2017 - 2018
Florida Department of Education
Curriculum Framework 

Program Title:	Personal Trainer
Program Type:	Career Preparatory
Career Cluster:	Human Services

Secondary – Career Preparatory	
Program Number	8907100	
CIP Number	0331050704	
Grade Level	9-12, 30, 31	
Standard Length	4 credits	
Teacher Certification	Refer to the Program Structure section.	
CTSO	HOSA	
SOC Codes (all applicable) 	39-9031 Fitness Trainers and Aerobics Instructors 	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

Purpose 

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in the Human Services career cluster; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of the Human Services career cluster. 

The content includes, but is not limited to, fitness training principles, human anatomy and systems, and concepts related to health, nutrition and fitness. The purpose of this program is to prepare students for employment as certified personal or fitness trainers.

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Program Structure

This program is a planned sequence of instruction consisting of one occupational completion point.

To teach the courses listed below, instructors must hold at least one of the teacher certifications indicated for that course.

The following table illustrates the secondary program structure:

OCP	Course Number	Course Title	Teacher Certification	Length	SOC Code	Level	Graduation Requirement	
A	8907110	Personal Trainer 1	PERS FIT TR 7G	1 credit	39-9031	2	VO	
	8907120	Personal Trainer 2		1 credit	39-9031	2	VO	
	8907130	Personal Trainer 3		1 credit	39-9031	2	VO	
	8907140	Personal Trainer 4		1 credit	39-9031	2	VO	
(Graduation Requirement Abbreviations- EQ= Equally Rigorous Science, PA= Practical Arts, EC= Economics, VO= Career and Technical Education)

Academic Alignment Tables

Academic alignment is an ongoing, collaborative effort of professional educators specializing in the fields of science, mathematics, English/language arts, and Career and Technical Education (CTE). This initiative supports CTE programs by improving student performance through the integration of academic content within CTE courses. Career and Technical Education courses that have been aligned to the Next Generation Sunshine State Standards for Science and the Florida Standards for Mathematics and English/Language Arts will show the following data: the quantity of academic standards in the CTE course; the total number of standards contained in the academic course; and the percentage of alignment to the CTE course.

Courses	Anatomy/ Physiology
Honors	Astronomy     Solar/Galactic Honors	Biology 1	Chemistry 1	Earth-Space Science	Environmental Science	Genetics	Integrated Science	Marine Science 1 Honors	Physical Science	Physics 1	
Course #1	0/87
0%	0/80
0%	0/83
0%	0/69
0%	0/67
0%	0/70
0%	0/69
0%	0/82
0%	0/66
0%	0/74
0%	0/72
0%	
Course #2	0/87
0%	0/80
0%	0/83
0%	0/69
0%	0/67
0%	0/70
0%	0/69
0%	0/82
0%	0/66
0%	0/74
0%	0/72
0%	
Course #3	0/87
0%	0/80
0%	0/83
0%	0/69
0%	0/67
0%	0/70
0%	0/69
0%	0/82
0%	0/66
0%	0/74
0%	0/72
0%	
**   Alignment pending review    						#   Alignment attempted, but no correlation to academic course

Courses	Algebra 1	Algebra 2	Geometry	English 1	English 2	English 3	English 4	
Course #1	0/67
0%	0/75
0%	0/54
0%	0/46
0%	0/45
0%	0/45
0%	0/45
0%	
Course #2	0/67
0%	0/75
0%	0/54
0%	0/46
0%	0/45
0%	0/45
0%	0/45
0%	
Course #3	0/67
0%	0/75
0%	0/54
0%	0/46
0%	0/45
0%	0/45
0%	0/45
0%	
**   Alignment pending review    			#   Alignment attempted, but no correlation to academic course

Florida Standards for Technical Subjects 

Florida Standards (FS) for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects are the critical reading and writing literacy standards designed for grade 6 and above. These standards are predicated on teachers of history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields. The FS for Mathematical Practices are designed for grades K-12 and describe varieties of expertise that educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.

Instructors must incorporate the Florida Standards for Technical Subjects and Mathematical Practices throughout instruction of this CTE program.  To access these standards, please click on the following link: http://www.fldoe.org/core/fileparse.php/5652/urlt/FloridaStandardsTechSubjects.rtf. 

Florida Standards for English Language Development (ELD)
English language learners communicate for social and instructional purposes within the school setting. ELD.K12.SI.1.1 

English Language Development (ELD) Standards Special Notes:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SI.pdf.
For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.

Common Career Technical Core – Career Ready Practices

Career Ready Practices describe the career-ready skills that educators should seek to develop in their students. These practices are not exclusive to a Career Pathway, program of study, discipline or level of education. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. 

1. Act as a responsible and contributing citizen and employee. 

2. Apply appropriate academic and technical skills. 

3. Attend to personal health and financial well-being. 

4. Communicate clearly, effectively and with reason. 

5. Consider the environmental, social and economic impacts of decisions. 

6. Demonstrate creativity and innovation. 

7. Employ valid and reliable research strategies. 

8. Utilize critical thinking to make sense of problems and persevere in solving them. 

9. Model integrity, ethical leadership and effective management. 

10. Plan education and career path aligned to personal goals. 

11. Use technology to enhance productivity. 

12. Work productively in teams while using cultural/global competence. 

Standards

After successfully completing this program, the student will be able to perform the following:

01.0	Demonstrate knowledge of physical activity, exercise and physical fitness.
02.0	Demonstrate understanding of physical fitness training principles.
03.0	Demonstrate knowledge of current and legal issues related to fitness and wellness.
04.0	Identify and discuss energy systems (bioenergetics systems).
05.0	Identify and describe the cardiovascular, respiratory and musculoskeletal systems.
06.0	Demonstrate an understanding of extreme exercise responses, injuries and precautions.
07.0	Demonstrate knowledge of kinesiology and human movement.
08.0	Demonstrate knowledge of the muscular system of the human body.
09.0	Demonstrate knowledge of exercise science.
10.0	Identify the benefits of and barriers to physical activity and the consequences of physical inactivity.
11.0	Identify and understand models of health-related behavior change.
12.0	Understand the psychological considerations of learning.
13.0	Demonstrate knowledge of cardiorespiratory fitness.
14.0	Describe and evaluate the different methods of prescribing and monitoring aerobic exercise intensity.
15.0	Demonstrate understanding of risk factors.
16.0	Describe and evaluate different cardiorespiratory endurance testing options.
17.0	Identify and analyze health issues related to nutrition.
18.0	Demonstrate understanding of concepts related to resistance training.
19.0	Demonstrate knowledge of concepts related to flexibility.
20.0	Understand the responsibilities and scope of practice for a Certified Personal Trainer.
21.0	Identify methods of managing special populations and medical conditions.
22.0	Describe and design various health and fitness programs.

2017 - 2018
Florida Department of Education
Student Performance Standards

Course Title: 	Personal Trainer 1
Course Number: 	8907110 
Course Credit:	1

Course Description:

The students will understand the most important components of physical fitness. Body composition, cardiorespiratory endurance, flexibility, muscular endurance and muscle strength will be explained and demonstrated.  Physical activity, exercise and fitness terms will be clarified so that the students can describe the difference between health related fitness and fitness conditioning. Physical fitness training principles such as the principles of adaptation, progressive overload, specificity and program progression will be clearly defined in this section.  These training principles will lead to defining what is the specificity Principle and dynamic stretching. Basic understanding of these concepts will lead them to the next section of Kinesiology and the muscular system.

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

Note:  This course is pending alignment in the following categories: FS-M/LA and NGSSS-Sci.

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
01.0	Demonstrate knowledge of physical activity, exercise, and physical fitness – the student will be able to:			
01.01	Demonstrate an understanding of physical activity.			
01.02	Identify and explain the benefits of exercise.			
01.03	Identify and explain the five components of physical fitness: body composition, cardiorespiratory endurance, flexibility, muscular endurance, and muscular strength.			
01.04	Evaluate the differences between health-related fitness and fitness conditioning.			
02.0	Demonstrate understanding of physical fitness training principles – the student will be able to:			
02.01	Define the principles of adaptation, progressive overload, specificity and program progression.			
02.02	Demonstrate knowledge of the Specificity Principle.			
02.03	Define dynamic stretching and identify dynamic stretches for warm-up and cool-down.			
03.0	Demonstrate knowledge of current legal issues related to fitness and wellness – the student will be able to:			
03.01	Define basic legal terms.			
03.02	Demonstrate understanding of negligence.			
03.03	Define and understand contract law, labor law, antitrust law, and workers’ compensation law.			
03.04	Identify and understand disability laws.			
03.05	Demonstrate understanding of the legal duties of athletic administrators and coaches.			
03.06	Define and understand gender equity.			
03.07	Select a current legal issue related to fitness and wellness; prepare an outline and deliver an oral presentation on the selected topic.			
04.0	Identify and discuss energy systems (bioenergetics systems) – the student will be able to:			
04.01	Demonstrate an understanding of the three energy systems (adenosine triphosphate, anaerobic, aerobic).			
04.02	Define and explain each energy system and how each system is used during different types of exercise.			

2017 - 2018
Florida Department of Education
Student Performance Standards

Course Title: 	Personal Trainer 2
Course Number: 	8907120
Course Credit:	1

Course Description:
The students will be able to identify and describe the cardiovascular, respiratory, and musculoskeletal systems and their functions. The lessons will include the understanding of extreme exercise responses, injuries and precautions such as traumatic (acute/chronic) muscle and joint injuries and how to address them. Kinesiology will include biomechanics, anatomical terminology and muscle movement. The muscular system of the human body is extremely important subject for a personal fitness student to be completely familiar with. Exercise science concepts such as dose-response relationship of exercise, fitness in active adults, benefits of flexibility and resistance training, consequences of inactivity, obesity, perceived barriers to exercise, wellness motivational theory and the Trans theoretical Model of behavior change are also covered in this lesson.

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

Note:  This course is pending alignment in the following categories: FS-M/LA and NGSSS-Sci.

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
05.0	Identify and describe the cardiovascular, respiratory, and musculoskeletal systems – the student will be able to:			
05.01	Demonstrate an understanding of the cardiovascular system and its functions.			
05.02	Demonstrate an understanding of the respiratory system and its functions.			
05.03	Demonstrate an understanding of the musculoskeletal system and its functions.			
06.0	Demonstrate an understanding of extreme exercise responses, injuries and precautions – the student will be able to:			
06.01	Describe traumatic (acute) muscle and joint injuries.			
06.02	Describe overuse (chronic) muscle and joint injuries.			
06.03	Describe the components of the RICES therapeutic modality (rest, ice, compression, elevation, stabilization).			
06.04	Recognize and discuss exercise-related warning signs and emergency procedures.			
06.05	Assess and discuss environmental emergencies.			
06.06	Understand hydration recommendations for health and fitness.			
06.07	Identify the different classes of medications/drugs and commonly used substances.			
07.0	Demonstrate knowledge of kinesiology and human movement – the student will be able to:			
07.01	Identify and understand the basic terms and principles of biomechanics.			
07.02	Demonstrate understanding of anatomical terminology.			
07.03	Describe and demonstrate an understanding of muscle movement.			
08.0	Demonstrate knowledge of the muscular system of the human body – the student will be able to:			
08.01	Identify the three types of muscle tissue in the human body.			
08.02	Identify the posterior and anterior muscles of the human body.			
08.03	Demonstrate knowledge of prime mover muscles (agonist muscles) in the upper body.			
08.04	Demonstrate a clear understanding of muscle and joint actions in the upper body.			
08.05	Demonstrate knowledge of prime mover muscles (agonist muscles) in the lower body.			
08.06	Demonstrate a clear understanding of muscle and joint actions in the lower body.			
09.0	Demonstrate knowledge of exercise science – the student will be able to:			
09.01	Identify and summarize exercise science theories and practices.			
09.02	Demonstrate the communication skills used in health and fitness occupations.			
10.0	Identify the benefits of and barriers to physical activity and the consequences of physical inactivity – the student will be able to:			
10.01	Explain the dose-response relationship of exercise.			
10.02	Describe how fitness can improve the quality of life of moderately active adults.			
10.03	Demonstrate understanding of the benefits of flexibility and resistance training.			
10.04	Describe the consequences of physical inactivity.			
10.05	Evaluate and explain the health consequences related to obesity.			
10.06	Analyze and explain the perceived barriers to exercise.			
11.0	Identify and understand models of health-related behavior change – the student will be able to:			
11.01	Describe Wellness Motivation Theory.			
11.02	Demonstrate understanding of the Transtheoretical Model of Behavior Change.			
11.03	Compare and contrast other behavioral change models.			
12.0	Understand the psychological considerations of learning – the student will be able to:			
12.01	Demonstrate understanding of the learning process.			
12.02	Compare and contrast a variety of learning theories (e.g., classical, cognitivism, constructivism).			

2017 - 2018
Florida Department of Education
Student Performance Standards

Course Title: 	Personal Trainer 3
Course Number: 	8907130
Course Credit:	1

Course Description:

The student will be able to demonstrate an understanding of cardiorespiratory fitness programming and design a cardiorespiratory fitness program.  The student will also be well versed in the Physical Activity Guidelines published jointly by the ACSM and AHA and supported by the ODPHP. How aerobic exercise activities can be monitored, the MET concept, the FITT principle in addition to measuring muscular strength will be address.

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

Note:  This course is pending alignment in the following categories: FS-M/LA and NGSSS-Sci.

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
13.0	Demonstrate knowledge of cardiorespiratory fitness – the student will be able to:			
13.01	Demonstrate understanding of cardiorespiratory fitness programming.			
13.02	Design a cardiorespiratory fitness program.			
13.03	Outline and evaluate the components of assessment and programming.			
13.04	Understand the benefits of cardiorespiratory health.			
13.05	Explain the differences between physical activity and cardiorespiratory fitness in terms of cardiovascular health.			
13.06	Identify the amount of physical activity recommended for adults.			
13.07	Explain the Physical Activity Guidelines published jointly by the ACSM and AHA and supported by the ODPHP.			
14.0	Describe and evaluate the different methods of prescribing and monitoring aerobic exercise intensity – the student will be able to:			
14.01	Identify peripheral pulse sites.			
14.02	Demonstrate how to monitor heart rate using peripheral pulse sites.			
14.03	Calculate target heart rate at different intensities using the Karvonen method.			
14.04	Describe the Rated Perceived Exertion (RPE) scale.			
14.05	Define the Metabolic Equivalent of Task (MET) formula.			
14.06	Describe the scope of usage of the MET concept.			
14.07	Explain the classifications of physical readiness.			
15.0	Demonstrate understanding of risk factors – the student will be able to:			
15.01	Define risk factor and identify examples of common risk factors.			
15.02	Identify risk factors and the associated risk thresholds. 			
15.03	Describe the health status classifications and how they are determined (low, moderate, high risk).			
16.0	Describe and evaluate different cardiorespiratory endurance testing options – the student will be able to:			
16.01	Describe the difference between maximal and submaximal cardiorespiratory fitness testing.			
16.02	Explain the rationale for fitness testing.			
16.03	Explain the purpose of using a multi-stage fitness test.			
16.04	Identify the preliminary testing procedures (pre-assessment).			
16.05	Explain the components of cardiorespiratory pretest screening and assessment.			
16.06	Demonstrate the three-minute step test protocol.			
16.07	Identify the purpose, required equipment and procedure utilized in the protocol.			
17.0	Identify and analyze health issues related to nutrition – the student will be able to:			
17.01	Identify health issues related to body composition.			
17.02	Calculate body composition from body density using the appropriate equation. 			
17.03	Calculate body mass index (BMI) and discuss the pros and cons of using this measurement tool.			
17.04	Demonstrate knowledge of nutrition and weight management concepts.			
17.05	Identify and describe a variety of eating disorders.			
17.06	Define Female Athlete Triad; identify the factors and outline the signs and symptoms of this disorder.			
17.07	Describe the use of anthropometric measurements and data in assessing risk factors.			
18.0	Demonstrate understanding of concepts related to resistance training – the student will be able to:			
18.01	Explain the differences between resistance training for health versus resistance training for sport/fitness.			
18.02	Design resistance training programs for healthy adults.			
18.03	Discuss the guidelines for developing muscle strength and endurance.			
18.04	Understand the recommendations for muscle strength and muscle endurance.			
18.05	Demonstrate understanding of the FITT principle for muscle strength and endurance.			
18.06	Demonstrate appropriate spotting and safety techniques for resistance training.			
18.07	Explain the methods utilized to measure muscular strength.			
18.08	Identify ways to assess muscular endurance.			

2017 - 2018
Florida Department of Education
Student Performance Standards

Course Title: 	Personal Trainer 4
Course Number: 	8907140
Course Credit:	1

Course Description:

Students will be able to describe causes of chronic lower back pain, postural deviations and other topics related to the lack of flexibility/stretching. They will also comprehend the tasks involved in working in the health and wellness field. The legal and business considerations related to the occupation will be discussed in great detail in addition to knowing how to help their clients with diabetes, arthritis, osteoporosis, asthma, cardiovascular disease, and chronic obstructive pulmonary disease (COPD).

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

Note:  This course is pending alignment in the following categories: FS-M/LA and NGSSS-Sci.

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
19.0	Demonstrate knowledge of concepts related to flexibility – the student will be able to:			
19.01	Demonstrate the ability to assess posture and range of motion (ROM).			
19.02	Identify and discuss methods to improve flexibility.			
19.03	Recognize the limitations and recommended precautions for flexibility training. 			
19.04	Demonstrate knowledge of the benefits of regular flexibility training.			
19.05	Select and administer appropriate flexibility assessments according to fitness recommendations (e.g., ACSM).			
19.06	Describe some of the causes of chronic lower back pain.			
19.07	Identify and describe common postural deviations.			
19.08	Discuss flexibility assessments.			
19.09	Identify contraindications for flexibility testing and training.			
19.10	Identify, describe and demonstrate flexibility training exercises.			
19.11	Identify high risk flexibility exercises.			
19.12	Describe and demonstrate the protocol for testing trunk flexion.			
20.0	Understand the responsibilities and scope of practice for a Certified Personal Trainer – the student will be able to:			
20.01	Understand the legal considerations related to the occupation.			
20.02	Understand the business considerations related to the occupation.			
20.03	Demonstrate knowledge of the complex human behavioral issues a trainer could face.			
21.0	Identify methods of managing special populations and medical conditions – the student will be able to:			
21.01	Identify and describe the current fitness recommendations for pregnant women.			
21.02	Identify and describe the current fitness recommendations for children and teens.			
21.03	Identify and describe the current fitness recommendations for seniors/elderly.			
21.04	Identify and describe the current fitness and nutrition recommendations for people with diabetes.			
21.05	Identify and describe the current fitness recommendations for people with arthritis, osteoporosis, asthma, cardiovascular disease, and chronic obstructive pulmonary disease (COPD).			
22.0	Describe and design various health and fitness programs – the student will be able to:			
22.01	Describe and design a health and fitness program designed for cardiovascular conditioning.			
22.02	Describe and design a health and fitness program with a focus on resistance training.			
22.03	Describe and design a health and fitness program to improve flexibility.			
22.04	Describe and design a health and fitness program that includes functional exercises for total body fitness.			

Additional Information

Laboratory Activities

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality, and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret, and present the resulting data. Equipment and supplies should be provided to enhance hands-on experiences for students.

Special Notes

Reinforcement of basic skills in English, mathematics, and science appropriate for the job preparatory program occurs through vocational classroom instruction and applied laboratory procedures and practices.

MyCareerShines is an interactive resource to assist students in identifying their ideal career and to enhance preparation for employment. Teachers are encouraged to integrate this resource into the program curriculum to meet the employability goals for each student.  Access MyCareerShines by visiting: www.mycareershines.org.

Career and Technical Student Organization (CTSO)

HOSA: Future Health Processionals is the intercurricular career and technical student organization(s) providing leadership training and reinforcing specific career and technical skills. Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered. 

Cooperative Training – OJT

On-the-job training is appropriate but not required for this program. Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply. 

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access. Accommodations change the way the student is instructed. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs. Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course. Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular Occupational Completion Point (OCP) or a Modified Occupational Completion Point (MOCP). If needed, a student may enroll in the same career and technical course more than once. Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete an OCP/MOCP. The student should work on different competencies and new applications of competencies each year toward completion of the OCP/MOCP. After achieving the competencies identified for the year, the student earns credit for the course. It is important to ensure that credits earned by students are reported accurately. The district’s information system must be designed to accept multiple credits for the same course number for eligible students with disabilities.

Additional Resources

For additional information regarding articulation agreements, Bright Futures Scholarships, Fine Arts/Practical Arts Credit and Equivalent Mathematics and Equally Rigorous Science Courses please refer to:
http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml