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ACE GFI > ACE GFI exam > Flashcards

ACE GFI exam Flashcards

1
Q

___ involves the completion of an education or training program on a specific topic for which participants receive a certificate after completion of coursework

A

Certificate

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2
Q

A government agency grants a limited-time permission to engage in an occupation

A

Licensure

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3
Q

The legal range of services that professionals in a field can provide

A

Scope of practice

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4
Q

Is it every appropriate for a GFI to operate outside of their scope of practice?

A

Never

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5
Q

Industry experts update the GFI required skills, knowledge, etc. every ___ years

A

5 years

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6
Q

ACE Mover Method tenets

A
  • participant-centered
  • participants are foremost experts on themselves
  • focused on behavior change
  • open-ended questions, collaboration on goals, active listening
  • participants are genuinely views as resourceful and capable of change

ACE ABC approach for communicating one-on-one
RRAMP approach for behavior change

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7
Q

Active listening

A

verbal and nonverbal cues like nodding, maintaining eye contact
aim to make participant feel heard and valued

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8
Q

Reflective listening

A

Empathizing, clarifying questions
gives opportunity for participant to provide further information

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9
Q

OARS

A

open-ended questions
affirming
reflecting
summarizing

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10
Q

AMRAP

A

as many rounds/reps as possible

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11
Q

Type of question that invites individuals to think deeper before responding?

A

Open-ended questions (not “reflective questions”)

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12
Q

Health belief model

A

Decision to change is informed by:
- health threat (perceived succeptibility, perceived seriousness)
- health behavior (perceived benefits, perceived barriers)

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13
Q

Transtheoretical model of behavior change

A

pre-contemplation - not sure about exercise yet
contemplation - still weighing pros and cons
preparation - testing waters w/ sporadic activity or plans
action - engaging in regular activity (< 6 months)
maintenance - regular for >= 6 months

preparation phase is fragile, and needs encouragement

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14
Q

Borg 6 to 20 RPE scale

A

Rating of perceived exertion
6 is min
7 is very, very light
19 is very, very hard
20 is max

(my thoughts: this scale is insane and not easy to use at all)

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15
Q

Dyspnea

A

difficult and labored breathing
asthma and emphysyma are pulmonary conditions are different ways to feel this

coach these parts. to reduce exercise intensity

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16
Q

Dyspnea scale

A

Subjective score and reflects perceived relative difficulty of breathing

0 - no shortness of breath
1 - light, barely noticeable
2 - moderate, bothersome
3 - moderately servere, very uncomfortable
4 - most intense every experienced

3 and 4 should be coached to stop and breathe deeply to recover

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17
Q

Talk test

A

tests intensity based on “can you speak comfortably?”

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18
Q

Zones of intensity

A

zone 1 - light-to-moderate, can talk comfortably
zone 2 - vigorous-intensity, aerobic exercise, participant is unsure if talking is comfortable
zone 3 - near-max exercise, definitely cannot talk comfortably

VT1 - first ventilatory threshold (between zone 1 and 2)
VT2 - second ventilatory threshodl (between zone 2 and 3)

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19
Q

Three on-the-spot indicators to gauge potential limitations, and alert to types of progressions and regressions that may be needed

A

New participation, Age, Posture (must be gaugable in the lobby, so not “skill level”)

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20
Q

Open chain

A

The extremity of the body experiencing the resistance (weight, etc.) is free to move

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21
Q

Closed chain

A

The extremity of the body experiencing the resistance (weight, etc.) is fixed

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22
Q

First response (medical emergency) steps

A
  1. Check scene for safety. Is PPE available?
  2. Are they responsive? Shout-tap-shout. They can refuse your help.
  3. Call 9-1-1 and get AED. Assign tasks “I need you to __”
  4. CPR 100-120 BPM. 30 compressions 2-3 inches. 2 breaths pinching nose. Do not stop for > 10 secs. Switch every 2 minutes.
  5. Use AED as soon as available. Assign someone to put it on. Do not touch when shocks are happening.
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23
Q

Syncope

A

sudden and temporary loss of consciousness (fainting)

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24
Q

overexertion, Rhabdomyolysis, fatigue

A

fatigue - less intense than overexertion, noticeable as poor technique
overexertion - energy systems are taxed beyond tolerable levels
rhabdomyolysis - life threatening. muscle tissue breaks down and releases its contents into the bloodstream

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25
Q

Risk signs vs. risk symptoms

A

Sign - objective, observable. Eg. loss of coordination, blue lips, heavy coughing, poor form, vomiting
Symptom - subjective, sensory indicator that part. feels. Eg. diziness, nausea

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26
Q

symptoms of illness vs. signs of illness

A

symptom - subjective, sensory indicator that a part. feels. Eg. dizziness, nausea
sign - objective, observable indicator. Eg. poor form, excessive coughing

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27
Q

Elicit-provide-elicit

A

Participant-centered approach to sharing info

Elicit: “Can I share some additional info about __?”
Provide the info
Elicit: “what are you taking away? How does this sound?”

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28
Q

ACE ABC approach

A

Ask - open-ended questions
Break down barriers - learn about previous challenges, help overcome obstacles
Collaborate - work together on goal setting

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29
Q

ACE RRAMP Approach

A

Task-involving environment

Respectful environment (camaraderie/support between everyone in room)
Recognition of effort and improvement
Alignment (cooperation)
Mistakes are part of learning
Participants are unique (needs, goals, abilities)

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30
Q

Adherance principles

A

Environmental - acess to facilities, time, social support
Physical - intensity, injury,
Demographic
Personal
Psychological traits
Health status

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31
Q

SMART goals

A

specific
measureable
attainable
relevant
time-bound

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32
Q

self-determination theory

A

People don’t like to be told what to-do. Motiviation must come from within. There are two basic types of motivation

Autonomous/intrinsic - feels good, enjoy the activity, sleep better
Controlled - look good, lose weight, health, make spouse happy, meet people

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33
Q

_ of 10 adults in the US has a chronic disease

A

6 of 10

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34
Q

GFI role and scope

A
  • develop + lead safe, effective, appropriate classes w/ appropriate goals
  • pre-class assessments of parts.
  • help set realistic fitness goals
  • teach correct form w/ demo, explanation, cueing
  • teach how to monitor intensity (HR, breathing, etc.)
  • promote adherance w/ motivation
  • assess room and equipment before class
  • educate about fitness+health for long-term success
  • HIPAA confidentiality
  • refer to other health pros, when requests are out of scope
  • HANDLE EMERGENCIES and know when to activate EMS
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35
Q

GFI not in scope things

A

medical advice
nutritional advice (eg. fat-loss, supplements, etc.)

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36
Q

exercise dependence

A

not recognized as clinical disorder
craving for leisure-time phys. activity
cycles of tolerance + withdrawal
3-5% of general public, more among men and athletes
sometimes associated w/ eating disorder
MUST REFER to mental health professional

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37
Q

Addressing suspected exercise dependence

A

Directly with part. with empathy and positive regard
MUST REFER to mental health professional

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38
Q

Participant is concerned about Vitamin D defiiciency

A

It is within scope of practice to share resources from reputable sources about basic vitamins

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39
Q

Abduction vs. adduction

A

frontal plane
Abduction is away from centerline (legs and arms UP, getting abducted)
Adduction is towards centerline (legs and arms DOWN)

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40
Q

Group fitness class formats

A

cardiorespiratory training - improve cardiorespiratory fitness (eg. dance-based, step, boxing/kickboxing, HIIT, indoor cycling, cardio-based circuit training)

muscular training - improve muscular fitness/power. traditional (one muscle group at a time) or functional (micking activities of daily living). (eg. core training, upper- or lower-body focus, barbell-based, circuit training)

mobility/flexibility - increase range of motion. may be combined with mind-body format. eg. stretching, self-myofascial release

mind-body - promote muscular fitness, flexibility, and mindful breathing. eg. yoga, pilates, barre, tai chi

aquatic exercise - cariorespiratory + muscular fitness while in pool. eg. water jogging/running, interval classes, mobility, shallow/deep options

skill-related - focus on specific skills. eg. balance classes, speed/agility,quickness classes, plyometrics

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41
Q

Domains of learning

A

“cognitive - using your brain
affective - emotion
psychomotor - fundamental movement, physical abilities

FAKE: physical”

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42
Q

Stages of learning

A

“1. cognitive - slow, inconsistent, inefficient. takes active thought, and miany mistakes

  1. associative - a bit practiced, and core movements are mostly there.
  2. autonomous - skills are automatic and habitual, self correction is automatic. moves are automatic with simple cues. motivational cues required.”
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43
Q

Transition techniques (between movements)

A

“matching- complete one exercise in full and then perform the next (eg. square to overhead press in sequence)

mending - stringing two movements into one compound movement (eg. squat to overhead press in unision)

patching - performing an additional movement between two exercises (eg. squat or shimmy in between two dance moves)

THESE ARE NOT REAL: projecting”

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44
Q

Reversible vs. bilateral movements

A

reversible - opposing muscles one after the other
bilateral - both sides at the same time
todo verify

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45
Q

Coreographic methods

A

freestyle.- instructor chooses music, class design. instructor fully responsible. pre-planned, but instructor-controlled

pre-coreographed (pre-set) - instructors follow a script. all moves and music provided start-to-finish. discourages variation, promotes consistency

pre-planned - guidelines and suggestions, instructors can choose anything within that. eg. choose own music, choose from a sequence of moves

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46
Q

components of a class

A

warm-up (neuromuscular efficiency, stability, delay fatigue). prepare for conditioning. rehearsal moves

conditioning

post-conditioning / cool-down - cardiorespiratory system to recover. stretching

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47
Q

stretching techniques

A

static - most common

dynamic - moving through full ROM

ballistic - bouncing to create ROM - not recommended for general public

PNF (proprioceptive neuromuscular facilitation) - REQUIRES SPECIFIC TRAINING. contract-relax technique

48
Q

Overload

A

for novices, bodyweight yields enough results
for more advanced parts., need to use weight to achieve same. this is overload

todo there’s some principle about marginal returns

49
Q

Reflecting vs. summarizing

A

todo

50
Q

sources of self-efficacy

A

past performance experience - highligh past ations and successess

vicarious experience - relatinng to someone who’s doing it (“I can do that too!”)

verbal persuasion - encouragement from authoritative source (use with care, depending on part. needs)

physiological state appraisals - self-recognize feelings, and NORMALIZE (sweating, breathing hard, HR, etc.), REFRAME as positive (soreness -> rebuilding muscles stronger, tiredness -> better sleep)

mood appraisals - REFRAME (fear, anxiety, frustration -> mastery, success, endorphins, steps forward)

imaginal experiences - “how will you feel when you end class / achieve your goal”

51
Q

Cognitive learning stage

A

requires active thought, and involves mistakes when doing a movement

52
Q

Exercise evaluation

A

series of Q’s to ensure exercises match class goals and part. needs (or can be modified as such)

53
Q

corrective cueing principles

A
  • one action at a time
  • sequential, core to extermities
  • positive (“do” > “do not”) and solution-based
54
Q

FITT principles

A

Frequency: How often you exercise
Intensity: How hard you work out
Time: How long you exercise
Type: The kind of exercise you do

55
Q

ACE IFT model

A

for designing classes
todo

56
Q

Fluids before, during, and after exercise

A

before -
during -
after -

todo

57
Q

warm-up is for neuromuscular ___

A

neuromuscular efficiency

58
Q

how much force on parts. body can increase

A

2x

59
Q

Triple-F teaching strategy

A

the key aspects of proper exercise execution

Form - Proper alignment and movement patterns, to avoid injury and increase effectiveness

Function - Understanding the intended muscle groups and movement mechanics

Fit - Selecting exercises that are suitable for the individual’s fitness level, goals, and limitations

60
Q

3 dimensional cueueing

A

visual, verbal and kinesthetic cueueing, to provide multiple styles for different types of learners

61
Q

GFI is a ___ science

A

soft. there is no exact solution for every person/situation

62
Q

Tell-show-do method

A

tell: “we are going to ___”
show it by demo: “this is how to ___”
do: “now you do” / “now we’ll do it together”

63
Q

style of teaching that allows parts. to provide their own feedback

A

self-check

64
Q

style of teaching that allows for 1-on-1 and individualization

A

practice-style

65
Q

styles of teaching

A

todo

66
Q

beta blocker effects on HR

A

resting HR goes down
exercising HR goes down

67
Q

brochodilator (inhaler) effects on HR

A

no effects

68
Q

plyo/iso + tonic/metric/kinetic

A

“isometric - muscles contract without changing length (eg. plank)

isotonic - changing length, consistent resistance, full ROM (eg. bicep curl)

isokinetic - muscles contract at consistent speed (needs specialized equipment)

(think ““iso=same””, ““metric=length””, tonic=tension””, ““kinetic=speed””)

plyometric - explosive movements, muscles exert maximum force in short interval, goal to increasing power”

69
Q

PNF stretching technique

A

REQUIRES SPECIAL TRAINING. contract-relax technique.

70
Q

To fulfill standard of care, instruction must be ____

A

adequate and proper

71
Q

Footwear fitting tips

A

wear at end of day, because of foot swelling
use similarly thick socks

72
Q

self-myofascial release

A

done by part. on themselves

73
Q

massage therapy

A

todo

74
Q

Confidentiality of part. health info. who can know?

A

you, the part., facilities management (in an emergency) and EMS (in emergency)

75
Q

liability insurance considerations

A
  • professional-specific insurance (personal is not good enough)
  • coverage up to $1mil
  • special language required for outdoor/on-location
  • special language required for online
  • special language required for transporting parts.
76
Q

risk management table

A

assessing risk of injury to decide what to include/exclude from class

table based on frequency (high/often, med/infreq, low/rarely)
versus severity of injruy (high/vital, med/significant, low/insignificant)

avoid - don’t do the thing
reduce - modify the thing to be less risky
transfer - transfer the risk to part. with a waiver / informed consent
retain - keep doing the thing

77
Q

healthcare continuum (who’s involved)

A

physicians + nurse practitioners
specialists
medication, surgery
physical/occupational therapy
athletic trainers
registered dieticians
medican nutrition therapy

none touch excercise education, except fitness instructors

78
Q

kinetic chain

A

open chain - end of the chain (farthest from the body) is free to move
eg. bench press, hamstring curls, bicep curls, shoulder press
force applied, surface/equipment moves, but main body does not
shearing forces at joints, causing slippage

closed chain - end of the chain is fixed
eg. squat, push-ups, pull-ups
force applied, body moves but surface does not
compression, requiring joint stability
generally involve more muscles and joints
promotes neuromuscular coordination

79
Q

stability mobility

A

stability - maintain/control join movement/position
mobility - reange of uninhibited movement

80
Q

planes of movement

A

sagittal plane - front to back
frontal plane - side to side
transverse - twisting

81
Q

flexion / extension

A

sagittal plane
flexion - decrease angle between two bones
extension - increase angle between two bones
eg. squat / lunge / bicep curl

82
Q

foot movement terms

A

plantar flexion - pointing toes
dorsiflexion - flexing toes, stretching sole

83
Q

lateral flexion

A

frontal plane
bending side to side
eg. neck bending side to code, side bends

84
Q

pronation / supination

A

pronation - palm down
supination - palm up (facing the “super”natural upstairs)

85
Q

circumduction

A

multiplanar movement
flexsion -> extension -> adduction in sequential order
eg. lunge w/ trunk rotation

86
Q

todo

A

elevation
depression
inversion
eversion

87
Q

foot pronation / supination

A

todo

88
Q

opposition

A

todo

89
Q

foot medial border / lateral edge

A

todo

90
Q

activities of daily living (ADL)

A

5 primary movements

bend-and-lift (raising and lowering, eg. stand up from chair, picking something off floor)
single-leg (walking, stairs, running)
pushing (opening door, push up off floor, putting something away on shelf)
pulling (opening door, lawn-mower)
rotational (seat belt, reversing, turning to look behind you)

91
Q

spine alignment preferred terms

A

prefer “neutral back/spine” and “proud back/spine” over “flat”

92
Q

spine alignments

A

lordosis - lower back butt out (anterior hip tilt, tight hip flexors)
todo exercises to fix

flatback - lower back flat (posterior tilt)
todo exercises to fix

kyphosis - upper back rounded shoulders
todo exercises to fix

sway-back posture
todo exercises to fix

scoliosis - sideways perturbation
todo exercises to fix

93
Q

“instructors eye”

A

can’t rely on parts. to volunteer limitations
always be screening for warning signs
demo moves first
look for improper form, over exertion

94
Q

chronic vs. acute injuries

A

acute - abrupt
sprain, strain, fracture, contusion

95
Q

types of skin injuries

A

laceration - cut
puncture - hole
avulsion - skin tearning off
abrasion - scrape

96
Q

legal guideline TLDRs

A
  • everything done must be explainable and defendable
  • follow common dense
  • any doubt about safety, don’t do it
  • stay abreast of local, state, and fed guidelines
  • small legal fee early better than huge fee later
  • ongoing eductaton and certs provide credibility
97
Q

IC vs employee

A

considerations determine the categorization
- amount of hours, nature of responsibility, etc.

todo list more

98
Q

liability

A

responsibilities, as recognized by law

99
Q

standard of care

A

legal expectation of minimum quality expected of provided service
adequate and proper instruction

100
Q

negligence

A

failure to act as a reasonable and responsible actor
would someone else, reasonable and responsible act the same way in that situation

101
Q

acts of ommission / comission

A

omission - not doing something
not checking equipments, not clearing pathways, not doing screenings

comission - doing someone bad
eg. making an injured person continue

102
Q

areas of responsibility

A
  • health screening (forms, limitations, existing conditions)
  • proper instruction (directions, following accepted standards, no overly complex exercises, must give demos)
  • supervision (improper form, signs of injury, fatigue, ratio of instructors that allows for proper monitoring)
  • facilities + equipment - safety checks, report issues to management, ensure area is free of hazards (floor surface, clear pathways, etc.)
  • avoid transportation if possible, or else get proper insurance coverage (professional, no personal auto insurance, and regular GFI insurance must have a line covering transportation)
103
Q

instruction must be

A

adequate, proper, sufficient, understandable
(the first two seem to be the most important and come up on tests)

104
Q

todo what category?

A

duty - defendant has a duty to protect plaintiff from injury
breech - the def. failed to exercise the standard of care to perform that duty
injury - todo
damages - todo

105
Q

heart attack symptoms and response

A

cardiorespiratory emergency

pain in chest, arms, back, neck, jaw
difficulty breathing, nausea, axiety, sweating, fatigue

ACTIVATE EMS!

106
Q

exercise-induced bronchoconstrictions symptoms and response

A

cardiorespiratory emergency

narrowing of airways, difficulty breathing, wheezing, sweating, paleness, excessive coughing
ACTIVATE EMS if unconscious, or cannot resolve with meds (see if they have an inhaler, and try it)

107
Q

choking symptoms and response

A

cardiorespiratory emergency

loss of speech, blue or pale skin
ACTIVATE EMS, start doing heimlich and call off EMS if object is dilodged

108
Q

examples of cardiorespiratory emergencies

A

heart attack
exercise-induced bronchoconstriction
choking

109
Q

stroke symptoms and response

A

cerebrovascular emergency

todo

symptoms change based on which area of brain is affected

110
Q

concussion symptoms and response

A

cerebrovascular emergency

todo

111
Q

seizures symptoms and response

A

cerebrovascular emergency

todo

112
Q

examples of cerebrovascular emergencies

A

stroke
concussion
seizure

113
Q

hypoglycemia symptoms and response

A

metabolic emergency
means low blood sugar

dizziness, confusion, hunger, headache, weakness, sweating
give glucose tablets

if participant has diabetes, symptoms could be extreme
CALL EMS for extreme symptoms

could happen if pregnant
CALL EMS if symptoms do not subside
have they eaten enough calories? water?
give simple easily-digestible sugars (candy, fruit, juice, sports drink)
limit length and vigor of exercise

do not give sugar by mouth if participant is unconscious (chocking hazard)

114
Q

examples of metabolic emergencies

A

hypoglycemia

115
Q

pregnancy emergencies symptoms and response

A

hypoglycemia - call EMS is symptoms od not subside
labor
vaginal bleeding
miscarriage - inability to stand, nausea, vomiting, dizziness

116
Q

RICE incident management

A

a common early-intervention strategy
todo - check what incidents this is for

R - rest / restricted activity, until cleared by physician
I - ice 10-20 mins every hour until swelling stops
C - compression wrap to minimize swelling
E - elevation above heart to reduce swelling

117
Q

Incident management steps (first response, how to asset serverity)

A
  1. assess if EMS is needed for critical symptoms
  2. locate participant’s meds (inhaler, epi pen, etc.)
  3. listen to EMS directions
  4. clear environment for safety
  5. CPP/AED if necessary
  6. early-intervention if necessary
  7. rest, fueld, water
  8. regressions on exercise movements

todo revisit - is this in any order? what order?

ACE GFI (1 decks)

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