Trainers ACSM-GEI : Certified Group Exercise Instructor Exam

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Exam Number : ACSM-GEI
Exam Name : Certified Group Exercise Instructor
Vendor Name : Trainers
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ACSM-GEI test Format | ACSM-GEI Course Contents | ACSM-GEI Course Outline | ACSM-GEI test Syllabus | ACSM-GEI test Objectives


This test content outline is based on a Job Task Analysis (JTA) for the ACSM Certified Group Exercise Instructorฎ (GEI). The JTA describes what an ACSM GEI does on a day-to-day basis and is divided into four domains and associated tasks performed on the job. As you prepare for your exam, it is important to remember that all test questions are based on these domains—making it a perfect addition to your preparation materials! In fact, when you receive your test scores, your performance in each domain is scored individually so you can see exactly where you excelled and/or where you may need additional preparation. Using this in combination with other optional study materials will ensure you are ready for test day

Domain I Participant and Program Assessment 10%
Domain II Class Design 25%
Domain III Leadership and Instruction 55%
Domain IV Legal and Professional Responsibilities 10%

A. Evaluate and establish participant screening procedures to optimize safety and minimize risk by reviewing assessment protocols based on ACSM standards and guidelines.
Knowledge of: • appropriate techniques for health history assessment.
• ACSM standards and guidelines related to pre-participation health history assessment.
• ACSM pre-participation screening questionnaire related to screening of class participants.
Skill in: • determining the adequacy of a facilitys current pre-participation procedures.
• developing and implementing pre-participation screening procedures.
B. Administer and review, as necessary, participants health risk to determine if preparticipation assessment is needed prior to exercise using PAR-Q, ACSM pre-participation health screening or other appropriate tools.
Knowledge of: • the use of informed consent and medical clearance prior to exercise participation.
• ACSM guidelines related to pre-participation screening procedures.
• ACSM risk stratification categories to aid in pre-participation screening (i.e., low, moderate, high risk).
• important health history information (e.g., past and present medical history, orthopedic limitations, prescribed medications, supplements, activity patterns, nutritional habits, stress and anxiety levels, family history of heart disease and other chronic diseases, smoking history, use of alcohol and illicit drugs, etc).
Skill in: • determining when to recommend medical clearance.
• administering pre-participation screening questionnaire.
• determining risk stratification category by evaluating screening questionnaire.
• making appropriate recommendations based upon the results of screening questionnaire.
C. Screen participants, as needed, for known acute or chronic conditions to providerecommendations and/or modifications. Knowledge of: • common medical conditions and contraindications to group exercise participation.
• risk factors, signs and symptoms, physical limitations and medical conditions that may affect or preclude class participation.
• appropriate criteria for NOT starting or stopping a participant from exercising.
Skill in: • determining health status of group exercise class participants prior to each class. • determining when to recommend medical clearance.
• making recommendations based on results of pre-exercise health status determination.
A. Establish the purpose and determine the objectives of the class based upon the needs of the participants and facility. Knowledge of: • methods used to determine the purpose of a group exercise class (e.g., survey, focus group, inquiry, word of mouth, suggestion box).
• types of group exercise classes (e.g., land-based, water-based, equipmentbased).
• types of equipment used in group exercise settings.
• participant characteristics such as health, fitness, age, gender, ability.
• health challenges and/or special needs commonly encountered in a group exercise setting.
• environmental factors as they relate to the safe participation (e.g., outdoor, indoors, flooring, temperature, space, lighting, room size, ventilation).
• the types of different environments for group exercise such as outdoor, indoors, flooring, temperature, space, lighting, room size, ventilation and need to potentially adapt that environment.
B. Determine class content (i.e., warm-up, stimulus and cool-down) in order to create an effective workout based upon the objectives of the class.
Knowledge of: • the physiology of warm-up, stimulus and cool-down.
• the FITT principle (i.e., frequency, intensity, time and type) for developing and/or maintaining cardiorespiratory fitness.
• training principles (e.g., specificity, adaptation, overload).
• different training formats (e.g., continuous, circuit, interval, progressive classes such as 4-6 week sessions).
• exercise modification to most appropriately meet the needs of the class participants.
• different teaching styles (e.g., formal, authoritarian, facilitator, nurturer).
• different learning styles (e.g., auditory, visual, kinesthetic).
• the use of music in group exercise.
Skill in: • applying FITT principles (i.e., frequency, intensity, time, type) to class design.
• organizing the warm-up, stimulus and cool-down.
• planning a class for participants with health challenges and special needs.
• planning a class based on exercise environment and available equipment.
• applying various styles of learning to most effectively meet the objectives of the class.
C. Select and sequence appropriate exercises in order to provide a safe workout based upon the objectives of the class.
Knowledge of: • a variety of exercises used during warm-up, stimulus and cool-down.
• variety of exercises to meet the needs of participants with different skill and fitness levels.
• cardiovascular training principles and techniques.
• muscular conditioning principles and techniques.
• flexibility training principles and techniques.
Knowledge of:
• motor fitness components (e.g., balance, agility, speed, coordination).
• the principles of muscle balance (e.g., flexion/extension, agonist/antagonist).
• exercise progression (e.g., easy/hard, slow/fast).
• health challenges and/or special needs commonly encountered in a group exercise setting.
• risks associated with various exercises.
• the benefits and use of music in class design.
Skill in: • the selection and application of music given class purpose and objectives.
• selecting and sequencing exercises to maintain muscle balance, minimize risk to the participants and modify for those with health challenges and special needs.
• designing transitions between exercises.
D. Rehearse class content, exercise selection and sequencing and revise as needed in order to provide a safe and effective workout
based upon the purpose and objectives of the class.
Knowledge of: • the purpose of class rehearsal.
• proper execution of exercises and movements.
• verbal and non-verbal cueing techniques for the purpose of providing direction, anticipation, motivation and safety.
• a variety of class environments (e.g., outdoor, indoors, flooring, temperature, space, lighting, room size, ventilation) and associated adaptations that may be required.
Skill in: • demonstrating exercises and movements.
• the application of music, if used, given class purpose and objectives.
• modifying class design based on rehearsal trial and error.
• applying teaching styles (e.g., formal, authoritarian, facilitator, nurturer).
• applying verbal cueing techniques for the purpose of providing direction, anticipation, motivation and safety.
• applying non-verbal cueing techniques (visual, directional).
• corresponding movements to music phrase and/or counts during selected exercises or segments.
A. Prepare to teach by implementing pre-class procedures including screening new participants and organizing equipment, music and room set-up.
Knowledge of: • equipment operation (e.g., audio, exercise equipment, facility).
• the procedures associated with determining the health status of group exercise class participants prior to each class.
• class environment (e.g., outdoor, indoors, flooring, temperature, space, lighting, room size, ventilation).
Skill in: • determining health status of group exercise class participants prior to each class.
• time management.
• delivering pre-class announcements (welcome, instruction, safety, participant accountability).
• operating sound equipment.
• evaluating and adapting, if needed, environment to maximize comfort and safety.
B. Create a positive exercise environment in order to optimize participant adherence by incorporating effective motivational skills, communication techniques and behavioral strategies.
Knowledge of: • motivational techniques.
• modeling.
• appropriate verbal and non-verbal behavior.
• group behavior change strategies.
• basic behavior change models and theories (e.g., stages of change, self-efficacy, decisional balance, social learning theory).
• the types of feedback and appropriate use.
• verbal (voice tone, inflection) and non-verbal (body language) communication skills.
Skill in: • applying behavior change strategies.
• applying behavior change models and theories.
• applying communication techniques (verbal and non-verbal/body language).
• fostering group cohesion.
• interacting with class participants.
• providing positive feedback to class participants.
• projecting enthusiasm, energy and passion.
• applying techniques addressing various styles of learning.
C. Demonstrate all exercises using proper form and technique to ensure safe execution in accordance with ACSM standards and guidelines.
Knowledge of: • basic human functional anatomy and biomechanics.
Knowledge of:
• basic exercise physiology.
• basic ergonomic principles.
• proper alignment, form and technique.
• high-risk exercises and movements.
Skill in: • demonstrating proper alignment, form and technique.
• demonstrating exercise modifications.
• correcting improper form and/or technique.
D. Incorporate verbal and nonverbal instructional cues in order to optimize communication, safety and motivation based upon industry guidelines.
Knowledge of: • anticipatory, directional, educational, motivational, safety, tactile and visual cueing techniques. • proper participant performance.
Skill in: • applying anticipatory, directional, educational, motivational, safety, tactile, and visual cues. • monitoring participants performance.
• instructing participant how to correct their own exercise execution and/or form.
E. Monitor participants performance to ensure safe and effective exercise execution using observation and participant feedback techniques in accordance with ACSM standards and guidelines.
Knowledge of: • safe and effective exercise execution.
• the rationale for exercise intensity monitoring.
• exercise intensity monitoring methods and limitations.
• exercise programming (e.g., mode, intensity, frequency, duration).
• the signs and symptoms of overexertion.
• proper exercise demonstration techniques.
• proper feedback techniques (i.e., visual and auditory).
• normal and adverse response to exercise.
• appropriate criteria for NOT starting or stopping a participant from exercising.
Skill in: • safe and effective exercise execution.
• monitoring exercise intensity in class participants.
• recognizing signs and symptoms of overexertion.
• applying the principles of exercise programming (e.g., mode, intensity, frequency, duration).
• teaching participants how to monitor and modify their own exercise intensity.
• proper exercise demonstration techniques.
• proper feedback techniques (i.e., visual and auditory).
F. Modify exercises based on individual and group needs to ensure safety and effectiveness in accordance with ACSM standards and guidelines.
Knowledge of: • cardiovascular response to various environmental conditions.
• how aerobic, strength and flexibility exercise modifications affect intensity and safety.
• various exercise safety and intensity modification techniques (e.g., tempo, range of motion, alternate movements, load).
• a variety of exercises for any particular muscle group, from easiest to hardest.
• the American Congress of Obstetricians and Gynecologists (ACOG) recommendations for exercise during pregnancy.
Skill in: • modifying exercise execution and intensity based on environmental conditions.
• modifying aerobic, strength and flexibility exercise intensity based on environmental condition, individual and/ or group needs.
• applying exercise intensity modification techniques (e.g., tempo, range of motion, alternate movements, load).
G. Monitor sound levels of vocal and/or audio equipment following industry guidelines.
Knowledge of: • appropriate vocal projection techniques.
• the value of vocal warm-up.
• vocal warm-up techniques.
• safe volume level.
• group exercise sound projection technology (e.g., microphones, amplifiers, speakers).
Skill in: • the application of appropriate vocal projection techniques.
• the application of group exercise sound projection equipment (e.g., microphones, amplifiers, speakers).
H. Respond to participants concerns in order to maintain a professional, equitable and safe environment by using appropriate conflict management or customer service strategies set forth by facility policy and procedures and industry guidelines. Knowledge of: • conflict prevention.
• basic conflict resolution techniques.
• communication techniques as it relates to conflict resolution (e.g., active listening, mirroring, reflection).
• specific club policies regarding conflict management and your role in application of policies.
Skill in: • applying conflict resolution techniques.
• applying empathetic listening skills.
• selecting the appropriate resolution.
I. Educate participants in order to enhance knowledge, enjoyment and adherence by providing health and fitness related information
and resources.
Knowledge of: • basic human functional anatomy and biomechanics.
• basic exercise physiology.
• basic human development and aging.
• the basic principles of weight management and nutrition.
• motivational techniques used to promote behavior change in the initiation, adherence or return to exercise.
• benefits and risks of exercise.
• basic ergonomic principles.
• stress management principles and techniques.
• healthy lifestyle practices and behavior.
• credible, current and pertinent health-related information.
• risk factors which may require referral to medical or allied health professionals prior to exercise.
Skill in: • accessing available health and exercise-related information.
• delivering health and exercise-related information.
• referring participant to appropriate medical or allied health professional when warranted.
A. Evaluate the class environment (e.g., outdoor, indoor, capacity, flooring, temperature, ventilation, lighting, equipment, acoustics)
to minimize risk and optimize safety by following pre-class inspection procedures based on established facility and industry standards and guidelines.
Knowledge of: • ACSM facility standards and guidelines.
• established regulations and laws (e.g., Americans with Disabilities Act, CDC, OSHA).
• the procedures associated with determining the health status of group exercise class participants prior to each class.
Skill in: • evaluating classroom environment.
B. Promote participants awareness and accountability by informing them of classroom safety procedures and exercise and intensity options in order to minimize risk.
Knowledge of: • components that contribute to a safe environment.
• safety guidelines as it relates to group exercise.
Skill in: • communicating safety precautions before and during class.
• observing compliance with instructions provided to participants.
• cueing to reinforce safety precautions during class.
C. Follow industry-accepted professional, ethical and business standards in order to optimize safety and reduce liability.
Knowledge of: • appropriate professional behavior and boundaries pertaining to class participants.
• the ACSM code of ethics.
• the scope of practice of an ACSM Certified Group Exercise Instructor.
• standards of care for an ACSM Certified Group Exercise Instructor.
• informed consent, assumption of risk and waivers.
• established and applicable laws, regulations and policies.
• bounds of competence.
• established and applicable laws, regulations and policies.
• confidentiality, privacy laws and practice.
• insurance needs (e.g., professional liability, general liability insurance).
• basic business principles (e.g., contracts, negligence, types of business entities, tax business structure, advertising, marketing).
Skill in: • applying professional behavior and in maintaining appropriate boundaries with class participants.
• applying the ACSM code of ethics.
DOMAIN IV: LEGAL AND PROFESSIONAL RESPONSIBILITIES
Skill in (continued): • assuring and maintaining the privacy of all group exercise participants and any pertinent information relating to them or their membership.
D. Respond to emergencies in order to minimize untoward events by following procedures consistent with established standards of care and facility policies.
Knowledge of: • Adult CPR.
• automated external defibrillator (AED).
• basic first aid for accidents, environmental and medical emergencies (e.g., heat cramps, heat exhaustion, heat stroke, lacerations, incisions, puncture wounds, abrasions, contusions, simple/compound fractures, bleeding/ shock, hypoglycemia, hyperglycemia, sprains, strains, fainting).
• the standard of care for emergency response (e.g., incident reporting, injury assessment, activating emergency medical services).
• the Emergency Action Plan, if applicable, for the fitness facility.
• unsafe or controversial exercises.
Skill in: • activating emergency medical services.
• administering CPR.
• administering an AED.
• administering basic first aid for exercise-related injuries, accidents, environmental and medical emergencies (e.g., assessment, response, management of class or environment).
• documenting incidents and/or emergencies.
• selecting exercises that are not controversial or high risk.
E. Respect copyrights to protect original and creative work, media, etc. by legally securing copyright material and other intellectual property based on national and international copyright laws.
Knowledge of: • copyright laws (e.g., BMI, ASCAP).
• fair use of copyright material.
Skill in: • acquiring appropriate copyrighted materials and music.
F. Engage in healthy lifestyle practices in order to be a positive role model for class participants.
Knowledge of: • healthy lifestyle practices.
• lifestyle behavior change strategies (cognitive and behavioral).
• appropriate modeling behaviors (e.g., non-threatening, motivating).
• risks associated with overtraining.
• body image concepts and perceptions.
• risks associated with the female athlete triad.
• referral practices to allied health professionals.
Skill in: • applying healthy lifestyle practices.
• communicating healthy lifestyle information.
• personalizing behavioral strategies to class participants.
• recognizing the symptoms of overtraining.
• referring participants to appropriate allied health professionals when necessary.
• identifying issues/behavior related to unhealthy body image and making appropriate referrals.
G. Select and participate in continuing education programs that enhance knowledge and skills on a continuing basis, maximize effectiveness and increase professionalism in the field.
Knowledge of: • continuing education requirements for ACSM certification.
• continuing education resources (e.g., conferences, workshops, correspondence courses, on-line, college/ university-based, journals).
• credible, current and pertinent health-related information.
Skill in: • obtaining relevant continuing education.
• applying credible, current and pertinent health related information when leading the class.



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Trainers Group Study Guide

'Mindfulness training' look at suggests cognitive, emotional and social functioning benefits | ACSM-GEI Test Prep and Question Bank

As children, many of us had been taught to remember of our elders. perhaps we additionally should had been prompt to be more conscious of ourselves.

a new โ€œfirst-of-a-kind examineโ€ executed together with native nonprofit becoming Jackson whole is demonstrating that kids and elders โ€” and all ages in between โ€” may recognise massive advantages from mindfulness and by means of working towards themselves to be extra attentive.

The examine turned into performed by means of fitting Jackson completeโ€™s chief science advisor Dr. Amishi Jha, a cognitive neuroscientist at Floridaโ€™s institution of Miami. She stated โ€œhuge benefits in the areas of cognitive, emotional and social functioningโ€ as the outcomes of an eight-hour direction known as โ€œMindfulness-based attention practicingโ€ followed by way of 4 weeks of mindfulness follow, in keeping with fitting Jackson total.

it's that form of analysis โ€” which aligns so well with fitting Jackson completeโ€™s purpose of helping advance a extra resilient Jackson by using equipping the neighborhood with scientific mindfulness equipment โ€” that drew the nonprofitโ€™s founder, Sara Flitner, to Dr. Jha and her work. eventually itโ€™s what led Flitner to corner Dr. Jha at a conference in November 2018 and convince her to join the becoming Jackson entire crew as chief science advisor.

โ€œwithin five minutes she become fully enamored with the thought that we know the way much these [mindfulness- and attention-related] equipment assist people, and communities are easily a gathering of a bunch of individuals,โ€ noted Flitner, a former town of Jackson mayor. โ€œSo, you know, what if we work together to deliver a curriculum to our leaders in the neighborhood [and] we measure the have an impact on? The conception is that we replicate this with some frequency in order that people can see whatโ€™s happening in our community.โ€

the following analysis in the community found that daily stressors in americansโ€™s lives โ€” being overworked, lack of sleep, work-connected stress or issues at home being amongst any variety of such components โ€” ends up in an absence of center of attention, inattention, being distracted, minds wandering, etc. truly, a scarcity of mindfulness.

The resulting Mindfulness-primarily based consideration practising application โ€” which Flitner herself underwent and credits for fine adjustments it made in her personal existence โ€” has proven demonstrable success, she noted.

โ€œIn fitness care, for example, reviews similar to the one we did, performed in hospitals, showed a 26% growth in prescription error,โ€ Flitner said. โ€œSo, just from a mindfulness practising very corresponding to what we did, 26% fewer blunders [were caused when] people walk within the room and theyโ€™re not concentrated and that they supply remedy to John Smith when itโ€™s Jackie Jones in entrance of them.โ€

other areas where they've seen measurable development is less absenteeism from work and, lengthy-term, improved employee retention, according to Flitner. And, quite simply for peopleโ€™s popular lives, the MBAT software helps individuals to engage extra simply, increase relationships, increase productivity and make fewer mistakes. It even improves their temper and feel of non-public smartly-being, she mentioned.

Dr. Jha says that individuals honing their attention competencies โ€œhas a contagion effectโ€ and that people in the workplace respond much stronger to leaders who are attentive than to those who they understand arenโ€™t in fact paying attention.

โ€œThatโ€™s why our outgoing companion, [now former] CEO of [St. Johnโ€™s] hospital Paul Beaupre, is so beloved โ€” because again and again once again people referenced his capacity to join with them, to pay consideration to them,โ€ Flitner referred to. โ€œdespite the fact that he did not have lots of time when he sat all the way down to meet with them, he gave them his full attention.

โ€œI donโ€™t are looking to geek out too lots concerning the science, however ... we're wired as human beings to connect.โ€

a group of MBAT graduates, so as to talk, from some key local institutions โ€” including legislations enforcement, health care, schooling and social services, amongst others โ€” are presently wrapping up Jhaโ€™s โ€œtrain-the-trainerโ€ application. they will then be licensed to train MBAT to colleagues of their places of work.

whereas choose local leaders had been involved within the preliminary MBAT cohorts, Flitner referred to there could be practising obtainable to the group at-huge in October this year and in January 2022. As many as forty americans may also be permitted into each cohort, which contains eight hours of MBAT followed through four weeks of mindfulness follow, with assessments accomplished originally and the end of the working towards. Flitner observed there is not any cost to members for at least all of 2021, but even beyond this 12 months โ€œit is going to always be not pricey or free.โ€

โ€œwe canโ€™t have enough money to let distraction have the remaining say,โ€ Flitner observed. โ€œWe deserve to truly make an effort to turn into an attentive society.โ€


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