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Personal trainers are well placed to provide nutrition care in line with their recommended scope of practice. However, providing nutrition care beyond their recommended scope of practice has been identified as an industry risk. The International Confederation of Registers for Exercise Professionals (ICREPs) have international standards for nutrition knowledge and skills that are recommended for all fitness professionals, including personal trainers. This study investigates whether the ICREPs standards align with i) national nutrition education standards and ii) national nutrition occupational standards and scopes of practice for personal trainers within ICREPs affiliated countries. Content analysis of each standard and/or scope of practice was undertaken to extract nutrition statements. Extracted statements were matched with nutrition components of the ICREPs standards to result in a score based on the number of aligned ICREPs knowledge and skills criteria. Ten countries, with 16 organizations, were identified as being involved in the development of national education standards, occupational standards, or scopes of practice for personal trainers. The educational and occupational standards varied widely among countries and had minimal alignment with the ICREPs standards. As such, the expected role of personal trainers in providing nutrition care appeared to differ between countries. Further work is required to support personal trainers to develop a level of knowledge and skills that enables the provision of safe, consistent, and effective nutrition care. [ABSTRACT FROM AUTHOR]

The article discusses the use of debating in the education of athletic trainers. By engaging in classroom debates, students can consider educational topics from multiple points of view while engaging in social learning. The author mentions the oral communication and critical thinking skills gained through debating.

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Drawing from self-determination theory (Deci & Ryan, 2002), we developed and tested an intervention to train fitness instructors to adopt a motivationally adaptive communication style when interacting with exercisers. This was a parallel group, two-arm quasi-experimental design. Participants in the intervention arm were 29 indoor cycling instructors ( n = 10 for the control arm) and 246 class members ( n = 75 for the control arm). The intervention consisted of face-to-face workshops, education/information video clips, group discussions and activities, brainstorming, individual planning, and practical tasks in the cycling studio. Instructors and exercisers responded to validated questionnaires about instructors' use of motivational strategies and other motivation-related variables before the first workshop and at the end of the third and final workshop (4 months later). Time × arm interactions revealed no significant effects, possibly due to the large attrition of instructors and exercisers in the control arm. Within-group analyses in the intervention arm showed that exercisers' perceptions of instructor motivationally adaptive strategies, psychological need satisfaction, and intentions to remain in the class increased over time. Similarly, instructors in the intervention arm reported being less controlling and experiencing more need satisfaction over time. These results offer initial promising evidence for the positive impact of the training. [ABSTRACT FROM AUTHOR]

Increasing emphasis on maintaining a healthy lifestyle has led many individuals to seek advice on exercise from personal trainers. There are few studies to date that evaluate personal trainer education, practice trends, and injuries they have seen while training clients. A survey was distributed to personal trainers using Survey Monkey® (Palo Alto, CA, USA) with 605 personal trainers accessing the survey. An exercise related bachelor's degree was held by 64.2% of survey participants and a certification in personal training by 89.0%. The most common personal trainer certifications were from American College of Sports Medicine (59.2%) and National Strength and Conditioning Association (28.9%). Only 2.9% of all personal trainers surveyed had no exercise-related bachelor's degree and no personal trainer certification. The most common injuries seen by personal trainers during sessions were lumbar muscle strain (10.7%), rotator cuff tear/tendonitis (8.9%), shin splints (8.1%), ankle sprain (7.5%), and cervical muscle strain (7.4%). There is variability in the practices between different personal trainers when analyzing differences in collegiate education, personal trainer certifications, and strength and conditioning certifications. The clinical implication of the differences in practices is unknown as to the impact on injuries or exercise prescription effectiveness. [ABSTRACT FROM AUTHOR]

The article focuses on the regulation of physical activity education for the health and safety of the public. Topics discussed include becoming a licensed Zumba instructor, the American College of Sports Medicine (ACSM) and American Council on Exercise (ACE). Information on the entry-level educational requirement for a fitness trainer as stated in the U.S. Department of Labor Bureau of Labor Statistics is offered.

The study is part of a master's degree dissertation that collected informations related to Physical Education graduation, and has an exploratory descriptive with quantitative origins. A questionnaire was used with the aim to figure out the value assigned to the relevant aspects of the performance of the respondents in gyms, as well as identify the disciplines of the Physical Education course which support the practical interventions of these professionals. After mapping all gyms in the city of Aracaju, Sergipe, they were classified as class 1, class 2 and class 3, according to the quantity of instructors and distributed on the four health administrative regions proportionally. It was found that the Physical Education course is not required to act in this specific market, although, almost all of them detach the importance of the degree to work on the specific area. The professional who works in health clubs and gyms will only have the proper space while graduated. Almost all of the respondents consider the scientific knowledge, the physical and esthetical appearance, the experience as a practitioner of bodybuilding and aerobic exercises, the good physical conditioning and knowing how to give right coordinates are all important as a professional of the area. The knowledge of biodynamic of movement (biochemistry, physiology, biomechanics, kinanthropometry, human anatomy, kinesiology) was considered by all of the respondents, as well as receive all the proper orientations by an experienced professional, internship in gyms and health clubs, being submitted into a physical evaluation and organize the training program. The population under study is judged ready to act and take responsibility for the development and implementation of the exercise program. The analyzed curriculum prioritize the dimensions of knowledge with characteristic disciplines of a graduation course. The graduation of the population studied does not match with the real condition of the market, so it would be important a greater commitment to organize the Physical Education course with the aim to intervene on the market of health clubs and gyms. [ABSTRACT FROM AUTHOR]

The article reports on research which was conducted to investigate the acquisition and development of fitness trainers' knowledge and discover how this is related to their practice as exercise professionals. Researchers conducted interviews with 11 fitness trainers. They found that fitness trainers learn in multiple and complex ways, many of which are informal and arise through the context of their everyday work.

The present study aims to identify in which area the graduates education and the bachelor's degree egress in physical education and sport in School of Physical Education and Sport at the University of São Paulo and also acted in which branches. 63 graduates participated formed before 2007 by a questionnaire sent by mail containing fifteen questions and clarifications about the response procedures. The results shown by a qualitative analysis, 84.13% of participants were working in the area and the vast majority working in the area of bachelor (79.36%). Eight of the professionals working in the area of only five graduate and worked exclusively in this area, other work exerted parallel. Professionals who were working in Physical Education and Sport, the branches appeared more professionals were related to personal trainer (39%), the so-called "technical" (32%) -- professor responsible for the technical and tactical teams -- coaches (21%) and manager/coordinator (17%), with fewer working in the field of bodybuilding (7.5%), the branches acting together recreation/fitness/gymnastics/ sports marketing and initiation (3.7 %), the branches of arbitration and physical evaluation (1.7%) and finally 15% total other branches. Among the "technical", the arrangements that stood out was swimming, soccer and basketball, appearing in 41.7%, 17.64 and 11.76% respectively. Have the other sports had 5.88% of "technicians" in each. It is important to note that professionals in general, have more of a profession and/or position. Data from the study also showed that avoidance of the area is small, where the largest concentration of jobs is the area's degree in physical education/ sport, the minority acts in the degree in physical education, and a small portion of the active area bachelor's degree in physical education/sport in conjunction with the area for a degree in physical education. [ABSTRACT FROM AUTHOR]

Background: A squat is one of the exercises commonly applied in sport, in school physical education classes, among amateurs practising recreational sport as well as in rehabilitation of children and elderly people. The role of the preventive effect of the correctly performed squat on the musculo-skeletal system is particularly highlighted, while threats posed by an incorrect performance of the exercise are simultaneously indicated. The aim of the work was to define the knowledge of students concerning the methodology of teaching the correct squat and to present methodological fundamentals in this field. Material/Methods: The research involved 412 students of physical education and of a special course for personal trainers. The diagnostic poll method with the use of two techniques, i.e. a questionnaire and knowledge test, was applied. The collected data were analysed statistically with the use of the Excel packet. Results: Over a half of the students examined in the test admit that they do not know what the correct squat looks like. The subjects also indicate the lack of knowledge concerning the methodology of teaching it. Over 86% of the respondents admit that during classes included in the studies curriculum they had no opportunity to observe the methodology of teaching the squat. Simultaneously, nearly 71% of the students indicate that an incorrect performance of this exercise may bring about negative effects in the musculo-skeletal system of a person practising sport. Conclusions: The knowledge of students concerning the methodology of teaching the correct squat is insufficient. [ABSTRACT FROM AUTHOR]