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Quali�cation Guidance / SyllabusLevel 4 - Certi�cate in Personal Trainer (EQF)

NAVET License for

Vocational Training Center No200912816

Fitness Academy Bulgaria wishes

to emphasise that whilst every effort is made to

ensure accuracy, the material contained within this document is

subject to alteration or amendment in terms of overall policy, �nancial

or other constraints. Reproduction of this publication is prohibited unless authorised by

Fitness Academy Bulgaria. No part of this document should be published elsewhere or reproduced

in any form without prior written permission.

І. INTRODUCTIONџ The Fitness Academy Bulgaria provides a Certi�cate in Personal Training for level 4 on the European

Quali�cation Framework and registers its students in the European Register of Exercise Professionals (EREPS) for level 4.

ІІ. ENTRY REQUIREMENTSџ A Level 3 quali�cation in Fitness Instructor and Group Fitness Instructor.џ The course requires physical exertion and individual participation is essential, therefore a degree of

physical �tness is necessary.џ There is an element of communication (discussing, presenting, reading and writing) and learners

should have basic skills in communication.

ІІІ. QUALIFICATION OUTLINE1. TARGER LEARNERSџ Fitness instructors wishing to pursue a career in the health and �tness sector as personal trainers;џ Individuals, who already hold a gym instructor quali�cation, wishing to become self-employed

running their own personal training business.

2. AIMTo develop learners with existing knowledge and skills in gym instruction who would like to develop their skills and knowledge to pursue a career in personal training

3. OBJECTIVES:џ To provide learners with the knowledge of anatomy and physiology, functional kinesiology and

concepts and components of �tness;џ To provide learners with the knowledge and skills to successfully gather and analyse client nformation

using the most accepted techniques;

Level 4 - Certi�cate in Personal Trainer (EQF)

© 2016 Fitness Academy Bulgaria. Not for resale without permission.

џ To provide learners with the knowledge and skills to assess a client’s current health and �tness status;џ To provide learners with the knowledge and skills to be able to plan and conduct a physical activity

session, within a variety of environments using multiple resources;џ To provide learners with the knowledge and skills to perform a client consultation using the most

accepted methods and providing strategies for successful behaviour change;џ To provide learners with the knowledge and skills to be able to communicate effectively to build

successful relationships with their clients and other health care professionals; џ To provide learners with the knowledge to be able to prepare for employment or to set up in business

on a self-employed basis;џ To provide learners with the knowledge and skills to be able to manage, evaluate and improve ownџ performance;џ To provide learners with the knowledge to be able to offer nutritional advice for physical activity

based on clients’ needs.

4. TUTORS AND ASSESSORSAll Tutors and Assessors must:џ Possess a discipline speci�c quali�cation equivalent to the quali�cation being taught;џ Have relevant industry experience;џ Demonstrate active involvement in a process of industry.

IV. OCCUPATIONAL DESCRIPTOR1. Occupational DescriptionThe personal trainer’s role includes designing and implementing exercise programmes for a rangeof individual clients by collecting and analysing client information to ensure the effectiveness of personal exercise programmes. A personal trainer should also actively encourage potential clients/members to join and adhere to regular exercise programmes, employing appropriate motivational strategies to achieve this.




2. Occupational RolesThe personal trainer should be involved in:1. Collecting information relating to individual clients.2. Carrying out �tness assessments to establish client �tness and skill level.3. Analysing information relating to individual clients.4. Identifying, agreeing and reviewing short, medium and long term goals to ensure the effectivenessof exercise programmes.5. Providing a range of exercise programmes in accordance with the needs of the clients by applyingprinciples of exercise programming. 6. Making best use of the environment in which clients are exercising.7. Providing clients with accurate information on the principles of nutrition and weight management.8. Developing and applying strategies to motivate clients to join and adhere to an exercise programme.9. Acting as a positive role model for all clients.10. Proactively interact and develop positive relationships with clients in order to facilitate clientsretention.11. Promoting healthy activities and related strategies for daily living to clients/members12. Keeping up-to-date with health and �tness industry developments to ensure high standards ofprogrammes that meet client needs in the short, medium and long term goals.13. Making the appropriate decisions relating to clients and their programmes/goals and, whererequired, refer the client to a more appropriate professional.14. Working within the parameters given at Level 3, recognising the standards and professionallimitations that this provides, referring to appropriate members of staff for guidance and support. 3. Occupational CompetenceL3 Personal Trainers should:1. Be aware of their professional role boundaries as listed.2. Give guidance to encourage special population clients* to follow the key safety guidelines and discourage them from anything potentially hazardous in sessions.



* Special population clients include 14-16 year old young people, disabled people, older people (50+)ante and postnatal women.3. Get advice from another appropriate professional if there are any objectives, physical activities orrisks that fall outside their professional boundaries or that they do not feel competent to deal withand/or refer on to the appropriate person.The Personal Trainers (who do not posses the appropriate special population quali�cation/s in older adults, ante/postnatal women and disabled people) should NOT:џ Be a specialist instructor in the area of special populations, or advertise as such;џ Instruct special population clients 1:1 or in groups on a regular or progressive basis;џ Plan a progressive, long-term special populations exercise or physical activity programme;џ Play any role in exercise or physical activity programming or monitoring in condition management on

a group basis. (For this, a Level 3 Exercise Referral quali�cation is required and for certain conditions, where national occupational standards are in place, a Level 4 quali�cation).

2. Prescribe any form of exercise session or individual exercise that they have not been trained todeliver/teach effectively.3. Instruct exercise in disciplines in which they are not quali�ed or where they do not hold appropriateendorsed training (e.g. a Level 2 �tness instructor should not ‘cover’ an ETM class or a spinningclass if they do not hold the appropriate certi�cates).4. Provide prescriptive nutritional advice or develop bespoke individualized nutrition plans for clients.


Level 4 - Certi�cate in Personal Trainer (EQF) - Syllabus

Unit Unit Title Level

І. THE ROLE OF THE PERSONAL TRAINER 4

2. FUNCTIONAL ANATOMY 4

3. PHYSIOLOGY 4

4. NUTRITION 4

5. PSYCHOSOCIAL ASPECTS OF HEALTH AND FITNESS 4

6. HEALTH AND FITNESS ASSESSMENT 4

7. EXERCISE PLANNING 4

8. TRAINING ADAPTATIONS



Unit Unit title

І.THE ROLE OF THE PERSONAL TRAINER

1. PROFESSIONALISM, CODE OF PRACTICE, ETHICS, NATIONAL STANDARDS AND GUIDELINES

Learners should demonstrate knowledge and understanding of:•The ethical requirements that are intrinsic to the Personal Trainer as stated in the EHFA and EREPs code of ethical practice.•Learners should be able to demonstrate responsibility and professional duty of care to clients regarding:-Legal Responsibilities-Compliance with National Health and Safety policies-Ethics and Professional Conduct-Client Safety and Wellbeing

2. PRESENTATION At the end of this lesson the students will understand and know:-The basic procedures to introduce him/herself to new clients.-General rules for customer care-The basic principles of customer care to include perceived bene�ts-The methods and practices, which contribute to effective customer care-The skills of effective customer care: Communication, Body language, Negotiation

3. COMMUNICATION Learners should demonstrate knowledge and understanding of:• The personal communication skills necessary to develop rapport in order to motivate individuals to begin exercise, adhere to exercise and return to exercise early.• Building rapport: The importance of connecting to people. Body language: posture, eye contact, facial expression, vocal tonality (tempo, intensity, voice In�ection)• Primacy effects: smiling, mimicking... • Using sensory communication (visual, auditory, kinesthetic pattern) to improve communication and orientation of the client.• The use of open ended questioning and re�ecting answering• Motivational Interviewing: Developing "importance”, "con�dence” and "readiness”• Dealing with resistance to change• Using open-ended question, re�ecting answering, summarizing• Technique of decisional balance sheet

4. HEALTH PROMOTION Learners should demonstrate knowledge and understanding of:•The cardiovascular, muscular and �exibility related bene�ts of physical•Activity and the signi�cance of these bene�ts in reducing risk of disease.•Appropriate exercise activity required for health bene�ts and �tness bene�ts•The barriers and motivators to exercise participation•The exercise guidelines for health, well-being and physical �tness.•The exercise continuum for different levels of physical activity to include relative bene�ts.•The agencies involved in promoting activity for health in your country•How to promote a healthy lifestyle: Nutrition, other opportunities for physical activity in everyday life, smoking



Unit Unit title

5. PLANNING AND IMPLEMENTATION OF THE PERSONAL TRAINING SESSION

Learners should demonstrate knowledge and understanding of:- The principles that underpin personal training and how personal training differs from other types of physical activity instruction- The difference between planning supervised and unsupervised activities and how to build these into a timetable of sessions- The types of environment within which personal training may be delivered and how to make best use of these- Speci�c health and safety issues about delivering personal training in an environment not designed for physical activity instruction- How to improve effective activities with the client according to the resources available- The importance of maintaining frequent contact with the client, including between sessions- The proactive role of the Personal trainer regarding the adaptation process in each individual especially at the beginning of the training programme.- The importance of provide a proper dose response relationship according to the level of the individual- The importance of regular and planned communication strategy regarding the training

ІІ. FUNCTIONAL ANATOMY

1. FUNCTIONAL ANATOMY AND KINESIOLOGY

1A. BONES AND JOINTS Learners should demonstrate knowledge and understanding of: • The classi�cation of joints in the human body (Fibrous, Cartilaginous and Synovial) focusing on their functional signi�cance including examples of each type and sub-types of joint. • Stability and movement within each type of joint • Classi�cation of bones – to include long, short, �at, irregular, and sesamoid bones relating structure to function • Role of osteoblasts and osteoclasts, hormonal contribution in bone density. • Bone density and its relation to resistance training activities • Long & short term effects of exercise on bone to include osteoporosis • The main bones and their implications for vital functions and movements.

1B. FUNCTIONAL ANATOMY AND BIOMECHANICS

Learners should demonstrate knowledge and understanding of: • The body’s 3 anatomical axes and planes including the terms Frontal(Coronal), Sagittal and Transverse• Articulations and the joint movements possible. To include the following movement terms with examples: �exion, extension, hyper-extension, adduction, abduction, elevation, depression, protraction, retraction, lateral �exion, horizontal �exion and extension, plantar �exion, dorsi-�exion, internal and external rotation, circumduction, pronation, supination, eversion and inversion• The vertebral column: structure and function – role of curves • Biomechanical principles of movement - to include 1st, 2nd and 3rd class levers with examples (e.g. calf raises for 2nd class lever and �exion of the elbow for 3rd class lever) • Biomechanical implications of different centres of gravity in relation to posture


Unit Unit

• Open and closed chain kinetic movements with examples of each and a consideration of their advantages and disadvantages

1C. JOINT STABILITY AND INJURY PREVENTION

Learners should demonstrate knowledge and understanding of: • The importance of maintaining the correct degree of spinal curvature at the cervical, lumbar and thoracic vertebra regarding weight-bearing and biomechanical efficiency and for the transmission of stress caused by impact, through the pelvic girdle, kinetic chain and muscle synergies • Abnormal degrees of curvature in the spine (lordosis, kyphosis and scoliosis) and their importance to exercise safety and the design of appropriate activities • The high risk of shoulder joint displacement and increased scapular stabilising role of the surrounding synergistic musculature and ligaments • The potential for sprains and ligamentous damage increased by excessive non-functional movement during activities, such as running • The main structural and physiological characteristics and functions of the osseous connective tissues to include the periosteum, ligaments (dense regular collagenous/elastic �bres), joint capsule (dense irregular, elastic, co llagenous) and fasciae title• The structure of ligaments and their tensile strength related to �ber direction and their sensitivity to shearing forces and tearing

2. MUSCLES

2A. MUSCLE PHYSIOLOGY Learners should demonstrate knowledge and understanding of: • The 3 types of muscle in the human body (skeletal, smooth and cardiac)• The gross anatomy and structure of a skeletal muscle and it’s connective tissue.• The connective tissue of muscle merging into tendons, composed of regular collagenous �laments• The interaction between the contractile �laments of muscle (actin and myosin)• The role of a motor unit (i.e the nerve and the muscle �bers which it innervates) in providing an ‘action potential’ to create �ne or course muscle control• Muscle shape and �ber arrangement including directional forces and line of pull (uni-pennate, bi-pennate and multi-pennate)

2B. MUSCLE ACTIONS Learners should demonstrate knowledge and understanding of: • The structural features and characteristics of Type 1 (slow twitch) and Type 2A (fast twitch/intermediate) and Type 2B �bers and the implications of exercise intensity on the recruitment sequence of different motor unit types• The different types of muscular contractions (concentric, eccentric, isometric, isotonic and isokinetic)• The effect of each type of muscular contraction on training adaptations and the way muscles can be in�uenced by different training modalities (e.g. body position in relation to gravity, aqua workouts and partner work)• The role of proprioceptors in tendons




• A range of actions and activities: the agonists, antagonists, main synergists and �xators• Short and long term effects of exercise on muscles.• The likely relationship between delayed onset of muscular soreness (D.O.M.S.) and eccentric, concentric and isometric muscle work

2C. MUSCLE LOCATIONS Learners should demonstrate knowledge and understanding of: - The major muscles of the body de�ning their starting points in terms of the bones they originate from, the joints that they cross and the bones that they insert onto (�nishing point)- The joint actions as a result of muscular action

2D. CORE STABILITY Learners should demonstrate knowledge and understanding of: • The functional role of abdominal muscles in synergy with other muscles on the trunk, rib cage, pelvis and vertebral column. • Role of muscles like gluteus and latissimus dorsi and thoraco-lumbar fascia• The importance of correct involvement of the hip �exor muscle: Iliopsoas in core stability training• Role play by hip �exors muscles iliopsoas complex and pelvic �oor in core training

III. PHYSIOLOGY

1. ENERGY SYSTEMS Learners should demonstrate knowledge and understanding of:• The 3 energy systems used for the production of ATP in working muscle• The effect of the type of exercise, intensity, duration, �tness levels, nutritional level on the 3 energy systems.• The way to use the 3 energy systems in correlation to the goal of the client.• The way to use acute variables during training to create the different energy system• The terms aerobic and anaerobic threshold• Effects of interval training and EPOC effects on metabolism• The ability of the body to burn fat throughout a range of intensities• The relationship between METs and kilo calories and the prediction of calorie expenditure based on body weight, exercise MET level and duration with examples of different activities and their MET values• The methods of monitoring exercise intensity• The use and amounts of energy nutrients at different intensities

2. CARDIORESPIRATORY SYSTEM Learners should demonstrate knowledge and understanding of:• The anatomy of the heart to include the names and location of the heart valves, muscular component and �ow of blood through the heart.• The cardiac cycle and the terms stroke volume (amount of blood pumped per beat) and cardiac output (amount of blood pumped per minute = stroke volume x beats per minute).• The structure, function and characteristics of arteries, arterioles, veins, venules and capillaries.• The effect of physical activity on cardiovascular system• Understanding the effect of medication for the cardiovascular system and their impact on training. • The respiratory system: description and function.



Unit Unit title

• The relationship between the cardiovascular system and respiratory system and how regular physical activity impacts them.• The passage of inhaled air from the atmosphere to cellular level and back to. • Healthy lifestyle choices and their positive effect on cardio respiratory tissues, e.g. the effects of smoking or alcohol consumption.

3. NERVOUS AND ENDOCRINE SYSTEM

Learners should demonstrate knowledge and understanding of:• The main responsibilities of the nervous system to include: Sensory Input, monitoring events in and outside the body Interpretation, analyzing data Motor Output and response to incoming data.• The two parts of the nervous system:- The Central Nervous System (CNS) incorporating the brain and spinal cord- The Peripheral Nervous System (PNS) consisting of all nerves extending from the spinal cord• The Somatic branch terminating at the neuromuscular junction controlling movement under voluntary control.• The role of the Autonomic Nervous System.• The two opposing branches (to include the neurotransmitters and receptors) and their roles• Regular activity for the nervous system.• Description of hormonal response to exercise and their catabolic and anabolic role.• Link between type of exercise intensity and hormonal reaction for speci�c goals like weight loss program, muscle building and wellness program.• Role of cortisol and side effects of too high production.

IV. NUTRITION

1. NUTRITION At the end of this lesson the learners will understand and know:•The dietary role and common dietary sources for each of the six main nutrients (carbohydrate, fat, protein, vitamins, minerals, water)•Balance between saturated and unsaturated fatty acid and effects on health•The importance of essential fatty acids and their effects on health•The role of vitamins and minerals in cells metabolic process•The role and desirable levels of total cholesterol, HDLs and LDLs in the body, including the total cholesterol/HDL ratio•Examples of food items in each of the four basic food groups•Examples of food items for vitamins and minerals intake•The components of the energy balance basal metabolic rate, thermic effect of food, physical activity level)•Methods to estimate calories requirements•How to develop a healthy, balanced way of eating•Healthy eating patterns•How dietary intake in�uences health; how lack of micronutrients (vitamins and minerals) in�uences health•Lifestyle advice, to include use of tobacco, alcohol, caffeine.



Unit Unit title

V. PSYCHOLOGICAL ASPECTS OF HEALTH AND FITNESS

1. PSYCHO-SOCIAL ASPECTS OF HEALTH AND FITNESS

At the end of this lesson the learners will understand and know:• Psychological aspects of health and �tness• Motives and barriers• Reasons for goal setting• Model for change• Behavioural processes• Motivation and adherence

VI. HEALTH AND FITNESS ASSESSMENT

1. COMPONENTS OF FITNESS

1A. SOMATOTYPES Learners should demonstrate knowledge and understanding of: – The 3 different somatotypes (endomorphic, ectomorphic and mesomorphic) – Focusing on the implications of each body type for exercise capacity and ability to alter body shape.

1B.DIFFERENCES BETWEEN MEN AND WOMEN

Learners should demonstrate knowledge and understanding of: • Anatomical differences concerning males and females and their in�uence on safe, effective and appropriate physical activity. • Hormonal differences concerning males and females and their in�uence on safe, effective and appropriate physical activity.

1C.COMPONENTS OF FITNESS Learners should:– Understand the main components of Fitness – Understand the physical qualities to be developed– Explain to the client the bene�ts of the exercises– Design basic programmes linked to the client’s needs and goals

2.COLLECTING AND ANALYZING INFORMATION

2A. COLLECTING AND ANALYZING INFORMATION

Learners should demonstrate knowledge and understanding of:• Appropriate information relevant to the ability to negotiate goals that are Speci�c, Measurable, Achievable, Realistic, Time bound to plan and carry out safe and effective programmes to enable thorough evaluation of planning options • Correct screening procedure for Physical Activity: previous and current level of activity and interests• Evalution of current levels of all components of �tness - muscular strength, muscular endurance, cardio-pulmonary �tness, �exibility and motor skills (balance & coordination) • Psychological; motivation to participate, perceived and actual barriers to participation, stage of readiness to participate and stated future goals and aspirations • Medical; health history, current health status, particularly in relation to risk factors for heart disease, the identi�cation of medical conditions that would necessitate medical clearance and past and present injuries and disabilities



Unit Unit title

• Lifestyle; work patterns, eating patterns, relevant personal circumstances, likes, dislikes and preferences toward physical activity • The screening process to identify: risk factors for coronary heart disease; factors that limit the ability to participate/achieve goals; those requiring a referral to an appropriate medical professional or other clinician or medically supervised exercise program • How to adapt basic programmes for participants with particular needs including: sedentary, recovering from injury, over-trained, peak performer, sport speci�c performer and obese.

2B. FITNESS ASSESSMENT Learners should know th appropriate use of: Medical questionnaires & Physical Activity Readiness Questionnaire – PAR-Q– Medical clearance– Informed consent– Psychological questionnaires– lifestyle questionnaires – Other professionals: GP’s, Physiotherapists, Neuromuscular therapists, Consultants etc.

2C. FITNESS ASSESSMENT TESTS Learning should know:• Knowledge of Basic Fitness Tests• Ability to Adapt These Basic Tests • Report Feedback to the Client

VII. EXCERCISE PLANNING

1. THE PRINCIPLES OF PERIODIZED TRAINING

The learners will know:• To recognize and to apply the principles of training• To recognize the basic mechanistic theories which provide foundational understanding for how periodization manages the recovery and adaptive responses.• To know and apply the phases and training cycles to �tness periodized programs.• To identify and to apply the training variables according to the levels and goals of �tness enthusiasts.• To recognize the smallest differences between performance and �tness periodizations.

2. MICRO, MESO AND MACRO-CYCLES The learners will understand and know how to: - De�ne what short-term, medium and long- term objective are- Setting short-term goals- Setting medium-term goals- Setting long-term goals

3. VOLUME VS INTENSITY IN THE PERIODIZATION STAGES

The learners will understand and know:• Notions of exercise intensity an volume• The manipulation of exercise intensity and volume during periodization stage• The importance of periodization



Unit Unit title

4. METHODS OF RANGE OF MOTION (FLEXIBILITY) TRAINING

The learners should know:• What motion (�exibility) training is and what bene�ts will produce to �tness level when it is applied.• How to recognize various methods of range of motion (�exibility) training and to apply the principles of training.• How to recognize the advantages and disadvantages of each method, including static, ballistic, dynamic and proprioceptive neuromuscular techniques (including myotactic) to facilitate increased range of motion. • How to apply the various methods of range of motion (�exibility) training in order to facilitate increased range of motion.• How to identify and to apply the training variables according to the levels and goals of �tness enthusiasts.• How to recognize the smallest differences between performance and �tness motion training.

5. THE CONTINUUM IN NEUROMUSCULAR ADAPTATION

The learners should know and understand:• The role of the muscle spindle cells in myotatic re�exes, Contract Relax, Antagonist.• The role of the golgi tendon organs in myotatic re�exes, Contract Relax, Antagonist.• The PNF stretching technique• The actions of muscle spindle and Golgi tendon organs

6. ACSM GUIDELINES FOR DEVELOPING THE DIFFERENT COMPONENTS OF FITNESS

Learners need to be familiar with exercise principles in order to:• Become effective instructors• Be able to adapt these principles• Individualize safe exercise programs• Be able to work aerobically and anaerobically

7. THE IMPORTANCE OF ADEQUATE REST AND SIGNS AND SYMPTOMS OF OVERTRAINING

The learners will know and be able to explain:• Symptoms of overtraining• Changes in physiological and neuroendocrine variables during overtraining

8. COMPONENTS OF FITNESS The learners will understand and know how to:• The 5 aspects of health-related �tness and the 6 aspects of skill related �tness• To demonstrate an understanding of the concepts and principles related to the development and implementation of a personal physical activity plan.• To design, implement, evaluate, and revise an exercise routine that contributes to the health-related �tness and skill related �tness components.

VIII. TRAINING ADAPTATION

1. TRAINING ADAPTATION • At the end of this lesson the students will understand and know how to:– The effects of physical activity on health – Prescribe resistance training programs for health status improvement – Changes and implications for health arising from resistance training



Unit Unit title

2. THE EFFECTS OF HEALTH RELATED PHYSICAL ACTIVITIES - CARDIORESPIRATORY TRAINING

The learners should know:- The principles of cardiorespiratory training;- Cardiovascular training zone;- The rate of progression- Health bene�ts associated with resistance training- Dietary recommendation

3. THE EFFECTS OF HEALTH RELATED PHYSICAL ACTIVITIES TO INCLUDE RANGE OF MOTION TRAINING

• At the end of this lesson the students will understand and know how to:– What is flexibility– Bene�ts of flexibility training– How to increase flexibility– How to do stretching exercises safely and effectively– Choose stretching exercises wisely

4. BASIC PRINCIPLES OF RESISTANCE TRAINING

The learners will be able to explain the physiological principles of overload, speci�city, and progressive resistance.

5. RESISTANCE TRAINING SYSTEMS The learners will be able to understand the different ways of adding variation to the resistance training programs by manipulating some resistance training methods

6. REPETITION MAXIMUM Learners should know how to determine 1-repetition maximum (1RM) from testing protocol or by a prediction of 1RM method

7. RESISTANCE TRAINING WORKOUT COMPONENTS

The learners will be able to understand how to select proper exercises, determine training frequency and intensity. They will be also able to assign the correct training loads, volume and the rest periods for selected exercises.


FITNESS ACADEMY BULGARIA

So�a 1756

5 Lachezar Stanchev Str.

Sopharma Business Towers, Tower А, Floor 4

+359 889 140 264

office@�tnesslicense.bg

http://�tnesslicense.bg/

http://training.�tnesslicense.bg/

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