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Costanzo, Dino G. M.A., RCEP
knowledgeable transforming into pains are whatever thing activity practitioners have experienced for many years. The challenges, frustrations, and disappointments of an underdeveloped occupation will also be demoralizing at times. however often elaborate to admire, advances in the undertaking occupation were significant through the years; and most lately, a number of essential traits within the field have provided alternatives to rejoice.
A profession exists when certain conditions are in place, specifically:
For the previous three years, ACSM's university Connection (UC) has provided colleges and universities the probability to propose graduate and undergraduate curriculum in line with the potential, skills, and abilities (KSAs) of the pastime expert® and/or health health teacher® certifications. to date, about 10 graduate and 70 undergraduate classes have become UC counseled. With the fresh development (in Spring 2004) of the Committee on Accreditation for the undertaking Sciences (CoAES) beneath the fee on Accreditation of Allied fitness schooling courses (CAAHEP), tutorial standardization from an aim third birthday celebration agency has become a extra valuable and business-favorite option for colleges and universities. with a purpose to strongly help the evolving pastime occupation, ACSM's Committee on Certification and Registry Boards (CCRB) is presenting incentives for UC courses to transition to CoAES accreditation. Furthering this dedication to both CoAES and CAAHEP, CCRB has introduced that it'll not present UC endorsement starting December 30, 2007 (purposes for UC-counseled classes were not accepted after April 2006). educational institutions may be inspired to have their curriculum CoAES authorized on the master's (medical recreation Physiologist and/or applied recreation Physiologist tracks) and/or bachelor's (endeavor Science tune for the health professional) degrees. This essential building is expected to propel the exercise occupation strongly forward and place the recreation practitioner competitively with other working towards professions (e.g., nursing, physical remedy, athletic training).Examination Credibility:
Heard so regularly-ACSM certifications have long been diagnosed as the gold ordinary within the health and fitness industry. undertaking authorities possessing ACSM credentials show a degree of competency that is with no trouble described via certain KSAs and greatly understood in the industry. however many practitioners may possess sophisticated ability units, with out an objective, unbiased, and validated assessment process, these advantage exist without business credibility.
As gurus have develop into increasingly privy to the value of validating their skill units in the course of the certification process, so too have credentialing our bodies develop into greater aware about the magnitude of validating their respective credentials (and credentialing methods) through aim, third celebration assessment. From examination development through examination beginning, ACSM invests fantastic time, energy, and components into making certain their certifications meet the highest quality requisites. ACSM will soon understand how its certifications measure up to 3rd celebration scrutiny.
finally writing during this column, I said that ACSM's CCRB turned into aggressively in quest of accreditation of its examinations during the country wide commission for Certifying agencies (NCCA). i'm delighted to announce that we these days acquired NCCA accreditation for ACSM's licensed very own TrainerSM. particular because of Mike Niederpruem, ACSM director of Certification; Neal Pire, chair of the ACSM licensed own TrainerSM credentialing committee; and his team for the mind-blowing volume of work that went into making this credential priceless for NCCA utility. As encouraging, subsequent to CCRB meetings in Indianapolis this previous iciness, all credentialing groups have committed to having their respective examinations (i.e., ACSM health health instructor®, ACSM pastime expert®, and ACSM Registered clinical pastime Physiologist®) submitted to NCCA for accreditation earlier than year-end. i am hopeful that I can be able to announce that we now have met this intention in a future column.Advocacy:
ACSM has recognized the "development of the health and recreation career" as one of its lengthy-term strategic priorities. little doubt, ACSM has performed much to promote the growth of the pastime profession over the past three decades. The actions mentioned above are examples of ACSM's role in proposing a fertile environment for the pastime career to strengthen. Most these days, ACSM has taken a proactive and visual role in advocating for considerations concerning our profession. at the federal level, ACSM (along with different expert corporations, such as the American affiliation of Cardiovascular and Pulmonary Rehabilitation and the American school of Cardiology) has offered public remark to proposed adjustments to the facilities for Medicare and Medicaid features' national insurance policy for cardiac rehabilitation. on the state degree, ACSM has formally recommended Massachusetts legislations assisting the licensure of the clinical activity physiologist (HB 3950). increased legislation concerning the recreation profession is anticipated in the upcoming years (on the time of this writing, law in Georgia is being written to license own trainers). ACSM certainly knows its influence as an business chief and its organizational accountability to stream forward cautiously on considerations concerning public coverage.
What may still now not be omitted, youngsters, is the individual accountability of every of us to create our skilled community. through the efforts of so many dedicated volunteers, a framework for professionalism exists. What have you ever achieved to promote the boom of your career? critical first steps are to turn into ACSM credentialed and to encourage your colleagues to do the equal. best throughout the concerted efforts of qualified people coming together in a united entrance will our career improve. Do your part!
ACSM-CPT Genius is the handiest “licensed personal coach” prep app that you just need. This software is designed to aid gurus take a deeper seem to be on the targeted knowing to give guidance and strength to lead a healthy lifestyle. It measures your development in a clear and intelligent manner to inspire you to gain knowledge of straight away. These questions are simulated by way of the certified personal Trainers who have passed their ACSM-CPT exam with flying shades.classes:1. preliminary customer session and Assessment2. recreation Programming and Implementation3. exercise leadership and customer Education4. prison, expert, company and advertising and marketing
flip your ardour for fitness into truth by means of becoming a licensed very own coach. you are going to turn into a certified trainer who can efficaciously plan and enforce endeavor application for suit people or folks that have scientific clearance to undertaking.The numerous alternative questions during this software are designed to cater to the format brought by means of the ACSM®, which are scientifically and clinically proven. every query in this App is paired with a transparent and insightful explanation that gives a full realizing of the ideas. This application is designed replicating the method it is used via the ACSM. It makes use of intelligent scientific engineering that permits you to observe questions whereas saving your time and effort. ACSM-CPT prep App will assist you benefit competencies that to be able to efficiently bridge the hole between your education and the purposeful application of those knowledge.
Key features:• Two look at Modes: Flashcard and practice examine• distinctive reason for every question• remarks: talk with the ACSM-CPT specialists
ImpTrax organisation isn't affiliated with ACSM® CPT®.
published: Tue, February 5, 2019 4:20 PM
You know, you be aware of: abs are made within the kitchen, with a spotlight on component measurement, eating total foods, and limiting the subtle carbs, sugar, and alcohol. however while food regimen performs an important function, endeavor has its area too. personal coach and dietitian Jim White, RD, ACSM, told POPSUGAR that with a combination of diet, pastime, and other way of life habits, which you can see effects in as little as two weeks!
if you need your six-pack to pop, you can't spot-coach to in the reduction of stomach fat. NASM-certified trainer Tamara Pridgett says, "instead of obsessing over a 'issue area,' center of attention on training your complete physique." in the event you reduce your total body fats percent, you'll shed extra pounds for your belly.
David Chesworth, an ACSM-licensed very own coach and well being teach at Hilton Head health, told POPSUGAR that a mixture of high-depth interval practising (HIIT) and weight-reduction plan can aid with weight loss, above all with cutting back belly fats.what is HIIT?
HIIT comprises brief intervals accomplished at basically your max effort, adopted through shorter recovery durations or relaxation. the key to HIIT is in how challenging you work all through your excessive intervals, explained Jade Jenny, CrossFit instruct and owner of Champlain Valley CrossFit. Your intention is to work out at 90 % of your max, which trains your physique to work in anaerobic mode, assisting you turn into greater efficient at producing and the use of power. This raises your physique's fat-burning advantage, assisting you get lean quicker than constant-state cardio.How frequently if you Do HIIT?
So HIIT is the place it be at when it involves reducing stomach fats, however how frequently do you should do it to see results? ACE-certified trainer John Kersbergen stated, "The foremost technique to get effects is to do some sort of HIIT for a complete-body exercising." And no deserve to suffer for hours on the gymnasium. John stated, "The complete exercise, together with warmup, does not should be greater than 45 minutes to be constructive." Nike master trainer Betina Gozo observed that three to 4 instances every week of HIIT workout routines is enough. it is totally attainable, right?HIIT workout routines
here are some long HIIT workouts which you could are trying:
in case you can not do a whole 40- to forty five-minute session, do shorter workout routines greater frequently within the week. listed below are some shorter HIIT workout routines:
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Published: Tue, February 5, 2019 4:20 PM
You know, you know: abs are made in the kitchen, with a focus on portion size, eating whole foods, and limiting the refined carbs, sugar, and alcohol. But while diet plays a huge role, exercise has its place too. Personal trainer and dietitian Jim White, RD, ACSM, told POPSUGAR that with a combination of diet, exercise, and other lifestyle habits, you can see results in as little as two weeks!
If you want your six-pack to pop, you can't spot-train to reduce belly fat. NASM-certified trainer Tamara Pridgett says, "Instead of obsessing over a 'problem area,' focus on training your entire body." When you lower your total body fat percentage, you'll lose weight in your stomach.
David Chesworth, an ACSM-certified personal trainer and wellness coach at Hilton Head Health, told POPSUGAR that a combination of high-intensity interval training (HIIT) and diet can help with weight loss, especially with reducing belly fat.What Is HIIT?
HIIT involves short intervals done at almost your max effort, followed by shorter recovery periods or rest. The secret to HIIT is in how hard you work during your intense intervals, explained Jade Jenny, CrossFit coach and owner of Champlain Valley CrossFit. Your goal is to work out at 90 percent of your max, which trains your body to work in anaerobic mode, helping you become more efficient at producing and using energy. This increases your body's fat-burning potential, helping you get lean faster than steady-state cardio.How Often Should You Do HIIT?
So HIIT is where it's at when it comes to reducing belly fat, but how often do you need to do it to see results? ACE-certified trainer John Kersbergen said, "The most efficient way to get results is to do some form of HIIT for a total-body workout." And no need to suffer for hours at the gym. John said, "The whole workout, including warmup, doesn't need to be more than 45 minutes to be effective." Nike Master Trainer Betina Gozo said that three to four times a week of HIIT workouts is enough. That's totally doable, right?HIIT Workouts
Here are some long HIIT workouts you can try:
If you can't do a whole 40- to 45-minute session, do shorter workouts more often in the week. Here are some shorter HIIT workouts:
Personal fitness training services are offered in nearly all health/fitness facilities. Concerns regarding the quality of those services have existed for several years, for example, what educational credentials and/or certifications should personal fitness trainers possess, and should they be licensed before practicing personal fitness training. Efforts to attend to some of these concerns have been addressed. For example, in addition to offering certifications for personal fitness trainers, organizations such as the American College of Sports Medicine (ACSM), National Strength and Conditioning Association, and many others have obtained accreditation for their certifications through accrediting groups such as the National Commission for Certifying Agencies (NCCA) (12). In addition, academic programs in personal fitness training and exercise science also can obtain accreditation through the Commission on the Accreditation of Allied Health Education Programs (5). Some states also are proposing licensure for personal fitness trainers (6). We believe that all of these efforts have resulted in enhancing standards for the personal fitness training profession, but more still needs to be accomplished.
Often, employers will hire a personal fitness trainer if he/she possesses a personal fitness trainer certification that is accredited by NCCA or some other accrediting body, assuming that such certification qualifies him/her for the job. Although passing a certification examination that is accredited has raised the bar for entry into the field of personal fitness training, it is important to realize that the preparation an individual receives before sitting for these certification examinations often is limited, for example, attending a 1-day workshop and reviewing self-study materials.
We believe that personal fitness trainers should not only develop excellent pedagogical (teaching) skills - a key function/responsibility of personal fitness training - but also have their practical skills (i.e., their ability to safety and effectively apply theory of safe principles of exercise) adequately evaluated before becoming a personal fitness trainer. To help develop these specific skills, a pilot program was implemented at the University of South Florida (USF) called USF FIT (FIT) for exercise science majors.
The FIT program was implemented as a service-learning opportunity that represented the major project in one of the required senior-year professional development courses in the undergraduate Exercise Science program - PET 4406 Individualized Fitness/Wellness Programming. Service learning has been defined as "a teaching/learning method that connects meaningful community service experiences with academic learning, personal growth, and civic responsibility" (4[p4]). Service-learning projects have been shown to be effective in helping students achieve important learning outcomes (13).
FIT was developed on the premise of service-learning theory that students' learning experiences would be enhanced as they are provided opportunities to participate in and respond to real-life personal training situations within a well-supervised teaching/learning environment. In this program, students were immersed in the underlying theory of personal training through class lecture/activities and, at the same time, were provided opportunities for direct application of their knowledge, skills, and abilities (KSAs) through personal training actual clients - USF College of Education (COE) faculty and staff members - in the USF Campus Recreation Center. Implementing this pedagogical approach also provided opportunities for the students to apply what they learned in course work previously taken (e.g., exercise physiology, biomechanics, fitness testing/prescription, strength and conditioning, and program planning and evaluation) as well as to help prepare them for their full-time internship the following semester and future jobs. The FIT program took place in the fall semester, along with three other courses, before the full-time internship course in the spring semester.
The purpose of this article is to describe the specific program planning steps and procedures of the FIT program so that other professionals will have the necessary information to replicate such a program. Although implemented in an academic setting, several aspects of the program can be applied to personal fitness trainers and coordinators/managers who work in health/fitness facilities as described later in the article.
While developing the goals and learning objectives for the program, it was critical to focus on student learning outcomes that would help students acquire both pedagogical and practical skills. The three major goals of FIT (4) were as follows:
Recruitment and selection - before the beginning of the semester, a mass email was sent to potential clients (USF COE employees) describing the FIT program as well as enrollment and eligibility requirements and the like. The subsequent procedures were followed to determine the eligibility of respondents and then, once selected, match them with student trainers:
Although the student trainers were not directly involved in the recruitment and selection processes, they did participate in classroom simulations of these important preactivity health screening procedures as a part of the course content. The course was designed for students to meet 2 days per week. Each day, the class met for 90 minutes and incorporated the following format each week throughout the semester:
The program plan involved establishing the course activities for an 11-week period as described next.Week 1: Initial Consultation and Pre-Health/Fitness Assessments
In the initial consultation, student trainers conducted an informal physical activity inventory (verbal interview) format. Questions from this inventory addressed such things as client's goals, barriers to exercise, and activity preferences. In addition, clients were given the opportunity to read and ask questions before signing an Assumption of Risk and Waiver of Liability (7). Then, the student trainers reviewed the pretest instructions for the testing protocols, answered any questions from their client, and established the appointment for the pre-health/fitness assessment.
Next, student trainers reviewed an Informed Consent for Exercise Testing (11) and obtained their clients' signatures before conducting the pre-health/fitness assessments. Pre-health/fitness assessments included tests to assess resting measures, muscular strength, muscular endurance, flexibility, body composition, and cardiorespiratory endurance.
Because laws vary from state to state, it is important for personal trainers to understand that protective legal documents (e.g., express assumptions of risks, waivers, and informed consents) must first be reviewed by a knowledgeable lawyer. For example, the protective legal documents for the FIT program were reviewed and edited by USF's legal counsel's office before implementation. The importance of incorporating such protective legal documents in personal fitness training programs was covered in the classroom discussions.Weeks 2 to 10: Personal Fitness Training Sessions
For 9 weeks, student trainers met with their client twice each week (total of 18 sessions) for 50- to 60-minute personal training sessions. One of these sessions occurred during class time, and the other was established at the convenience of both the student trainer and client. To meet national recommendations regarding exercise frequency (10), clients were encouraged to include a third exercise session during the week on their own time.
Because personal fitness trainers have similar roles and responsibilities to those of teachers, it is important for personal fitness trainers to develop good teaching or pedagogical skills. Therefore, various teaching methods were incorporated into the FIT program. To help ensure a valuable and productive "teaching-learning" experience (16), student trainers were required to develop individual exercise plans before each session (1,15). The development of a written exercise plan (Figure 2) for each training session was an integral part of the educational process.
Each exercise plan was submitted to the course instructor for review and feedback before each exercise session. This review/feedback process is helpful in the development of pedagogical skills (15,16). This process focused primarily on ensuring that student trainers acknowledged the health/fitness goals of their clients through the established objectives as well as the proper selection and placement of activities/exercises within the exercise plan. This process became less time consuming for the course instructor as student trainers progressively learned to adapt their clients' exercise plans for maximum efficiency and effectiveness. Additionally, the student trainers were continually supervised by and received ongoing feedback from the course instructor during the actual training sessions to help ensure student trainers were properly applying safe and effective principles of exercise and accommodating client needs and/or limitations as well as using effective teaching methods.
In addition to preparing exercise plans for each session, it was important to integrate reflection into this service-learning experience (1). There are several strategies that can be identified as contributing to reflection, for example, learning partners, self-assessment, and learning journals (3). A self-assessment approach was used in the FIT program to help student trainers critically think about the attainment of their exercise KSAs as well as their evaluation and pedagogical skills. This involved having them complete a reflection form (Figure 3) after each training session. The process enabled the student trainers to immediately recognize the value of preparation in providing an effective exercise plan/training session for their clients as well as to address challenges/issues that occurred and make adjustments for future exercise plans.
The students submitted their reflection forms after each exercise session to the course instructor to obtain feedback on their reflection skills. This feedback helped students prepare more in-depth reflections toward the end of the FIT program than they did at the beginning of the program.Week 11: Post-Health/Fitness Assessments, Celebration of Accomplishments, and Course Evaluations
Upon completion of the 9 weeks of personal fitness training sessions, student trainers conducted post-health/fitness assessments that consisted of the same testing protocols that were used in the pre-health/fitness assessments. Once completed, student trainers analyzed the predata and postdata, prepared a final assessment results report indicating improvements their client had made, and discussed the data/results with their clients. Although recognition and acknowledgement of clients' progress took place regularly throughout the program, a final celebration of goals/accomplishments was held, and each client received a certificate of completion and a workout towel embroidered with the FIT logo.
Students completed a traditional university course evaluation form at the end of the semester. For the overall quality of the course, the mean score was 4.21 on a scale of 5 (excellent) and 1 (poor). Generally, comments on these evaluations were very positive such as the class was "a great experience" and "it helped increase knowledge and confidence with personal training and exercise prescription." Several students also commented that the course work involved a great deal more time when compared with other courses.STEP 3 - EVALUATION OF FIT
The results of a comprehensive evaluation of the FIT program have been previously published (4). This evaluation involved gathering and analyzing both quantitative and qualitative data obtained from the student trainers and the clients. It also consisted of both formative (ongoing during the program) and summative (end of the program and 6 months after the program) components. Formative evaluation took place in the form of a survey at 3 weeks, as well as various techniques used throughout the program as described in this article (e.g., feedback on exercise plans and reflection forms).
One of the purposes of the summative evaluation was to determine if the student learning objectives of the FIT program (Table 1) had been achieved. Therefore, 6 months after the FIT program (i.e., 2 months after completion of the students' full-time spring semester internship), students were sent a survey to evaluate the FIT program. The quantitative results presented in Table 2 indicated that the FIT program was successful in achieving the learning objectives. The survey also involved gathering qualitative data, for example, students were asked the following question: describe how the FIT program prepared you for your internship and/or professional career. Some of the most common answers to this question are provided in Table 3.
TABLE 3APPLICATIONS TO PERSONAL FITNESS TRAINERS AND FITNESS COORDINATORS/MANAGERS
Although FIT was implemented in an academic setting for an entire semester and designed for students preparing to enter the profession as a full-time professional, the various components of FIT can be adapted to benefit personal fitness trainers as well as fitness coordinators/managers that have the responsibility and oversight of personal fitness training services offered in their facilities.
Personal fitness trainers can consider completing exercise plans and reflection forms using the samples presented in Figures 2 and 3 as one way to enhance their pedagogical and training skills. These strategies can be beneficial by
Documentation is a "key" risk management strategy (9). For example, if a client complains about experiencing knee pain, this could be recorded on the reflection form as well as what was recommended by the trainer, for example, advising the client to make an appointment with his/her physician for diagnosis and treatment.
Fitness coordinators/managers can design a training and education program similar to FIT for newly hired personal fitness trainers and/or for individuals who would like to become personal fitness trainers (trainees). The credentials of the instructor who would teach the course are important. For example, the instructor should possess a degree in exercise science (or related area); be an experienced and successful personal fitness trainer; and have good organization, communication, and evaluation skills as well as a genuine passion for teaching and helping others become successful.
The design of the program will likely be different. The course may be shorter (perhaps 8 to 10 weeks) and would entail a smaller number of student trainers or trainees, (perhaps 4 to 6). To establish the goals, learning objectives, and course content, it will be necessary for the course instructor to assess the level of KSAs of the trainees before the program so that the program is then designed to meet the needs of the trainees.
Although the design and content may be different from the FIT program, many of the pedagogical strategies described in this article could easily be included. For example, the exercise plans and reflection forms could be used as previously described, and the course instructor could observe trainees while working with clients to provide feedback from both training and pedagogical perspectives. Of course, it will be important to communicate upfront with clients who enroll in the program that the personal fitness training they will receive is being provided by trainees with oversight from the course instructor.
Another benefit for fitness coordinators/managers for implementing a program like FIT at their facilities is that the course also can include instruction on the philosophy and policies of the personal fitness training program at that facility, resulting in the trainees understanding their roles and responsibilities upon hiring and what the facility considers as important traits of quality personal fitness trainers. Fitness coordinators/managers also may want to involve their experienced and successful personal fitness trainers as teaching assistants in this course where they could serve in a mentoring role. This may be a good way to retain these individuals and recognize them for their contributions to the facility's personal fitness training program.CONCLUSIONS
The success of any educational program can be generally determined by how well the program met its established goals and learning objectives. Based on the results from the evaluation, the FIT service-learning program was successful (4). This educational training program implemented as a service-learning opportunity not only bridged the gap between theory and practice for student personal trainers but also provided an excellent teaching/learning environment with direct hands-on experiences for them, allowed for regular evaluation and feedback regarding their practical skills, and emphasized the importance of developing important pedagogical skills necessary in the preparation of quality personal fitness trainers.
Because of the success of this pilot program, USF's exercise science program has permanently incorporated FIT into its curriculum and will continue to measure its effectiveness on important student learning outcomes. It is likely that academic programs as well health/fitness facilities are using pedagogical approaches similar to FIT; however, the prevalence of these programs is unknown. Future research is needed not only to investigate how prevalent these programs are but also to determine if the effectiveness of these programs has been measured.CONDENSED VERSION AND BOTTOM LINE
Quality personal fitness trainers are a much needed commodity in our field today to help ensure that clients are receiving safe and effective programs. Attainment of a personal fitness trainer certification, although important, may not be adequate to prepare a personal fitness trainer for his/her many responsibilities. It is the ultimate responsibility of fitness coordinators/managers that have oversight of personal fitness training services to ensure that the personal fitness training services provided in their facilities are safe and effective. Academic programs that offer exercise science programs (or related areas) also have a responsibility to ensure that graduates possess the necessary skills to become successful practitioners. By incorporating the FIT program planning steps and educational strategies presented in this article, any academic program or health/fitness facility can begin to reap the many benefits of an effective educational program that focuses on "educating and training the personal fitness trainer."References 2. American College of Sports Medicine. Preparticipation Health Screening and Risk Stratification. In: Whaley MH, editor. ACSM's Guidelines for Testing and Prescription. 7th ed. Philadelphia (PA): Lippincott Williams and Wilkins; 2006. 3. Boud D, Knight S. Designing courses to promote reflective practice. Res Dev High Educ. 2004;16:229-34. 4. Brathwaite A, Eickhoff-Shemek J. Preparing quality personal trainers: a successful pilot program. Exerc Standards Malpract Rep. 2007;21(2):25-31. 5. Commission on Accreditation of Allied Health Education Programs. Committee on Accreditation for the Exercise Sciences [Internet]. 2008 [cited 2008 Feb 12] Available from: http://www.coaes.org/. 6. Eickhoff-Shemek JM, Herbert DC. Is licensure in your future? Issues to consider Part 2. ACSMs Health Fit J. 2008;12(1):36-8. 7. Cotten DJ, Cotten MB. Waivers & Releases of Liability. 4th ed. Statesboro (GA): Sport Risk Consulting; 2004. 8. Earle RW, Baechle TR, editors. NSCA's Essentials of Personal Training. Champaign (IL): Human Kinetics; 2004. 9. Eickhoff-Shemek JM, Herbert DL, Connaughton DP. Risk Management for Health/Fitness Professionals: Legal Issues and Strategies. Baltimore (MD): Lippincott Williams & Wilkins; 2008. 10. Heskell WL, Lee IM, Pate RR, et al. Physical Activity and Public Health: Updated Recommendation for Adults from the American College of Sports Medicine and the American Heart Association. Med Sci Sports Exerc. 2007;39(8):1423-34. 11. Herbert DL, Herbert WH. Legal Aspects of Preventive, Rehabilitative and Recreational Exercise Programs. 4th ed. Canton (OH): PRC Publishing Inc; 2002. 13. Poulsen S. Learning is the Thing: Insights Emerging From a National Conference on Service-Learning, School Reform, and Higher Education. Roseville (MN): National Youth Leadership Council; 1994. 14. Stukas AA, Clary EG, Snyder M. Service-learning: who benefits and why. Soc Policy Rep. 1999;13(4):1-23. 15. Tyler RW. Basic Principles of Curriculum and Instruction. Chicago (IL): University of Chicago Press; 1949. 16. Zahorik JA. The effect of planning on teaching. Elem Sch J. 1970;74(3):143-51. Keywords:
Personal Fitness Training; Educational Training Programs; Program Planning; Exercise Plans/Lesson Plans; Student Reflection© 2009 American College of Sports Medicine Source
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