Leadership Class Chapter 1/2

Ability

The translation of knowledge and skills into behaviors and actions to desired outcomes

Accreditation

Approval of an educational program according to defined standards

Certification

A process, often voluntary, by which individuals who have demonstrated the level of knowledge and skill required in the profession, occupation, or role are identified to the public and other stakeholders.

Competence

Multifaceted and dynamic concept that encompasses knowledge, skills, attitudes, and values that are identified as essential in meeting performance expectations.

Knowledge

Facts and information acquired by a persons education and/or experience and practical understanding of a subject

Skill

A technique or strategy that is usually learned and acquired through training to perform a specific action or defined set of actions

In 2000, leading causes of preventable death in United States were attributed to

Tobacco use

Poor diet

Physical activity

Whole purpose of this lesson

Get healthcare workers, physician and instructors to prescribe physical activity for health and disease. Usually if the patients get primary disease (reduced functional capacity) or secondary disease (muscle atrophy)

Effective exercise programs can be provided in a variety of settings

Home

Community

Commercial

Corporate

Rehabilitive

Practitioners under prescribe exercise due to

Limited knowledge

Not comfortable prescribing exercise

Failure to recognize that these patients can exercise

Failure to recognize that exercise possibilities exist in many locations

Three learning categories to Knowledge, Skills, Abilities

– Cognitive (knowledge)
– Psychomotor (skills)
– Affective (attitude)

Knowledge, Skills, Abilities

Serve as the goals of the training/educational process and are incorporated into the ACSM educational resources and certification/registry examinations
• Developed for each certification level based on a job task analysis
• Goals are to provide expectations and learning objectives and to assess competencies of those taking ACSM certification examinations

Knowledge Category

relates to recalling and comprehending information acquired through a variety of venues such as:
• Academic preparation
• Systemic study
• Educational offerings through professional
organizations
• Guided and/or self-learning opportunities

Skills Category

shows the ability to demonstrate certain psychomotor or technical competence as well as appropriate and effective communication/interaction activities that are relevant for a specific task or job requirement.

Skills

are learned through guided learning in procedure-based training in supervised practical experiences such as student interships

Abilities Category

affective learning or attitude) would refer to how things are internalized, such as feelings, values, enthusiasm, motivation, and appreciation.

Ability

to translate knowledge and skills into desired actions and performance capabilities requires behavior that is based on internal values, active learning, listening, and empathetic compassion.

Competencies

reflect the legal, ethical, regulatory, and political influences on the practice of professionals in healthcare.

The core competencies

provide a framework to align practitioners, students, educators, and consumers with expectations for service delivery in accordance with evidence- based standards and performance measures.

Standards and Guidelines are

– intended to reflect what a professional needs to know and be able to do to function successfully within that profession.
– Used for the development, evaluation, and self- analysis of programs that offer academic degrees in exercise related fields.

Accreditation

serves an important function for students seeking qualified programs and also serves an important public interest to inform employers and consumers of expectations from qualified exercise professionals.

Personal Fitness Trainer

Skilled practioners who work with a wide variety of patient demographics in one-to-one and small group environments.

Familiar with multiple forms of exercise used to improve and maintain health-related components of physical fitness and performance

Knowledgeable in basic assessment and development of exercise recommendations

Proficient in leading and demonstrating safe and effective mthonds of exercise, motivation individuals to begin and continue with healthy behaviours.

Consult with and refer to other appropriate allied health professionals when patient conditions exceed the personal trainers education, training and experiences.

Exercise Science

Academically prepared with a Bachelors Degree

Trained to assess, design, and implement individual and group exercise and fitness programs for individuals who are apparently healthy and those controlled disease

Skilled in evaluating health behaviors and risk factors, conducting fitness assessments, writing appropriate exercise prescriptions, and motivating individuals to modify negative health habits and maintain positive lifestyle behaviors for health promotion

Demonstrated competence as a leader of health and fitness programs in the university, corporate, commercial, or community settings in which their patients participate in health promotion and fitness related activities

Exercise Physiology

Academically prepared with a Master’s degree

Applied Exercise Physiology

Manage programs to assess, design, and implement individual and group exercise programs for apparently healthy individuals and those with controlled disease

Clinical Exercise Physiology

Work under the direction of a physician in the application of physical activity and behavioral interventions in clinical situations in which they have been scientifically proven to provide therapeutic or functional benefit

Primary Purpose for certifying practioners

Is to protect the public. This is accomplished by establishing standards related to a profession and insuring that practitioners demonstrate minimal competencies within the specific discipline or scope of practice.

Health Fitness Specialist

– A healthcare professional with the background and training necessary to conduct and manage individual and group exercise and fitness programs for apparently healthy individuals and those with controlled disease
– Most often work in fitness facilities that are commercial or at a work site

Clinical Exercise Specialist

– Qualified to deliver a variety of exercise assessment, training, rehabilitation, risk factor identification, and lifestyle management services to individuals with or at risk for cardiovascular, pulmonary, and metabolic disease(s)
– Most often work in a cardiac or pulmonary rehabilitation program or in a stress testing llaboratory

Continuing Education Resources and opportunities

Its important because continuing education activities related to all facets of their scope of work to keep current with the latest scientific evidence and care practices. May also be required for ongoing certification.

Examples of Appropriate continuing education include

– Local, regional, or national professional society meetings
– Symposiums or 1-day conferences
– Classes taken at a university
– Online presentations

Maintaining a certification

ACSM requires a certain number of continuing education credits per certification every 3 years to maintain the certification.
– They audit a percentage of the submitted continuing education credits to verify their authenticity.

Exercise Professionals

Responsibility to provide safe effective and enjoyable forms of physical activity to the patients they serve. Must possess a knowledge of exercise and accompanying physiologic responses, recognize individual differences and adapt exercise interventions as needed, and motivate participants to engage in healthy behaviours. Play a critical role in favorably affecting physical activity and health outcomes among persons they serve

Successful Internships require

1) Careful planning with clear expectations agreed upon by the faculty advisor, the work-site preceptor or supervisor, and the student.
2) A contract agreement between the academic institution and agency/institution is required that defines expectations related to supervision and monitoring, learning objectives, and evaluation criteria

Internships should do what?

• Focus on KSAs
• Provide teaching and learning experiences
• Provide evaluation and feedback
• Provide both working and observational opportunities

Traits of a Successful Exercise Professional

Models healthy lifestyle

Dependable and accountable

Ethical

Positive and self-confident

Compassionate and tactful

Energetic and enthusiastic

Creative and innovative

Team player, maintains good rapport with coworkers

Flexible and adaptable, receptive to constructive suggestions

Responds calmly and effectively under pressure

Alert to social environment and sensitive to diversity

Skills of a Successful Exercise Professionals

Application of knowledge

Technically competent

Empathetic listening

Behaviour change counseling

Articulate in communication (Oral, written and group presentations)

Setting priorities, organized

problem solving

provides leadership

Motivating

Evaluate and interpret data to guide interventions

Critical thinking

Adoption

The participation rate of organizations that will ultimately implement the intervention, policy, or environmental change and the representativeness of those organizations to the population that could implement the intervention.

Community intervention

A place-based focus that is defined by a geographic boundary that can be narrowed or expanded based on the planned intervention strategy.

Implementation

The degree to which an intervention is implemented as intended. Finally, maintenance is defined at both the individual and organizational level.

Reach

The participation rate and representativeness, of participants who engage in an intervention or are exposed to a policy or environmental change.

Sustainability

The continued delivery of a given intervention or the institutionalization of an intervention within typical community settings.

Community

defined as people who share a common identity, set of values, institution. A spatial component that refers to the location of groups of people or institutions, such as work sites or faith-based organizations

Could include communities based on what?

 Racial background (Latino community)
 Sexual preference (gay community)
 Educational status (academic community)

Communities may be linked based on what

 Social norms
 Belief structures
 Personal attachments

Guide to preventative services recommended approaches to increase physical activity

Point-of-decision prompts, community wide campaigns, school based physical education, social support interventions in community settings, Individually adapted health behaviour change programs, creation of or enhanced access to places for physical activity combined with informational outreach activities

Types of Community Physical Activity Interventions (School Interventions)

 Previously, physical activity was easily attained in association with school
 Recess time
 Physical education classes
 Intra- and extramural sports
 Active transportation to and from school

Schools did away with the opportunity to exercise

 Focus is more on academic instruction (No child left behind policy)
 30% of states do not mandate physical education for elementary and middle school students, and almost a quarter of states allow physical education too be completed using online course work.

Site based physical activity interventions

 Groups are attempting to increase physical activity levels in schools
 National Association for Sport and Physical Education’s Shape of the Nation
 SPARK (Sports, Play, and Active Recreation for Kids)
 Middle School Physical Activity and Nutrition (M-SPAN)
 Healthy Youth Places Project
 Lifestyle Education for Activity Program (LEAP)

School Based policy and Practice recommendations to increase physical activity

Children participate in 30 minutes of moderate to vigorous physical activity during school. Evidence based programs should be used. PE should be taught by certified PE teachers. State policy should hold schools accountable for meeting national physical education standards. School should expand PA opportunities beyond PE. Schools should promote active transportation to and from school.

Rationale for delivery at work site (Work site interventions)

Most adults spend large proportion of their waking hours at work. Comprehensing work site wellness programs can increase employee recruitment and retention, reduce healthcare costs and absenteeism and enhance employee morale and productivity

The wellness councils of american benchmarkings to work-site intervention success

Obtain senior level support. Create cohesive wellness teams. Collect data to drive health efforts. Craft an operating plan. Choose appopriate interventions. Create a supportive environemnt. Consistently evaluate outcomes

Site-based physical activity interventions (Clinical Intervetions)

The best interventions initially promote physical activity and exercise to patients by their physician
 Little time to follow-up or teach behavior change skills or exercise methods
 Physical activity and exercise programs are best implemented by clinical exercise professionals

Personnel that can be used to deliver other intervention components include

• Health educators
• Exercise professionals
• Community personnel
• Other clinical staff

Site based physical interventions (church interventions)

 Serve several social, organizational, and religious functions and offer unique opportunities for promoting healthy behaviors among African Americans
 Example program: The National Cancer Institute and American Cancer Society program Body & Soul
 Four program pillars were developed
 Should be a potentially effective technique in any faith
organization

Four pillars of Church based lifestyle behavior change programs

A pastor who is committed to, and involved with, physical activity and healthy eating. Church activities that promote healthy eating and active living. A church environment that promotes healthy eating and active living. Peer counseling to motivate healthy lifestyle behavior change

Introduce the program to the congregation (3 General Activity Categories)

Inspire member engagement and create a sense of excitement for upcoming program components.

Ongoing church activities (3 General Activity Categories)

should include workshops and skill-building strategies on healthy dietary and PA behaviours. Tours of local grocery store, cooking demos, taste testing (all promoted and communicated through church newsletters and bulletins

Incorporate activities (3 General Activity Categories)

Incorporate activities that celebrate success to recognize the planning team and program participants

Community-wide and policy interventions (standard Five-city project)

Used mass media (tv public service announcements, news stories, newspaper articles in English/Spanish to promote cardio risk reduction via lifestyle behavior changes)

Navel community Project in California

 Constructed bicycle paths along roads
 Purchased new equipment for the gymnasium
 Opened a women-only fitness center
 Marked out multiple 1.5-mile running routes around the base
 Developed jogging clubs/athletic events
 Policy approaches: Extended the hrs. the base rec. center was open

Reach (Re-AIM Framework)

The participation rate and representativeness of participants who engage in an intervention

Effectiveness (RE-AIM Framework)

The extent to which the intervention achieves targeted outcomes in real-world contexts and also includes assessing for potential negative conesequences

Adoption (RE-AIM Framework)

The participation rate of organizations that will ultimately implement the intervention and the representativeness of those organizations to the population that could implement the intervention

Implementation (RE-AIM Framework)

The degree to which an intervention is implemented as intended

Maintenance (RE-AIM Framework)

For individuals, maintenance is defined as sustained behavior change for more than 6 months. For organizations, maintenance is the sustained delivery of a given intervention or the institutionalization of an intervention within typical community settings.

Four primary questions are helpful when beginning to plan a community PA intervention

1. What individuals’ or group’s physical activity do you intend to increase as a result of the intervention?
2. Who or what organization will need to be involved in decision making and planning?
3. Who will be responsible for delivering or implementing the strategies?
4. What organization or institution will be needed to ensure sustainability?