Defining Fitness Roles

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable):

  Exercise Science

  Course Title:

  Exercise Science

  Course Number:

  8417120

  Career Cluster:

  Health Science

  CIP Number:

  0331050405

  Course Type:

  Career Preparatory

  CTE Standard(s) or benchmarks

  28.07 Identify the personal trainers’ responsibilities and duties within their legal scope of practice.

  28.09 Outline and present a current and/or legal issue related to fitness and wellness.

  Integrated benchmarks: ELA or Other:

  ELA.12.C.4.1 Conduct research on a topical issue to answer a question and synthesize information from a variety of sources.

  Grade level(s)

  12

  Time

  50 minutes

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Scope of Practice Predicament.” See CPALMS resource ID# 209586.

• Career Connection

  
  

  In this lesson students will explore the concepts of time management, clear communication, problem solving. They will be able to understand the importance of job tasks assignments and delegation.

• Learning Objectives

  
  

  Students will be able to:

  • Differentiate job roles and responsibilities of fitness or health and wellness professionals.
  • Understand the importance of emergency protocol, local and federal laws, and legal and ethical practices within the medical field.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Professional career options within the fitness industry.
  • Legal and ethical issues within a workplace.
  • HIPPA Compliance.

• Guiding Questions

  
  
  • What are potential legal and ethical issues that can appear in a fitness facility?
  • How should job roles and responsibilities be distinguished amongst a medical team?
  • How should emergency protocol be distinguished in a health and wellness facility?
  • When is it appropriate to determine a medical emergency is present?

• Procedure

  
  
  1. To introduce the lesson, ask students to take out a sheet of paper and to list three job duties they believe are important to a medical or health and wellness facility.
  2. Once each student has completed this task, ask them to recall a time when they were left with no instructions or clear instructions and to write down one word to describe how they felt in that moment beneath their list of job duties.
  • Allow a select few of students to share one job task they wrote down and the one word of their personal experience to prompt the case study.

  3. Ask students to form groups of 2-3 people and handout case study, "Scope of Practice Predicament," (CPALMS resource #209568).

  • As students are reading the case study, ask them to consider the following questions.
    1. What should the conversation between Dr. Listo, Jackie, and Athena have looked like prior to Athena’s first day of work?
    2. What roles are present within the university health and wellness center?
    3. How should Athena address and communicate with Michael that he may be experiencing a medical emergency?
    4. When was the best time for Athena to recognize the challenge at hand may be beyond her job role?

  4. Distribute the “Fitness Roles and Laws” organizer attachment. Ask students to organize the job tasks and duties within the case study by the roles presented on the sheet. Then create potential laws that could protect Athena, Dr. Listo, Jackie, the university health and wellness center, and Michael.

  • Allocate time for students to research current medical laws. Students should look within state and medical organization websites for credible and accurate information.
  • Use guiding questions to assist students in recognizing the legal and ethical issues within the case study.

  5. To bring the lesson to a close, have each group orally present one fitness professions’ roles and responsibilities, one existing medical law that influenced the laws they created, and one law they created that can be the most impactful in their opinion.

• Teacher Notes

  
  
  • When introducing the lesson consider the timing (approximately 5 minutes) while students share their job tasks and personal experience. This portion of the lesson is only meant to be thought provoking.
  • Group size is imperative to keep students on pace. Encourage small enough groups where some independent thinking is achievable.
  • Encourage students to use HIPPA and other government agencies for medical law research.

• Optional

  
  

  Extension Ideas:

  • Provide "Scope of Practice Predicament" (CPALMS Case Study #209586) after class activity. Ask the following questions:
    • With this new information on the situation, what would your group change in the job roles and responsibilities?
    • How could have Jackie showed more positive leadership skills once she arrived to the health and wellness center?
    • How could Dr. Listo have a more impactful role in the university health and wellness center?
  • Encourage students to use their role and responsibilities organizer, researched laws, and “new” laws to have Jackie and Athena develop an emergency protocol plan for the university health and wellness center.