CIMSPA PROFESSIONAL STANDARD
Strength and Conditioning Trainer (SUMMARY STANDARD)
FIRST EDITION
V1.0
REVIEW DATE:
January 2020
CIMSPA PROFESSIONAL STANDARD: Strength and Conditioning Trainer
Contents Page
1.
Overview ............................................................................................................... 3
2.
Scope of the Strength and Conditioning Trainer ................................................... 5
3.
CIMSPA and UKSCA membership eligibility ........................................................ 6
4.
Summary of knowledge and skills ......................................................................... 7
5.
Acknowledgements ............................................................................................. 10
ABOUT THIS STANDARD This document is a CIMSPA Professional Standard (summary version). This full version of the standard is available to CIMSPA awarding organisation, skills development, higher education and further education partners. The full version includes the following content: • Product development guidance • Learning and development requirements Published by: The Chartered Institute for the Management of Sport and Physical Activity Incorporated by Royal Charter Charity Registration Number: 1144545 www.cimspa.co.uk
FUNDED PARTNER
Publication date: January 2019 First edition: V1.0 © The Chartered Institute for the Management of Sport and Physical Activity
CIMSPA PROFESSIONAL STANDARD: STRENGTH AND CONDITIONING TRAINER
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1.
Overview
Professional Standard: Strength and Conditioning Trainer This Professional Standard (summary) outlines the role and scope of a Strength and Conditioning Trainer and the essential knowledge and skills that are needed to meet the requirements of the sector minimum deployment standards. It also provides guidance for the development of educational products that will be endorsed by the UK Strength and Conditioning Association (UKSCA) and CIMSPA. The full version of this standard is available to CIMSPA awarding organisation, skills development, higher education and further education partners. It provides guidance for the development of educational products that will be endorsed by CIMSPA. The Strength and Conditioning Trainer sits in the sport and physical activity sector however, this standard can be adopted by multiple professions as it recognises a general skillset covering movement for sports performance and encourages the physical development and wellbeing of youth and general adult populations. Note: The use of the term “strength and conditioning” will be abbreviated throughout this document to “S&C”, the reader should understand this abbreviation as the full phrase. The job title of “strength and conditioning trainer” and the term “participant” in this standard, are interchangeable with other professions’ terms, for example: Profession/setting
Job title (s)/specialism
Participant
S&C in sport
• Assistant S&C coach*, junior S&C coach*
• Athlete
Fitness industry
• S&C Trainer, Personal trainer with S&C
• Client
PE and Schools
• PE teacher, S&C trainer, assistant S&C coach
• Youth, children, youth athlete
Military
• Physical Training Instructor (PTI), Exercise Rehabilitation Instructors (ERI)
• Soldier, Seaman, Airman
Medical and Rehabilitation
• Physiotherapist, sports therapist with S&C specialism
• Patient
*Strength and conditioning trainers can work independently, however the terms “assistant strength and conditioning coach” and “junior strength and conditioning coach” may be used in a professional setting where the strength and conditioning trainer is working under the supervision of an accredited strength and conditioning coach. The agreed industry prerequisite to become a strength and conditioning trainer is to have achieved a CIMSPA and UKSCA endorsed educational product that fully meets this professional standard. Individuals who achieve this will be deemed to have met this standard and will also be eligible for UKSCA and CIMSPA membership.
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This Professional Standard Strength and Conditioning Trainer can be used as follows: 1. Combined with a specialism to form an educational product: e.g. Occupation: Strength and Conditioning Trainer; Population Specialism: Working with Children. 2. Combined with an additional specialism(s) to form an education product: e.g. Occupation: Strength and Conditioning Trainer; Environment Specialism: Working in the School Environment (Out of Curriculum); Population Specialism: Working with Children. 3. As a standalone product that can be completed as continuing professional development: e.g. working with secondary-school children.
Endorsed qualification logo Qualifications that meet the requirements of this CIMSPA Professional Standard will display this official CIMSPA endorsement logo.
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2.
Scope of the Strength and Conditioning Trainer
The role of the Strength and Conditioning Trainer is to coach, engage, facilitate, educate and support participants in multiple training environments, including but not limited to: weight training facilities, sports halls, health and fitness gym facilities and outdoor spaces. •
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The Strength and Conditioning Trainer uses their technical knowledge to conduct assessments, consultations and health and movement screenings, providing sound demonstrations of foundation movements. They play a key role in participant experience and motivating participants to adhere to exercise to support long-term health and performance behaviour change. They know when individuals should be referred to other exercise or health professionals and ensure the welfare of participants, providing a safe and inclusive training environment. They plan safe and effective strength and conditioning programmes, providing ongoing supervision, monitoring and programme reviews, to ensure programmes remain scientifically underpinned, varied and progressive to participants’ needs and goals. They provide a positive participant experience by applying acknowledged coaching principles and routinely manage their environment to engage and build rapport with participants, supporting safe and effective exercise technique. The Strength and Conditioning Trainer can work both independently and as part of a wider support team, which will vary with the professional setting. As a first point of contact, the Strength and Conditioning Trainer will provide high levels of participant care and will assist with any participant feedback, taking responsibility for the participant experience. The Strength and Conditioning Trainer has a responsibility to ensure they report to and communicate effectively with the appropriate person, which may vary depending on the facility they are working in and the nature of the programme they are delivering.
Working with children Graduates of this standard will be deemed competent to work with adolescents (11+), although from a human movement perspective, they are competent to work with all ages. Graduates of this standard and employers must ensure that those who will work with younger populations (5-11), have met the CIMSPA Working with Children Professional Standard and/or have other qualifications that bridge the gap in specialist skills and knowledge concerning the cognitive development of children.
Definitions The UNESCO definition of ‘youth’ identifies an age range of 15-24 and it is important to be aware that some educational organisations follow these guidelines, with 14 and under groups classified as children. The UKSCA position statement on Youth Resistance Training differentiates between children (girls: </=11; boys </=13) and adolescents (girls: 12-18; boys: 14-18), with both groups, children and adolescents, falling under the general banner of ‘youth’.
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3.
CIMSPA and UKSCA membership eligibility
Graduates of this standard will meet the requirements to be a CIMSPA Member as well as a UKSCA Trainer Member. They will: UNDERSTAND •
How to work with a broad range of participants in strength and conditioning environments including older children, adolescents and older adults, over a period of time sufficient enough to show lifestyle and health and fitness improvements that address individuals’ needs.
HAVE DEMONSTRATED •
Competence of working with at least one type of participant, individually and in small groups, in more than one environment, with and without specialist equipment.
Additional specialist standards (population, environment or technical) can be added to educational products to widen the scope of the role and enable an individual to show their expertise in additional populations, in different environments and with technical specialisms.
Examples of specialisms that may be added: • •
Working with children (for children 5-11) Working with children 0-5 years.
Refer to the CIMSPA Professional Standards Matrix for a comprehensive overview as to how job roles relate to populations, environments and technical specialisms.
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4.
Summary of knowledge and skills
Strength and Conditioning Trainer Topic
Knowledge and understanding
Skills
Consultations, assessments, training environment inductions and screening
• How to conduct an effective participant consultation.
• Assess participant’s readiness to exercise and the need for signposting or referral to other relevant professionals.
• How to undertake a safe and effective participant health and movement screening to determine readiness to exercise, or the need to signpost or refer participants to other relevant professionals. • How to select and conduct participant assessments and reviews according to organisational procedures and the needs of the participant. • How to induct individuals and small groups in multiple training environments.
Maximise the participant experience
• Understand the participant experience/journey within the training environment. • Understand the participant expectations and aspirations within the training facility environment. • How to engage with participants and build rapport in order to maximise their experience. • How to support safe and enjoyable use of the training environment. • How to build social support and inclusion within the training environment.
• Conduct safe and effective health screenings, assessments and reviews with participants. • Conduct individual and group movement screening and testing. • Provide a ‘participant experience’ during consultations, assessments and health and movement screening.
• Have the ability to create positive first impressions and to develop rapport with participants through excellent communication skills. • Gain and act on feedback to enhance the participant experience. • Have the ability to communicate with participants about their progress, supporting them to realise their achievements and goals. • Be approachable and accessible to participants at all times.
• How to obtain feedback to support participant retention. • Understand the importance of managing the training environment and being accessible and approachable to participants. Exercise anatomy and physiology
• Knowledge of anatomy and physiology including: - Human movement/biomechanics. - The cardiorespiratory system. - Musculoskeletal system. - Digestive system. - Energy systems. - Nervous systems.
• Apply knowledge of anatomy and physiology in the planning, delivery and monitoring of safe and effective exercise programmes for a range of participants.
• Knowledge of the life-course of the musculoskeletal system.
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Topic
Knowledge and understanding
Skills
Lifestyle management and participant motivation
• Understanding the range of factors that contribute to an individual’s lifestyle such as sleep, nutrition, stress, fatigue, alcohol and levels of physical activity.
• Promote wellness advice and utilise opportunities to educate participants about how lifestyle choices impact upon health and wellbeing.
• How to create a positive environment that motivates and empowers participants and promotes adherence to exercise in order to support goal achievement.
• Create a positive, motivating and empowering environment to support adherence to exercise and goal achievement.
• How physical activity helps in the management of common health conditions. • Understanding the process of exercise and health behaviour change. • The role of intrinsic and extrinsic motivation in exercise adherence. Prepare and plan for strength and conditioning sessions
• How to promote the benefits of developing all areas of strength and conditioning sessions to a range of groups including: - Older children and adolescents. - General population. - Older population. - Recreational and performance sport athletes. • How information gathering, health and movement screening and testing informs individualised programming for optimal results. • Youth-specific screening and how it can be applied to plan and prepare sessions for the participants. • Knowledge of testing all physical characteristics and the ability to review, progress or regress programmes. • Knowledge of programming theory based on a comprehensive analysis of the requirements for individuals and groups. • Understanding how to communicate effectively within sessions and selecting the appropriate tools for communicating between sessions.
• Plan a safe and effective strength and conditioning programme for a range of participants, using appropriate equipment and methods. • Utilise a range of testing methods to assess and programme for participants. • Monitor and review the effectiveness of the exercise programme to ensure it is engaging, varied and progressive to participants’ needs and goals, whilst following the principles of training. • Gain consent and screen a youth participant to inform programming of objectives and exercise selection according to the youth physical development model. • Communicate to a broad range of participants using varied styles as well as a range of presentation and education methods. • Able to maintain adaptability in delivery location and equipment while remaining guided by the underpinning scientific theory.
• Have the knowledge to manage multiple training environments to maximise the results of strength and conditioning sessions.
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Topic
Knowledge and understanding
Skills
Delivering strength and conditioning training sessions
• The knowledge to competently coach strength and conditioning training sessions.
• Effectively coach all the foundation movements showing adaptability addressing common movement restrictions.
• How to structure and deliver a comprehensive Raise, Activation, Mobilisation, Potentiation (RAMP) warm up and cool down. • Understand the foundation movements and their importance in all subsequent training and human movement to promote mobility, stability, postural integrity and coordination. • Safe and effective technique in resistance training using bodyweight and a range of equipment for strength based training and explosive activities. • How to deliver energy system training protocols and high intensity runningbased activities including: acceleration, deceleration and change of direction.
• Deliver an effective warm up specific to session aims. • Implement an appropriate assessment of individual participant’s energy systems and deliver an effective group energy systems session based on individual participant targets. • Deliver effective strength and explosive-based training sessions. • Deliver an effective conclusion to the session, including a cool down and exercises with mobility and flexibility objectives. • Supervise participant technique to ensure all exercises are performed safely and effectively. • Provide feedback on performance and coach suitable adaptations, regressions, progressions and corrective strategies to ensure continued success. • Reflect on the session and your own performance.
Routine maintenance and cleaning
• How to undertake routine maintenance and cleaning tasks of the training facility and its equipment. • How to monitor and maintain safe and high standards of hygiene in accordance with the facility’s health and safety procedures.
Professional practice
• Recognise good practice for Strength and Conditioning Trainers in the industry through professional ethics, values and appropriate legislation such as data protection and confidentiality, supporting the health, safety and welfare of participants and others at all times to provide a safe and inclusive training environment. • How to develop oneself by maintaining a high level of industry knowledge through regular relevant professional development. • Recognise the limitations of own scope of practice and when to refer to other professionals.
• Ability to organise own work and collaboratively work with colleagues to ensure that routine maintenance and cleaning tasks are undertaken in line with the facility’s daily cleaning schedule, whilst minimising the impact to the participant experience. • Educate participants on the value of training etiquette in creating a safe, effective and positive environment. • Provide a high standard, participantfocused service through excellence in the training environment and application of best practice such as injury reduction, welfare, safeguarding and risk management. • Demonstrate tact and discretion when handling participant data, adhering to relevant legislation. • Work effectively alone and as part of a team with minimal supervision. • Recognise opportunities for feedback from colleagues and/or participants and use this to reflect on own practice.
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7.
Acknowledgements
CIMSPA would like to thank the following individuals and organisations for contributing to the development of this Professional Standard. • • • • •
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Sarah Kilroy: UKSCA Member Ed Archer: UKSCA Member Chris Bishop: UKSCA Member Allison Bagshaw: YMCA (CIMSPA awarding organisation partner) Michael Rickards: The Vocational Academy (CIMSPA skills development partner) Robert Meyers: Cardiff Metropolitan University (CIMSPA higher education partner) Daniel Rees: Central YMCA (CIMSPA skills development partner) Paul Bailey: Fit4Training (CIMSPA skills development partner) Steph Roberts: Origym Centre of Excellence Ltd (CIMSPA skills development partner) Kristian Hargreaves: 1st4sport Qualifications (CIMSPA awarding organisation partner) Rachel France: Biomechanics Education Ltd (CIMSPA skills development partner) Ross Megretton: Primal Health Limited (CIMSPA skills development partner) Ben Jackson, Tad Jackson: Active IQ (CIMSPA awarding organisation partner) Zoe Kettle-Metcalfe: British Weight Lifting (CIMSPA skills development partner) Hazel Goudie: TRAINFITNESS (CIMSPA skills development partner) Paul Swainson: Future Fit Training (CIMSPA skills development partner) John Malone: Abertay University (CIMSPA higher education associate partner) Robert Daniels: The Association of Padel Professionals (CIMSPA skills development partner) Chris Edmundson: UCLAN (CIMSPA higher education partner) Greg Doncaster: Edge Hill University (CIMSPA higher education partner) Matthew Miller: Broga® The original fitness yoga (CIMSPA skills development partner) Richard Jones: Cardiff University Desmond Ryan: Arsenal FC David Lasini: UKSCA Member Keith Barker: UKSCA Member Peter Mundy: UKSCA Member Phil Moreland: UKSCA Member Kevin Paxton: UKSCA Member Joel Brannigan: UKSCA Member Graham Williams: UKSCA Member Lee Ottey: UKSCA Member
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