The AoFAQ Level 3 Diploma in Personal Training is aimed at Learners who wish to pursue a career in the health and fitness industry.
This Ofqual regulated (pending) qualification allows the learner to extend their knowledge and demonstrate their skills when working with individuals or groups in a Personal Training environment.
This qualification is eligible for funding.
Compliance and Regulatory Requirements
The AoFAQ Level 3 Diploma in Personal Training is a regulated qualification for learners wanting to pursue a career as a Personal Trainer.
This Ofqual regulated qualification allows the learner to extend their knowledge and demonstrate their skills when working with individuals or groups in a Personal Training environment.
Both qualifications are designed to meet the National Occupational Standards (NOS) and are Endorsed by PD Approvals.
In order to enrol on the AoFAQ Level 3 Diploma in Personal Training you will need to first complete the AoFAQ Level 2 Certificate in Fitness Instructing – Gym-based Activities.
The AoFAQ Level 3 Diploma in Personal Training is aimed at Learners who wish to pursue a career in the health and fitness industry.
This Ofqual regulated (pending) qualification allows the learner to extend their knowledge and demonstrate their skills when working with individuals or groups in a Personal Training environment.
Both qualifications are designed to meet the National Occupational Standards (NOS) and are Endorsed by PD Approvals.
Once qualified the Learner can apply for membership of the UK Register of Exercise Professionals (REPs).
The Qualification is structured to complement the EduFit online training program.
Unit 1 Principles of exercise, health and fitness
1. Understand the effects of exercise on the body
1.1 Describe cardiovascular and respiratory adaptations to endurance/aerobic training
1.2 Identify the short and long-term effects of exercise on blood pressure
1.3 Describe the “blood pooling” effect following physical activity
1.4 Describe the effects of exercise on bones and joints including the significance of weight-bearing exercise
1.5 Describe delayed onset of muscle soreness (DOMS)
1.6 Identify exercises or techniques likely to cause delayed onset of muscle soreness
1.7 Describe the short and long-term effects of different types of exercise on muscle
1.8 Identify different exercises that can improve posture
2. Understand the components of fitness
2.1 Define the components of health-related fitness
2.2 Define the components of skill-related fitness
2.3 Recognise the factors that affect health and skill-related fitness
3. Understand how to apply the principles and variables of fitness to an exercise programme
3.1 Describe the physiological implications of:
- progressive overload
- recovery time
Appendix A – Units
3.2 Explain the principles of FITT (Frequency, Intensity, Time and Type)
3.3 Describe the principles of a progressive training programme in developing components of fitness
3.4 Explain how to recognise when and how to regress a training programme
3.5 Explain the principles of adaptation, modification and progression for each component of FITT (Frequency, Intensity, Time and Type)
3.6 Recognise the effect of speed on alignment, intensity and posture
3.7 Understand the effect of levers, gravity and resistance on exercise
3.8 Describe the differences between programming exercise for physical fitness and for health benefits
4. Understand the exercise contraindications and key safety guidelines for special populations
4.1 Identify the exercise contraindications and key safety guidelines for working with older people (50 plus)
4.2 Describe the exercise contraindications and key safety guidelines for working with antenatal and postnatal clients
4.3 Recognise the exercise contraindications and key safety guidelines for working with young people (14-16)
4.4 Describe the key safety considerations for working with disabled people
5. Understand how to safely monitor exercise intensity
5.1 Describe the benefits and limitations of different methods of observing exercise intensity including:
- the talk test
- Rate of Perceived Exertion (RPE)
- heart rate monitoring and the use of different heart rate zones
6. Understand the health benefits of physical activity
6.1 Recognise the health benefits of physical activity
6.2 Explain the effect physical activity can have on the causes of certain diseases including:
- Coronary Heart Disease
- Some cancers
- Type 2 Diabetes
7. Understand the importance of healthy eating
7.1 Recognise and explain the national food model/guide
7.2 Describe key healthy eating advice that underpins a healthy diet
7.3 Explain the importance of adequate hydration
7.4 Identify and explain professional role boundaries in relation to offering nutritional advice
7.5 Describe the dietary role of the key nutrients
7.6 Recognise the common dietary sources of the key nutrients
7.7 Explain the energy balance equation
7.8 Explain the health risks of poor nutrition
Unit 2 L2 Anatomy and physiology for exercise
1. Understand the function and structure of the Skeletal System
1.1 Identify the function of the skeleton
1.2 Identify the structure of the skeleton
1.3 Explain the classification of bones (long, short, flat, sesamoid, irregular)
1.4 Explain the structure of long bone
2. Understand the function of joints in the skeletal system
2.1 Explain the stages of bone growth and the effects of exercise on bones and joints
2.2 Explain the role of tendons, ligaments and cartilage
2.3 Explain the acute and chronic effects of exercise on bones and joints
2.4 Explain the classification of joints
2.5 Explain the structure of synovial joints
2.6 Explain the types of synovial joints and their range of motion
2.7 Describe joint movement potential and joint actions
2.8 Recognise the life-course of the musculoskeletal system, including bone, and its implications for working with young participants, ante and postnatal women, disabled participants and older participants
3. Understand the how energy systems operate
3.1 Describe how carbohydrates, fats, and in extreme circumstances, proteins, produce energy
3.2 Explain the three types of energy systems including a basic understanding of their use in relation to aerobic and anaerobic exercises
3.3 Identify the by-products of the three energy systems and their significance in muscle fatigue
4. Understand the function of the muscular system
4.1 Identify the types, function and basic characteristics of muscle
4.2 Identify the structure of skeletal muscle
4.3 Recognise the name and location of muscles
4.4 Explain the structure and function of the pelvic floor muscles
4.5 Identify the principles of muscle action and the four main types of muscular contractions
4.6 Explain joint actions brought about by specific muscle group contractions
4.7 Describe the muscle fibre types and their characteristics
4.8 Define the delayed onset of muscle soreness (DOMS) and its likely causes
4.9 Explain the difference between short and long-term effects of different types of exercise on muscle
5. Understand the function of the nervous system
5.1 Identify the role and basic functions of the nervous system
5.2 Explain the principles of muscle contraction
5.3 Recognise motor unit recruitment in relation to strength/force of muscle contraction
5.4 Explain how exercise can enhance neuromuscular connections and improve motor fitness
6. Understand how the circulatory and respiratory system operate in relation to exercise
6.1 Recognise the location and function of the heart and lungs.
6.2 Identify the structure of the heart and how blood is moved through the four chambers of the heart
6.3 Identify the structure of the lungs, the mechanism of breathing (inspiration and expiration) and contraction and relaxation of the muscles involved
6.4 Explain the passage of air through nasal passages, pharynx, larynx, trachea, bronchi, bronchioles, alveoli and capillaries
6.5 Describe gaseous exchange of oxygen and carbon dioxide in the lungs
6.6 Explain relative composition of oxygen and carbon dioxide gases in inhaled and exhaled air and the relationship to aerobic respiration.
6.7 Explain how systemic and pulmonary circulation include structure and functions of the arteries, veins and capillaries and how they link to the heart, lungs and muscles
6.8 Explain the short and long-term effects of exercise on blood pressure (including blood pressure classifications)
6.9 Describe venous return and the implications of “blood pooling” on the exercise session
6.10 Identify different methods of monitoring exercise intensity to include benefits and limitations
6.11 Explain the cardiovascular and respiratory adaptations to endurance/aerobic training
6.12 Describe exercise implications of the key cardiovascular and respiratory differences between special population groups including children/young people, ante/postnatal and older adults
Unit 3 Assist participants to develop and maintain the motivation to adhere to exercise and physical activity
1. Understand reasons for exercising and goal setting
1.1 Explain why you need to clearly define your role and responsibilities with participants.
1.2 Describe how to present a positive image of yourself and your organisation to participants.
1.3 Describe the methods of analysing participants’ lifestyles.
1.4 Explain the methods of recording information in a way that will help with analysing it.
1.5 Explain the communication skills used to engage participants.
1.6 Recognise the ways of maintaining confidentiality.
1.7 Recognise the ways of identifying participants’ goals.
1.8 Recognise the ways of identifying barriers to participation to physical activity.
1.9 Explain the procedures for identifying the participants’ reasons for taking part in regular exercise and physical activity.
1.10 Identify the types of exercise preferences that different participants may have.
1.11 Explain the health benefits of regular exercise and physical activity.
1.12 Explain the amount of exercise and physical activity required to achieve health benefits.
1.13 Identify where to find information on social and psychological support for inactive individuals.
2. Understand the impact of barriers to exercise and how to overcome them
2.1 Identify how to support participants to minimise and overcome barriers to participation.
2.2 Recognise how to use teaching and motivational styles that match individual participants’ needs.
2.3 Identify incentives and rewards for the participants taking part in regular exercise and physical activity.
2.4 Recognise how to help the participants identify, develop and use their own motivational strategies.
2.5 Identify how to encourage and support the participants to build on opportunities, preferences and rewards.
3. Understand the importance of customer care in relation to fitness instructing
3.1 Identify how to monitor the participants’ adherence to exercise and physical activity.
3.2 Explain how to consult other professionals if participants’ needs and expectations are outside your level of competence.
3.3 Describe how to provide participants with information and advice.
3.4 Recognise how to handle participants’ queries and complaints following legal and organisational procedures.
4. Understand how to support clients in relation to fitness instructing
4.1 Explain ways of providing support to participants.
4.2 Describe how to monitor participants’ adherence to exercise and physical activity.
4.3 Identify when to consult other professionals if participants’ needs and expectations go outside your level of competence.
4.4 Explain the techniques used to assist participants to adapt and refine their adherence to exercise and physical activity.
4.5 Describe the techniques of handling participants’ queries and complaints following legal and organisational procedures.
4.6 Recognise the importance of reflection and continuing professional development in helping you to develop participant fitness and motivation.
4.7 Explain the importance of registration systems and continuing professional development requirements.
4.8 Describe employment opportunities in different sectors of the industry.
5. Be able to develop effective relationships with participants
5.1 Recognise the structure of and roles within the fitness industry.
5.2 Identify the role of the fitness professional in the industry.
5.3 Define your own role and responsibilities with participants.
5.4 Describe industry organisations and their relevance to the fitness professional.
5.5 Demonstrate how to record information about participants.
5.6 Explain how to maintain confidentiality requirements, following legal and organisational procedures.
5.7 Identify the participants’ goals for taking part in regular exercise and physical activity.
5.8 Identify the participants’ reasons for taking part in regular exercise and physical activity.
5.9 Identify potential barriers to participation to taking part in regular exercise and physical activity.
5.10 Recognise how to inform participants about opportunities for regular exercise and physical activity in relation to their needs, abilities and preferences.
5.11 Describe how to ensure participants are given information about the benefits of taking part in regular exercise and physical activity.
5.12 Identify how to provide the participants with information about the recommended amount of exercise and physical activity.
5.13 Explain how to ensure equal opportunities are reflected during the exercise session and diversity is respected.
6. Understand how to develop and maintain motivational strategies
6.1 Explain the ways of minimising and overcoming barriers to participation.
6.2 Describe the ways of identifying potential opportunities for exercise and physical activity.
6.3 Explain the range of different opportunities for exercise and physical activity.
6.4 Explain the difference between advising on exercise participation and lifestyle physical activity.
6.5 Describe how to motivate participants to take part in exercise.
6.6 Explain the needs of the participants including reasons for and barriers to participation in the appropriate session.
6.7 Explain the techniques of working with participants to build on opportunities, preferences, rewards and incentives to taking part in exercise and physical activity.
6.8 Describe the procedures of identifying and developing motivational strategies for participants.
6.9 Recognise teaching and motivational styles that match individual needs.
Unit 4 Health, safety and welfare promotion in active leisure and recreation
1. Understand the need to control risks
1.1 Access health and safety information.
1.2 Recognise and follow health and safety requirements.
1.3 Assess and control risks using legal and organisational procedures.
2. Understand how to safeguard and protect participants
2.1 Identify the legal and organisational procedures for your job and area of work.
2.2 Identify and follow procedures for safeguarding and protecting.
2.3 Identify and follow procedures for protecting yourself from potential accusations
3. Be able to identify injury and signs of illness
3.1 Identify and follow legal and organisational procedures for accident and illness reporting.
4. Understand emergency procedures in relation to fitness instructing
4.1 Explain how to maintain the safety of the participants involved.
4.2 Recognise and follow legal and organisational procedures for reporting an emergency.
5. Understand how to control risks in the sport and activity environment
5.1 Identify and explain up-to-date health and safety information.
5.2 Recognise why health, safety and welfare are important in a sport and activity environment.
5.3 Identify who is responsible for health and safety in the workplace.
5.4 Identify your organisation’s security procedures.
5.5 Identify the procedures for reporting health and safety incidents.
5.6 Explain the manufacturers’ guidelines and instructions for the use of facilities and equipment.
5.7 Distinguish the health, safety and welfare requirements for a physical activity environment.
5.8 Identify any new risks during a session and take action to control these in line with national guidelines.
5.9 Describe the requirements for health, safety and welfare that are relevant to your work.
6. Understand how to safeguard and protect participants 2
6.1 Describe the health and safety requirements for safeguarding and protecting participants.
6.2 Identify the methods of assessing and controlling risks using legal and organisational procedures.
6.3 Recognise and explain the policies and procedures for their job role and area of work.
6.4 Recognise and explain procedures for safeguarding and protecting participants and why they should adhere to these at all times.
6.5 Describe the values or codes of practice relevant to the work they are carrying out and their importance.
7. Understand how to deal with injury and signs of illness
7.1 Recognise the procedures for protecting themselves from potential accusations.
7.2 Describe accident reporting procedures.
8. Understand emergency procedures in relation to fitness instructing 2
8.1 Describe how to carry out their role whilst following emergency procedures.
8.2 Explain how to maintain the safety of the participants involved in an emergency.
8.3 Identify the legal and organisational procedures for reporting an emergency.
9. Be able to identify the benefits and risks of activity and inactivity
9.1 Describe the general benefits of physical activity.
9.2 Recognise the key health implications of inactivity, such as obesity, increased incidence of certain diseases.
10. Understand Duty Of Care in relation to fitness instructing
10.1 Explain what is meant by duty of care
10.2 Explain what would be viewed as breaches in duty of care
10.3 Recognise that a negligent act is an unintentional but careless act which results in loss
10.4 Explain that duty of care is said to be greater when working with vulnerable adults
10.5 Recognise that they are required to inform clients that they do not have the specialised qualification and training in the adaptation of exercise for special populations and only possess basic knowledge
10.6 Identify why a client should be given a choice to stay in the session and follow the basic recommended guidelines and/or seek further guidance from an appropriate special populations qualified instructor
10.7 Identify that they should endeavour to obtain the relevant qualification/s if they are working frequently with special population clients
10.8 Recognise that insurance policies on site cover their instruction, however brief, of special population clients
10.9 Describe how to give guidance to encourage special population participants to follow the key safety guidelines
11. Understand safety guidelines and the exercise requirements of antenatal and postnatal women
11.1 Explain why in most cases exercise is safe for both mother and baby.
11.2 Demonstrate knowledge as to why women who have not exercised prior to pregnancy should begin with short, continuous, low-moderate intensity aerobic activity
11.3 Explain why pregnant women should maintain adequate hydration during exercise, avoid exercising in very hot or humid conditions, consume adequate calories, and restrict exercise sessions to no longer than 45 minutes
11.4 Explain why the heart rate should not be used to monitor exercise intensity during pregnancy
11.5 Identify what types of exercise pregnant women should avoid
11.6 Identify what symptoms would indicate when a pregnant woman should stop exercising immediately.
11.7 Identify why hormonal and postural changes make pregnant women vulnerable to injury
11.8 Explain high intensity or impact exercise in pregnancy and post birth carries the risk of long-term pelvic floor muscle support and control dysfunction
11.9 Identify certain conditions that may elevate risk during the first week’s post birth.
11.10 Identify the physiological and postural changes of pregnancy that may elevate risk persist post birth for several months injury and long-term physical health problems
11.11 Explain why ideally, post birth, women should be encouraged to re-educate posture, joint alignment, muscle imbalances, stability, motor skills, transversus abdominis muscle recruitment and pelvic floor muscle function before progressing to more vigorous exercise
11.12 Identify ‘Sit up’, ‘crunch’ or ‘oblique cross-over’ type exercises are not an appropriate choice for abdominal muscle re-education post birth*
11.13 Identify why women in the child-bearing period are prone to neck and shoulder pain
11.14 Recognise why a woman should be referred to a health professional if she is experiencing any abnormal symptoms
11.15 Explain why babies should not be used as resistance or a weight for exercise and should be excluded from the exercise area
11.16 Explain why instructors should be aware that women in the childbearing period are vulnerable to injury, nausea, dizziness and fainting.
11.17 Describe contra-indications and key safety guidelines for working with ante and postnatal participants
12. Understand safety guidelines and the exercise requirements of older people
12.1 Understand when the aging process starts to occur which would highlight an adaptation of exercise needs to be considered
12.2 Explain that highly trained individuals in the 50+ age range are a very small and elite group.
12.3 Identify why Ageing is not a disease.
12.4 Identify why Functional status at any age depends on more than just a person’s age
12.6 Recognise that activity levels remain low or decrease with age
12.7 Identify the losses in each of the body systems from the age of 40
12.8 Identify reasons to be safe to reduce/minimise the risk of adverse, age-related cardiovascular and articular system events
12.9 Describe contra-indications and key safety guidelines for working with older participants.
13. Understand safety guidelines and the exercise requirements of disabled people
13.1 Explain what psychological, physical or social barriers disabled people may experience
13.2 Identify the benefits that regular and planned physical activity in a safe and supportive environment may have for disabled clients
13.3 Describe the legal and ethical requirements when a disabled client participates in gym-based exercise
13.4 Explain the importance of an Inclusive Fitness Initiative
14. Understand safety guidelines and the exercise requirements of young people
14.1 Describe fully the physiological and psychological implications of working with adolescents
14.2 Explain the benefits of gym-based exercise to a child’s overall growth and development.
14.3 Explain why adolescence is characterised by dramatic physical, cognitive, social and emotional changes that can significantly affect mental and physical activity behaviours
14.4 Identify the possible impact of exercise participation on the adolescent both now and in the future
14.5 Identify Physiological safety considerations
14.6 Demonstrate Psychological safety considerations
14.7 Identify Guidelines for cardiovascular training in adolescents
14.8 Demonstrate Guidelines for strength training in adolescents
14.9 Recognise which legal organisations help and support training with children and young people
14.10 Identify Guidelines for flexibility training in adolescents
15. Understand how to safeguard children and vulnerable adults
15.1 Recognise the importance of safeguarding the welfare of children and vulnerable adults
15.2 Recognise the responsibilities and limitations of a fitness instructor and the importance of demonstrating safeguarding behaviour at all times
15.3 Recognise the indicators of physical abuse, emotional abuse, sexual abuse, bullying and neglect.
15.4 Explain a fitness organisation’s policies and procedures in relation to safeguarding
15.5 Explain the procedure to follow to protect oneself from accusations of abuse
15.6 Recognise the statutory agencies responsible for safeguard children and vulnerable adults
15.7 Recognise the responsibility of a fitness instructor in relation to risks/instances of abuse
Unit 5 Plan and prepare gym-based exercise
1. Understand the relevance of gym inductions
1.1 Demonstrate an ability to collect information to plan gymbased exercise in accordance with legal and organisational procedures
1.2 Identify the information implications for gym-based exercise
1.3 Demonstrate an ability to refer any participants whose needs cannot be met by you to other professionals
1.4 Explain how you maintain legal and organisational procedures relating to confidentiality
2. Be able to plan gym based exercise 1
2.1 Explain how to conduct gym-based exercise programme that will help participants achieve their objectives
2.2 Describe how to agree objectives with participants ensuring that their needs can be met
2.3 Identify any hazards and assess the risk these hazards present
2.4 Demonstrate a capability of seeking advice from other professionals to assist with issues that are outside their area of competence.
2.5 Demonstrate they can record their plans in accordance with legal and organisational procedures.
3. Be able to plan gym based exercise 2
3.1 Identify and select safe the correct equipment for the programme
3.2 Demonstrate they can lift and handle the equipment in a way that prevents injury
3.3 Recognise whether there is sufficient space for safe exercise performance
3.4 Recognise and follow legal and organisational procedures for checking equipment and deal with any items that are deemed unsafe
3.5 Explain how to leave the environment in a condition acceptable for future use by yourself and others
3.6 Demonstrate that they are able to refer any health, safety or welfare issues in accordance with legal and organisational procedures.
4. Be able to plan gym based exercise 3
4.1 Explain the importance of careful and thorough planning and preparation for sessions
4.2 Recognise how to agree objectives with participants that meet their needs; and that are within the boundaries of your occupational descriptors
4.3 Explain ways of planning and agreeing with participants a safe and effective programme of gym-based exercise that will help them achieve their objectives
4.4 Identify any hazards and assess the risk of these hazards causing harm
4.5 Explain when and how to access advice from other professionals when dealing with objectives, exercises or hazards outside your area of competence
4.6 Describe the methods of recording your plans in accordance with legal and organisational procedures
5. Be able to explain the importance of and conduct warm up, mobility and cool down activities
5.1 Explain the purpose and value of warm-up and cool- down
5.2 Describe how to conduct warm up and cool down activities that meet legal and organisational procedures
5.3 Explain how to use safe and effective warm-up and cooldown activities specific to the session
5.4 Identify how to provide explanations and demonstrations to the participants
5.5 Demonstrate how to check a participants’ understanding of instructions and give them the opportunity to ask questions
5.6 Explain how to monitor the intensity and technique of the exercise selected
5.7 Describe how to ensure that the participants are safe during the gym-based exercise.
5.8 Demonstrate exercises that are safe and appropriate for participants, including alternatives to potentially harmful exercises
5.9 Recognise how to provide participants with the necessary instruction and motivational strategies to continue to carry out the programme without your direct supervision
5.10 Describe how to adhere to the planned timings for the exercise
5.11 Explain how to ensure that the participants have details about future activities
6. Understand how to collect and analyse information
6.1 Identify the information required to support the planning of gym-based exercise
6.2 Recognise the methods of analysing and presenting information
6.3 Analyse information and apply the implications to gym-based exercise planning and preparation
6.4 Explain when and where to refer any participants whose needs you cannot be met by you
6.5 Recognise legal and organisational procedures relating to confidentiality
7. Understand the importance of core stability in relation to physical activity
7.1 Explain posture in relation to physical activity
7.2 Describe appropriate core stabilisation exercise activities and the importance of progressive core stabilisation exercises
7.3 Explain the reasons and procedures for referring on to an appropriate professional
8. Understand the role of suspension training, spotting, foam rolling and kettlebells in gym-based exercise
8.1 Identify the specific equipment available to implement the session successfully
8.2 Explain how to plan the use of a range of cardiovascular and resistance machines, free weights – barbells, dumbbells, collars, benches, protective floor – mats
8.3 Recognise the ways of identifying and selecting safe and correct equipment for the programme
8.4 Identify the techniques and methods required to lift and handle equipment in a way that prevents injury
8.5 Explain why they should ensure there is sufficient space for safe exercise performance
8.6 Recognise the correct procedures for checking equipment and dealing with any items that are unsafe
8.7 Recognise why they should leave the environment in a condition acceptable for future use by yourself and others
8.8 Explain who to refer any health, safety or welfare issues to in accordance with legal and organisational procedures
Unit 6 Instruct and supervise gym-based exercise
1. Understand how to prepare participants for exercise
1.1 Explain the importance of fitness advice and how to offer it in gym based physical activity
1.2 Describe how to ensure the environment and equipment are prepared for the agreed programme
1.3 Explain how to carry out the verbal screening process and collect any new information relating to the participants’ readiness for exercise
1.4 Demonstrate you can confirm or revise the agreed programme based on any new information received from the participants
1.5 Demonstrate how to discuss the programme agreed with participants and describe the physical and technical demands to them
1.6 Explain how to advise participants of the facility’s emergency procedures
2. Understand how to prepare participants for exercise 2
2.1 Recognise the equipment required for the agreed session and how to prepare the environment
2.2 Explain why you should meet the participants punctually and make them feel welcome
2.3 Describe the ways of carrying out the verbal screening process and collecting any new information relating to the participants’ readiness to exercise
2.4 Explain why participants need to understand the purpose and value of warm-up and cool- down
2.5 Explain when to confirm and revise the agreed programme based on any new information received
2.6 Describe the physical and technical demands of the agreed programme
2.7 Recognise the facility’s emergency procedures
2.8 Identify the legal and organisational procedures for the delivery of gym-based exercise
3. Understand how to instruct gym based exercise
3.1 Explain the purpose and value of the warm up and cool down activities
3.2 Recognise safe and effective warm up and cool down activities for gym-based exercise
3.3 Describe ways of providing explanations and demonstrations that relate to the participants’ needs and level of experience
3.4 Explain the purpose of exercises, how to break exercise/movements down to their component parts
3.5 Recognise why you should check the participants’ understanding of instructions and give them the opportunity to ask questions
3.6 Identify the methods for monitoring the intensity and technique of the exercises selected
3.7 Explain how to ensure that participants carry out exercises in a safe and effective manner
3.8 Describe a range of alternative exercises for adaptation including progressions and regressions as appropriate
3.9 Recognise how to develop participant co-ordination by building exercises/movements up gradually
3.10 Explain the importance/methods of voice projection; effective use of volume and pitch of voice, with and without a microphone
3.11 Describe the different types of instructing and teaching methods and how they can be used to meet different participants’ needs
3.12 Explain the type of encouragement and details participants need to allow them to continue to carry out the programme without direct supervision
3.13 Explain why they should keep to planned timings
3.14 Recognise where to access information on future activities planned
4. Understand how to supervise gym-based exercise
4.1 Recognise how to use observational techniques that will assist with monitoring the safety and effectiveness of the gymbased exercise for all participants
4.2 Describe how to encourage and support participants to take responsibility for their own fitness
4.3 Explain how to review participants’ performance and provide progressions and regressions in response to their needs
4.4 Recognise how to provide participants opportunities to ask questions
4.5 Recognise how to refer participants to other professionals when their needs are outside your level of competence
5. Understand how to supervise gym-based exercise 2
5.1 Recognise observation techniques that will assist with monitoring the safety and effectiveness of the gym-based exercise
5.2 Describe ways of encouraging and supporting participants to take responsibility for their own fitness
5.3 Identify ways reviewing participants’ performance and when to provide suitable progressions and regressions in response to their needs
5.4 Recognise why they should provide participants with the opportunity to ask questions
5.5 Describe how to assess if a participant has needs outside their level of competence and how to refer to another professional
6. Be able to close a gym-based sessions
6.1 Recognise the need to allow time to end the session according to the participants’ level of experience
6.2 Identify how to end the session using cool down activities that meet the needs of the participant
6.3 Explain why participants should have the opportunity to reflect on the session and provide feedback
6.4 Recognise the need to provide participants a summary of your feedback on the session
6.5 Identify, from the feedback provided, how well your instructing style matched participants’ need
6.6 Identify, from the feedback provided, ways in which you can improve future practice
6.7 Describe how to agree an action plan relating to future sessions with participants
6.8 Identify how well you managed the participants’ exercise with regard to their health, safety and welfare
6.9 Recognise the need to leave the environment in a condition acceptable for future use
6.10 Describe how to make suggestions for improving health and safety to the relevant person
7. Understand professional development in relation to instructing and supervising gym-based activities
7.1 Explain your ideas with other professionals and take into account their views
7.2 Evaluate how well you worked and interacted with other professionals
7.3 Evaluate your own professional practice according to legal and organisational procedures
7.4 Develop a personal action plan that will help you improve your professional practice
7.5 Demonstrate Continuing Professional Development in gymbased exercise
8. Understand professional development in relation to instructing and supervising gym-based activities 2
8.1 Explain the benefits of discussing their professional practice with others taking into account their views
8.2 Describe how to analyse how well they work and interact with others
8.3 Explain why they should review their professional practice on a regular basis
8.4 Describe methods and sources of information to keep up-todate with developments in gym-based exercises
8.5 Explain how to develop a personal action plan
8.6 Explain how to locate and identify endorsed Continuing Professional Development activities and incorporate these in your personal action plan
9. Understand how to close and reflect upon a gym-based session
9.1 Explain the purpose for allowing sufficient time to end the session according to the participants’ level of experience
9.2 Describe different methods for gathering feedback from participants and others
9.3 Recognise ways of providing participants with a summary of your feedback on the session
9.4 Explain the importance of giving participants the opportunity to reflect on the session and provide feedback
9.5 Explain how reflection and feedback from participants and others can improve future practice
9.6 Explain how to ensure motivational strategies are effective with the participants and how these can be used to inform future gym-based exercise
9.7 Recognise the ways of agreeing an action plan relating to future sessions with participants
9.8 Describe how to recognise and control health, safety and welfare issues when managing participants’ gym-based exercise
9.9 Explain the importance of leaving the environment in a condition acceptable for future use by yourself or others
Unit 7 L3 Anatomy and physiology for exercise
1. Understand the function and structure of the Skeletal System 2
1.1 Explain the axial and appendicular skeleton
1.2 Describe the muscular system
1.3 Identify the structure of muscle fibres, including myofibrils, sarcomere, actin, myosin and troponin
1.4 Explain the Sliding filament theory
1.5 Describe the effects of exercise on muscle fibre type
1.6 Explain the anatomical axis and planes with regard to joint actions and different exercises
1.7 Explain the application of joint actions brought about by specific muscle group contractions to programme design/different exercises
1.8 Explain joints/joint structure with regard to range of motion/movement and injury risk
1.9 Describe the joint movement potential and joint actions
1.10 Explain the structure of the pelvic girdle and associated muscles and ligaments
2. Understand the function of the Muscular System 2
2.1 Identify the muscles associated with stabilisation and mobilisation
2.2 Identify the ligaments and muscles of the spine
2.3 Explain the procedures/methods used to identify postural deviations
2.4 Recognise the systems contributing to stabilisation and potential reasons for dysfunction of these systems
2.5 Explain how muscle role changes/imbalances associate with incorrect stabilisation
2.6 Explain the relationship between centre of gravity excursions and adiposity on posture deviation
2.7 Recgonise the range of medical conditions associated with dysfunctional stabilisation, the impact of core stabilisation exercise and the potential for injury/aggravation of problems
2.8 Identify the reasons and procedures for referring on to an appropriate professional
2.9 Explain the principles and techniques of flexibility training
3. Understand the function of the Cardiovascular System 2
3.1 Identify how blood moves through the four chambers of the heart and the purpose of the valves
3.2 Explain coronary circulation
3.3 Understand the effect of disease processes on the structure and function of blood vessels
3.4 Identify the short and long-term effects of exercise on blood pressure, including the valsalva effect
3.5 Explain the cardiovascular benefits and risks of endurance/aerobic training
3.6 Recognise how to highlight the blood pressure classifications and associated health risks
4. Understand how Energy Systems operate 2
4.1 Identify the contribution of energy according to the duration, type and intensity of exercise/activity being performed
4.2 Recognise the by-products of the three energy systems and their significance in muscle fatigue
4.3 Explain the effect of endurance training/advanced training methods on the use of fuel for exercise
5. Understand the function of the Nervous System 2
5.1 Identify the specific role of the central nervous system (CNS) and Peripheral Nervous System (PNS)
5.2 Explain the nervous control and transmission of a nervous impulse
5.3 Explain the structure and function of a neuron or nerve cell
5.4 Identify the process of motor unit recruitment and the significance of a motor unit’s size and number of muscle fibres
5.5 Define the function of muscle proprioceptors and the stretch reflex
5.6 Explain reciprocal inhibition and its relevance to exercise
5.7 Explain the neuromuscular adaptations associated with exercise/training
5.8 Explain the benefits of improved neuromuscular coordination/efficiency to exercise performance
6. Understand the function of the Endocrine System
6.1 Identify the functions of the endocrine system
6.2 Identify the major glands in the endocrine system
6.3 Explain the function of hormones
Unit 8 Apply the principles of nutrition to support participant goals as part of an exercise and physical activity programme
1. Understand Nutrition and Health Guidelines
1.1 Recognise the current healthy eating guidelines
1.2 Describe dietary modifications in relation to current healthy eating guidelines
1.3 Access and interpret reliable sources of nutritional information
1.4 Identify and agree nutritional goals
1.5 Explain how to help participants to understand agreed dietary changes
1.6 Describe how to support participants to translate nutritional goals into basic healthy eating advice Using various methods
1.7 Explain how to set behavioural change strategies and motivational techniques to support adherence to a nutritional programme
1.8 Demonstrate how to develop strategies for dealing with relapse
1.9 Identify when a review of a participants’ performance is required
1.10 Describe how to monitor adherence
1.11 Explain how to make adjustments to participants’ dietary habits
1.12 Explain how to link nutritional practices to other programme components
2. Understand nutrition in relation to exercise
2.1 Identify how to compare participants’ diets to those of current healthy eating guidelines
2.2 Explain how to agree dietary modifications in relation to current healthy eating guidelines
2.3 Access and utilise credible sources of information and advice
2.4 Explain how to support participants to agree nutritional goals
2.5 Demonstrate participants understand agreed dietary changes
2.6 Recognise the need to regularly review participants’ progress towards their nutritional goals
2.7 Explain how to monitor adherence to agreed dietary changes
2.8 Explain how to agree necessary adjustments to participants’ dietary habits
2.9 Explain how to ensure dietary recommendations are conducive to all program components
3. Understand healthy eating in relation to an exercise and physical activity programme
3.1 Describe the dietary role of the key macro/micro nutrients
3.2 Recognise the importance of hydration
3.3 Identify the common dietary sources of the key nutrients
3.4 Explain the energy balance equation
3.5 Explain the health risks of poor nutrition
3.6 Describe the circumstances in which a client should be referred to visit their GP or another professional
4. Be able to analyse information and set nutritional goals
4.1 Recognise how to obtain informed consent before collecting dietary information from participants
4.2 Explain how to collect and record the nutritional information you need from participants
4.3 Identify the limitations of different methods of collecting nutritional information
4.4 Analyse participants’ nutritional information relative to their goals
4.5 Identify when participants need referral to other professionals
4.6 Recognise how to agree with participants their nutritional needs
4.7 Recognise how to agree with participants their readiness to make dietary modifications
4.8 Recognise how to agree SMART nutritional goals with participants
4.9 Develop strategies to overcome barriers to achieving the participants’ nutritional goals
4.10 Demonstrate how to record the agreed goals in an accessible format
4.11 Identify strategies to prevent non-compliance or relapse
4.12 Identify and agree review points with the participants
5. Be able to analyse information and setting nutritional goals 2
5.1 Explain the reasons for obtaining participants’ informed consent before you begin collecting dietary information
5.2 Explain the need to collect dietary information using different methods
5.3 Identify the limitations of methods for collecting dietary information
5.4 Explain how to assess dietary information relative to participants’ goals
5.5 Demonstrate and identify when to refer to other nutritional professionals and professional bodies
5.6 Explain the correct way of agreeing nutritional needs with participants
5.7 Demonstrate the significance of agreeing participants’ readiness to make dietary modifications
5.8 Explain how to set SMART nutritional goals
5.9 Describe how to assist participants in overcoming potential or perceived barriers
5.10 Demonstrate how to record dietary goals
5.11 Explain how to apply evidenced behaviour change strategies and motivational techniques to prevent noncompliance or relapse
5.12 Demonstrate to develop a review schedule
6. Understand how to maintain long-term adherence strategies
6.1 Identify participants’ goals for taking part in regular, long term exercise and physical activity
6.2 Identify participants’ readiness to change behaviour
6.3 Demonstrate that they can analyse participants’ lifestyle
6.4 Identify opportunities for exercise and physical activity
6.5 Explain how to help the client understand how physical activity impacts on the causes of certain diseases
6.6 Identify potential barriers to participation
6.7 Identify participants’ preferences for exercise and physical activity
6.8 Identify incentives and rewards for the participants taking part in regular, long term exercise and physical activity
6.9 Explain how to assist participants to develop a long-term strategy to adhere to exercise and physical activity
6.10 Describe how to encourage participants to build on opportunities, preferences and incentives
6.11 Describe how to assist participants to minimise and overcome barriers to participation
6.12 Explain how to monitor participants’ adherence to exercise and physical activity
6.13 Explain how to provide support to participants to achieve long-term behaviour change in line with their goals
6.14 Explain how to develop motivational strategies to assist participants with their goals
6.15 Explain how to assist participants in adapting and refining their adherence strategy
7. Be able to evaluate physical activity programmes and liaise with participants
7.1 Evaluate information regarding progress towards desired objectives
7.2 Evaluate information regarding adaptations to the programme
7.3 Evaluate information regarding participants’ adherence to the programme
7.4 Identify how to collect structured feedback from participants
7.5 Analyse available information and feedback
7.6 Evaluate the effectiveness of the programme delivered
7.7 Evaluate the programme and its outcomes with participants, taking account of their views
8. Be able to liaise and evaluate activity programmes and liaise with participants 2
8.1 Identify the relative success of each programme component
8.2 Identify how programme components could be improved
8.3 Demonstrate how to share their conclusions with others, taking account of their feedback
8.4 Explain how to undertake further research and development to improve programme components
8.5 Describe how to make recommendations for improved future practice
8.6 Explain how to review their own professional practice according to legal and organisational procedures
8.7 Demonstrate an ability to maintain Continuing Professional Development in exercise and physical activity programmes
9. Be able to liaise and evaluate physical activity programmes and liaise with participants 3
9.1 Define the methods of evaluating progressive physical activity programmes
9.2 Recognise the information that is needed to evaluate physical activity programmes
9.3 Describe how to evaluate the participants’ progress and adherence towards goals
9.4 Explain how to measure the effectiveness of adaptations to the programme
9.5 Explain the methods of obtaining structured feedback from participants
9.6 Describe how to analyse information and draw conclusions about the effectiveness of the programme
9.7 Explain why preliminary conclusions would be discussed with the participants
10. Understand how to improve professional practice and career opportunities.
10.1 Explain why continuous improvement is important for exercise and fitness professionals
10.2 Explain the ways of determining the relative success of each programme component
10.3 Recognise how to prioritise which programme components to work on
10.4 Explain why you should share your conclusions with others
10.5 Identify where to source information to improve programme components
10.6 Explain how to make recommendations for enhanced future practice
10.7 Demonstrate knowledge of developing a personal action plan
10.8 Demonstrate how to locate and identify endorsed Continuing Professional Development activities and incorporate these in your personal action plan
Unit 9 Design, manage and adapt a personal training programme with participants
1. Be able to carry out consultations and action planning
1.1 Analyse information collected
1.2 Identify the needs of participants
1.3 Explain how to work with participants to agree goals
1.4 Explain how to create SMART targets for their client
1.5 Demonstrate the ability to record the agreed goals in an accessible format
2. Be able to carry out lifestyle analysis
2.1 Recognise the principles of behavioural psychology
2.2 Describe the models of behaviour change
2.3 Explain how to identify participants’ goals
2.4 Explain how to assess the participants’ readiness to change their exercise related behaviour
2.5 Identify methods of analysing participants’ lifestyles
2.6 Identify potential opportunities for exercise and physical activity
2.7 Explain the types of barriers to participation commonly encountered when undertaking regular, long term exercise and physical activity
2.8 Identify which exercises and physical activity preferences each participants prefer
2.9 Recognise the types of incentives and rewards that may be used
2.10 Explain how to support participants to develop their own adherence to motivational strategies
2.11 Identify the methods of working with participants to build on opportunities, preferences and incentives
2.12 Explain how to monitor participants’ adherence to regular, long term exercise and physical activity
2.13 Describe the required communication skills needed to assist participants with motivational strategies to overcome barriers to participation
2.14 Describe the techniques to assist participants to adapt and refine their adherence to regular, long term exercise and physical activity
2.15 Describe the professional code of ethical conduct ensuring equal opportunities are reflected during the exercise session and diversity is respected
2.16 Explain the difference between advising on exercise participation and lifestyle physical activity
3. Be able to collect and record information
3.1 Demonstrate how to collect information about participants
3.2 Demonstrate how to record the information accurately
3.3 Demonstrate how to refer participants to other professionals when required
3.4 Explain how to maintain confidential information, following legal and organisational procedures
4. Be able to collect and recording information 2
4.1 Describe the methods of collecting information about participants
4.2 Recognise the information they need to plan personal training programmes
4.3 Describe the different formats for recording information
4.4 Recognise when they should refer participants to other professionals
4.5 Explain the ethical implications of collecting information about participants, following legal and organisational procedures
5. Understand how to programme Personal Training Sessions
5.1 Develop a personal training programme that is consistent with the participants’ ability and level of fitness
5.2 Explain how to apply the principles of training to help participants’ goals
5.3 Describe how to plan an effective personal training programme that is consistent with current guidelines
5.4 Explain the need to include exercises and or physical activities that are consistent with accepted safe practice
5.5 Explain the demands of the programme to participants
5.6 Demonstrate how to plan a progressive timetable of sessions with participants
5.7 Recognise how to agree programme content with participants
5.8 Recognise how to agree programme evaluation methods with participants
5.9 Recognise how to agree regular review dates with participants
5.10 Identify the resources needed for the personal training programme
5.11 Explain how to ensure the environment is prepared for participants to effectively exercise
5.12 Describe how to provide alternatives, record and plan contingencies to the programmed exercises and or physical activities if participants cannot take part as planned
5.13 Describes methods for maintaining contact with participants between sessions
6. Understand how to plan, prepare and manage a personal training programme
6.1 Recognise the factors to take into account when planning programmes
6.2 Explain how to apply the principles of training to help participants’ goals
6.3 Describe the guidelines on safe and effective programme design
6.4 Describe the exercises and or activities that are consistent with accepted safe practice
6.5 Explain why it is important to explain and agree the programme to participants
6.6 Demonstrate how they know how to design a progressive timetable of sessions with participants
6.7 Explain the significance of establishing regular review dates with the participants
6.8 Identify the resources that will help participants to participate in the programme
6.9 Recognise the alternatives that can be used if participants cannot take part as planned
6.10 Explain how to record the programme in accordance with legal and organisational procedures
6.11 Describe how to maintain confidentiality, following legal and organisational procedures
7. Understand how to analyse information and agree goals
7.1 Describe to analyse and interpret collected information to identify the needs of participants
7.2 Describe how to match goals with participants’ needs
7.3 Describe ways of making participants’ goals SMART
7.4 Explain how to record programme goals
8. Understand how to analyse information and agreeing goals 2
8.1 Explain how to monitor and review participants’ progress
8.2 Explain the purpose of review of the process
8.3 Describe why it is important to encourage participants to give their views on progress
8.4 Describe evaluation methods
8.5 Describe the skills involved in providing positive and timely feedback to participants
8.6 Identify why it is important to agree review outcomes with participants
8.7 Describe how to review a personal training programme
9. Be able to adapt a personal training programme
9.1 Identify goals that need to be redefined
9.2 Identify programme variables that need to be adapted
9.3 Explain how to agree programme adaptations with participants to optimise their achievement
9.4 Identify and agree any changes to the programme resources
9.5 Explain how to introduce adaptations to participants’ programmes at regular intervals
9.6 Describe how to record programme adaptations
9.7 Describe how to monitor the effectiveness of programme adaptations
10. Understand why a personal training programme may need adapting
10.1 Explain why and how to adapt personal training programmes
10.2 Recognise when to review goals with participants
10.3 Explain how to identify and adapt programme variables
10.4 Explain the significance of agreeing programme adaptations with participants
10.5 Explain when to make changes required to the programme resources
10.6 Demonstrate that you know how to introduce adaptations to participants’ programmes
10.7 Explain when and how to record programme adaptations
10.8 Describe the importance of monitoring the effectiveness of programme adaptations
11. Understand how to review progress with participants
11.1 Describe how to review participants’ progress at agreed points throughout the personal training programme
11.2 Describe how to ensure participants understand the purpose of review
11.3 Explain how to encourage participants to give their own views on progress
11.4 Recognise how to use agreed methods of evaluation
11.5 Demonstrate how to give feedback to participants during their review
11.6 Recognise how to agree review outcomes with participants
11.7 Demonstrate how to keep a record of the programme review
Unit 10 Deliver exercise and physical activity as part of a personal training programme
1. Be able to plan and prepare individualised sessions
1.1 Identify a range of exercises to help participants achieve their goals
1.2 Identify appropriate teaching styles for each component of the session
1.3 Demonstrate an ability to plan the focus of the exercises
1.4 Demonstrate an ability to plan timings, intensities and sequences of exercises
1.5 Demonstrate a balance of instruction, activity and discussion within the session
1.6 Identify the resources required for the session
1.7 Demonstrate the preparation of resources they need for the session, following legal and organisational procedures
2. Be able to plan and prepare individualised sessions 2
2.1 Demonstrate an ability to collect any new information from participants about their response to previous activity
2.2 Explain to participants how the session links to their goals
2.3 Explain the exercises that they have planned for the session with the participants
2.4 Explain the physical and technical demands of the planned exercises with participants
2.5 Explain how participants can progress or regress the exercises to meet their goals
2.6 Evaluate and agree participants’ state of readiness to take part in the session
2.7 Negotiate, agree and record with participants any changes to the planned exercises that will meet their goals and preferences
3. Understand the need to plan and prepare individualised sessions 3
3.1 Describe the exercises that will help the participant achieve their goals
3.2 Demonstrate an understanding of teaching and motivational styles
3.3 Explain why they should plan and agree the focus of the exercises at the start of the session with participants
3.4 Explain how timings, intensities and sequences can affect outcomes of the session
3.5 Explain why a balance of instruction, exercise and discussion is necessary
3.6 Explain how to prepare the equipment and environment you need for the session, following legal and organisational procedures
4. Understand how to plan and prepare individualised sessions 4
4.1 Explain how to prepare participants for an activity
4.2 Explain why they should meet participants punctually for an exercise session
4.3 Recognise different ways of making participants feel at ease prior to an exercise session
4.4 Explain why they should find out from participants how they responded to previous physical activity
4.5 Explain to participants how the session links with their goals and understand why this is necessary
4.6 Explain to participants the reasons for selecting the exercises chosen and understand why this is necessary
4.7 Describe the physical and technical demands of exercises
4.8 Explain how to progress and regress exercises within the session
4.9 Explain how to assess participants’ readiness to take part in an exercise session
4.10 Explain how to assess participants’ motivation to take part in an exercise session, using motivational strategies
4.11 Recognise when to negotiate and agree changes to their plans with participants
5. Be able to deliver personal training sessions
5.1 Demonstrate an ability to provide participants with effective warm up activities
5.2 Ensure the environment is prepared for participants to effectively exercise
5.3 Provide demonstrations to participants
5.4 Evaluate participants’ understanding of instructions, explanations and demonstrations
5.5 Adapt communication styles to the needs of participants
5.6 Ensure participants can carry out the exercises safely on their own
5.7 Observe and analyse the participants’ performance
5.8 Demonstrate positive reinforcement throughout the session
5.9 Recognise and demonstrate the correct technique where participants’ performance requires improvement
5.10 Demonstrate how to progress or regress exercises according to participants’ performance
6. Be able to teach and adapt planned classes
6.1 Explain how to deliver a warm up prior to an exercise session
6.2 Recognise how to make the best use of the environment for the session
6.3 Describe the teaching methods for providing instructions and explanations
6.4 Identify the correct positions for the exercise
6.5 Demonstrate the ways of providing instructions, demonstrations and explanations to participants
6.6 Explain how to adapt your communication methods to the meet participants’ needs
6.7 Explain why participants should carry out the exercises on their own
6.8 Analyse participants’ performance
6.9 Demonstrate the ways of providing positive reinforcement throughout the session
6.10 Identify why they would adjust incorrect exercise techniques performed by participants
6.11 Describe the ways of progressing or regressing an exercise according to participants’ performance
7. Be able to bring individualised sessions to an end
7.1 Allow sufficient time for the closing phase of the session
7.2 Deliver cool down activities
7.3 Provide participants with feedback about their performance
7.4 Explain to participants how their progress links to their short, medium and long term goals
7.5 Provide participants the opportunity to ask questions about the session
7.6 Evaluate other possible activities with participants that could assist them achieving their goals
7.7 Demonstrate how to leave the training environment in a condition suitable for future use, following legal and organisational procedures
8. Understand the methods for bringing individualised sessions to an end
8.1 Explain why you should allow sufficient time for participants to finish exercising
8.2 Explain why they would select cool down activities that are consistent with the nature of the exercise session
8.3 Identify when to provide participants with positive feedback on their performance
8.4 Explain why you should provide participants with your feedback on the exercise session
8.5 Explain why participants need to see how their progress links to their overall goals
8.6 Identify why participants should be given the opportunity to ask questions about their performance
8.7 Evaluate suitable alternative activities that could assist participants in achieving their goals
8.8 Describe the legal and organisational procedures for dealing with equipment, and the wider facility, once the session is over
- The practical Learning Outcomes are assessed by observation.
- Multi Choice Questions (MCQ) for theory and underpinning knowledge.
- Professional discussions
- Unit and End-Point Assessments
Trainer, Assessor and IQA Requirements
Occupational Competence Statements for Trainers, Assessing and Quality Assurance Staff Tutors, Assessors and Quality Assurance Staff Required Criteria. This is not an exhaustive list:
All Trainers, Assessors and Quality Assurance Staff must:
- Possess a personal training qualification equivalent to the qualification or units being taught / assessed or quality assured
- Possess a context specific qualification in the context of fitness being assessed or quality assured eg exercise to music, yoga
- Have relevant industry experience
- Demonstrate active involvement in a process of industry relevant Continued Professional Development during the last two years (this may be discipline/ context specific or relevant to tutoring assessing or quality assurance)
Trainers Trainers must hold, or be working towards a teaching qualification. The following are acceptable:
- Level 3 Award in Education and Training
- Level 4 Certificate in Education and Training
- Level 5 Diploma in Education and Training
- Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (PTTLS)
- Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (PTTLS)
- Level 4 Certificate in Teaching in the Lifelong Learning Sector (CTTLS)
- Level 5 Diploma in Teaching in the Lifelong Learning Sector (DTTLS)
- Certificate in Education
Assessors must hold or be working towards any of the following:
- Level 3 Award in Assessing Vocationally Related Achievement
- Level 3 Award in Assessing Competence in the Work Environment
- Level 3 Certificate in Assessing Vocational Achievement
- A1 (previously D32, D33)
- Relevant predecessor RQF assessor qualifications
Internal Quality Assurers Internal quality assurers must hold or be working towards any of the following:
- Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice
- Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice
- V1 (previously D34)
- Relevant predecessor RQF internal quality assurance qualifications
(It is recommended that internal quality assurance staff also hold a relevant assessing qualification as detailed above)