Group Fitness Instructor Test Questions
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| Alternative healthcare providers, such as chiropractors and acupuncturists, are not considered part of the allied healthcare continuum. - True/False | False
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| Health coaches teach clients proper nutrition through recipes, meal plans, food-preparation methods, and implementation of specialized diets. - True/False | False
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| Personal trainers and group fitness instructors are considered “rehabilitation professionals.” - True/False | False
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| Group fitness instructors are valuable members of the healthcare continuum. - True/False | True
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| Physicians cannot refer patients to a fitness professional without first referring to a physical therapist or athletic trainer. - True/False | False
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| Physicians are the “gatekeepers” of allied healthcare. - True/False | True
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| Recognizes a relatively narrow scope of specialized knowledge in performing duties or tasks as part of a certain profession or occupation- 1. Licensure 2. Cert of completion 3. Professional Cert 4. Knowledge-based cert 5. Registration 6. Curriculum-based | Knowledge-based certificate
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| A voluntary process by which a non-governmental body grants a time-limited recognition and use of a credential to individuals who have demonstrated that they have met the criteria for required knowledge, skills, or competencies for safe and effective prac | Professional certificate
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| Issued after an individual attends or participates in a particular learning event - 1. Licensure 2. Cert of completion 3. Professional Cert 4. Knowledge-based cert 5. Registration 6. Curriculum-based cert | Certificate of completion
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| Either the professional designation defined by a governmental entity in professional regulations or rules, or to a listing of practitioners - 1. Licensure 2. Cert of completion 3. Professional Cert 4. Knowledge-based cert 5. Registration 6. Curriculum-bas | Registration
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| The mandatory process by which a governmental agency grants a time-limited permission to an individual to engage in a given occupation after verifying that he or she has met standardized criteria and offers title protection for those who meet the criteria | Licensure
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| Issued after an individual completes a course or series of courses and passes an assessment - 1. Licensure 2. Cert of completion 3. Professional Cert 4. Knowledge-based cert 5. Registration 6. Curriculum-based cert | Curriculum-based certificate
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| Teaching participants how to manage post-exercise soreness through the use of over-the-counter anti-inflammatory medications - In/Out of scope for GFI | OUT
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| Educating participants about fitness- and health-related topics to facilitate long-term success - In/Out of scope for GFI | IN
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| Conducting pre-class assessments of participants - In/Out of scope for GFI | IN
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| Treating a participant’s injury after it has been diagnosed by his or her physician - In/Out of scope for GFI | OUT
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| Responding to emergency situations when they occur - In/Out of scope for GFI | IN
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| Assisting participants in setting and achieving realistic fitness goals - In/Out of scope for GFI | IN
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| Helping participants in a weight-loss program to develop meal plans - In/Out of scope for GFI | OUT
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| Instructing class participants in how to properly manage exercise intensity using the talk test - In/Out of scope for GFI | IN
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| At what point is an individual FIRST responsible for adhering to the ACE Code of Ethics? 1.After completion of the exam 2.After registering for the exam 3.After getting hired as an ACE Certified GFI 4.After earning the ACE certification | After registering for the exam
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| What is the recommended repetition range for resistance exercises to improve muscular endurance? Select one: 8–12 15–20 10–15 >20 | 15-20
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| Arms should be kept below the level of the heart - warm-up, conditioning segment, or cool-down | cool-down
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| Focuses largely on rehearsal moves - warm-up, conditioning segment, or cool-down | warm-up
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| Gradually redistributes blood flow to working muscles - warm-up, conditioning segment, or cool-down | warm-up
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| An excellent opportunity to use visualization techniques - warm-up, conditioning segment, or cool-down | cool-down
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| Limits lactic acid buildup - warm-up, conditioning segment, or cool-down | warm-up
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| Progression and regression options are provided - warm-up, conditioning segment, or cool-down | conditioning segment
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| The talk test, heart rate, and ratings of perceived exertion are used to monitor intensity - warm-up, conditioning segment, or cool-down | conditioning segment
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| Dynamic range-of-motion movements are performed for all major muscle groups (if appropriate) - warm-up, conditioning segment, or cool-down | warm-up
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| Designed to raise internal temperature and enhance neuromuscular efficiency - warm-up, conditioning segment, or cool-down | warm-up
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| Includes exercise sequences that are built logically and progressively - warm-up, conditioning segment, or cool-down | conditioning segment
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| Which of the following intensity levels is MOST appropriate for novice to intermediate exercisers seeking to improve their strength? Select one: >80% of 1-RM 60–70% of 1-RM 20–50% of 1-RM 40–50% of 1-RM | 60-70% of 1-RM
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| Static stretches should be held for at least 60 seconds when performed during the cool-down to be effective. - True/False | False
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| Research has proven that static stretching is most appropriate during the warm-up phase. - True/False | False
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| Static stretches should be limited to five to 10 seconds during the warm-up. - True/False | True
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| Stretching during the cool-down should include those muscle groups that people typically use during their activities of daily living. - True/False | True
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| GFIs should always be prepared to teach inclusive, multilevel classes in which appropriate ________________ and regressions are provided. | Progressions
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| Class content can vary dramatically from one class to another when the instructor teaches using ____________ choreography. | freestyle
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| The intent of teaching ___________ classes is a performance-like consistency of delivery and class experience, discouraging variations among instructors. | pre-choreographed
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| The ability of a muscle to perform repeated or sustained contractions without fatigue Term: Health-related or skill-related? | Muscular Endurance: health related
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| The range of motion at a joint Term: Health-related or skill-related? | Felxibility: health-related
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| The ability to maintain equilibrium while stationary or moving Term: Health-related or skill-related? | Balance: skill-related
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| The ability to perform a movement within a short period of time Term: Health-related or skill-related? | Speed: skill-related
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| The ability of a muscle to exert maximal force Term: Health-related or skill-related? | Muscular Strength: health-related
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| The rate at which work can be performed Term: Health-related or skill-related? | Power: skill-related
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| The ability to rapidly and accurately change the position of the body in space Term: Health-related or skill-related? | Agility: skill-realted
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| The amount of time elapsed between the stimulus for movement and the beginning of the movement Term: Health-related or skill-related? | Reaction Time: skill-related
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| The relative amounts of fat mass and fat-free mass in the body Term: Health-related or skill-related? | Body Composition: health related
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| The ability of the circulatory and respiratory systems to supply oxygen to working muscles during sustained physical activity Term: Health-related or skill-related? | Cariorespiratory Endurance: health-related
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| The ability to smoothly and accurately perform complex movements Term: Health-related or skill-related? | Coordination: skill-related
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| The evidence-based recommendations for aerobic exercise includes? Deconditioned perform mod-to-vigorous aerobic exercise most days Vigorous-intens exercise perform no more than three times/week Exercise perform 30 min/day Sedentary benefit 20 min/day | Sedentary individuals can yield benefits from less than 20 minutes of exercise each day
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| Lifting heavier loads and performing a lower number of repetitions to improve muscular strength is an example of the principle of ___________. | Specifictiy
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| The principle of _____________ demonstrates the importance of continued physical activity throughout life. | Reversibility
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| The fact that a sedentary person needs very little overload stimulus to bring about a training effect, while an accomplished body builder may need to lift relatively large amounts of weight to continue to see results is an example of the principle of __. | Progressive Overload
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| The act of moving a joint so that the two bones forming it are brought closer together | flexion
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| The act of straightening or extending a joint, usually applied to the muscular movement of a limb | extension
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| Rotation of the foot to direct the plantar surface outward | eversion
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| Movement of a limb away from the midline of the body | abduction
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| Movement of the plantar surface of the foot away from the shin, as performed when standing on toes | plantar flexion
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| Movement of a limb toward the midline of the body | adduction
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| Movement of the foot up toward the shin | dorsiflexion
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| Rotation of the foot to direct the plantar surface inward | inversion
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| Name the 4 muscles of the quadriceps | Rectus Femoris, Vastus Lateralis, Vastus Intermedius, Vastus Medialis
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| What are the primary joints actions of the quadriceps muscle group? | Knee Extension and Hip Flexion
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| When a person is exercising in zone 2, talking is a little challenging, but still possible. - True/False | True
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| Running a half-marathon primarily requires use of the glycolytic anaerobic system. - True/False | False
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| The three zones are separated by each participant’s unique metabolic markers. - True/False | True
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| When people work at moderate and low intensities for longer than a few minutes, they are using the aerobic system. - True/False | True
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| Sprinting as fast as possible for just a few seconds requires use of the phosphagen system. - True/False | True
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| GFIs can monitor participants’ intensity during class by simply asking questions and listening for responses. - True/False | True
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| A person who is exercising below his or her first ventilatory threshold is able to talk comfortably. - True/False | True
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| The second ventilatory threshold marks the high end of zone 3. - True/False | False
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| Choosing exercises that target agonists and antagonists, as well as varying planes of motion, within a class is an example of _____. | Programming
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| Maintaining neutral pelvic positon and spinal posture is an example of ____________. | Neuromuscular
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| Teaching movement patterns that utilize both sides of a given movement, such as performing lunges to the right and left, helps ensure _______________. | Training
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| Separates the body into anterior and posterior parts - frontal/sagittal/transverse plane | Frontal Plane
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| Divides the body into superior and inferior parts - frontal/sagittal/transverse plane | Transverse plane
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| The action of picking up a child and turning to place her in a car seat takes place in this plane - frontal/sagittal/transverse plane | transverse plane
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| Supine Pilates exercises typically take place in this plane - frontal/sagittal/transverse plane | sagittal plane
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| Dumbbell biceps curls take place in this plane - frontal/sagittal/transverse plane | sagittal plane
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| Separates the body into right and left halves - frontal/sagittal/transverse plane | sagittal plane
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| Forward and backward lunges take place in this plane - frontal/sagittal/transverse plane | sagittal plane
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| Seated medicine ball trunk rotations take place in this plane - frontal/sagittal/transverse plane | transverse plane
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| Lateral lunges take place in this plane - frontal/sagittal/transverse plane | frontal plane
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| Inversion and eversion take place in this plane - frontal/sagittal/transverse plane | frontal plane
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| Horizontal shoulder adduction and abduction take place in this plane - frontal/sagittal/transverse plane | transverse plane
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| A grapevine takes place in this plane - frontal/sagittal/transverse plane | frontal plane
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| What 4 muscles are responsible for hip extension? Gracilis, adductor magnus, adductor brevis+longus Rectus femoris, vastus lat+medialis+intermedius Glute med+mini, tensor fasciae latae, Sartorius Glute max, bic femoris, semitendinosus, semimembranosus | Gluteus maximus, biceps femoris, semitendinosus, semimembranosus
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| Kyphosis (head-forward/rounded shoulder/pelvis tilt): An individual with this postural deviation should be encouraged to stretch the muscles of the chest. - True/False | True
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| Kyphosis (head-forward/rounded shoulder/pelvis tilt): This illustration depicts exaggerated kyphosis posture. - True/False | True
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| Kyphosis (head-forward/rounded shoulder/pelvis tilt): An individual with this postural deviation will likely need to strengthen the middle/lower trapezius and rhomboids - True/False | True
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| Kyphosis (head-forward/rounded shoulder/pelvis tilt): An individual with this postural deviation must be referred to an appropriate medical professional. - True/False | False
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| Stored in the body as triglycerides - Protein, Carbohydrate, or Fat | Fat
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| Not a primary source of energy - Protein, Carbohydrate, or Fat | Protein
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| Easy for the body to break down to provide quick energy - Protein, Carbohydrate, or Fat | Carbohydrates
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| Stored in the body as glycogen - Protein, Carbohydrate, or Fat | Carbohydrates
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| Provides a seemingly endless supply of stored energy - Protein, Carbohydrate, or Fat | Fat
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| Name the 4 muscles of the hamstring | Semitendinosus, Bicep Femoris (Long Head, Short Head), Semimembranosus
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| What are the primary joint actions of the hamstring muscle group? | Knee flexion and hip extension
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| What is the primary action of the longissimus, spinalis, and iliocostalis muscles? Select one: Lateral flexion Spinal extension Rotation and lateral flexion Spinal flexion | Spinal Extension
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| The building blocks of human structure | Protein
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| The first warning sign that a GFI is likely to observe when a participant is working too vigorously is ______. | poor form
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| The first response to seeing warning signs that a participant is exercising too vigorously is to ___________. | intensity of exercise
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| Other warning signs that a participant is working too hard include labored breathing, excessive sweating, or ________. | dizziness
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| More severe signs, such as chest pain or discomfort, heart palpitations, or _______________ indicate the need for immediate cessation of exercise and possibly the activation of the emergency medical system. | musculoskeletal pain
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| The regular strong pulsation in music occurring in a continuous pattern at an even rhythm - Tempo, beat, accent, musical phrase, upbeat, measure, downbeat, meter | downbeat
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| The deemphasized beat in a piece of music - Tempo, beat, accent, musical phrase, upbeat, measure, downbeat, meter | upbeat
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| Emphasis on a given beat - Tempo, beat, accent, musical phrase, upbeat, measure, downbeat, meter | accent
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| The organization of beats into musical patterns or measures - Tempo, beat, accent, musical phrase, upbeat, measure, downbeat, meter | meter
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| The rate of speed of music, usually expressed as beats per minute - Tempo, beat, accent, musical phrase, upbeat, measure, downbeat, meter | tempo
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| One group of beats in a musical composition marked by the regular occurrence of the heavy accent - Tempo, beat, accent, musical phrase, upbeat, measure, downbeat, meter | measure
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| A short musical passage; used as a means of choreographing movement to a piece of music - Tempo, beat, accent, musical phrase, upbeat, measure, downbeat, meter | musical phrase
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| Regular pulsations that have an even rhythm and occur in a continuous pattern of strong and weak pulsations - Tempo, beat, accent, musical phrase, upbeat, measure, downbeat, meter | beats
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| Outdoor boot-camp class on a sunny summer afternoon. Which symptoms indicate heat stroke and needs transport to emergency room asap? Headache Hot, dry skin Paleness Labored breathing Weak, rapid pulse Nausea, dizziness, and general weakness Rapid, | Hot, dry skin, Bright red skin color, Rapid, strong pulse, Labored breathing, Core temperature of 104.5⁰ F (40.3⁰ C)
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| Difficult to maintain hygienically - Hardwood flooring, grass, carpeting, concrete | carpeting
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| Offers very little shock absorption - Hardwood flooring, grass, carpeting, concrete | concrete
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| Can cause ankle sprains and knee injuries during lateral movements and pivoting - Hardwood flooring, grass, carpeting, concrete | carpeting
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| Typically offers good shock absorption, but varies in terms of predictability and traction - Hardwood flooring, grass, carpeting, concrete | grass
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| Allows for lateral movement and pivoting - Hardwood flooring, grass, carpeting, concrete | hardwood flooring
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| Offers good traction for dynamic movements - Hardwood flooring, grass, carpeting, concrete | hardwood flooring
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| The best option when working with participants with asthma or emphysema - Dyspnea scale, ratings of perceived exertion, talk test, target heart rate | dyspnea scale
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| Assigns a numerical value to subjective feelings of exercise exertion - Dyspnea scale, ratings of perceived exertion, talk test, target heart rate | ratings of perceived exertion
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| Especially useful for beginners who are learning to pace themselves - Dyspnea scale, ratings of perceived exertion, talk test, target heart rate | talk test
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| Takes into account the individual’s metabolic responses to exercise - Dyspnea scale, ratings of perceived exertion, talk test, target heart rate | talk test
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| Asking clients to gauge their feelings with words like “light,” “hard,” or “maximal” is another way to implement this method - Dyspnea scale, ratings of perceived exertion, talk test, target heart rate | ratings of perceived exertion
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| Takes into account psychological, musculoskeletal, and environmental factors - Dyspnea scale, ratings of perceived exertion, talk test, target heart rate | ratings of perceived exertion
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| Should be used when a participant is showing signs of difficulty breathing - Dyspnea scale, ratings of perceived exertion, talk test, target heart rate | dyspnea scale
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| Subject to substantial error due to reliance on prediction equations - Dyspnea scale, ratings of perceived exertion, talk test, target heart rate | target heart rate
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| Exercising in cold, standing water causes more rapid heat loss than performing the same exercise in cold water with a mild current. - True/False | false
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| Convective heat loss and the rate of body cooling are accelerated by wind. - True/False | true
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| Cold environments can cause an increase in blood pressure. - True/False | true
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| It is important to wear a bottom layer that absorbs sweat when exercising in the cold. - True/False | false
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| When is the BEST time during class to incorporate plyometric and heavy strength-training exercises? Beginning of the cond. segment, immed. after warm-up Last portion of the cond. segment Very beginning of cool-down, after which intensity is reduced A | At the beginning of the conditioning segment, immediately after the warm-up
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| To help participants develop more effective movement patterns, GFIs should focus on establishing adequate mobility in the ankles, hips, thoracic spine, and shoulders. - True/False | true
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| An engaging class experience starts with a dynamic warm-up. - True/False | true
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| A warm-up is not essential when working with participants who are experienced in a particular modality. - True/False | false
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| Ideally, the warm-up should last at least five to 10 minutes. - True/False | true
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| The harder the conditioning phase of a class, the shorter the warm-up should be. - True/False | false
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| To enhance hip mobility - cat/camel, glute bridge, standing diagonals, birddog | glute bridge
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| To improve shoulder mobilit - cat/camel, glute bridge, standing diagonals, birddog | standing diagonals
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| To promote thoracic spine mobility - cat/camel, glute bridge, standing diagonals, birddog | cat/camel
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| To enhance stability of the lumbar spine - cat/camel, glute bridge, standing diagonals, birddog | birddog
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| Lowering the hands to the hips, as opposed to reaching them overhead, during a movement is an example of regressing an exercise by adjusting _______________ | lever length
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| An active cool-down helps remove ______________ from the muscles so that it can be metabolized by other tissues. | metabolic waste
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| Self–myofascial release is MOST appropriate during the _________ component of a group fitness class. | cool-down
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| Before designing the class plan, the GFI should establish the class ________________. | objectives
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| In addition to noting any progressions and regressions for each move in the class plan, GFIs should write down the ( ______ and ______ ) ___________________ of each move. | duration and purpose
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| ___________ prepare participants mentally and physically for the challenges of the workout ahead. | rehearsal moves
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| What is orthostatic hypotension? Lightheadedness by overtraining in hot and humid environment Increase in blood pressure by transitioning to high-intensity exercise too quickly, without warm-up Sharp drop in blood pressure by transitioning from supine | A sharp drop in blood pressure often caused by transitioning from a supine or seated position to standing
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| The development of rapport is rooted in _________. | Empathy
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| __________ commonly begin with the words “what,” “why,” and “how.” | open-ended question
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| _________ can help keep the topic of the conversation focused and on track. | summarizing
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| When communicating a message, 7% of the message is comprised of spoken words, 38% is related to tone of voice, and an astonishing 55% consists of ___________. | body language
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| __________ is both a determinant of behavior as well as an outcome of behavior change. | self-efficacy
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| GFIs are LEAST likely to encounter individuals in this stage in their group fitness classes. - maintenance, action, contemplation, pre-contemplation, preparation | precontemplation
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| Many participants in a group fitness class will be in this stage of change. - maintenance, action, contemplation, pre-contemplation, preparation | preparation
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| Providing opportunities to ask questions and to express apprehensions is an appropriate strategy when working with someone in this stage. - maintenance, action, contemplation, pre-contemplation, preparation | contemplation
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| An individual who visits the fitness facility in order to gather information about the class schedule, without participating in the class, is likely in this stage of change. - maintenance, action, contemplation, pre-contemplation, preparation | contemplation
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| People in this stage are sedentary, but are starting to consider activity as being important. - maintenance, action, contemplation, pre-contemplation, preparation | contemplation
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| Providing information about the risks of being inactive and the benefits of being active is an appropriate strategy when working with someone in this stage. - maintenance, action, contemplation, pre-contemplation, preparation | precontemplation
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| People in this stage have been regularly participating in physical activity for longer than six months. - maintenance, action, contemplation, pre-contemplation, preparation | maintenance
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| Identifying early signs of staleness to prevent burnout is an appropriate strategy when working with someone in this stage. - maintenance, action, contemplation, pre-contemplation, preparation | maintenance
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| People in this stage engage in regular physical activity, but have been doing so for less than six months. - maintenance, action, contemplation, pre-contemplation, preparation | action
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| Reiterating the long-term benefits of adherence is an appropriate strategy when working with someone in this stage. - maintenance, action, contemplation, pre-contemplation, preparation | action
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| People in this stage do not see activity as relevant in their lives. - maintenance, action, contemplation, pre-contemplation, preparation | precontemplation
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| People in this stage are getting ready to adopt and live an active lifestyle. - maintenance, action, contemplation, pre-contemplation, preparation | preparation
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| Assisting in identifying social support and establishing personal goals is an appropriate strategy when working with someone in this stage. - maintenance, action, contemplation, pre-contemplation, preparation | preparation
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| An individual’s perception of his or her relative level of wellness and illness - motivation, adherance, empathy, social support, feedback, rapport, health perception | health perception
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| Understanding what another person is experiencing from his or her perspective - motivation, adherance, empathy, social support, feedback, rapport, health perception | empathy
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| The perceived comfort, caring, esteem, or help an individual receives from other people - motivation, adherance, empathy, social support, feedback, rapport, health perception | social support
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| The psychological drive that gives purpose and direction to behavior - motivation, adherance, empathy, social support, feedback, rapport, health perception | motivation
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| A relationship marked by mutual understanding and trust - motivation, adherance, empathy, social support, feedback, rapport, health perception | rapport
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| Verbal or nonverbal information about current behavior that can be used to improve future performance - motivation, adherance, empathy, social support, feedback, rapport, health perception | feedback
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| The extent to which people follow their program, plans or treatment recommendations - motivation, adherance, empathy, social support, feedback, rapport, health perception | adherence
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| Define each element of SMART | specific, measurable, attainable, relevant, time-bound
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| Which of the following participant arrangements is MOST appropriate for a small-group circuit-training class? Select one: Circle arrangement Horizontal line Stagger arrangement Parallel lines | circle arrangement
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| Which of the following participant arrangements is MOST appropriate for a dance-based group fitness class? Select one: Parallel lines Stagger arrangement Horizontal line Circle arrangement | stagger arrangement
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| Poor posture is often associated with some muscles being tight and others being weak. - True/False | true
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|
||||
| All older adults have limitations that require the GFI to offer regression options for movements and exercises. - True/False | false
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|
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| A pre-class evaluation should include identification of new class members. - True/False | true
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|
||||
| “Go this way” is an effective cue for verbal learners. - True/False | false
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|
||||
| A GFI should ask for permission before using physical touch during class. - True/False | true
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|
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| Telling a participant who is holding a plank position to “imagine you are balancing a bar along your spine” is an example of a cue best suited for kinesthetic learners. - True/False | true
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| Aerobic Q-signs are best suited for visual learners. - True/False | true
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|
||||
| Tapping the top of one’s head to indicate “from the top” is an example of a cue best suited to kinesthetic learners. - True/False | false
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|
||||
| GFIs should avoid providing verbal cues during certain movements, including when performing push-ups. - True/False | true
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|
||||
| Verbal cues should be heard and understood immediately before movement becomes imminent. - True/False | true
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|
||||
| An instructor using this style makes all decisions about posture, rhythm, and duration. - self-check style of teaching, practice style of teaching, command style of teaching | command style of teaching
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| Without proper planning, use of this style can result in a less than inclusive class experience for participants of varying ability levels. - self-check style of teaching, practice style of teaching, command style of teaching | command style of teaching
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|
||||
| Participants record their results and compare their performance against given criteria or past performances. - self-check style of teaching, practice style of teaching, command style of teaching | self-check style of teaching
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|
||||
| An advantage of this style is that it allows the GFI to walk around and interact with participants. - self-check style of teaching, practice style of teaching, command style of teaching | practice style of teaching
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|
||||
| The information displayed on the electronic consoles of equipment such as rowers and treadmills can be important when teaching using this style. - self-check style of teaching, practice style of teaching, command style of teaching | self-check style of teaching
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|
||||
| Teaching how to first perform walking lunges, then torso rotations with medicine ball before combining the two movements into a single exercise is an example of which teaching strategy? Slow-to-fast Part-to-whole Simple-to-complex Repetition-reduction | part-to-whole
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|
||||
| The ________ domain describes the brain’s ability to gather and retain information and knowledge. | cognitive
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|
||||
| The _______ domain refers to those activities requiring movement. | psychomotor
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|
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| The _______ domain describes emotional behaviors, beliefs, and attitudes. | affective
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|
||||
| During the ______ stage of learning, participants can perform the activity without following an instructor and can detect their own errors. | autonomous
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|
||||
| A group of participants who are able to grapevine back and forth with the music and concentrate on occasional cues from the GFI are in the ______ stage of learning. | associative
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|
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| During the ______ stage of learning, errors and imperfect form may be the norm. | cognitive
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|
||||
| GFIs should minimize the use of this teaching strategy for extended periods of time during the peak of the conditioning segment of class, as it may reduce exercise intensity. Part-to-whole Slow-to-fast Repetition-reduction Simple-to-complex | slow-to-fast
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|
||||
| This style has traditionally been the most commonly used in group fitness classes. - self-check style of teaching, practice style of teaching, command style of teaching | command style of teaching
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|
||||
| This style creates an environment of nurturing and support. - self-check style of teaching, practice style of teaching, command style of teaching | practice style of teaching
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|
||||
| This style relies on participants to provide their own feedback. - self-check style of teaching, practice style of teaching, command style of teaching | self-check style of teaching
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|
||||
| This style provides opportunities for individualization and one-on-one instructor feedback. - self-check style of teaching, practice style of teaching, command style of teaching | practice style of teaching
🗑
|
||||
| How would a participant with a blood pressure of 136/92 mmHg be classified? Select one: Stage 1 hypertension Prehypertension Normal Stage 2 hypertension | Stage 1 hypertension
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|
||||
| Form of diabetes characterized by a reduced sensitivity of the insulin target cells to available insulin; usually associated with obesity - glucose, hypoclycemia, insulin, type 1 diabetes, hyperglycemia, type 2 diabetes | Type 2 diabetes
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|
||||
| A hormone released from the pancreas - glucose, hypoclycemia, insulin, type 1 diabetes, hyperglycemia, type 2 diabetes | insulin
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|
||||
| Form of diabetes caused by the destruction of the insulin-producing beta cells in the pancreas, which leads to little or no insulin secretion - glucose, hypoclycemia, insulin, type 1 diabetes, hyperglycemia, type 2 diabetes | type 1 diabetes
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|
||||
| An abnormally high content of glucose in the blood - glucose, hypoclycemia, insulin, type 1 diabetes, hyperglycemia, type 2 diabetes | hyperglycemia
🗑
|
||||
| A simple sugar; the form in which all carbohydrates are used as the body’s principal energy source - glucose, hypoclycemia, insulin, type 1 diabetes, hyperglycemia, type 2 diabetes | glucose
🗑
|
||||
| A deficiency of glucose in the blood commonly caused by too much insulin, too little glucose, or too much exercise - glucose, hypoclycemia, insulin, type 1 diabetes, hyperglycemia, type 2 diabetes | hypoglycemia
🗑
|
||||
| Women are more flexible during pregnancy due to an increase in ___________ , a hormone that relaxes ligaments and soft tissues in preparation for childbirth. | relaxin
🗑
|
||||
| After the first trimester, prolonged exercise in the __________ position should be discouraged because it may reduce blood to the fetus, depriving it of oxygen. | supine
🗑
|
||||
| Over the course of gestation, the mother’s growing belly will move upward and out, displacing her ______________ and resulting in low-back discomfort and changes in balance and coordination. | center of gravity
🗑
|
||||
| Pregnant women should choose a comfortable exercise intensity, such as a rating of perceived exertion range of _______ on the 6 to 20 scale. | 9 to 13
🗑
|
||||
| Ingesting cold drinks is one of the steps for managing an asthma attack. - True/False | false
🗑
|
||||
| People with well-controlled, managed asthma can engage in regular physical activity as outlined for the general population. - True/False | true
🗑
|
||||
| Target heart rate is the best means of monitoring intensity in those with asthma. - True/False | false
🗑
|
||||
| GFIs should encourage participants with asthma to skip the cool-down portion of class and instead sit and rest for at least 10 minutes. - True/False | false
🗑
|
||||
| Which of the following joints is MOST commonly afflicted with osteoarthritis? Select one: Thoracic spine Cervical spine Knees Shoulders | knees
🗑
|
||||
| Who has responsibility of determining if medical evaluation by physician is warranted prior to individual participating in group fitness based on health-related info provided on his pre-participation form? Physician Participant GFI Facility operator | facility operator
🗑
|
||||
| Which of the following conditions can affect an individual’s ability to progress exercise intensity, and has symptoms that can be instigated by physical activity? Select one: Type 1 diabetes Hypertension Asthma Type 2 diabetes | asthma
🗑
|
||||
| Hyperglycemia can result from low pre-exercise blood glucose levels, too much pre-exercise insulin, or not enough glucose consumption during physical activity. - True/False | false
🗑
|
||||
| Confusion and headaches are among the early symptoms of an insulin reaction. - True/False | true
🗑
|
||||
| Exercise is an essential component of treatment for persons with type 1 or type 2 diabetes. - True/False | true
🗑
|
||||
| The first step in helping a participant who is having an insulin reaction is to stop the activity immediately. - True/False | true
🗑
|
||||
| Members of this population should monitor their intensity using the dyspnea scale or ratings of perceived exertion. - Youth/Older adults | older adults
🗑
|
||||
| High-velocity power training may help improve overall performance and quality of life for this population. - Youth/Older adults | older adults
🗑
|
||||
| Members of this group sweat less than members of other age groups. - Youth/Older adults | youth
🗑
|
||||
| Maximal heart rate in members of this population is much higher than in other age groups. - Youth/Older adults | youth
🗑
|
||||
| Balance should be the foundational skill to all programming for this group. - Youth/Older adults | older adults
🗑
|
||||
| Perform an extended warm-up and cool-down of at least 10 minutes each when working with members of this population. - Youth/Older adults | older adults
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|
||||
| A new participant provides a medical release form saying that he should avoid performing isometric exercises. What is the MOST likely reason for these exercise considerations? Select one: Type 2 diabetes Asthma Cardiovascular disease Type 1 diabetes | cardiovascular disease
🗑
|
||||
| From the anterior view, the GFI should be able to see the participant’s knuckles. - True/False | false
🗑
|
||||
| A patella that appears rotated inward or outward is an indication of a potential muscular imbalance or structural deviation of the hips and/or foot/ankle complex. - True/False | true
🗑
|
||||
| The head should be suspended, with the ears in line with the shoulders, shoulders over hips, hips over knees, and knees over ankles. - True/False | true
🗑
|
||||
| The feet should be shoulder-width apart with the weight evenly distributed. - True/False | true
🗑
|
||||
| Hyperextended knees, which can be observed from the lateral view, can cause decreased blood flow to and from the legs. - True/False | true
🗑
|
||||
| Participants should maintain a flat-back posture in order to avoid lumbar lordosis. - True/False | false
🗑
|
||||
| _______________ involves stringing two exercises or movements together, such as, in cardio kickboxing, a right knee and left uppercut performed simultaneously. | mending
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|
||||
| Performing an additional movement between two exercises or movements to create a seamless transition is called ________. | patching
🗑
|
||||
| Having participants perform single-leg curls immediately after a grapevine is an example of _______________. | matching
🗑
|
||||
| Rhythm is defined as the _____________ of the movement. | tempo
🗑
|
||||
| Preventing or managing injuries within the scope of practice of a GFI can be summarized by a few key concepts and guidelines. Limit motion and stretching to a _______ range and intensity. | pain-free
🗑
|
||||
| Preventing or managing injuries within the scope of practice of a GFI can be summarized by a few key concepts and guidelines. Gradually increase the _____________ and volume of activity. | intensity
🗑
|
||||
| Preventing or managing injuries within the scope of practice of a GFI can be summarized by a few key concepts and guidelines. Focus on technique and proper ___________. | form
🗑
|
||||
| Preventing or managing injuries within the scope of practice of a GFI can be summarized by a few key concepts and guidelines. Avoid extreme _____________. | range of motion
🗑
|
||||
| Preventing or managing injuries within the scope of practice of a GFI can be summarized by a few key concepts and guidelines. Repetitive movements, like cycling, can cause ________ of the soft tissues if the equipment is improperly fit to the exerciser. | inflammation
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|
||||
| Should a GFI activate the emergency medical services (EMS) when faced with each of the following cerebrovascular emergences? Concussion: Y/N | yes
🗑
|
||||
| Should a GFI activate the emergency medical services (EMS) when faced with each of the following cerebrovascular emergences? Seizure: Y/N | yes
🗑
|
||||
| Should a GFI activate the emergency medical services (EMS) when faced with each of the following cerebrovascular emergences? Stroke: Y/N | yes
🗑
|
||||
| _________ is defined as pushing oneself past the point of volitional control or exceeding the limits of one’s abilities. | overexertion
🗑
|
||||
| A ___________ is defined as a sensory indicator that a participant feels, such as dizziness or nausea. | symptom
🗑
|
||||
| A ________ is defined as an objective, observable indicator, such as loss of coordination, blue lips, or heavy breathing. | sign
🗑
|
||||
| Activating EMS should be reserved for ________ situations. | life=threatening
🗑
|
||||
| An abrupt onset of injury or medical emergency presents immediate symptoms of distress and is categorized as a(n) _____ injury. | acute
🗑
|
||||
| _________ injuries, illness, or medical conditions are ongoing. | chronic
🗑
|
||||
| Plantar fasciitis: Acute or chronic injury | chronic
🗑
|
||||
| Elbow tendinitis: Acute or chronic injury | chronic
🗑
|
||||
| Hamstrings strain: Acute or chronic injury | acute
🗑
|
||||
| Lateral ankle sprain: Acute or chronic injury | acute
🗑
|
||||
| Contusion: Acute or chronic injury | acute
🗑
|
||||
| Low-back pain: Acute or chronic injury | chronic
🗑
|
||||
| Shin splints: Acute or chronic injury | chronic
🗑
|
||||
| Compound fracture: Acute or chronic injury | acute
🗑
|
||||
| Identify each element of the RICE acronym, which describes a safe early-intervention strategy for many acute injuries. | rest, ice, compression, elevation
🗑
|
||||
| What are signs and symptoms of sprain? Swelling, pain, joint instability, immobility, poss discoloration Pain, local tenderness, poss discoloration, loss of strength+ROM Soft tissue hemorrhage, hematoma, restricted ROM Bony protrusion, bleeding, possi | Swelling, pain, joint instability, immobility, and possible discoloration
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|
||||
| Environmental emergencies with its signs and symptoms: Shivering, tingling, numbness in fingers and toes, and burning feeling in nose and ears - heat stroke, heat cramps, hypothermia, heat exhaustion | Hypothermia
🗑
|
||||
| Environmental emergencies with its signs and symptoms: Weak, rapid pulse; low blood pressure; fatigue; headache; dizziness; weakness; cold, clammy skin; profuse sweating; dehydration; elevated core temperature - heat stroke, cramps, hypothermia, exhaustio | Heat exhaustion
🗑
|
||||
| Environmental emergencies with its signs and symptoms: Painful cramps, loss of strength, thirst, and dehydration - heat stroke, heat cramps, hypothermia, heat exhaustion | Heat cramps
🗑
|
||||
| Environmental emergencies with its signs and symptoms: Hot, dry skin; red skin color; rapid pulse; anxiety; irritability; dyspnea; dehydration; elevated core temperature (>104⁰ F/40⁰ C); syncope - heat stroke, heat cramps, hypothermia, heat exhaustion | Heat stroke
🗑
|
||||
| What is the MOST obvious sign of exercise fatigue? Select one: Improper form Dizziness Nausea Loss of strength | Improper form
🗑
|
||||
| For which of the following injuries is it essential to activate emergency medical services in ALL instances? Select one: Strain Compound fracture Contusion Sprain | Compound fracture
🗑
|
||||
| Mark each of the following statements about activating emergency medical services (EMS): Accident reports can be discarded one year after the incident. - True/False | false
🗑
|
||||
| Mark each of the following statements about activating emergency medical services (EMS): The GFI should collect the names, addresses, and phone numbers of any witnesses. - True/False | true
🗑
|
||||
| Mark each of the following statements about activating emergency medical services (EMS): Treatment of injuries is within the GFI’s scope of practice during an emergency. - True/False | false
🗑
|
||||
| Mark each of the following statements about activating emergency medical services (EMS): A GFI should try to diagnose the injury before sending someone to call EMS. - True/False | false
🗑
|
||||
| Mark each of the following statements about activating emergency medical services (EMS): It is appropriate for a GFI to call in any emergency if he or she is unsure. - True/False | true
🗑
|
||||
| Use of an informed consent form provides an additional measure of defense against lawsuits. - True/False | true
🗑
|
||||
| Soliciting questions regarding a testing procedure or exercise programs and then providing unbiased answers to these inquiries is an important aspect of the pre-participation procedure. - True/False | true
🗑
|
||||
| An agreement to participate is considered a formal contract between the instructor and participant. - True/False | false
🗑
|
||||
| Having all participants sign a liability waiver prior to participation will release the instructor and fitness center from all liability associated with any resulting injuries. - True/False | true
🗑
|
||||
| The only consideration when selecting continuing education should be the needs of the participants. - True/False | false
🗑
|
||||
| Any course that teaches content within the GFI’s scope of practice is automatically ACE-approved. - True/False | false
🗑
|
||||
| Ongoing education and training are both necessary and required for certified GFIs. - True/False | true
🗑
|
||||
| GFIs should always refer participants who require services and guidance outside of their scope of practice to appropriate qualified fitness, medical, or health professionals. - True/False | true
🗑
|
||||
| Attainment of a certification should be viewed as the foundation of verifying professional competence. - True/False | true
🗑
|
||||
| The facility provides training to the instructor being hired. - employee or independent contractor. | employee
🗑
|
||||
| The instructor is paid $500 for teaching a series of 10 boot-camp classes. - employee or independent contractor. | independent contractor
🗑
|
||||
| The instructor teaches classes that are considered integral to the business. - employee or independent contractor. | employee
🗑
|
||||
| The instructor teaches classes at multiple facilities each week. - employee or independent contractor. | independent contractor
🗑
|
||||
| The instructor brings agility ladders and cones to a business to provide lunchtime workouts. - employee or independent contractor. | independent contractor
🗑
|
||||
| All GFIs should secure _______________ that is specifically designed to cover work within the health and fitness industry. Select one: An umbrella liability policy Professional liability insurance A rider A blanket license | Professional liability insurance
🗑
|
||||
| A GFI should secure express, written consent from a participant before sharing stories of the participant’s weight-loss success with the rest of the class. - True/False | true
🗑
|
||||
| A fitness facility can legally advertise its dance-based fitness classes as “Zumba-like,” even if its instructors have not completed a Zumba instructor training course. - True/False | false
🗑
|
||||
| Professional liability insurance will usually not cover an instructor for copyright infringement claims. - True/False | true
🗑
|
||||
| Before leading any outdoor or public-space classes, a GFI should consult with his or her insurance policies to ensure such activities are covered. - True/False | true
🗑
|
||||
| An instructor who creates a playlist of legally downloaded songs and then uses that music in a for-profit exercise class is acting in accordance with copyright law. - True/False | false
🗑
|
||||
| A person who works for another person in exchange for financial compensation; complies with the instructions of his or her employer and reports to the employer on a regular basis | employee
🗑
|
||||
| Specific addition to a standard insurance policy | rider
🗑
|
||||
| A person who conducts business on his or her own on a contract basis | independent contractor
🗑
|
||||
| Signed document that indicates that the participant is aware of inherent risks and potential injuries that can occur from participation | agreement to participate
🗑
|
||||
| Appropriateness of an exercise professional’s actions in light of current professional standards and based on the age, condition, and knowledge of the participant | standard of care
🗑
|
||||
| The exclusive right, for a certain number of years, to perform, make and distribute copies, and otherwise use an artistic, musical or literary work | copyright
🗑
|
||||
| Failure of a person to perform as a reasonable and prudent professional would perform under similar circumstances | negligence
🗑
|
||||
| A binding agreement between two or more persons that is enforceable by law composed of an offer, acceptance, and consideration | contract
🗑
|
||||
| Voluntary abandonment of a right to file suit; not always legally binding | waiver
🗑
|
||||
| A written statement signed by a participant prior to participating in a program or testing that informs him or her of testing purposes, processes, and all potential risks and discomforts | informed consent
🗑
|
||||
| Legal responsibility | liability
🗑
|
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