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Recall Knowledge Flashcards

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0
Q

What is the primary purpose of a certification?

A

To protect the public from harm by establishing minimum competency in the knowledge, skills, and abilities necessary to perform the job

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1
Q

2008 Physical Activity Guidelines for Americans:

A

The first comprehensive guidelines on physical activity to be issued by the U.S. Government

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2
Q

Scope of Practice

A

The legal range of services that professionals in any given field can provide, the settings in which those services can be provided, and the guidelines or parameters that must be followed

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3
Q

What are the requirements to become an ACE-certified personal trainer?

A

The candidate must show that they are able to apply the knowledge required to be a safe and effective personal trainer by passing the Ace Personal Trainer Certification Exam

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4
Q

How long is an ACE certification valid?

A

ACE certifications are valid for two years from the date earned, expiring on the last day of the month

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5
Q

What are the requirements for recertification?

A

Complete a minimum of 20 hours of continuing education credits (2.0 CECs) and maintain a current certificate in cardiopulmonary resuscitation (CPR) and automated external defibrillation (AED)

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6
Q

Why are CECs a standard requirement?

A

They ensure professional stay up-to-date with the latest research in their respective fields and for the protection of the public

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7
Q

What does ACE offer for professionals who go beyond the deadline for recertification?

A

A six-month extension of the renewal period, but it is merely a grace period for certification, not an extension of the actual certification; the certification is expired and will only become current again once renewed

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8
Q

What percent of American adults engage in physical activity at the minimum recommended level?

A

45%

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9
Q

Motivation

A

A complex construct that refers to the psychological drive the gives behavior direction and purpose

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10
Q

Exercise adherence

A

The voluntary and active involvement in an exercise program

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11
Q

What are the recommendations for aerobic physical activity provided by the Department of Health and Human Services?

A

Adults should engage in at least 2.5 hours of moderate-intensity aerobic physical activity each week

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12
Q

What are the recommendations for muscle-strengthening activity provided by the Department of Health and Human Services?

A

It is recommended that adults engage in muscle-strengthening activities that are moderate or high-intensity and involve all major muscle groups on tour more days a week

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13
Q

What percent of people who start a new program will drop out?

A

50% within the first six months

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14
Q

What are the three categories of potential determinants for physical activity?

A
  • Personal attributes
  • Environmental factors
  • Physical-activity factors
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15
Q

Locus of control

A

A belief in personal control over health outcomes and is a consistent predictor of unsupervised exercise activity among healthy adults

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16
Q

What is the most common excuse for not exercising and for dropping out of an exercise program?

A

A perceived lack of time

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17
Q

What is the dropout rate in vigorous-intensity exercise programs compared to moderate-intensity activity programs

A

The dropout rate in vigorous intensity programs is almost twice as high as a moderate intensity programs; six times as many women and over twice as many men choose to start moderate intensity programs over vigorous

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18
Q

How many people who engage in high-intensity activities are injured each year?

A

It is estimated that as many as half of all people engaged in vigorous activity exercise are injured each year

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19
Q

Intrinsic motivation (exercise context)

A

A person is engaged in exercise activity for the pleasure and experience of the exercise itself

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20
Q

Extrinsic motivation (exercise context)

A

A person is engaged in exercise for any benefit of it then for the enjoyment of participation

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21
Q

Situational motivation (exercise context)

A

Motivation during the actual work out

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22
Q

Self-efficacy (exercise context)

A

The belief in one’s own capabilities to successfully engage in a physical activity program

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23
Q

Feedback

A

Information about their progress and performance in an exercise program

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24
Q

Extrinsic feedback

A

The reinforcement, error correction, and encouragement that the personal trainer gives to their clients

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25
Q

Intrinsic feedback

A

Information that the client provides based on their own sensory systems (what they feel, see, or hear)

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26
Q

Knowledge of results

A

The type of feedback that provides information on progress

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27
Q

What is role clarity?

A

Clearly defined expectations leaving no room for misinterpretations or assumptions

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28
Q

SMART goal guidelines

A
  • Specific
  • Measurable
  • Attainable
  • Relevant
  • Time-bound
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29
Q

What is the most important tool in dealing with Relapse?

A

Planning ahead and being prepared to get them back on track with to the program soon after experiencing the relapse

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30
Q

Rapport

A

A relationship marked by mutual understanding and trust

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31
Q

Stages of the client-trainer relationship

A
  • rapport
  • planning
  • investigation
  • action
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32
Q

Deliberators

A

Low sociability, low dominance

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33
Q

Directors

A

Low sociability, high dominance

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34
Q

Collaborators

A

Hi sociability, low dominance

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35
Q

Expressers

A

Hi sociability, high dominance

36
Q

Encouraging

A

Short words or phrases such as “I see” or “I know what you mean” to encourage the client to continue speaking

37
Q

Paraphrasing

A

Demonstrating understanding by restating in a clear and concise way the essence of what the client has been saying, even extending the meaning

38
Q

Questioning

A

Open ended questions demonstrating good listening skills and encouraging the client to share relevant information

39
Q

Reflecting

A

Trying to restate the main points and feelings, allowing the client to correct if wrong or explore the reflection in more depth

40
Q

Summarizing

A

Summarize key points that have a bearing on the exercise program design

41
Q

Steps of the planning stage

A
  • setting goals
  • creating and discussing alternatives
  • formulating a plan
  • evaluating the exercise program
42
Q

What is the ultimate goal for every client?

A

To adhere to the exercise program

43
Q

Process goal

A

Something a client does, such as walk 2 miles a certain number of times

44
Q

Product goal

A

Something a client achieves, like losing 4lbs

45
Q

Motivational interviewing

A

A method of speaking with people in a way that motivates them to make a decision to change their behavior

46
Q

Motor learning

A

The process of acquiring and improving motor skills

47
Q

Goals when providing feedback

A
  • provide reinforcement for what was done well
  • correct errors
  • motivate clients to continue practicing and improving
48
Q

Cultural competence

A

The ability to communicate and work effectively with people from different cultures

49
Q

Empathy

A

Demonstrating understanding and acceptance through effective listening with an open, nonjudgemental mind

50
Q

In the trainer-client relationship when does personal involvement occur?

A

When the trainer becomes friends with the client or enters into a sexual relationship

51
Q

Stages of learning

A
  • cognitive stage of learning
  • associative stage of learning
  • autonomous stage of learning
52
Q

Health Psychology

A

A field that examines the causes of illness and studies ways to promote and maintain, health prevent and treat illness, and improve the healthcare system

53
Q

2008 U.S. Health and Human Services Department physical activity guidelines for adults

A

150 minutes of moderate-intensity aerobic physical activity or 75 minutes of vigorous-intensity physical activity each week; more extensive health benefits can be achieved a increasing to 5 hours of moderate-intensity physical activity or 150 minutes of vigorous-intensity physical activity each week.

54
Q

Health belief model (Becker, 1974)

A

People will engage in a health behavior based on the perceived threat they feel regarding a health problem and the pros and cons of adopting the behavior

55
Q

Self–efficacy

A

A subjective perception of one’s own ability to succeed or in exercise context, successfully be physically active

56
Q

Transtheoretical Model of Behavior Change (TTM), more commonly called the stages-of-change model, components

A
  • stages of change
  • processes of change
  • self-efficacy
  • decisional balance
57
Q

The five stages of behavior change

A
  1. ) Precontemplation
  2. ) Contemplation
  3. ) Preparation
  4. ) Action
  5. ) Maintenance
58
Q

The most powerful predictor of self-efficacy

A

Past performance experience

59
Q

Precontemplation stage of the stages of change

A

People are sedentary and not considering an activity program

60
Q

Contemplation stage of the stages of change

A

People are still sedentary, however they are starting to consider activity is important and have begun to identify the implications of being an active

61
Q

Preparation stage of the stages of change

A

People are engaged in some physical activity, as individuals are mentally and physically preparing to adopt an activity program

62
Q

Action stage of the stages of change

A

People engage in regular physical activity, but of been doing so for less than six months

63
Q

Maintenance stage of the stages of change

A

People are engaged in regular physical activity participation for longer than six months

64
Q

Decisional Balance (the final of the four components of the TTM)

A

The number of pros and cons perceived about adopting and/or maintaining an activity program

65
Q

At what stage of the TTM are clients at risk of relapse

A

Relapse can occur at any stage of the TTM, and can be triggered in any individuals life and can occur on any given day

66
Q

Operant Conditioning

A

The process by which behaviors are in fluence by their consequences, more specifically, the relationship between antecedents, behaviors, and consequences

67
Q

Antecedents

A

Stimuli that precede a behavior and often signal the likely consequences

68
Q

Stimulus control

A

Manipulation of environmental antecedents to maximize the likelihood of desired behavior

69
Q

Positive reinforcement

A

The presentation of a positive stimulus that increases the likelihood the behavior will reoccur

70
Q

Negative reinforcement

A

The removal or avoidance of aversive stimuli following undesirable behavior increasing the likelihood the behavior will reoccur

71
Q

Extinction

A

Occurs when the positive stimulus that once followed a behavior is removed and the likelihood that the behavior will reoccur is decreased

72
Q

Shaping

A

The process of using reinforcements to gradually achieve a target behavior

73
Q

Observational learning

A

All people are influenced by the behaviors of their social environments

74
Q

Stimulus control

A

Making adjustments to the environment to increase the likelihood of healthy behaviors, to make being physically active as convenient as possible

75
Q

Sedentary

A

Doing or requiring much sitting, minimal activity

76
Q

Allied Healthcare Continuum

A

Health professionals who are credentialed through certifications, registrations, and/or licensure and provide services to identify, prevent, and treat diseases and disorders

77
Q

What is the most important thing that a trainer can do to maximize the effectiveness of the goal setting process?

A

Revisit the goals on a regular basis.

78
Q

What is the most important tool in dealing with ?relapse

A

Planning ahead and being prepared to get clients back on track with their activity programs.

79
Q

Auditory learners

A

Clients who prefer auditory learning need more detailed explanation and more frequently asked questions.

80
Q

Visual learners

A

Clients who prefer visual learning need longer demonstrations they can intently watch. They will often find reading more beneficial than an explanation.

81
Q

Kinesthetic learners

A

Clients who prefer kinesthetic learning need to physically engage themselves, they have to feel a movement before truly catching on.

82
Q

Tell, Show, Do Model: Tell

A

Begin with a short clear explanation of what the client is going to do and why. Emphasize safety information along with guidelines for preventing injury. Explain the skill in terms of what the skill accomplishes and why it is important.

83
Q

Tell, Show, Do Model: Show

A

Demonstrate the skill accurately and allow clients time to observe, trainers often combine the telling and showing phases of skill introduction.

84
Q

Tell, Show, Do Model: Do

A

Motor skills and more strongly related to practice and experience over natural ability alone. Allow clients focused practice, people learn more quickly when they focus on performing the skill without being distracted. In this phase observe clients practice and prepare to give feedback.

85
Q

Duda & Treasure, 2006 research findings on motivation and exercise

A

(Duda & Treasure, 2006) Research shows that people who exercise regularly for extended periods of time often do so because of intrinsic motivation.

86
Q

Behavior contract

A

Behavior contracts spell out the behavior the client is expected to perform and a reward that will be given to the client upon successful achievement. These offer extrinsic motivation and are typically used for clients who are just starting.

87
Q

Mindful focus

A

Keeping one’s awareness in the present moment with an open, nonjudgmental attitude.

ACE Manual Knowledge (11 decks)

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