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Trainers ACSM-GEI : Certified Group Exercise Instructor Exam

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Test Number : ACSM-GEI
Test Name : Certified Group Exercise Instructor
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ACSM-GEI test Format | ACSM-GEI Course Contents | ACSM-GEI Course Outline | ACSM-GEI test Syllabus | ACSM-GEI test Objectives


This test content outline is based on a Job Task Analysis (JTA) for the ACSM Certified Group Exercise Instructorฎ (GEI). The JTA describes what an ACSM GEI does on a day-to-day basis and is divided into four domains and associated tasks performed on the job. As you prepare for your exam, it is important to remember that all test questions are based on these domains—making it a perfect addition to your preparation materials! In fact, when you receive your test scores, your performance in each domain is scored individually so you can see exactly where you excelled and/or where you may need additional preparation. Using this in combination with other optional study materials will ensure you are ready for test day

Domain I Participant and Program Assessment 10%
Domain II Class Design 25%
Domain III Leadership and Instruction 55%
Domain IV Legal and Professional Responsibilities 10%

A. Evaluate and establish participant screening procedures to optimize safety and minimize risk by reviewing assessment protocols based on ACSM standards and guidelines.
Knowledge of: • appropriate techniques for health history assessment.
• ACSM standards and guidelines related to pre-participation health history assessment.
• ACSM pre-participation screening questionnaire related to screening of class participants.
Skill in: • determining the adequacy of a facilitys current pre-participation procedures.
• developing and implementing pre-participation screening procedures.
B. Administer and review, as necessary, participants health risk to determine if preparticipation assessment is needed prior to exercise using PAR-Q, ACSM pre-participation health screening or other appropriate tools.
Knowledge of: • the use of informed consent and medical clearance prior to exercise participation.
• ACSM guidelines related to pre-participation screening procedures.
• ACSM risk stratification categories to aid in pre-participation screening (i.e., low, moderate, high risk).
• important health history information (e.g., past and present medical history, orthopedic limitations, prescribed medications, supplements, activity patterns, nutritional habits, stress and anxiety levels, family history of heart disease and other chronic diseases, smoking history, use of alcohol and illicit drugs, etc).
Skill in: • determining when to recommend medical clearance.
• administering pre-participation screening questionnaire.
• determining risk stratification category by evaluating screening questionnaire.
• making appropriate recommendations based upon the results of screening questionnaire.
C. Screen participants, as needed, for known acute or chronic conditions to providerecommendations and/or modifications. Knowledge of: • common medical conditions and contraindications to group exercise participation.
• risk factors, signs and symptoms, physical limitations and medical conditions that may affect or preclude class participation.
• appropriate criteria for NOT starting or stopping a participant from exercising.
Skill in: • determining health status of group exercise class participants prior to each class. • determining when to recommend medical clearance.
• making recommendations based on results of pre-exercise health status determination.
A. Establish the purpose and determine the objectives of the class based upon the needs of the participants and facility. Knowledge of: • methods used to determine the purpose of a group exercise class (e.g., survey, focus group, inquiry, word of mouth, suggestion box).
• types of group exercise classes (e.g., land-based, water-based, equipmentbased).
• types of equipment used in group exercise settings.
• participant characteristics such as health, fitness, age, gender, ability.
• health challenges and/or special needs commonly encountered in a group exercise setting.
• environmental factors as they relate to the safe participation (e.g., outdoor, indoors, flooring, temperature, space, lighting, room size, ventilation).
• the types of different environments for group exercise such as outdoor, indoors, flooring, temperature, space, lighting, room size, ventilation and need to potentially adapt that environment.
B. Determine class content (i.e., warm-up, stimulus and cool-down) in order to create an effective workout based upon the objectives of the class.
Knowledge of: • the physiology of warm-up, stimulus and cool-down.
• the FITT principle (i.e., frequency, intensity, time and type) for developing and/or maintaining cardiorespiratory fitness.
• training principles (e.g., specificity, adaptation, overload).
• different training formats (e.g., continuous, circuit, interval, progressive classes such as 4-6 week sessions).
• exercise modification to most appropriately meet the needs of the class participants.
• different teaching styles (e.g., formal, authoritarian, facilitator, nurturer).
• different learning styles (e.g., auditory, visual, kinesthetic).
• the use of music in group exercise.
Skill in: • applying FITT principles (i.e., frequency, intensity, time, type) to class design.
• organizing the warm-up, stimulus and cool-down.
• planning a class for participants with health challenges and special needs.
• planning a class based on exercise environment and available equipment.
• applying various styles of learning to most effectively meet the objectives of the class.
C. Select and sequence appropriate exercises in order to provide a safe workout based upon the objectives of the class.
Knowledge of: • a variety of exercises used during warm-up, stimulus and cool-down.
• variety of exercises to meet the needs of participants with different skill and fitness levels.
• cardiovascular training principles and techniques.
• muscular conditioning principles and techniques.
• flexibility training principles and techniques.
Knowledge of:
• motor fitness components (e.g., balance, agility, speed, coordination).
• the principles of muscle balance (e.g., flexion/extension, agonist/antagonist).
• exercise progression (e.g., easy/hard, slow/fast).
• health challenges and/or special needs commonly encountered in a group exercise setting.
• risks associated with various exercises.
• the benefits and use of music in class design.
Skill in: • the selection and application of music given class purpose and objectives.
• selecting and sequencing exercises to maintain muscle balance, minimize risk to the participants and modify for those with health challenges and special needs.
• designing transitions between exercises.
D. class content, exercise selection and sequencing and revise as needed in order to provide a safe and effective workout
based upon the purpose and objectives of the class.
Knowledge of: • the purpose of class rehearsal.
• proper execution of exercises and movements.
• verbal and non-verbal cueing techniques for the purpose of providing direction, anticipation, motivation and safety.
• a variety of class environments (e.g., outdoor, indoors, flooring, temperature, space, lighting, room size, ventilation) and associated adaptations that may be required.
Skill in: • demonstrating exercises and movements.
• the application of music, if used, given class purpose and objectives.
• modifying class design based on rehearsal trial and error.
• applying teaching styles (e.g., formal, authoritarian, facilitator, nurturer).
• applying verbal cueing techniques for the purpose of providing direction, anticipation, motivation and safety.
• applying non-verbal cueing techniques (visual, directional).
• corresponding movements to music phrase and/or counts during selected exercises or segments.
A. Prepare to teach by implementing pre-class procedures including screening new participants and organizing equipment, music and room set-up.
Knowledge of: • equipment operation (e.g., audio, exercise equipment, facility).
• the procedures associated with determining the health status of group exercise class participants prior to each class.
• class environment (e.g., outdoor, indoors, flooring, temperature, space, lighting, room size, ventilation).
Skill in: • determining health status of group exercise class participants prior to each class.
• time management.
• delivering pre-class announcements (welcome, instruction, safety, participant accountability).
• operating sound equipment.
• evaluating and adapting, if needed, environment to maximize comfort and safety.
B. Create a positive exercise environment in order to optimize participant adherence by incorporating effective motivational skills, communication techniques and behavioral strategies.
Knowledge of: • motivational techniques.
• modeling.
• appropriate verbal and non-verbal behavior.
• group behavior change strategies.
• basic behavior change models and theories (e.g., stages of change, self-efficacy, decisional balance, social learning theory).
• the types of feedback and appropriate use.
• verbal (voice tone, inflection) and non-verbal (body language) communication skills.
Skill in: • applying behavior change strategies.
• applying behavior change models and theories.
• applying communication techniques (verbal and non-verbal/body language).
• fostering group cohesion.
• interacting with class participants.
• providing positive feedback to class participants.
• projecting enthusiasm, energy and passion.
• applying techniques addressing various styles of learning.
C. Demonstrate all exercises using proper form and technique to ensure safe execution in accordance with ACSM standards and guidelines.
Knowledge of: • basic human functional anatomy and biomechanics.
Knowledge of:
• basic exercise physiology.
• basic ergonomic principles.
• proper alignment, form and technique.
• high-risk exercises and movements.
Skill in: • demonstrating proper alignment, form and technique.
• demonstrating exercise modifications.
• correcting improper form and/or technique.
D. Incorporate verbal and nonverbal instructional cues in order to optimize communication, safety and motivation based upon industry guidelines.
Knowledge of: • anticipatory, directional, educational, motivational, safety, tactile and visual cueing techniques. • proper participant performance.
Skill in: • applying anticipatory, directional, educational, motivational, safety, tactile, and visual cues. • monitoring participants performance.
• instructing participant how to correct their own exercise execution and/or form.
E. Monitor participants performance to ensure safe and effective exercise execution using observation and participant feedback techniques in accordance with ACSM standards and guidelines.
Knowledge of: • safe and effective exercise execution.
• the rationale for exercise intensity monitoring.
• exercise intensity monitoring methods and limitations.
• exercise programming (e.g., mode, intensity, frequency, duration).
• the signs and symptoms of overexertion.
• proper exercise demonstration techniques.
• proper feedback techniques (i.e., visual and auditory).
• normal and adverse response to exercise.
• appropriate criteria for NOT starting or stopping a participant from exercising.
Skill in: • safe and effective exercise execution.
• monitoring exercise intensity in class participants.
• recognizing signs and symptoms of overexertion.
• applying the principles of exercise programming (e.g., mode, intensity, frequency, duration).
• teaching participants how to monitor and modify their own exercise intensity.
• proper exercise demonstration techniques.
• proper feedback techniques (i.e., visual and auditory).
F. Modify exercises based on individual and group needs to ensure safety and effectiveness in accordance with ACSM standards and guidelines.
Knowledge of: • cardiovascular response to various environmental conditions.
• how aerobic, strength and flexibility exercise modifications affect intensity and safety.
• various exercise safety and intensity modification techniques (e.g., tempo, range of motion, alternate movements, load).
• a variety of exercises for any particular muscle group, from easiest to hardest.
• the American Congress of Obstetricians and Gynecologists (ACOG) recommendations for exercise during pregnancy.
Skill in: • modifying exercise execution and intensity based on environmental conditions.
• modifying aerobic, strength and flexibility exercise intensity based on environmental condition, individual and/ or group needs.
• applying exercise intensity modification techniques (e.g., tempo, range of motion, alternate movements, load).
G. Monitor sound levels of vocal and/or audio equipment following industry guidelines.
Knowledge of: • appropriate vocal projection techniques.
• the value of vocal warm-up.
• vocal warm-up techniques.
• safe volume level.
• group exercise sound projection technology (e.g., microphones, amplifiers, speakers).
Skill in: • the application of appropriate vocal projection techniques.
• the application of group exercise sound projection equipment (e.g., microphones, amplifiers, speakers).
H. Respond to participants concerns in order to maintain a professional, equitable and safe environment by using appropriate conflict management or customer service strategies set forth by facility policy and procedures and industry guidelines. Knowledge of: • conflict prevention.
• basic conflict resolution techniques.
• communication techniques as it relates to conflict resolution (e.g., active listening, mirroring, reflection).
• specific club policies regarding conflict management and your role in application of policies.
Skill in: • applying conflict resolution techniques.
• applying empathetic listening skills.
• selecting the appropriate resolution.
I. Educate participants in order to enhance knowledge, enjoyment and adherence by providing health and fitness related information
and resources.
Knowledge of: • basic human functional anatomy and biomechanics.
• basic exercise physiology.
• basic human development and aging.
• the basic principles of weight management and nutrition.
• motivational techniques used to promote behavior change in the initiation, adherence or return to exercise.
• benefits and risks of exercise.
• basic ergonomic principles.
• stress management principles and techniques.
• healthy lifestyle practices and behavior.
• credible, current and pertinent health-related information.
• risk factors which may require referral to medical or allied health professionals prior to exercise.
Skill in: • accessing available health and exercise-related information.
• delivering health and exercise-related information.
• referring participant to appropriate medical or allied health professional when warranted.
A. Evaluate the class environment (e.g., outdoor, indoor, capacity, flooring, temperature, ventilation, lighting, equipment, acoustics)
to minimize risk and optimize safety by following pre-class inspection procedures based on established facility and industry standards and guidelines.
Knowledge of: • ACSM facility standards and guidelines.
• established regulations and laws (e.g., Americans with Disabilities Act, CDC, OSHA).
• the procedures associated with determining the health status of group exercise class participants prior to each class.
Skill in: • evaluating classroom environment.
B. Promote participants awareness and accountability by informing them of classroom safety procedures and exercise and intensity options in order to minimize risk.
Knowledge of: • components that contribute to a safe environment.
• safety guidelines as it relates to group exercise.
Skill in: • communicating safety precautions before and during class.
• observing compliance with instructions provided to participants.
• cueing to reinforce safety precautions during class.
C. Follow industry-accepted professional, ethical and business standards in order to optimize safety and reduce liability.
Knowledge of: • appropriate professional behavior and boundaries pertaining to class participants.
• the ACSM code of ethics.
• the scope of practice of an ACSM Certified Group Exercise Instructor.
• standards of care for an ACSM Certified Group Exercise Instructor.
• informed consent, assumption of risk and waivers.
• established and applicable laws, regulations and policies.
• bounds of competence.
• established and applicable laws, regulations and policies.
• confidentiality, privacy laws and practice.
• insurance needs (e.g., professional liability, general liability insurance).
• basic business principles (e.g., contracts, negligence, types of business entities, tax business structure, advertising, marketing).
Skill in: • applying professional behavior and in maintaining appropriate boundaries with class participants.
• applying the ACSM code of ethics.
DOMAIN IV: LEGAL AND PROFESSIONAL RESPONSIBILITIES
Skill in (continued): • assuring and maintaining the privacy of all group exercise participants and any pertinent information relating to them or their membership.
D. Respond to emergencies in order to minimize untoward events by following procedures consistent with established standards of care and facility policies.
Knowledge of: • Adult CPR.
• automated external defibrillator (AED).
• basic first aid for accidents, environmental and medical emergencies (e.g., heat cramps, heat exhaustion, heat stroke, lacerations, incisions, puncture wounds, abrasions, contusions, simple/compound fractures, bleeding/ shock, hypoglycemia, hyperglycemia, sprains, strains, fainting).
• the standard of care for emergency response (e.g., incident reporting, injury assessment, activating emergency medical services).
• the Emergency Action Plan, if applicable, for the fitness facility.
• unsafe or controversial exercises.
Skill in: • activating emergency medical services.
• administering CPR.
• administering an AED.
• administering basic first aid for exercise-related injuries, accidents, environmental and medical emergencies (e.g., assessment, response, management of class or environment).
• documenting incidents and/or emergencies.
• selecting exercises that are not controversial or high risk.
E. Respect copyrights to protect original and creative work, media, etc. by legally securing copyright material and other intellectual property based on national and international copyright laws.
Knowledge of: • copyright laws (e.g., BMI, ASCAP).
• fair use of copyright material.
Skill in: • acquiring appropriate copyrighted materials and music.
F. Engage in healthy lifestyle practices in order to be a positive role model for class participants.
Knowledge of: • healthy lifestyle practices.
• lifestyle behavior change strategies (cognitive and behavioral).
• appropriate modeling behaviors (e.g., non-threatening, motivating).
• risks associated with overtraining.
• body image concepts and perceptions.
• risks associated with the female athlete triad.
• referral practices to allied health professionals.
Skill in: • applying healthy lifestyle practices.
• communicating healthy lifestyle information.
• personalizing behavioral strategies to class participants.
• recognizing the symptoms of overtraining.
• referring participants to appropriate allied health professionals when necessary.
• identifying issues/behavior related to unhealthy body image and making appropriate referrals.
G. Select and participate in continuing education programs that enhance knowledge and skills on a continuing basis, maximize effectiveness and increase professionalism in the field.
Knowledge of: • continuing education requirements for ACSM certification.
• continuing education resources (e.g., conferences, workshops, correspondence courses, on-line, college/ university-based, journals).
• credible, current and pertinent health-related information.
Skill in: • obtaining relevant continuing education.
• applying credible, current and pertinent health related information when leading the class.



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Trainers Certified test

capable or not, NBA working towards camps are set to open as soon as again | ACSM-GEI cheat sheet and PDF Questions

For the l. a. Lakers and Miami heat, it changed into the shortest offseason ever. For the eight groups that havenโ€™t performed on the grounds that March, the offseason dragged for longer than most seasons remaining. And for all 30 golf equipment, questions are way more standard than answers nowadays.

in a position or now not, the NBA is back.

training camps open across the league Tuesday, notwithstanding on-courtroom classes could be confined to particular person exercises and only for these avid gamers who have gotten three bad coronavirus test consequences again in the remaining few days. mandatory โ€œcommunity training activities,โ€ a further manner to explain what would in any other case be called practice, will begin in some cities Friday and for most clubs Sunday, the league spoke of.

โ€œI suppose like a child getting excited for the primary day of school again,โ€ Atlanta defend Trae younger tweeted.

As is the case with faculty, there can be exams in NBA camps. lots of them.

players and coaches can be established for coronavirus every day around the league, and a positive check at this element would seemingly derail somebody for most of camp and possibly into the preseason. The rules are so strict that golf equipment cannot even dangle a crew dinner on the eve of training camp; the NBA isnโ€™t allowing these to take region unless at the least Dec. 11, or the start of phase 4 within the leagueโ€™s 5-part plan for health and defense.

โ€œWeโ€™re all going to need to be very nimble, firstly preserving guys protected and healthy,โ€ Utah well-known manager Justin Zanik talked about Monday. โ€œWeโ€™ll get an idea of the schedule, how commute is, how the pandemic affects us. ... no person in the NBA, apart from a 3-month bubble, has ever undergone what weโ€™re about to move through.โ€

Preseason is below two weeks away, beginning Dec. 11. The average season starts on Dec. 22, three weeks from Tuesday. A time table for the primary half of the shortened seventy two-online game normal season may well be frequent in the coming days, and many groups are nonetheless deciding in the event that they can begin the season with lovers of their arenas or no longer. The NBA champion Lakers have already talked about they arenโ€™t having lovers in their constructing to birth the season; Charlotte and Oklahoma metropolis introduced Monday that they'll begin their domestic schedules the same means.

3

FILE - In this Sept. 2, 2020, file photo, the NBA logo is displayed at center court during an NBA first-round playoff basketball game between the Houston Rockets and Oklahoma City Thunder in Lake Buena Vista, Fla. NBA training camps open around the league Tuesday, Dec. 1, 2020,though on-court sessions will be limited to individual workouts and only for those players who have gotten three negative coronavirus test results back in the last few days.1of3FILE - in this Sept. 2, 2020, file picture, the NBA brand is displayed at middle court all through an NBA first-round playoff basketball game between the Houston Rockets and Oklahoma metropolis Thunder in Lake Buena Vista, Fla. NBA practicing camps open across the league Tuesday, Dec. 1, 2020,even though on-court sessions should be restrained to particular person workout routines and handiest for those avid gamers who have gotten three terrible coronavirus check effects lower back within the closing few days.Mark J. Terrill/APShow MoreShow much less FILE - In this Oct. 11, 2020, file photo, Miami Heat's Bam Adebayo (13) dunks during the second half in Game 6 of basketball's NBA Finals against the Los Angeles Lakers in Lake Buena Vista, Fla. Adebayo and the Miami Heat are working on a contract extension, the team said Tuesday, Nov. 24, 2020, a deal that when finalized will likely guarantee him at least $168 million over the next six seasons and perhaps as much as $200 million in that span.2of3FILE - during this Oct. 11, 2020, file image, Miami heat's Bam Adebayo (13) dunks all through the 2nd half in game 6 of basketball's NBA Finals towards the la Lakers in Lake Buena Vista, Fla. Adebayo and the Miami warmth are working on a contract extension, the group said Tuesday, Nov. 24, 2020, a deal that once finalized will probably assure him at the least $168 million over the next six seasons and perhaps as plenty as $200 million in that span.Mark J. Terrill/APShow MoreShow less FILE- In this Aug. 28, 2020, file photo, Black Lives Matter is displayed near the NBA logo in an empty basketball arena in Lake Buena Vista, Fla. NBA training camps open around the league Tuesday, Dec. 1, 2020, though on-court sessions will be limited to individual workouts and only for those players who have gotten three negative coronavirus test results back in the last few days.3of3FILE- during this Aug. 28, 2020, file picture, Black Lives depend is displayed near the NBA brand in an empty basketball arena in Lake Buena Vista, Fla. NBA practicing camps open around the league Tuesday, Dec. 1, 2020, notwithstanding on-court docket periods could be limited to individual exercises and handiest for these gamers who have gotten three terrible coronavirus look at various outcomes lower back in the last few days.Ashley Landis/APShow MoreShow less

โ€œthis is going to be a challenging season for us,โ€ Phoenix universal manager James Jones observed. โ€œWeโ€™re going to do every little thing in their energy to make certain that they try to reside COVID-free and check out to reside match. With 72 video games in a condensed season and extra or improved returned-to-backs capability that weโ€™ll have to control their time appropriately.โ€

For 9 coaches โ€” Tom Thibodeau in new york, Steve Nash in Brooklyn, Billy Donovan in Chicago, Doc Rivers in Philadelphia, Nate Bjorkgren in Indiana, Stan Van Gundy in New Orleans, Stephen Silas in Houston, Mark Daigneault in Oklahoma metropolis and Tyronn Lue with the la Clippers โ€” this week marks the formal birth of their on-court tenures with their golf equipment.

Itโ€™ll even be the primary working towards camp as head instruct for J.B. Bickerstaff in Cleveland; he took over as coach of the Cavaliers in February.

Some groups havenโ€™t performed on the grounds that March eleven. Others noticed their seasons resume in July, then conclusion in August or September. And for the Lakers and the heat, the NBA finalists, the season went except mid-October.

not even two months later, itโ€™s time to play once again.

โ€œI suppose itโ€™s fair to claim that coming into the season, given every thing thatโ€™s going on within the country relative to COVID and the effects that itโ€™s having on every person each locally and nationally, here's going to be an exquisite exciting season,โ€ Oklahoma city regularly occurring manager Sam Presti observed.

โ€œWeโ€™ve under no circumstances been through a season like this earlier than. No team has.โ€

___

extra AP NBA: https://apnews.com/NBA and https://twitter.com/AP_Sports


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