Cardio and resistance are just 2 examples – you could be working using different training systems.
At the end is an explanation of how FITT has changes/progressed/ been used per week and between weeks. It would be looking at why particular timings, training types etc. have been chosen in relation to your goals and principles of training (i.e. justification)
Question 2:
Assessment criteria 1.3, 1.4
Continuing your four-week training programme, and using the test results and results from question 1, and on-going training:
Part 1:
Complete a training diary to show how the client has progressed. An example of a training diary structure is shown below. However, feel free to use one more suitable to your client and/or programme.
Training Diary
Week Comments
1 ● On Monday motivation was low due to….
● On Tuesday only 3 sets were completed of….
2
3
4
(Word Count: 90-100) The headings already in the tables do not count towards the overall word count.
Part 2:
Evaluate the training programme by using the training diary and the results of further testing, which should be recorded in a similar format to that shown in the table below:
Initial and Anthropometric
measurements Pre-results Post-results
Gender
Age
Weight
Height
BMI &/or Body Fat%
Components of fitness / Test Pre-results and rating Post-results & rating
Cardiovascular
Muscular strength
Muscular Endurance
Power
Flexibility
Agility
When evaluating the fitness programme and results, ensure you cover the following:
a) Have the set aim(s) and goals been achieved?
b) What are the strengths of the programme?
c) What are the areas of improvement for the programme?
d) Did you need to modify the programme?
e) What would you recommend now?
f) Critique the coaching style you used throughout the programme.
Would you change this? Why?
(Word Count: 250-300) The headings already in the tables do not count towards the overall word count.
NOTE:
Within the training diary, ensure you record relevant details such as progression, attitude, motivation, links to goals, missed training sessions, changes etc. Within the post-programme results, use the same normative data you used initially to decipher a rating, for reliability purposes.
Ensure you discuss in a couple of sentences only the coaching style used e.g. autocratic, democratic etc. and why
Grade descriptors for Merit and Distinction
Your work is eligible for grading for Merit or Distinction as long as you have met the assessment criteria found in the relevant Subject Set Unit Specification. There is no grade descriptor for ‘Pass’. Students achieve a Pass by meeting the requirements of all the assessment criteria of a unit.
The grade descriptors for this unit are as follows:
QAA Grade descriptor 1: Understanding the subject
Indicative content for Merit Indicative content for Distinction
The student’s work is demonstrates a very good grasp of the relevant knowledge base and is generally informed by the major conventions and practices of the area of study. The student’s work demonstrates an excellent grasp of the relevant knowledge base and is consistently informed by the major conventions and practices of the area of study.
Extra help and pointers (this help is not exhaustive):
You need to show that you have understood
the subject matter you have used in your assessment very well. Make sure that you write your assessments in the third person unless you have been asked for your own thoughts on the subject and that you reference using the Harvard referencing system. For a Merit, there may be some inconsistencies in your referencing, though these should be few. Pay attention to the assessment criteria and use evaluation where required to a very good level. You need to show that you have an excellent understanding of the subject matter you have used in your assessment. Make sure that you write your assessments in the third person unless you have been asked for your own thoughts on the subject and that you reference using the Harvard referencing system. For a Distinction there should be no inconsistencies in your referencing. Pay attention to the assessment criteria, especially when evaluation of the theories is asked for. Evaluation should be up to date, comprehensive and concise, using multiple points of evaluation.
QAA Grade descriptor 2: Application of knowledge
Indicative content for Merit Indicative content for Distinction
The student’s work makes use of relevant:
• ideas
• facts
• theories
• perspectives
• concepts
with either breadth or depth that goes beyond the minimum required for a Pass. The student’s work makes use of relevant:
• Ideas
• facts
• theories
• perspectives
• concepts
with both breadth and depth.
Extra help and pointers (this help is not exhaustive):
For this grade descriptor you need to know how to apply your knowledge and the research you have done. You need to be mindful of the word count for each of the TAQ’s. The work should show that you are able to cover the criterion in your own words and at the correct breadth or depth for the subject. For this grade descriptor you need to know how to apply your knowledge and the research you have done. You need to be mindful of the word count for each of the TAQ’s. The work should show that you have accurate and excellent detailed identification and explanation of areas of study, which demonstrate sound knowledge and understanding.
QAA Grade descriptor 3: Application of skills
Indicative content for Merit Indicative content for Distinction
The student’s work generally selects appropriate, skills, techniques and methods and applies appropriate skills, techniques and methods with very good levels of confidence, consistency, precision and accuracy. The student’s work consistently selects appropriate skills, techniques and methods and applies appropriate skills, techniques and methods excellent levels of confidence, consistency precision, and accuracy.
Extra help and pointers (this help is not exhaustive):
The correct techniques are identified and used most of the time, showing very good confidence and flair. The work is mainly consistent, with only a few ambiguities, and strives for precision and accuracy in the execution of the assessment criteria. The correct techniques are identified and used all of the time, showing an excellent level of confidence and flair. The work is consistent, with only very minor ambiguities, and achieves precision and accuracy in the execution of the assessment criteria.
QAA Grade descriptor 5: Communication and presentation
Indicative content for Merit Indicative content for Distinction
The student’s work shows very good
command of:
• format
• structure
• language (including technical or specialist
language)
• syntax
• register
• spelling
• punctuation
• referencing. The student’s work shows excellent command of:
• format
• structure
• language (including technical or specialist
language)
• syntax
• register
• spelling
• punctuation
• referencing.
Extra help and pointers (this help is not exhaustive):
There is expression of ideas, and the use of a range of specialist terms, some errors of grammar, punctuation and spelling and the use of the Harvard referencing system. The work is written in the correct format with very good presentation and in the correct tense person. Most pieces of academic work should be in the third person, unless you are asked to put forward your own personal ideas. Your work shows clear expression of ideas with excellent range of specialist terms, full use of the Harvard referencing system, and excellent use of specialist terms, tenses, punctuation and grammar.