Ask Joe
Mt. SAC Emergency Alert

Alert: Mt. SAC has Transitioned to Online Classes and Services (see www.mtsac.edu/online). Learn more about our COVID-19 response at www.mtsac.edu/health.

Menu

Discipline

  • Results for SLO Disciplines>

Student Learning Outcomes

Discipline: Certificate: Fitness Specialist/Personal Trainer - E0808
Course Name Course Number Objectives
Administration of Fitness Programs KIN 15
  • Students will have an understanding of exercise facility management characteristics.
  • Students will understand the components of sports marketing.
Fitness Specialist Internship KIN 85
  • Student will be able to set up a workout log of their clients workouts.
  • Students will be able to develop a workout plan that will meet their clients needs.
Kinesiology KIN 24
  • Students will demonstrate understanding of cardinal planes of motion and corresponding axes of rotation.
  • Students will demonstrate understanding of the 3 classes of levers.
Nutrition for Personal Health and Wellness NF 10
  • Students completing NF 10 - Nutrition for Personal Health and Wellness will be able to analyze food labels for nutrient content and other pertinent information that will help in healthy food selection.
  • Students completing NF 10 - Nutrition for Personal Health and Wellness will be able to analyze food intake and compare to recommended goals.
  • Students completing NF 10 - Nutrition for Personal Health and Wellness will be able to evaluate fad diets and products.
  • Students completing NF 10 - Nutrition for Personal Health and Wellness will feel motivated and confident in their abilities to apply the information they learned in class to their lives.
Physiology of Exercise for Fitness KIN 38
  • Students will understand the contraindications relating to exercise testing an individual with disease.
  • Students will be able to define/explain Personal Trainer competencies.
  • Students will be able to correctly label diagram of a skeletal muscle.
  • Explain how exercising in heat impairs performance. List signals of Dehydration, Heat exhaustion and Heat stroke. Explain care and steps to prevent this type of emergency.
  • Students will be able to identify the central component systems of the human movement system (kinetic chain), describe the central features of these systems and their role in the kinetic chain, understand the interdependence of these systems, and describe how movement results from this interdependence.
  • Students will be able to explain why the cardiovascular and respiratory systems can be considered as one functional system with regard to the production of movement, understand the relationship between heart rate and cardiac performance, describe the importance of oxygen management to movement production, understand the detrimental influence of dysfunctional breathing on the kinetic chain, and explain how ATP is produced as part of the bioenergetic continuum.
  • Student will be able to monitor his or her heart rate manually (using the NASM-approved method) before, after, and during physical activity.
  • Students will be able to define the central concepts involved in exercise metabolism of the main metabolism substrates that are utilized during exercise that is both steady state, intermittent and post exercise utilization of such substrates. The student will be able to define how intensity, duration, and frequency of exercise affects substrate use and the basic mechanisms behind substrates and their usage.
  • Students will be able to define the central concepts involved in motor behavior, explain the concept of synergy both between muscles and with regard to the systems of the kinetic chain, rationalize the importance of sensory information, and explain how internal feedback functions. The student will possess a rudimentary knowledge of the major muscles and muscle synergies that produce human movement and understand and utilize basic biomechanical and anatomical terminology.
  • Students will be able to observe client movement and provide appropriate external feedback and knowledge of performance and results.
  • Students will be able to articulate the role of today’s fitness professional, address how an integrated fitness assessment provides the fitness professional with relevant information about the client, interpret objective data gathered from posture and performance assessment tests, and calculate client Body Mass Index.
  • Students will be able to demonstrate knowledge of the common causes and effects of muscle imbalances, rationalize how flexibility training can combat or correct these imbalances, discuss the mechanics and different types of stretching, define the concept of pattern overload and list common causes thereof.
  • Students will be able to provide examples of numerous cardiorespiratory activities that can be incorporated into an integrated training program and rationalize the importance of cardiorespiratory activities in all three phases of exercise: warm-up, cool-down, and workout. Students will be able to differentiate between cardiorespiratory programs for general and more advanced goals, and differentiate between stage and circuit training.
  • Students will be able to define the core and differentiate between the core systems that assist the body with stabilization and movement, explain the need for individualized core-training within an integrated fitness program, and describe how a stabilized core can help prevent common injuries
  • Students will be able to understand the concepts and mechanics behind plyometric training, dispel misperceptions about the dangers of plyometric training, explain the need for individualized plyometric training within an integrated fitness program, and describe how a properly implemented plyometric training component can enhance performance and prevent injury.
  • Students will be able to understand the concepts and mechanics behind speed, agility, and quickness training, differentiate between these concepts, explain the benefits of speed, agility, and quickness training within an integrated fitness program, and describe how a properly implemented speed, agility, and quickness training component can enhance performance and prevent injury.
  • Student will be able to define adaptation as it relates to resistance training, describe how the general adaptation syndrome and the principle of specificity (SAID) dictate the body’s response to resistance training, understand how the stages of resistance training correspond to the progressive integrated approach prescribed by the OPT™ method, and demonstrate knowledge of multiple resistance-training systems as well as the advantages and disadvantages of specific systems.
  • Students will be able to explain how acute training variables within the OPT™ model determine exercise selection and performance, describe the concept of periodization and how it is incorporated into an integrated training program based on the OPT™ model, address client fitness goals with phase-specific, targeted exercise selection, and create annual, monthly, and weekly training plans to meet client goals.
  • Students will be able to explain how various exercise modalities can be utilized to create an effective training program for clients of various ages, demands, and goals. Students will understand the pros and cons and training strategies to various strength, proprioceptive, and vibration training modalities.
  • Students will be able to explain the importance of appropriate goal-setting, reproduce and instruct positive psychological motivation techniques to boost client performance, help clients clarify the motivations for their general fitness goals, help clients acquire a mindset conducive to achieving those goals, and encourage productive behavior techniques to help clients achieve their goals.
Techniques of Fitness Testing KIN 39
  • Students will be able to define muscular strength.
  • Recall movement prep movements to ensure core activation.
  • Students will demonstrate knowledge of the importance and purpose(s) of performing fitness testing
  • Students will demonstrate knowledge of risk factors and thresholds for stratifying level of risk for fitness testing.
  • Use a health appraisal screening tool prior to exercise.
  • Identify positive coronary risk factors associated with cardiovascular disease.
  • Evaluate and stratify the health status of potential clients.
  • Explain the purpose of performing physical assessments on clients.
  • Identify the protocols for selected fitness tests
  • Administer test protocols properly and safely.
  • Apply components of fitness and develop fitness programs based on an individual’s tests results
Techniques of Teaching Cardiovascular Exercise KIN 40
  • Demonstrate an understanding of the cardiovascular system and how it functions during exercise.
  • Student will identify various cardiovascular equipment and demonstrate an understanding of function.