when the individual is emotionally affected, this could be through
threats of making the individual feel worthless
Sexual this is when the individual is used to fill the abusers sexual needs
Neglect this occurs when the individual is subject to depravation of basic needs
Bullying/Harassment this is deliberate hurtful behaviour which can be verbal,
physical or written

SIGNS AND SYMPTOMS OF ABUSE

Physical

Emotional

Sexual

Neglect

Bullying/
Harassment

Hitting/shaking

Shouting, taunting or
threatening

Inappropriate touching

Failing to provide
shelter, food, clothing

Name calling/racist
taunts

Scalding or burning

Making them feel

frightened

Sexual intercourse

Giving inappropriate
medical care

Being ignored

Causing physical harm

Making them feel

worthless/unvalued

Involving children in or
showing pornographic
material

Refusing attention

Physical assaults

Indicators/signs

Indicators/signs

Indicators/signs

Indicators/signs

Indicators/signs

Fear of parent being

contacted/going home

Neurotic behaviour

Sexual drawings/
advanced sexual
knowledge

Truancy and lateness

Shyness

Scalds, bite marks or

visible injuries

Feeling unable to take

part

Sudden changes in
behaviour

Regularly alone or
unsupervised

Insecurity

Aggressive outbursts

Fear of making
mistakes

Apparent fear of one

person

Constant hunger

Seeming over sensitive

Withdrawn behaviour

Sudden speech
disorders

Self-harm/suicidal

Unkempt state

Depression

Self-harm

Sexually transmitted
diseases/pregnancy

Weight loss

Bruises that reflect

hand marks

Developmentally
delayed

Bed wetting

Inappropriate dress

Keeping arms and legs

covered
Table 3.4

Discomfort when
walking and sitting

outlines the types of abuse and the associated signs and symptoms

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Gym Instructor Workbook Manual 2

SAFEGUARDING VULNERABLE ADULTS

A vulnerable adult is:

A person who is or may be in need of community care services by reason of
mental or other disability, age or illness

Someone who is or may be unable to take care of him or herself
Someone who is unable to protect him or herself against significant harm or
exploitation
Abuse occurs when a vulnerable adult is mistreated, neglected or harmed by another
person who holds a position of trust. Everyone has a right to feel safe and to live
without fear of abuse, neglect or exploitation.

TYPES OF ABUSE
Physical Abuse
Hurting or injuring someone
Administering medication incorrectly
Authorising changes to a persons life without their consent
Sexual Abuse
Rape, sexual assault and pressurising someone into sexual acts they dont
understand or feel powerless to refuse
Psychological Abuse
Verbal abuse, including insults, threats, harassment and intimidation
Blaming, controlling or embarrassing
Isolating, taking away privacy or threatening to abandon
Financial Abuse
Theft, fraud and misuse of property, possessions or benefits
Neglect
Withholding food, drink and adequate heating
Failing to provide access to health, social and education services
Discriminatory Abuse

Slurs, harassment and maltreatment because of someones race, impairment
or illness
Institutional Abuse
Neglect and poor standards of care in hospitals, day centres and care homes

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Unit 3 Health, Safety & Welfare in a Fitness Environment

RESPONDING AND REPORTING SUSPECTED ABUSE

Dealing with child and vulnerable adult abuse or an allegation of abuse is not straight
forward or simple. Adults may be shocked and disturbed by what they hear or see,
but they should always act upon it. Children who are being abused will only speak to
people who they trust and feel safe with, so it is important that they act upon it as they
may be the only one they speak to. They do want the abuse to stop, so by listening to
what they say will already be helping to protect them.
Follow the organisations child protection guidelines, or know who to refer to. This would
normally be a child protection officer or senior manager.
In the event of a child approaching you with their experiences, here are guidelines on
how to respond:
Stay calm, try not to display shock or disbelief and accept what is being said, listen
carefully and allow the child to talk
Reassure him/her that they have done the right thing by telling you
Tell the child that you take seriously what he/she is saying
Dont panic
Dont judge e.g. why didnt you tell me before?
Dont promise to keep secrets
Dont make the child repeat the story
Dont tell people who do not need to know
Dont interrogate or ask leading questions e.g. did he touch you?
Do not approach the alleged abuser, or the parents of the child
Record in writing the details of the child, what has been said, heard or seen, include
dates, times and a description of any visual bruising or injury, and details of who
has been informed and what action was taken, in an incident report book
Be honest and explain that you have to tell someone else to protect the child
It is not the job of the adult who the child has disclosed information to to investigate the
matter, but they have the responsibility of passing information on to the Child Protection
Officer or senior manager for further investigation.
Children may also talk to an instructor about bullying or harassment, which they need
to listen to, record, report and reassure the child. They may need to involve parents and
the other children to change behaviour and improve the situation. If it is serious bullying
and an assault has taken place they should follow the safeguarding guidelines above.
It may not be only through a child talking to an instructor making them aware of a
situation, but it may be apparent through other ways such as:
Conversation with another adult
Direct observation of an incident
Signs, symptoms or actions that children or vulnerable adults present
Again, these should be reported in the same way as safeguarding and should not be
ignored as they may also be a cry for help. You should not question the child involved
or contact parents/adults involved, just report to the appropriate individual.

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Gym Instructor Workbook Manual 2

STATUTORY AGENCIES
Child welfare agencies
Child welfare officers
Social services
Police
Childline
Child protection officer
It is not down to the person reporting to justify or investigate whether the person is
being abused. It is their responsibility to act on what theyve been told, heard or seen.
Once they have informed the child protection officer or manager, following workplace
procedures, it will then be down to the suitable statutory agency to follow up.

CONFIDENTIALITY OF INFORMATION REGARDING ABUSE

Standard data protection should be followed (so reports locked away safely and
securely). Whoever the instructor talks to should only be on a need to know basis.
They must also maintain confidentiality, but may not take full responsibility i.e. child
protection officer/senior manager as they may pass the information on to the correct
statutory agency to investigate.
The people contacted should be limited to who is essential as the child or vulnerable
adult will be the centre of the process and their safety, security and wellbeing must
be assured!

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Unit 3 Health, Safety & Welfare in a Fitness Environment

KNOW HOW TO SUPPORT

CLIENTS WHO TAKE IN EXERCISE
& PHYSICAL ACTIVITY SUMMARY
OUTCOMES
CAN YOU NOW...
Understand the emergency procedures within a fitness environment
Outline the health and safety requirements in a fitness environment
Know how to control risks within a fitness environment
Safeguard children and vulnerable adults in the fitness environment

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Gym Instructor Workbook Manual 2

REFERENCES AND FURTHER READING

Allied Dunbar National Fitness Survey (1992) cited in Biddle, S.J.H and Mutrie, N. (2001)
Motivation for Physical Activity. Psychology of Physical Activity. Routledge: London.
Buckworth, J. and Dishman, R. (2002) Exercise Psychology. Human Kinetics.
CSEP Canadian Society for Exercise Physiology (2012) Par-Q and You.
http://www.csep.ca/English/view.asp?x=698
FIA Fitness Industry Association (2012) Health Commitment Statement (HCS).
http://www.fia.org.uk/memberships/independent-operator.html
Forrester North American Technographics (2010) Customer Experience Online Survey.
http://www.forrester.com/North+American+Technographics+Customer+Experience+
Online+Survey+Q4+2010+US/-/E-SUS805?objectid=SUS805
Hesket, J.L. and Sasser, W.E. (2010) The Service Profit Chain. Cited in Maglio, P.P
(2010) Handbook of Service Science. Springer.
Lebouf, M. (2000) How to Win Customers and Keep Them for Life. 3rd Ed. Berkley.
Legislation.go.uk (2002) The Police Act 1997 Protection Vulnerable Adults
Regulations 2002.
http://www.legislation.gov.uk/uksi/2002/446/regulation/2/made
Legistation.gov.uk (2012) Disability Discrimination Act 1995.
http://www.legislation.gov.uk/ukpga/1995/50/contents
Princeton University (2006) Wordnet Relationship.
http://wordnetweb.princeton.edu/perl/webwn?s=relationship&sub=Search+WordNet
Register of Exercise Professionals (2012) Code of Ethical Practice.
http://www.exerciseregister.org/members/code-of-ethical-conduct.html
RightNow (2011) Customer Experience Impact Report.
http://www.rightnow.com/files/analyst-reports/RightNow-Customer-ExperienceImpact-Report-2011.pdf
Turban, E. (2002). Electronic Commerce: A Managerial Perspective. Prentice Hall.

52

Unit 2 & 3 References and Further Reading

53

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