Home Study Course - Fitness Risk Management

  • Learn about human wellness with an emphasis on back and weight problems
  • Recognise, understand and address back problems
  • Know effective weight control methods

Rewarding Career Opportunities - Fitness Risk Management for Fitness Leaders

  • Manage risk in a gym, health club or coaching situation
  • Expand your skills in sport and fitness and enhance your career opportunities

An excellent professional development course for fitness leaders, personal trainers, coaches, health support staff, or anyone else working in the health or fitness industry.



There are 9 lessons as follows:

  1. Understanding Human Wellness
  2. Advising on Human Wellness
  3. Fitness Tests
  4. Interpreting Fitness Tests
  5. Understanding Back Problems
  6. Recognising & Addressing Back Problems
  7. Preventative Back Care
  8. Understanding Weight Control
  9. Weight Control Methods


Duration: 100 hours



  • Develop skills which willenable you to advise clients on basic health issues, and promote a common sense approach to fitness and well being.
  • Develop a foundation which enables the development of skills to carry out basic tests on clients.
  • Be able to recognise back problems and postural defects, and subsequently assist in prescribing safe exercises; adhering to occupational safety measures.
  • Develop skills and techniques to assess client needs then assist in prescribing programs to help clients control their body mass.



You will learn a wide variety of things, through a combination of reading, interacting with tutors, undertaking research and practical tasks, and watching videos. Here are just some of the things you will be doing:

  • Describe the health status of the population living in your country, using current statistics and information.
  • Describe health habits that contribute to well being and longevity.
  • Explain the limitations of the person you interviewed and how their exercise routine may be altered/modified.
  • Explain the implications of drugs (prescribed and non-prescription drugs) to personal health and well being and fitness.
  • Describe the warning signs of heart disease.
  • Outline actions for each warning sign to avoid heart problems.
  • Design a beginners fitness program for a person predisposed to CHR (Coronary Heart Risk).
  • List the medical and alternative medicine practitioners involved in the health field and describe their relationship to health service.
  • Explain how you conducted the fitness testing with respect to: a) taking pulse at rest and during exercise; b) using an HR monitor such as a polar; c) using a sphygmomanometer (blood-pressure monitor)
  • Explain the following:
    • VO2 max prediction test
    • PWC170 test
    • aerobic tri-level test
  • Describe how the fitness test results you obtained from a set task can be used.
  • Set a safe program for a client according to their desired outcome and ability level, using information from the screening and fitness evaluation based on a set task.
  • Identify ten (10) different health problems that may restrict exercise performance, excluding back related problems.
  • Draw a simple sketch of the spine, identifying structures and segments, including each of the spinal curvatures.
  • List any lifestyle factors you can think of that contribute to back pain?
  • Explain the purpose of a potentially dangerous or ineffective exercises and demonstrate safer alternatives.
  • What illnesses (diseases) can cause back pain?
  • What structural problems (i.e. physical damage to the body), can cause back pain?
  • Identify the major postural and phasis muscles that contribute to maintaining correct body alignment and explain how they function.
  • What things might cause injury and burn out to a fitness instructor in their daily work?
  • Write down a list of guidelines or rules for fitness instructors to follow to avoid back problems.
  • Produce a small booklet that illustrates and explains basic flexibility exercises that could be performed as a prevention exercise to back pain. Also add in a list of do's and don'ts for people to follow.
  • Write down what you eat over a 24 hour period, and then:
    • Calculate the calories in this diet.
    • Determine how well the nutrients are balanced in this diet.
  • Write a report on what you believe about genetics and the environment influencing peoples weight gain and loss.
  • Write a report about anorexia and bulimia.
    • Try to determine the ratio of males and females that suffer from these diseases.
    • How are they believed to develop?
    • What are present methods of helping sufferers with these problems?


How to Motivate Students/Clients

  • Level of concern or tension (good stress):
    A certain amount of concern and tension is good for motivation. Many people say they do their best work under stress, e.g. only have one day to do a report. Some would say "no tension or concern - no motivation". Fitness, however, is achieved to relieve stress or reduce the effects of it, too much stress will effect self esteem and motivation.
  • Success:
    A subject which provides interest, and hopefully success, will generally produce further motivation. A learner’s motivation increases as his/her success increases. Seeing that their hard work is paying off (increased muscle tone or strength, weight loss etc)
  • Knowledge of Results:
    A student who is informed of his progress can keep his motivation high. If he is not doing too well he needs to know ASAP, not at the end of the year when it is too late. Giving students details of their results as well as suggestions to improve them, usually produces  increased motivation (while this course is designed as self-paced and self-motivated you still receive knowledge of results regularly with your assignments, and tutor assistance )
  • Interest:
    If the student shows interest in the subject he/she will be motivated throughout the subject.
    Interest is something that can be nurtured onto the student through the teaching strategy.
  • Feeling Tone:
    How a student "feels" towards a subject and themselves may influence his/her motivation.
  •  Intrinsic/Extrinsic Motivation:  Intrinsic motivation is where the activity and the goal are directly related (eg reading a book because you enjoy reading). Extrinsic motivation is where there is no direct relationship between the two (eg. doing the reading [activity] in order to get out of doing the dishes [goal]). Both are effective, but intrinsic motivation will usually be more rewarding. Things will be intrinsically motivated if they kelp people meet their basic needs (worth, enjoyment, respect/belonging and freedom/choice).

Positive Reinforcement

Reinforcement should be used to promote self-concept with feelings of worth and competence. It therefore works as a good motivational and self-esteem building tool. If used correctly, positive reinforcement can improve the students learning ability and behaviour.


Reinforcement accentuates the positive, building on the learner’s strengths and ignoring as much as possible any undesirable aspects of the student's behaviour. A teacher who uses reinforcement is therefore constantly looking for positive productive behaviour and strengthening it. Good phrases to use to accentuate reinforcement include: "Good work, you should feel proud of yourself." and "You're learning that quickly." or “I’m impressed with your progress.”

Through reinforcement, it is possible for all students to grow, improve and experience success.
Reinforcement is something that occurs whenever people interact. It is always going on.

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