ACTION Certification CPT Job Analysis Report

Job Analysis Study Report
Athletic Certification Training Commission

February 17, 2011
Prepared by:
Assessment Systems Corporation
Saint Paul, MN
Table of Contents
Executive Summary ................................................................................................................... 1
The Validity Argument ................................................................................................................ 2
Study Design ............................................................................................................................. 3
Results ....................................................................................................................................... 5
Gender ................................................................................................................................... 5
Age......................................................................................................................................... 6
Years of experience................................................................................................................ 7
Education ............................................................................................................................... 8
Work setting ........................................................................................................................... 9
Geography ............................................................................................................................10
Current certification ...............................................................................................................11
Other certifications.................................................................................................................11
Task ratings ...........................................................................................................................12
References ...............................................................................................................................15
Appendix A: Tasks listed by content area..................................................................................16
Appendix B: Tasks listed by Time x Importance ........................................................................23
Contact Information
Assessment Systems Corporation
2233 University Avenue, Suite 200
St. Paul, Minnesota 55114
Voice: (651) 647-9220
E-Mail: solutions@assess.com
Fax: (651) 647-0412

Web: www.assess.com
Executive Summary
This report describes a job analysis study completed by the Athletic Certification Training
Commission. The study was conducted to obtained detailed empirical data regarding the
personal training profession, which will be used to design a certification test. A job analysis is
the first step in the process of credentialing test development, and absolutely essential to
establishing validity.
A list of tasks was generated by a panel of experienced personal trainers. This list was used to
create a survey regarding the importance of each task and the time spent on each; 312
personal trainers completed the survey, providing empirical information regarding which tasks
are most important and require the most time. This report provides detail on the methodology
and results of this survey. A later report will describe the conversion of these results into
detailed test specifications.
ACT CPT Job Analysis
Page 1
The Validity Argument

Validity refers to whether there is evidence to support given interpretations of test scores. The
modern conceptualization of validity views is from an argumentative perspective (Kane, 1992;
2004). That is, the testing organization must present a chain of evidence in support of an
argument for the intended use of a test. Professional credentialing tests rely on content
validation; that is, the primary link in the chain is to establish that the content of the test is
appropriate.
In the case of professional certification testing, the intended interpretation is that someone who
passes the test has a certain level of knowledge and skill required to do a job adequately. We
must therefore provide a chain of evidence from the test scores back to the job itself. The first
step in the chain is the job; we must perform a scientific analysis of what the job entails in order
to adequately design a test to assess skills for the job. This is known as job analysis or
practice analysis. Standard 10A of the National Commission for Certifying Agencies (NCCA),
which accredits certification testing organizations, states:
A job/practice analysis must be conducted leading to clearly delineated performance
domains and tasks, associated knowledge and/or skills, and sets of content/item
specifications to be used as the basis for developing each type of assessment
instrument (e.g., multiple-choice, essay, oral examination).
Job analysis is also described by the Standards for Educational and Psychological Testing
(AERA, APA, NCME, 1999). Chapter 14 covers testing for employment and credentialing, and
Standards 14.8 through 14.14 discuss the need for content validation and the role of job
analysis. For example, Standard 14.14 states:
The content domain to be covered by a credentialing test should be defined clearly and
justified in terms of importance of the content for the credential-worthy performance in an
occupation or profession. A rationale should be provided to support a claim that the
knowledge or skills being assessed are required for credential-worthy performance in an
occupation and are consistent with the purpose for which the licensing or certification
program was instituted.
The content validation approach is appropriate for credentialing because the intended
interpretation of test scores is merely that a person is qualified to perform the job. This is
contrasted to predictive validation, where the goal of the test is to predict a continuum of job
performance. For example, selection tests are typically validated by correlating test score with
ratings of job performance, in hopes that scores on the test will predict better job performance
and therefore can be used to select better applicants. Credentialing tests demonstrate that
someone has the basic knowledge and skills to perform adequately, so validation focuses not
on top performance, but rather on determining the span of knowledge and skills.
To provide a psychometrically sound foundation for the development of a Certified Personal
Trainer (CPT) certification test, ASC conducted a job analysis study for ACTC. This report
details the design and results of this study, and the implications for test design.
Page 2
Study Design
There are several designs available (Brannick & Levine, 2002) for a job analysis study (JAS); a
model commonly used for credentialing exams is a task inventory (Raymond & Neustel, 2006).
The goal of this approach is to produce a comprehensive list of professional tasks performed on
the job, then have a wide range of incumbents rate each task on aspects such as importance
and time spent on the task in a normal work week. This provides empirical evidence as to
which tasks are more important or more frequent in the job; those tasks should obviously have
more weight on the final test than rare or unimportant tasks.
A committee of subject matter experts (SMEs) is necessary to oversee this process. ACTC
recruited the following experienced physical trainers as an advisory board for the CPT
credential.
Dr. Dan McBride
Dr. Jeffrey Albright
Greg Burkett
Heather Binns
Novella Thompson
Peter Sands
Eliot Charles
Scott Smith
Lucas Varella
Lisa Deane
Michael Zamora
The following presents the steps in the study methodology.
1.
2.
3.
4.
5.
Develop test definition and broad outline to provide the initial link in the validity chain
Generate exhaustive list of task elements of the profession
Review task list
Develop rating scales for task and demographic questions to assess sampling
Publish and deliver survey with sampling plan
An initial meeting was held to discuss the role of the credential in the field. It was decided that
the credential will be called Certified Personal Trainer, and will have a comprehensive nature
rather than an entry-level nature. The next step was to develop a broad outline of the
profession, which will be used to guide the generation of a list of tasks that cover the
professional work performed in the course of the job. The following are the major domains
identified at the initial JAS committee meeting.
Basic knowledge
Health, lifestyle, and goal screening and assessment
Fitness assessment
Program design and implementation
Nutrition guidance
Progress tracking
Business and legal issues
Page 3
The next step was to define a comprehensive list of professional tasks. The target range for this
profession was 100 to 200 tasks. This range was selected to help guide the level of detail in the
tasks: we do not want too few tasks (they will be too broad), or too many tasks (they will be too
detailed). For example, listing the use of each certain type of exercise, machine, or nutritional
approach would easily go past 200 tasks and be unnecessarily detailed.
A web meeting with the advisory board in November 2010 discussed the seven domains as well
as subdomains useful to organize the work in the profession, and produced an initial list of
tasks. Generation of the list utilized an educational curriculum to support its
comprehensiveness. The list of tasks was then made available to the board members on
Google Docs to allow collaborative work in expanding the list. Another meeting was held to
review the list and ensure that it was comprehensive. The list of tasks was deemed ready to be
released as a task inventory survey.
The task inventory was designed to assess each task on importance and time spent. The
following rating scales were used, with textual anchors to make certain that participants were
responding in the same frame of mind. For statistical analysis, these were assigned integer
points (1, 2, 3, 4, 5).
Time Spent
0-1 hours per week
2-3 hours per week
4-5 hours per week
6-9 hours per week
10 or more hours per week
Importance
Not important
Minimal importance (low)
Average importance (medium)
Very important (high)
Extremely important (critical)
Before being released, a number of demographic questions were added to provide information
regarding the distribution of survey participants. This was done to evaluate the range of
participants, as it is important to have a sample from a wide range. Possible answers for these
are shown in the results section of this report.
1.
2.
3.
4.
5.
6.
7.
Gender
Age
Highest education achieved
Work setting
State/province
Currently certified by ACTC
Other professional certifications
The survey was published with an online survey delivery service. The URL to the survey was
then sent to ACTCs mailing list, inviting those working in the field to participate. The survey
was active for two months before data was accessed for analysis.
Page 4
Results
A total of 539 professionals participated in the survey, with a mean age of 34.52. However, a
large proportion of participants only completed the demographics section. This left 317
participants that actually responded to the survey. The following sections present summaries of
the demographics describing this sample; the sample was widely dispersed in terms of gender,
age, education, work setting, and state of current ACTC certification, other certifications, and
geography.
Gender
A total of 312 respondents answered the demographic question on gender. Ninety-two (29.49)
were female and 220 (70.51%) were male.
Table 1: Gender distribution
Gender
Male
Female
Total
N
220
92
312
Percent
70.51
29.49
Figure 1: Gender distribution
Page 5
Age
A total of 317 respondents answered the demographic question on age. Age was widely
distributed from 18 to 60, with a positive skew (tail towards higher age) and mode of 26-30 in a
grouped frequency distribution. Table 2 and Figure 2 present the distribution on age.
Table 2: Age distribution

Age
20 or less
21-25
26-30
31-35
36-40
41-45
46-50
51-55
56-60
60+
Total
N
15
51
60
57
47
29
24
22
12
0
317
Percent
4.73
16.09
18.93
17.98
14.83
9.15
7.57
6.94
3.79
0.00
Figure 2: Age distribution
Page 6
Years of experience
Years of experience is obviously related to age, but can be quite different for professionals that
changed careers and entered the personal training field later in life. This question was
answered by 312 respondents distributed as seen in Table 3 and Figure 3.
Table 3: Age distribution
Years
Less than 1
1 to 1.5
2 to 5
6 to 10
11 to 15
16 to 20
21 to 25
26 or more
Total
N
35
112
85
32
26
7
8
7
312
Percent
11.22
35.90
27.24
10.26
8.33
2.24
2.56
2.24
Figure 3: Age distribution
Page 7
Education
The personal training field does not require a certain level of education, so there is a wide range
of educational levels attained by the 312 respondents that answered this question. The greatest
percentage (34.29%) has a Bachelors degree. Only 10.26% have not attended at least some
postsecondary education.
Table 4: Education distribution
Education
High school diploma
Some college
Associate's degree
Bachelor's degree (BA, BS)
Master's degree (MA, MS)
Doctoral degree (MD, Ph.D., etc.)
Total
N
32
72
50
107
39
12
312
Percent
10.26
23.08
16.03
34.29
12.50
3.85
Figure 4: Education distribution
Page 8
Work setting
Personal trainers can work in a variety of settings. The largest percentages work in a fitness
center or gym (40.51%), or are self-employed (44.05%), which is typical for the field.
Table 5: Work setting distribution

Setting
Fitness center or gym
Corporate
Medical/rehabilitation
Self-employed
Other
Total
N
126
6
13
137
29
311
Percent
40.51
1.93
4.18
44.05
9.32
Figure 5: Work setting distribution
Page 9
Geography
Respondents from the survey were distributed across 49 states and provinces in the United
States and Canada, in addition to 14 other countries. The largest numbers came from the
states with the largest populations: CA, FL, TX, and NY.
Table 6: Geographical distribution

State
AK
AL
AR
AZ
CA
CO
CT
FL
GA
IA
IL
IN
KS
KY
LA
MA
MD
ME
MI
MN
MO
MS
N
1
1
4
4
31
11
4
25
11
2
9
5
2
5
2
5
9
2
8
3
7
1
State
MT
NC
NE
NH
NJ
NV
NY
OH
OK
OR
PA
Puerto Rico
SC
TN
TX
UT
VA
VT
WA
WI
WY
N
1
13
1
4
11
3
14
10
3
5
10
1
4
5
23
2
8
1
5
3
1
Other countries
Australia
Egypt
Greece
Ireland
Israel
Mexico
Netherlands
Nicaragua
Philippines
Scotland
Singapore
Slovenia
Viet Nam
China
N
2
2
1
1
2
1
1
1
1
1
2
1
1
1
Canada
AB
BC
MB
NS
ON
SK
1
2
1
2
3
1
Page 10
Current certification
As seen in Table 7, 52.87% of examinees were currently certified with ACTC, while 47.13 were
not.
Table 7: Current certification distribution
Are you currently ACTC certified?
Yes
No
Total
N
166
148
314
Percent
52.87
47.13
Other certifications
Participants held a large number of additional certifications. The most common included
personal trainer certifications with American Council on Exercise (ACE), American College of
Sports Medicine (ACSM), Aerobics and Fitness Association of America (AFAA), International
Fitness Association (IFA), International Sports Sciences Association (ISSA), National Academy
of Sports Medicine (NASM), National Council on Strength and Fitness (NCSF), and the National
Strength and Conditioning Association (NSCA). Participants also held numerous certifications
in specific types of exercise (martial arts, yoga, Twist), as well as other health-related
certifications such as cardiopulmonary resuscitation (CPR), massage therapy, and nutrition.
Page 11
Task ratings
The mean and standard deviation of both time and importance ratings was calculated for each
task. In addition, mean time and importance were combined with both an additive model (T + I)
and multiplicative model (T I), as mentioned in Raymond and Neustel (2006). Each of these
provides an index of the significance of the task in the role of a professional personal trainer.
Table 8 presents the means of these four indices for each of the seven major domains and their
subdomains (content areas), as well as the number of tasks included in the final survey.
Table 8: Task rating means for content areas
Row Labels
Basic knowledge
Anatomy
Correct exercise form
Exercise analysis and biomechanics
PT scope of practice and role
Health, lifestyle, and goal screening and assessment
Client goals
Lifestyle
Medical history/clearance (risk factors)
Fitness assessment
Body composition
Cardio assessment
Flexibility assessment
Functional assessment
Identify risk factors and safe limits
Strength/endurance assessment
Program design and implementation
Exercise selection and performance
Program design
Safety and warning signs
Nutrition awareness
Nutrition awareness
Progress tracking
Benchmark assessment
Continuous communication and follow up
Long term planning
Re-design and suggesting new goals
Business and legal
Building client base
Business entities
Contracts, liability, budget
Ethics and privacy
Total
Tasks
Mean
time
+ imp
Mean
time x
imp
30
10
5
9
6
12
3
4
5
17
2
4
2
4
3
2
26
11
11
4
7
7
10
2
3
2
3
13
3
3
3
4
115
7.22
6.96
7.81
7.15
7.25
7.13
7.43
6.95
7.09
6.49
6.23
6.43
6.66
6.79
6.40
6.21
7.31
7.48
7.22
7.10
7.18
7.18
6.63
6.67
6.21
6.41
7.18
6.50
6.89
6.03
6.40
6.64
6.99
12.67
11.69
14.92
12.47
12.75
12.15
13.41
11.70
11.76
9.95
9.15
9.70
10.36
11.05
9.68
9.09
12.95
13.65
12.65
11.87
12.52
12.52
10.51
10.61
9.06
9.73
12.40
9.81
11.33
8.15
9.35
10.25
11.76
Mean Mean
time
imp
2.97
2.80
3.30
2.95
2.98
2.82
3.08
2.84
2.65
2.48
2.38
2.41
2.48
2.69
2.43
2.36
2.99
3.12
2.97
2.70
2.95
2.95
2.58
2.62
2.33
2.46
2.89
2.37
2.72
2.04
2.25
2.44
2.78
4.25
4.16
4.52
4.20
4.28
4.31
4.35
4.11
4.44
4.01
3.85
4.02
4.19
4.10
3.97
3.85
4.32
4.36
4.25
4.39
4.23
4.23
4.05
4.05
3.87
3.95
4.29
4.13
4.17
3.99
4.16
4.19
4.20
Table 8 shows that the Basic Knowledge and Program Design and Implementation domains not
only had the most tasks, but also the highest average Time x Importance ratings. Business and
Page 12
Legal had the lowest average of the seven primary domains. Meanwhile, Nutrition Awareness
had a relatively high average even though it had the fewest number of tasks. This type of
information will be important when determining the relative weight of the examination devoted to
each domain.
However, the primary goal of the job analysis study is to produce the four indices above for
each individual task. Appendices A and B show just that; Appendix A lists the tasks sorted by
content areas (domains and subdomains) as arranged in Table 8 above, while Appendix B lists
the same data but sorted by the Time x Importance rating. Appendix B provides empirical data
for an evaluation of which tasks are most common and important in the day-to-day work of a
professional personal trainer. The next step in the process is to perform that evaluation and
decide which content merits coverage on the test that will be developed. That is a separate
step, and will be discussed in a future report detailing the specifications of the new test.
Page 13
Summary
This report describes a job analysis study for professional personal trainers, performed for the
Athletic Certification Training Commission. The goal of the study was to produce a
comprehensive list of professional tasks performed on the job as a personal trainer, with
empirical data regarding the importance and frequency of those tasks.
The first step was the development of the list of tasks by a committee of subject matter experts.
Once this was completed, a survey was constructed utilizing the list as well as a number of
demographic variables. The survey was administered to 539 professionals, though only 317
completed responses. The data set was analyzed to provide a depiction of both the
demographic qualities of the sample as well as the structure of the profession, as detailed in the
Results section.
The completion of a job analysis survey is merely one step in the test development cycle. The
next step is to identify which tasks should be covered on the test, and the relative weight
assigned to tasks and domains. However, that is not directly part of the job analysis study, but
of the test design step; the goal of task inclusion is not analyzing the job but rather producing
the blueprints for the test. Therefore, selection of tasks for inclusion will be documented in a
test design report.
Page 14
References
AERA, APA, NCME, 1999. Standards for Educational and Psychological Testing.
Brannick, M.T., & Levine, E.L. (2002). Job Analysis. Thousand Oaks, CA: Sage.
Kane, M. (1992). An argument-based approach to validity. Psychological Bulletin, 112, 527-535.
Kane, M. (2004). Certification testing as an illustration of argument-based validation.
Measurement: Interdisciplinary Research and Perspectives, 2, 135-170.
Raymond, M. & Neustel, S. (2006). Determining the content of credentialing examinations. In
Downing, S.M., & Haladyna, T.M. (Eds.) Handbook of Test Development. Mahwah, NJ:
Erlbaum.
Page 15
Appendix A: Tasks listed by content area

Primary Domain
Content area
Task
Basic knowledge
Basic knowledge
Anatomy
Anatomy
Basic knowledge
Basic knowledge
Basic knowledge
Anatomy
Anatomy
Anatomy
Basic knowledge
Basic knowledge
Anatomy
Anatomy
Basic knowledge
Anatomy
Basic knowledge
Anatomy
Basic knowledge
Anatomy
Basic knowledge
Exercise analysis and

biomechanics
biomechanics
biomechanics
biomechanics
biomechanics
biomechanics
biomechanics
biomechanics
Understand skeletal system

Understand joint types (e.g. pivot, hinge,
etc.)
Understand nervous system
Understand digestive system
Understand energy physiology
(aerobic/anaerobic, metabolism)
Identify major muscles
Understand contraction types (eccentric,
concentric, etc.)
Understand muscle types (skeletal, smooth,
etc, and fast twitch, slow twitch, etc.)
Understand cardiovascular/cardiopulmonary
systems
Identify kinesiology terms for body position,
planes, body parts (lateral, medial, anterior,
etc.)
Assess line of pull
Basic knowledge
Basic knowledge
Basic knowledge
Basic knowledge
Basic knowledge
Basic knowledge
Basic knowledge
Time
+ Imp
6.67
6.71
Time
x Imp
10.52
10.63
Mean
time
2.56
2.57
SD
time
1.33
1.29
Mean
imp
4.10
4.14
SD
imp
0.88
0.90
6.50
6.37
7.31
9.99
9.66
12.96
2.49
2.49
3.02
1.31
1.29
1.27
4.01
3.88
4.29
0.97
1.02
0.79
7.72
7.26
14.55
12.78
3.26
2.99
1.26
1.33
4.46
4.27
0.76
0.85
6.99
11.80
2.86
1.29
4.13
0.94
7.21
12.60
2.97
1.29
4.25
0.84
6.86
11.37
2.81
1.30
4.05
1.00
6.44
9.94
2.56
1.34
3.88
1.00
Identify major muscle movements
7.55
13.85
3.14
1.30
4.41
0.73
Determine muscles used in exercises
7.86
15.14
3.38
1.26
4.48
0.71
Identify agonist, antagonist, synergist(s) and

stabilizers
Differentiate between mover and stabilizer
muscles
Understand differences between strength,
endurance, and hypertrophy training
Understand 1 Rep Max (RM) calculation
formula
Understand difference between compound
and isolation exercises
7.03
12.01
2.92
1.33
4.12
0.89
6.94
11.62
2.82
1.32
4.12
0.91
7.65
14.30
3.25
1.30
4.40
0.79
6.13
8.98
2.41
1.29
3.72
1.11
7.13
12.34
2.95
1.36
4.19
0.90
Page 16
Basic knowledge
Basic knowledge
Basic knowledge
Basic knowledge
Basic knowledge
Basic knowledge
Basic knowledge
Basic knowledge
Basic knowledge
Basic knowledge
Basic knowledge
Basic knowledge
Health, lifestyle,
and goal screening
and assessment
Health, lifestyle,
and goal screening
and assessment
Health, lifestyle,
and goal screening
and assessment
Health, lifestyle,
and goal screening
and assessment
Health, lifestyle,
and goal screening
and assessment
Health, lifestyle,
and goal screening
and assessment
Health, lifestyle,
and goal screening

biomechanics
PT scope of practice and
role
role
role
role
role
role
Medical
history/clearance (risk
factors)
Medical
factors)
Medical
factors)
Medical
factors)
Medical
factors)
Lifestyle
Understand role of recovery
7.61
14.04
3.15
1.37
4.45
0.72
Understand correct form of exercises

Identify 'neutral' spine position
Understand correct breathing technique
Understand differences in speed of motion
Understand optimal posture for exercises
Understand PT scope of practice
8.27
7.66
7.72
7.40
8.03
7.28
16.80
14.19
14.53
13.33
15.75
12.82
3.57
3.13
3.26
3.11
3.42
2.99
1.29
1.38
1.32
1.36
1.31
1.44
4.70
4.53
4.46
4.29
4.60
4.29
0.61
0.71
0.76
0.80
0.65
0.83
Understand role of PT
7.41
13.36
3.09
1.41
4.32
0.82
Determine roles of other health

professionals
Know spotting techniques/guidelines
6.60
10.55
2.72
1.36
3.88
0.96
7.49
13.63
3.12
1.39
4.37
0.81
Know basic strategies for first aid (RICE)
7.14
12.12
2.78
1.38
4.35
0.81
Understand proper ethics and professional

responsibility
Complete physical activity readiness form
7.60
14.04
3.17
1.44
4.43
0.80
6.93
11.27
2.61
1.33
4.32
0.85
Assess risk factors
7.32
12.69
2.82
1.30
4.50
0.75
Complete and assess medical history
7.10
11.79
2.64
1.30
4.46
0.78
Identify if client needs medical clearance
7.12
11.74
2.59
1.33
4.54
0.77
Determine parameters for when a client

should be referred
6.96
11.30
2.59
1.37
4.37
0.80
Identify healthy and unhealthy lifestyle

habits
7.36
13.14
3.04
1.31
4.32
0.76
Lifestyle
Identify client schedule and availability for

exercise
6.96
11.67
2.82
1.37
4.13
0.90
Page 17
and assessment
Health, lifestyle,
and goal screening
and assessment
Health, lifestyle,
and goal screening
and assessment
Health, lifestyle,
and goal screening
and assessment
Health, lifestyle,
and goal screening
and assessment
Health, lifestyle,
and goal screening
and assessment
Fitness
assessment
Fitness
assessment
Fitness
assessment
Fitness
assessment
Lifestyle
Identify client's stage of behavior
6.75
11.00
2.75
1.32
4.00
0.95
Lifestyle
Educate client regarding stress

management
6.74
10.99
2.75
1.29
3.99
0.90
Client goals
Discuss fitness, health, and wellness goals
7.54
13.82
3.14
1.26
4.40
0.76
Client goals
Discuss weight (fat) loss goals
7.42
13.39
3.11
1.27
4.31
0.80
Client goals
Identify short term vs. long term goals
7.34
13.02
3.00
1.27
4.34
0.76
Cardio assessment
Assess resting heart rate
6.65
10.41
2.52
1.28
4.13
0.89
Cardio assessment
Determine blood pressure
6.43
9.57
2.34
1.29
4.10
0.93
Cardio assessment
Estimate VO2 max
5.97
8.33
2.22
1.22
3.75
1.02
Cardio assessment
Know all components in order to administer

cardio fitness assessments (step test--step
height, duration of test, etc), walking test
Assess muscle 1 RM strength (using
formula) or muscular endurance
muscular fitness assessments (push up
test, curl-up test, etc)
Assess key joint range of motion
6.65
10.49
2.57
1.28
4.09
0.92
5.97
8.36
2.25
1.19
3.72
0.96
6.44
9.82
2.47
1.24
3.97
0.88
6.64
10.32
2.48
1.22
4.16
0.75
6.68
10.40
2.47
1.24
4.21
0.77
6.94
11.55
2.77
1.27
4.17
0.78
6.79
11.13
2.77
1.28
4.02
0.85
Fitness
assessment
Fitness
assessment
Strength/endurance
assessment
Strength/endurance
assessment
Fitness
assessment
Fitness
assessment
Fitness
assessment
Fitness
assessment

flexibility tests (sit and reach, quad, ham,
etc.)
Assess basic core function (e.g. squat)
Assess mobility and posture
Page 18
Fitness
assessment
Fitness
assessment
Fitness
assessment
Fitness
assessment
Fitness
assessment
Fitness
assessment
Fitness
assessment
Program design
and
implementation
Program design
and
implementation
Program design
and
implementation
Program design
and
implementation
Program design
and
implementation
Program design
and
implementation
Program design
and
implementation
Program design
and
implementation
Program design
Assess stability and balance (e.g. marching

test)
Assess movement screen
6.84
11.18
2.69
1.28
4.15
0.79
6.60
10.33
2.54
1.29
4.06
0.89
Identify best method of determining body

composition for client
Assess body composition/calculate BMI
6.26
9.24
2.38
1.17
3.89
0.86
6.19
9.06
2.38
1.18
3.81
0.96
Identify risk factors and

safe limits
safe limits
safe limits
Program design
Assess exercises to avoid for fitness

assessment (e.g. too strenuous)
Determine appropriate method/exercise
modality to estimate VO2 max
modality to estimate 1 RM strength
Determine program type - endurance,
hypertrophy, strength
6.99
11.56
2.69
1.29
4.30
0.82
6.13
8.82
2.31
1.21
3.82
0.98
6.07
8.65
2.28
1.23
3.79
0.99
7.39
13.20
3.02
1.26
4.37
0.69
Program design
Determine program format - whole body,

split, circuit, etc.
7.34
13.03
3.01
1.26
4.34
0.68
Program design
Apply F.I.T.T. Principle
6.88
11.41
2.80
1.32
4.08
0.92
Program design
Understand intensity, progression, and

consistency
7.47
13.55
3.11
1.32
4.35
0.68
Program design
Know the correct order of exercises (larger

muscles 1st,etc)
7.42
13.43
3.14
1.40
4.28
0.74
Program design
Utilize info from assessment
7.31
12.90
2.97
1.36
4.35
0.75
Program design
Determine areas of muscle strength

imbalance
7.30
12.86
2.96
1.32
4.34
0.69
Program design
Determine weak areas and areas needing

improvement
7.44
13.44
3.08
1.32
4.36
0.67
Program design
Ability to calculate training heart rate ranges
6.77
11.01
2.72
1.31
4.05
0.91
Body composition
Body composition
Page 19
and
implementation
Program design
and
implementation
Program design
and
implementation
Program design
and
implementation
Program design
and
implementation
Program design
and
implementation
Program design
and
implementation
Program design
and
implementation
Program design
and
implementation
Program design
and
implementation
Program design
and
implementation
Program design
and
implementation
Program design
and
implementation
Program design
and
Program design
- Karvonen formula (HRR method) and

percentage of maximal HR method
Understand difference between 'abdominal'
exercise and 'core' exercise
7.13
12.37
2.99
1.34
4.13
0.82
Program design
Understand difference between 'balance'

and 'stability' training
7.01
11.90
2.89
1.37
4.12
0.82
Exercise selection and

performance
Implement functional exercises
7.65
14.34
3.28
1.30
4.37
0.74

performance
Discuss correct exercise technique
7.91
15.24
3.31
1.32
4.60
0.59

performance
Demonstrate correct exercise technique
7.89
15.10
3.28
1.32
4.61
0.59

performance
Perform exercise (client)
8.01
15.74
3.46
1.30
4.55
0.67

performance
Correct poor form in client exercise
7.83
14.88
3.24
1.31
4.59
0.65

performance
Create workout card
6.78
11.20
2.86
1.35
3.91
0.96

performance
Create flexibility routine
7.04
11.92
2.84
1.34
4.19
0.81

performance
Discuss progression pattern and

expectations
7.14
12.29
2.90
1.33
4.24
0.80

performance
Select appropriate cues (verbal, visual,

imagery, tactile, etc)
7.16
12.44
2.98
1.39
4.18
0.82

performance
Select appropriate stretching (ballistic,

static, etc)
7.30
12.87
2.97
1.33
4.33
0.70

performance
Know common stretches for major muscles,

muscle groups
7.62
14.17
3.21
1.33
4.42
0.73
Page 20
implementation
Program design
and
implementation
Program design
and
implementation
Program design
and
implementation
Program design
and
implementation
Nutrition
awareness
Nutrition
awareness
Nutrition
awareness
Nutrition
awareness
Nutrition
awareness
Nutrition
awareness
Nutrition
awareness
Progress tracking
Progress tracking
Progress tracking
Progress tracking
Progress tracking
Progress tracking
Progress tracking
Safety and warning

signs
Discuss pain vs. soreness and expectation

for soreness
7.03
11.79
2.76
1.31
4.27
0.76
Safety and warning

signs
Understand symptoms of overtraining
7.08
11.86
2.72
1.33
4.36
0.75
Safety and warning

signs
Understand symptoms of heat stroke vs

heat exhaustion
7.03
11.49
2.59
1.37
4.44
0.77
Safety and warning

signs
Indentify symptoms and signs of

dehydration
7.25
12.34
2.74
1.36
4.51
0.68
Nutrition awareness
Understand Pyramid or Canada guide
6.53
9.99
2.45
1.34
4.07
0.83
Nutrition awareness
Understand importance of nutrition for

results
Understand food groups and
servings/amounts
Understand role of protein, fats, and
carbohydrates
Understand basics of micronutrient and
essential amino acid roles
Perform basic nutrient analysis (calculate
daily protein, fat and carbs needs of client)
Understand importance of water/fluids;
know standard fluid replacement formulas
Determine expected progress based on
assessments
Establish timeline for progress
Provide positive feedback
7.58
13.97
3.17
1.34
4.40
0.66
7.30
12.95
3.05
1.33
4.24
0.69
7.49
13.71
3.18
1.32
4.31
0.68
7.08
12.19
2.96
1.38
4.11
0.72
6.88
11.43
2.81
1.35
4.07
0.74
7.44
13.37
3.04
1.39
4.40
0.65
6.67
10.59
2.60
1.20
4.08
0.79
6.67
7.46
10.64
13.44
2.65
3.04
1.24
1.34
4.02
4.42
0.80
0.69
Determine guidelines for future program

direction
Review short term and long term goals
7.11
12.18
2.87
1.28
4.25
0.76
6.95
11.58
2.76
1.29
4.19
0.78
Discuss next appointment date

Discuss short and long term training
session schedule
6.43
6.40
9.75
9.72
2.46
2.47
1.39
1.30
3.97
3.93
0.92
0.85
Nutrition awareness
Nutrition awareness
Nutrition awareness
Nutrition awareness
Nutrition awareness
Re-design and
suggesting new goals
Re-design and
Re-design and
Long term planning
Long term planning
Page 21
Progress tracking
Business and legal
Continuous
communication and
follow up
Continuous
communication and
follow up
Continuous
communication and
follow up
Business entities
Business and legal

Business and legal
Business and legal
Business and legal
Business entities
Business entities
Business and legal

Business and legal
Business and legal

Ethics and privacy
Ethics and privacy
Business and legal
Ethics and privacy
Business and legal
Ethics and privacy
Business and legal
Contracts, liability,
budget
budget
budget
Progress tracking
Progress tracking
Business and legal

Business and legal
Follow up phone call / email
6.29
9.28
2.37
1.26
3.91
0.94
Follow up on goals achieved
6.52
10.00
2.47
1.26
4.05
0.81
Communicate on special events (e.g.

birthday)
5.81
7.89
2.16
1.29
3.66
1.07
Determine pros and cons of business

entities (contractor, LLC, etc.) to make
informed decision
Determine liability insurance needs
Determine business insurance needs
Determine how to market yourself
Understand education of clients vs. selling
to clients
Identify systems to maximize client retention
Identify systems to keep client data private
Determine how HIPAA and privacy laws
apply to business model
Understand limitations regarding suggesting
supplementation
Understand all areas of risk management
(standard of care, negligence, scope of
practice, condition of equipment, etc)
Develop contract with client
5.82
7.71
2.04
1.25
3.78
0.99
6.18
6.10
7.03
6.78
8.47
8.27
11.65
11.05
2.05
2.04
2.68
2.72
1.26
1.27
1.32
1.30
4.13
4.06
4.35
4.06
0.91
0.93
0.77
0.91
6.86
6.67
6.45
11.30
10.33
9.61
2.75
2.45
2.33
1.33
1.36
1.36
4.11
4.22
4.12
0.89
0.92
0.95
6.52
9.88
2.39
1.38
4.13
0.89
6.90
11.16
2.59
1.35
4.31
0.85
6.34
9.16
2.23
1.26
4.11
0.93
Develop budget with client
6.15
8.69
2.20
1.27
3.95
0.97
Explain and sign liability waiver/informed

consent
6.72
10.18
2.31
1.33
4.41
0.80
Page 22
Appendix B: Tasks listed by Time x Importance

Primary Domain
Content area
Task
Basic knowledge
Basic knowledge
Program design and
implementation
Program design and
implementation
Basic knowledge

performance
performance
biomechanics
performance
performance
Anatomy
performance
biomechanics
performance
biomechanics
role
Nutrition awareness
Understand correct form of exercises

Understand optimal posture for exercises
Perform exercise (client)
Program design and

implementation
Program design and
implementation
Basic knowledge
Basic knowledge
Program design and
implementation
Basic knowledge
Basic knowledge
Program design and
implementation
Basic knowledge
Basic knowledge
Nutrition awareness
Basic knowledge
Health, lifestyle, and
goal screening and
assessment
Nutrition awareness

biomechanics
Client goals
Nutrition awareness
Time
+ Imp
8.27
8.03
8.01
Time
x Imp
16.80
15.75
15.74
Mean
time
3.57
3.42
3.46
Discuss correct exercise technique
7.91
15.24
Determine muscles used in exercises
7.86
Demonstrate correct exercise technique
1.29
1.31
1.30
Mean
imp
4.70
4.60
4.55
0.61
0.65
0.67
3.31
1.32
4.60
0.59
15.14
3.38
1.26
4.48
0.71
7.89
15.10
3.28
1.32
4.61
0.59
Correct poor form in client exercise
7.83
14.88
3.24
1.31
4.59
0.65
Identify major muscles

Understand correct breathing technique
Implement functional exercises
7.72
7.72
7.65
14.55
14.53
14.34
3.26
3.26
3.28
1.26
1.32
1.30
4.46
4.46
4.37
0.76
0.76
0.74
Understand differences between strength,

endurance, and hypertrophy training
Identify 'neutral' spine position
Know common stretches for major muscles,
muscle groups
Understand role of recovery
7.65
14.30
3.25
1.30
4.40
0.79
7.66
7.62
14.19
14.17
3.13
3.21
1.38
1.33
4.53
4.42
0.71
0.73
7.61
14.04
3.15
1.37
4.45
0.72
Understand proper ethics and professional

responsibility
Understand importance of nutrition for
results
Identify major muscle movements
7.60
14.04
3.17
1.44
4.43
0.80
7.58
13.97
3.17
1.34
4.40
0.66
7.55
13.85
3.14
1.30
4.41
0.73
Discuss fitness, health, and wellness goals
7.54
13.82
3.14
1.26
4.40
0.76
Understand role of protein, fats, and
7.49
13.71
3.18
1.32
4.31
0.68
Page 23
SD
SD
Basic knowledge
Program design and
implementation
Program design and
implementation
Progress tracking
Program design and
implementation
goal screening and
assessment
Nutrition awareness
Basic knowledge
Basic knowledge
Program design and
implementation
goal screening and
assessment
Program design and
implementation
goal screening and
assessment
Basic knowledge

role
Program design
Program design
Re-design and
Program design
Client goals
Nutrition awareness
role
Program design
Lifestyle
Program design
Client goals
Anatomy
Nutrition awareness
Nutrition awareness
Program design and

implementation
Program design and
implementation
Program design and
implementation
Program design

performance
Program design
carbohydrates
Know spotting techniques/guidelines
7.49
13.63
3.12
1.39
4.37
0.81
Understand intensity, progression, and

consistency
Determine weak areas and areas needing
improvement
Provide positive feedback
7.47
13.55
3.11
1.32
4.35
0.68
7.44
13.44
3.08
1.32
4.36
0.67
7.46
13.44
3.04
1.34
4.42
0.69
Know the correct order of exercises (larger

muscles 1st,etc)
Discuss weight (fat) loss goals
7.42
13.43
3.14
1.40
4.28
0.74
7.42
13.39
3.11
1.27
4.31
0.80
Understand importance of water/fluids;

know standard fluid replacement formulas
Understand role of PT
7.44
13.37
3.04
1.39
4.40
0.65
7.41
13.36
3.09
1.41
4.32
0.82
Understand differences in speed of motion

Determine program type - endurance,
hypertrophy, strength
Identify healthy and unhealthy lifestyle
habits
7.40
7.39
13.33
13.20
3.11
3.02
1.36
1.26
4.29
4.37
0.80
0.69
7.36
13.14
3.04
1.31
4.32
0.76
Determine program format - whole body,

split, circuit, etc.
Identify short term vs. long term goals
7.34
13.03
3.01
1.26
4.34
0.68
7.34
13.02
3.00
1.27
4.34
0.76
Understand energy physiology

(aerobic/anaerobic, metabolism)
Understand food groups and
servings/amounts
Utilize info from assessment
7.31
12.96
3.02
1.27
4.29
0.79
7.30
12.95
3.05
1.33
4.24
0.69
7.31
12.90
2.97
1.36
4.35
0.75
Select appropriate stretching (ballistic,

static, etc)
Determine areas of muscle strength
imbalance
7.30
12.87
2.97
1.33
4.33
0.70
7.30
12.86
2.96
1.32
4.34
0.69
Page 24
Basic knowledge
Basic knowledge

role
Anatomy

goal screening and
assessment
Basic knowledge
Medical
factors)
Anatomy
Program design and

implementation
Program design and
implementation
Basic knowledge

performance
Program design
Program design and

implementation
Program design and
implementation
Nutrition awareness
Progress tracking
Basic knowledge
Basic knowledge
Program design and
implementation
Program design and
implementation
Program design and
implementation
Basic knowledge
goal screening and
assessment
Program design and

biomechanics
Safety and warning
signs
performance
Nutrition awareness
Re-design and
role
biomechanics
performance
Program design
Safety and warning
signs
Anatomy
Medical
factors)
Safety and warning
Understand PT scope of practice
7.28
12.82
2.99
1.44
4.29
0.83
Understand contraction types (eccentric,

concentric, etc.)
Assess risk factors
7.26
12.78
2.99
1.33
4.27
0.85
7.32
12.69
2.82
1.30
4.50
0.75
Understand cardiovascular/cardiopulmonary
systems
Select appropriate cues (verbal, visual,
imagery, tactile, etc)
Understand difference between 'abdominal'
exercise and 'core' exercise
Understand difference between compound
and isolation exercises
Indentify symptoms and signs of
dehydration
Discuss progression pattern and
expectations
Understand basics of micronutrient and
essential amino acid roles
Determine guidelines for future program
direction
Know basic strategies for first aid (RICE)
7.21
12.60
2.97
1.29
4.25
0.84
7.16
12.44
2.98
1.39
4.18
0.82
7.13
12.37
2.99
1.34
4.13
0.82
7.13
12.34
2.95
1.36
4.19
0.90
7.25
12.34
2.74
1.36
4.51
0.68
7.14
12.29
2.90
1.33
4.24
0.80
7.08
12.19
2.96
1.38
4.11
0.72
7.11
12.18
2.87
1.28
4.25
0.76
7.14
12.12
2.78
1.38
4.35
0.81
Identify agonist, antagonist, synergist(s) and

stabilizers
Create flexibility routine
7.03
12.01
2.92
1.33
4.12
0.89
7.04
11.92
2.84
1.34
4.19
0.81
Understand difference between 'balance'

and 'stability' training
Understand symptoms of overtraining
7.01
11.90
2.89
1.37
4.12
0.82
7.08
11.86
2.72
1.33
4.36
0.75
Understand muscle types (skeletal, smooth,

etc, and fast twitch, slow twitch, etc.)
Complete and assess medical history
6.99
11.80
2.86
1.29
4.13
0.94
7.10
11.79
2.64
1.30
4.46
0.78
Discuss pain vs. soreness and expectation
7.03
11.79
2.76
1.31
4.27
0.76
Page 25
implementation
goal screening and
assessment
goal screening and
assessment
Business and legal
Basic knowledge
Progress tracking
Fitness assessment
Fitness assessment
Program design and
implementation
Nutrition awareness
signs
Medical
factors)
Lifestyle
for soreness
Identify if client needs medical clearance

biomechanics
Re-design and
safe limits
Safety and warning
signs
Nutrition awareness
Program design and

implementation
Basic knowledge
Program design

goal screening and
assessment
Business and legal
goal screening and
assessment
Program design and
implementation
Fitness assessment
Medical
factors)
Medical
factors)
performance
Business and legal
Ethics and privacy
Fitness assessment
Anatomy
7.12
11.74
2.59
1.33
4.54
0.77
Identify client schedule and availability for

exercise
6.96
11.67
2.82
1.37
4.13
0.90
Determine how to market yourself

Differentiate between mover and stabilizer
muscles
Review short term and long term goals
7.03
6.94
11.65
11.62
2.68
2.82
1.32
1.32
4.35
4.12
0.77
0.91
6.95
11.58
2.76
1.29
4.19
0.78
Assess exercises to avoid for fitness

assessment (e.g. too strenuous)
Assess basic core function (e.g. squat)
Understand symptoms of heat stroke vs.
heat exhaustion
Perform basic nutrient analysis (calculate
daily protein, fat and carbs needs of client)
Apply F.I.T.T. Principle
6.99
11.56
2.69
1.29
4.30
0.82
6.94
7.03
11.55
11.49
2.77
2.59
1.27
1.37
4.17
4.44
0.78
0.77
6.88
11.43
2.81
1.35
4.07
0.74
6.88
11.41
2.80
1.32
4.08
0.92
Identify kinesiology terms for body position,

planes, body parts (lateral, medial, anterior,
etc)
Determine parameters for when a client
should be referred
6.86
11.37
2.81
1.30
4.05
1.00
6.96
11.30
2.59
1.37
4.37
0.80
Identify systems to maximize client retention

Complete physical activity readiness form
6.86
6.93
11.30
11.27
2.75
2.61
1.33
1.33
4.11
4.32
0.89
0.85
Create workout card
6.78
11.20
2.86
1.35
3.91
0.96
Assess stability and balance (eg. marching

test)
Understand all areas of risk management
(standard of care, negligence, scope of
practice, condition of equipment, etc.)
Assess mobility and posture
6.84
11.18
2.69
1.28
4.15
0.79
6.90
11.16
2.59
1.35
4.31
0.85
6.79
11.13
2.77
1.28
4.02
0.85
Page 26
Business and legal
Program design and

implementation
Program design

goal screening and
assessment
goal screening and
assessment
Progress tracking
Basic knowledge
Lifestyle
Progress tracking
Basic knowledge
Basic knowledge
Fitness assessment

role
Anatomy
Cardio assessment
Fitness assessment
Fitness assessment
Cardio assessment
Business and legal

Fitness assessment
Fitness assessment
Business and legal
Ethics and privacy

budget
Continuous
communication and
follow up
Nutrition awareness
Anatomy
biomechanics
Ethics and privacy
Progress tracking
Nutrition awareness
Basic knowledge
Basic knowledge
Business and legal
Understand education of clients vs. selling

to clients
Ability to calculate training heart rate ranges
- Karvonen formula (HRR method) and
percentage of maximal HR method
Identify client's stage of behavior
6.78
11.05
2.72
1.30
4.06
0.91
6.77
11.01
2.72
1.31
4.05
0.91
6.75
11.00
2.75
1.32
4.00
0.95
Lifestyle
Educate client regarding stress

management
6.74
10.99
2.75
1.29
3.99
0.90
Anatomy
Establish timeline for progress

Understand joint types (eg. pivot, hinge,
etc.)
Determine expected progress based on
assessments
Determine roles of other health
professionals
Understand skeletal system
cardio fitness assessments (step test--step
height, duration of test, etc), walking test
Assess resting heart rate
flexibility tests (sit and reach, quad, ham,
etc.)
Identify systems to keep client data private
Assess movement screen
Assess key joint range of motion
Explain and sign liability waiver/informed
consent
Follow up on goals achieved
6.67
6.71
10.64
10.63
2.65
2.57
1.24
1.29
4.02
4.14
0.80
0.90
6.67
10.59
2.60
1.20
4.08
0.79
6.60
10.55
2.72
1.36
3.88
0.96
6.67
6.65
10.52
10.49
2.56
2.57
1.33
1.28
4.10
4.09
0.88
0.92
6.65
6.68
10.41
10.40
2.52
2.47
1.28
1.24
4.13
4.21
0.89
0.77
6.67
6.60
6.64
6.72
10.33
10.33
10.32
10.18
2.45
2.54
2.48
2.31
1.36
1.29
1.22
1.33
4.22
4.06
4.16
4.41
0.92
0.89
0.75
0.80
6.52
10.00
2.47
1.26
4.05
0.81
Understand Pyramid or Canada guide

Understand nervous system
Assess line of pull
6.53
6.50
6.44
9.99
9.99
9.94
2.45
2.49
2.56
1.34
1.31
1.34
4.07
4.01
3.88
0.83
0.97
1.00
Understand limitations regarding suggesting
6.52
9.88
2.39
1.38
4.13
0.89
Page 27
Fitness assessment
Strength/endurance
assessment
Progress tracking
Progress tracking
Long term planning

Long term planning
Basic knowledge
Business and legal
Anatomy
Ethics and privacy
Fitness assessment
Progress tracking
Cardio assessment
Continuous
communication and
follow up
Body composition
Fitness assessment
Business and legal
Fitness assessment
Basic knowledge
Fitness assessment
Business and legal
Fitness assessment
Business and legal
Fitness assessment
Fitness assessment
Business and legal
Progress tracking
Business and legal
budget
Body composition
biomechanics
safe limits
budget
safe limits
Business entities
Strength/endurance
assessment
Cardio assessment
Business entities
Continuous
communication and
follow up
Business entities
supplementation
muscular fitness assessments (push up
test, curl-up test, etc)
Discuss next appointment date
Discuss short and long term training
session schedule
Understand digestive system
Determine how HIPAA and privacy laws
apply to business model
Determine blood pressure
Follow up phone call / email
6.44
9.82
2.47
1.24
3.97
0.88
6.43
6.40
9.75
9.72
2.46
2.47
1.39
1.30
3.97
3.93
0.92
0.85
6.37
6.45
9.66
9.61
2.49
2.33
1.29
1.36
3.88
4.12
1.02
0.95
6.43
6.29
9.57
9.28
2.34
2.37
1.29
1.26
4.10
3.91
0.93
0.94
Identify best method of determining body

composition for client
Develop contract with client
6.26
9.24
2.38
1.17
3.89
0.86
6.34
9.16
2.23
1.26
4.11
0.93
Assess body composition/calculate BMI

Understand 1 Rep Max (RM) calculation
formula
modality to estimate VO2 max
Develop budget with client
6.19
6.13
9.06
8.98
2.38
2.41
1.18
1.29
3.81
3.72
0.96
1.11
6.13
8.82
2.31
1.21
3.82
0.98
6.15
8.69
2.20
1.27
3.95
0.97

modality to estimate 1 RM strength
Determine liability insurance needs
Assess muscle 1 RM strength (using
formula) or muscular endurance
Estimate VO2 max
Determine business insurance needs
Communicate on special events (eg.
birthday)
6.07
8.65
2.28
1.23
3.79
0.99
6.18
5.97
8.47
8.36
2.05
2.25
1.26
1.19
4.13
3.72
0.91
0.96
5.97
6.10
5.81
8.33
8.27
7.89
2.22
2.04
2.16
1.22
1.27
1.29
3.75
4.06
3.66
1.02
0.93
1.07
Determine pros and cons of business

entities (contractor, LLC, etc.) to make
informed decision
5.82
7.71
2.04
1.25
3.78
0.99
Page 28

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Job Analysis Study Report

Athletic Certification Training Commission

Fax: (651) 647-0412

ACT CPT Job Analysis

The Validity Argument

ACT CPT Job Analysis

ACT CPT Job Analysis

ACT CPT Job Analysis

Figure 1: Gender distribution

ACT CPT Job Analysis

Table 2: Age distribution

Figure 2: Age distribution

ACT CPT Job Analysis

Figure 3: Age distribution

ACT CPT Job Analysis

Figure 4: Education distribution

ACT CPT Job Analysis

Table 5: Work setting distribution

Figure 5: Work setting distribution

ACT CPT Job Analysis

Table 6: Geographical distribution

ACT CPT Job Analysis

ACT CPT Job Analysis

ACT CPT Job Analysis

ACT CPT Job Analysis

ACT CPT Job Analysis

Appendix A: Tasks listed by content area

Exercise analysis and

Understand skeletal system

ACT CPT Job Analysis

Identify major muscle movements

Determine muscles used in exercises

Identify agonist, antagonist, synergist(s) and

Exercise analysis and

Understand role of recovery

Understand correct form of exercises

Determine roles of other health

Know basic strategies for first aid (RICE)

Understand proper ethics and professional

Assess risk factors

Complete and assess medical history

Identify if client needs medical clearance

Determine parameters for when a client

Identify healthy and unhealthy lifestyle

Identify client schedule and availability for

ACT CPT Job Analysis

Identify client's stage of behavior

Educate client regarding stress

Discuss fitness, health, and wellness goals

Discuss weight (fat) loss goals

Identify short term vs. long term goals

Assess resting heart rate

Determine blood pressure

Estimate VO2 max

Know all components in order to administer

Know all components in order to administer

Assess mobility and posture

ACT CPT Job Analysis

Assess stability and balance (e.g. marching

Identify best method of determining body

Identify risk factors and

Assess exercises to avoid for fitness

Determine program format - whole body,

Apply F.I.T.T. Principle