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Job Training Programs 1

Personal Trainer, Certificate of Completion

Mission/Purpose, Target Audience & Admissions/Pre-Requisite Skills

Mission/Purpose

Review & Documentation:

Website description of the program:

Personal Trainers provide physical fitness instruction and fitness and lifestyle assessments to people desiring a wellness program to meet their individual needs. GRCC's Personal Trainer course will prepare you to take the NSCA certification exam. Embedded throughout the course is a strong emphasis on wellness and wellness promotion. This course will prepare you to work an entry level position at a fitness center, health club, corporate wellness department, or on a freelance basis.

As a part of this course you will: Complete a 36 hour internship at a fitness facility Receive a NCSA One-Year Membership Be Prepared to take the National Strength and Conditioning Association's national certification

exam (the fee is included in the cost of the class)

Evaluation Question:

Does the purpose/mission statement clearly identify why the program exists, and how it prepares students? It conveys an overview of the content, what the profession does in the workplace, and the benefits of successfully completing the program. The last bullet point needs to be changed to “National Strength and Conditioning Association’s Certified Personal Trainer national certification exam”.

Target Audience & Program Admission


The program targets both traditional aged students and adult students who are looking to begin a career

in fitness/wellness. In addition, we have attracted students who currently work in fitness without

certifications who are looking to up-skill to increase their responsibilities and salary potential at work.

The program has attracted students who are 69% white and 62% male. 56% of students are under 25

years of age.

All program pre-requirements were set by area employers. They are: current CPR/First Aid Certification,

WorkKeys National Career Readiness Certificate, WorkKeys Talent, WorkKeys Fit, a Criminal Background


check, and a signed Declaration and Release form. Participants in the program must have a high

school diploma or GED.

Students must enter the program with current CPR (including AED) and First Aid certifications.

Employers indicated no preference as to which organization the certification is from, so all

credible national certifications are accepted (i.e. American Heart Association, Red Cross)

WorkKeys NCRC assessments have been adopted by the state of MI, the Healthcare Employers Council,

and Talent 2025 as a measure of workplace skill. Students are encouraged to be at the Silver level or

above before taking the class. Remedial tools are available to help students improve their scores on

NCRC assessments.

WorkKeys Talent and WorkKeys Fit became mandatory pre-requirements at the request of employers.

These assessments help students identify their workplace values and behaviors. This knowledge helps

students to adapt behaviors to workplace norms and supports further student success in entry level

fitness employment.

A Criminal Background check is required by employers in order for the students to participate in

internships. The Declaration and Release form is required since there is a significant hands-on learning

component to the program.

Evaluation Questions:

1. Has the target audience for the program been identified? Is the program attractingand appropriately serving the target audience?

The program has a broad spectrum of audience that it targets due to the combination of fitness and wellness components. It is attracting more interest from those interested in Fitness at this point. There have been no reported graduates hired into wellness positions in companies.

2. Does the program composition (demographics) reflect the defined targetpopulation(s)? Why or why not?

One strength of the program is that it has attracted more females than first anticipated. With 83% of people in Kent County classified as white (http://www.indexmundi.com/facts/united-states/quick-facts/michigan/county/kent/white-population-percentage#chart, retrieved 2/24/2015,lw) the program has greater ethnic diversity than the community it draws from. There are fewer young adults enrolled than anticipated.

3. If there are admissions criteria, academic standards, or assessment requirements forthe program, are they appropriate and do they facilitate program and student success (based on your review of external data and course success data)?

http://www.indexmundi.com/facts/united-states/quick-facts/michigan/county/kent/white-population-percentage#chart

http://www.indexmundi.com/facts/united-states/quick-facts/michigan/county/kent/white-population-percentage#chart


With 95% of students successfully completing the program, admission standards are appropriate.

4. Are changes to the admissions or waitlist processes needed?

It may be beneficial to re-evaluate marketing strategies in order to increase enrollment.

Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold:

Mission/Purpose Yes No Target Audience Yes No Program Admissions Yes No

Program Data

Program Enrollment & Student Progress


Student Applications In the past two years, a greater proportion of students less than 25 years of age have enrolled than in previous years. The first as well as the most recent class have been primarily male, with the two middle years a fairly even split between the two. The program has consistently enrolled students with a white majority. As noted earlier, the proportion is more integrated than the county.

The number of students who applied to the program is 43.

Year # of Applications

2010/2011 10

2011/2012 0

2012/2013 12

2013/2014 13

2014/2015 8

Student Enrollment The number of students who enrolled in the program since its inception is 39.

Year # of Enrollments

2010/2011 8

2011/2012 0

2012/2013 12


2013/2014 13

2014/2015 6

Enrollment significantly decreased this year, with only one class offered and that class having the smallest enrollment ever.

Student Retention & Graduation (Student Completion) Of the 39 enrolled students two (5%) did not successfully completed the program. One was female, one was male and both were younger than 25. One was African American and one was white. See Appendix 1 for year to year breakdown.


1. Is the program consistently attracting new students?

Until this past year, enrollment was increasing. There continues to be interest in the program, and employers indicate continued need. This year, enrollment is down.

2. Is the enrollment trend meeting established targets, ensuring program viability? Iftargets for enrollment have not been established, what should they be? What could bedone to increase enrollment (if this is found to be necessary)?

We need a minimum of 12 students per year in order for the program to break even. Creating education ladders would be helpful to increase enrollment. Marketing strategies on a minimal budget are a challenge. Obtaining approval for Veteran’s would be helpful.

3. Do students appear to be progressing through the program well? Are there concerns inthis area?

A completion rate of 95% and reported exam success rates indicate that the program ison target as far as academic rigor.

4. Is the yearly ratio of the number of students enrolled to the number of graduatesappropriate given program goals? Why or why not?

95% of the students who enrolled successfully completed the program. This would indicate that the academic rigor of the program is appropriate.

5. Are the various sub-populations meeting the targets for enrollment and graduation at

the same rate?

There are no data patterns that indicate any issues.


Program Outcomes


Program Outcomes

100% of respondents reported that they successfully completed the certification exam and are employed in the fitness industry. Response rate is 65%

Data for Program Outcomes

65% of students (24 of 37) self-reported to instructor on their certification and employment status. Of that 65%, 100% passed the certification exam and reported that they are employed in the fitness industry. Post-Program surveys are mailed to each graduate 3 months following the end of the program. No surveys have been returned.


1. Are these Program Outcomes appropriate given the target audience and intent forthe program? If not, please list what the new Program Outcomes should be.The program outcomes align with the certification exam.

Program outcomes align with industry and certification standards. One unanticipated motivation with a portion of the students is that they report taking the program for their own fitness information – that they had no plan to obtain employment in the fitness sector.

2. What does the data trend for the Program Outcomes tell you? What are theimplications for these data?

The outcomes are being met given the rate of successful completion and successful certification.


Applications Yes No Student Enrollment Yes No Student Retention & Graduation (Student Completion) Yes No Program Outcomes Yes No


Program Curriculum

History


This program was request by a faculty of the college who is a personal trainer and identified a shortage

of training organizations for this profession. A survey of area fitness employers identified that there was

a need for competent entry-level fitness trainers. See Appendices 2-3. Employers identified the NSCA’s

CPT certification as the most preferred certification. See Appendix 4. An environmental survey showed

that there was not capacity in the area to meet the employer need. An employer focus group was

formed who reinforced the need, identified competencies and preferred structure of the class.

Curriculum was developed with employer approval. See Appendix

A pilot began in October 2010 with 8 students. All 8 successfully completed, passed the certification

exam, and found employment.

The program was originally named Personal/Wellness Trainer. It was offered 6 mornings/week for 29

weeks. The employer partner was the YMCA. Despite the initial success of the pilot class, it was difficult

to meet minimum enrollment for future programs. The name of the program was changed to Personal

Trainer Certification Program. The hours per week were increased to 8 and the number of weeks was

decreased. Student success in the program and on the certification exam remained positive and the

program began once again meeting minimum enrollment criteria to break even on the cost.

External Standards & Certifications


External Standards

The standards and content align with the National Strength and Conditioning Association’s Certified Personal Trainer national certification exam. High school standards do not apply to this program, although a high school diploma is required in order to sit for the certification exam.

Program Certifications

This program qualified the student to sit for the National Strength and Conditioning Association’s Certified Personal Trainer national certification exam. A one year membership to NSCA as well as the certification exam fee is included in the cost of the program.

Curriculum Crosswalk See Pages 10,11 of this document and Appendix 5 for crosswalk between curriculum and ILOs.



1. To what extent is the program curriculum aligned with the K-12 standards? Are thecurrent courses well aligned with the K-12 expectations? Are textbooks and student materials in the initial coursework at the appropriate level given their high school preparation? If there is not alignment, identify the gaps. If there is duplication, secondary to postsecondary, identify the opportunity for articulated credits.

The program is not aligned to K-12 standards.

2. To what extent is the program curriculum aligned with external professionalstandards (Industry, State, or National)? Are the current courses within the program or discipline appropriately and sufficiently addressing external standards? What changes should be made to ensure alignment? Are new courses needed? Do additional competencies from the standards need to be added or eliminated in courses? Please explain.

The program outcomes and program content is directly taken from the certification organization. See attachments (New Program/Class Development Matrix and Detailed Content Outline) See Appendix 6.

Program Learning Outcomes


The Personal Trainer program has four main outcomes:

a. Consult with and assess clients.b. Design and plan fitness programs appropriate for the clientc. Evaluate exercise techniqued. Create a safe and professional milieu

Evaluation Question:

1. Do the Program Learning Outcomes reflect the demonstrable skills, knowledge, andattitudes expected of students by the end of the program? Are they aligned with the standards identified in previous work? Are they clearly stated and measurable? If not, what changes are suggested?

The program outcomes are clear, measurable, align with the certification exam standards. No changes are necessary. See Appendix 5.


Program Structure & Sequence


The Personal Trainer program is 17 weeks of learning. It meets two evenings a week from 5-9pm. The

structure for the first thirteen weeks of learning is that the first session of the week is in the classroom

to learn theory. The second session of the week is conducted at a fitness employer (currently the

Salvation Army Kroc Center) to put into practice what was learned in the classroom. Each week focuses

on a unique aspect of personal training and builds on knowledge taught in previous weeks. During

weeks 14-16, students spend 12 hours per week at a local fitness or wellness center for an internship.

Week 17 is the final week of the program. Students process internship experiences and review content

in preparation for taking the certification exam.

The program begins with learning anatomy, biomechanics, and foundations for client consultation and

appraisal. The program builds with the integration of theory of various training techniques and

strategies alongside the implementation of skills in the fitness facility setting. Critical examination of

journal articles as well as adapting to special populations are taught in the latter portion of the program

as the students exhibit mastery of foundational skills.


1. What changes to the program structure are being proposed to ensure that the targetstudent population and current student population (traditional, transfer, and/or adultlearners) are successful? Please explain.

The delivery of this 17 week format seems to be working well. We continue to develop ties with employers to increase the number and variety of internship experiences available to our students. An Internship Evaluation based on the program objectives is being developed for implementation with the next cohort group. This will give employers the opportunity to assess whether the program is meeting its objectives based on student performance in the workplace.

2. Are there pre-requisite courses that need to be added to the program?

Not at this time.

3. Are all four of the ILOs and associated competencies integrated into the program? Dostudents have the opportunity to build the knowledge, skills, and attitudes associatedwith the ILOs throughout the program?

Yes, all four ILOs are integrated into the curriculum. Each week of the course builds on the previous ones so that critical thinking and best practices in personal training are developed. Lessons are delivered in a progression - beginning with the fundamental exercise sciences, students are then taught how to apply that knowledge within the


context of the personal training field. Once the core sciences are understood they are then applied to real world scenarios. Each message is repeated throughout the course with industry specific variations to reinforce and practice newly gained skills.


Program structure/sequence Yes No Curriculum alignment with external professional standards Yes No Curriculum Alignment K-12 Yes No Program Learning Outcomes Yes No ILOs Yes No Certifications Yes No Internship Yes No Pre-requisites Yes No Online Offerings Yes No

Follow up action: Integrate ILO statements into program objectives/syllabus


Assessment of Student Learning In the past, we incorporated ILOs with the PLOs. We assessed the alignment of student learning with curriculum measures in the program (see

the Current Measures in black type). In going through the Program Review process, we realize that measuring student learning outcomes will be

more effective if done by area employers as part of the student internship experience. We plan to design and implement an Internship

Evaluation that will measure student competence in alignment with both the PLOs and GRCC’s ILOs (as indicated by Future Measures and Status

columns in blue type).

Program Learning Outcome(s) Assessed in 2014-2015

ILO Current Measure Future Measure

Findings/ Improvements/Impact Status Spring 2015

Consult with and assess clients N/A Quizzes on chapters 7,9,10,11 Exam 1 Final Project Internship Internship Evaluation

80% of students demonstrated strong performance in this area 20% need improvement

Developing the Internship Evaluation tool.

Design and plan fitness programs appropriate for the client

N/A Quizzes on chapters 1-11,15-23 Exam 1, 2 Final Project Internship Internship Evaluation



Evaluate exercise technique N/A Quizzes on chapters 12-17, 23 Exam 2 Final Project Internship Internship Evaluation



Create a safe and professional milieu

N/A Quizzes on chapters 5-25 Exam 2 Final Project Internship Internship Evaluation

100% of students demonstrated strong performance in this area upon completion of course


Effectively communicate via N/A Final Project 80% of students demonstrated Developing the


Program Learning Outcome(s) Assessed in 2014-2015

ILO Current Measure Future Measure

Findings/ Improvements/Impact Status Spring 2015

written and spoken word.

Internship Internship Evaluation

strong performance in this area 20% need improvement

Internship Evaluation tool.

Develop critical thinking skills to effectively plan and implement appropriate fitness strategies.

N/A Final Project Internship Internship Evaluation



Adhere to principles of social and environmental justice and responsibility.




Understand and express lifelong skills necessary for wellness and professional excellence.





Preparing for the Future

Job and wage forecasts/Employment


Job and Wage forecasts Of the 60% who shared post-graduation information with the program instructor, 100% were employed in the fitness sector. One student opened his own business and is now hosting interns from our program and from GVSU.

Regional employment for Fitness Trainers is projected by EMSI to increase 20% from 2013-2018 with an anticipated 90 annual openings. Median hourly salary is $10.26 in a range from $8.20-$20.78. According to MIT, a living wage salary for Kent County is $8.99/hour (http://livingwage.mit.edu/counties/26081, retrieved 5/6/15 lw). When the program was developed, Grand Rapids area employers reported paying a salary of $9.66/hour which is above the living wage.

Typical formal education attainment for entry level employees is high school diploma or equivalent. This is in alignment with our program requirement.

Environmental Scanning/Trends


1. Are students obtaining employment upon graduation at satisfactory rates?

Yes. Of the 60% of respondents, 100% obtained employment.

2. Do the job projections and wages data suggest that this program will be viable overthe next four years?

The data suggests a 20% job growth which promotes program viability.

3. Is the number of graduates aligned with the market need (job forecasts/transferinstitutions)?

There are currently more openings than we have students. As mentioned earlier, a program improvement will be to review the marketing strategy for the program. Since this is a “non-credit” program, it does not transfer to other education institutions or the “credit” side of GRCC.

http://livingwage.mit.edu/counties/26081


Peer Institutions


Blue Heron Academy – Private organization that offers an organization-specific certificate

Natural Healers – Private organization offering an online program

Self Study program – you can purchase study materials and take the certification exam without enrolling

in a class. Employers indicate that they prefer to hire someone with exposure to the fitness

environment and evidence of competency with execution of skills.

GRCC offers and associate degree with a focus in Exercise science. The curriculum features ACE

certifications which are not the choice of our area employers.

Many 4 year institutions in Kent County offer Athletic Training/Exercise Science/Kinesiology degrees

including Aquinas College, Calvin College, Cornerstone University, Davenport University and Grand

Valley University.

At least four other Community Colleges in Michigan offers Personal Trainer programs resulting in

certification through World Instruction Training Schools (WITS). Our employer focus group indicated

that they did not want to hire people with WITS certification.


1. Are peer institutions offering this program at the same level (certificate, associate’sdegree)? Is the program offered at a bachelor’s degree? If so, could a pre-major program be created?

Peer institutions are not offering the program with a certification supported by area employers at the level of certification. We have had discussions to articulate the program to GRCC, Davenport, and Ferris but no agreements are in place.

2. Are there any institutions with whom GRCC could explore articulation agreements?

We would like to develop the ladder to fitness credit at GRCC in order to encourage our graduates to continue with their education here at GRCC. In addition, Davenport and Ferris may be open to articulation agreements.

Facilities & Equipment


One evening per week the class meets at the MTEC. This meets student need with its convenient

location with free parking and access to bus lines. The second evening per week the class meets at the


Salvation Army Kroc Center. It is a convenient location and they provide all equipment that is needed

for effective instruction. We pay the Kroc Center $150/class to hold the class at their facility.


1. What did you learn from the PROE Student Survey results? Will you take any actionswith the program as a result of what you have learned? N/A

2. What did you learn from the Advisory Board Survey results? Will you take any actionswith the program as a result of what you have learned?

Our Advisory Committee has not met for a couple of years. They gave valuable insights for program requirements, program standards, internship expectations, and workplace competency and the identification of the need for Personal Trainers in our community. A further action would be to reconvene the Advisory Committee, inviting all employer partners. This would serve a dual purpose of raising awareness of our program for student recruitment and obtaining input on innovations in the field.

3. Are the resources sufficient to meet identified needs and goals for the next fouryears? Please explain.

A better marketing strategy is needed to increase enrollment.

Our employer partner provides what we need for hands-on training for a fee. It would be nice to be able to hold the entire class at GRCC and not pay a facility use fee to the employer. On the other hand, students don’t need to pay downtown parking fees and we raise awareness of our program in the community by holding the hands-on portion of the program at a community organization.

4. Are the facilities and equipment adequate to facilitate teaching and learning? Pleaseexplain.

Yes. The GRCC classroom and the fitness organization are well equipped. Parking is plentiful and free. Locations are on bus lines. Our employer partner has all the latest equipment needed to teach best evidence based techniques and trends in fitness.

Action Needed

Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold:

Job & Wage Forecasts Yes No


Collaboration Opportunities with Peers Yes No

Facilities/equipment upgrades Yes No Other: Continued Advisory Committee input Yes No Other: Yes No Other: Yes No Other: Yes No

Work Products

Personal Trainer Statistics

New Program Data Gathering

Research Spreadsheet on CC Offerings

Employer Survey Spring 2010

Curriculum Crosswalk

Detailed Content Outline

Personal Trainer

2014‐15

Applications 8 Ethnicity Age Gender

African‐American/Black 1 13% Under 20 4 50% Male 6 75%

American Indian 0 0% 20‐24 3 38% Female 2 25%

Asian 0 0% 25+ 1 13%

Hispanic 1 13%

White 5 63%

Unspecified 1 13%

8

2013‐14




Asian 0 0% 25+ 5 38%

Hispanic 1 8%

White 10 77%

Unspecified 1 8%

13

2012‐13




Asian 0 0% 25+ 8 67%

Hispanic 0 0%

White 10 83%

Unspecified 2 17%

12

2011‐12


African‐American/Black 0 NA Under 20 0 ### Male 0 #####

American Indian 0 NA 20‐24 0 ### Female 0 #####

Asian 0 NA 25+ 0 ###

Hispanic 0 NA

White 0 NA

Unspecified 0 NA

0

2010‐11




Asian 1 10% 25+ 4 40%

Hispanic 2 20%

White 5 50%

Unspecified 2 20%

10

Appendix 1

Personal Trainer

2014-15

Enrollment 6 Ethnicity Age Gender

African-American/Black 1 17% Under 20 2 33% Male 5 83%

Hispanic 1 17% 20-24 3 50% Female 1 17%

White 3 50% 25+ 1 17% 6

Asian 0 0% 6

Unspecified 1 17%

6

2013-14



Hispanic 1 8% 20-24 5 38% Female 6 46%

White 10 77% 25+ 5 38%

Asian 0 0%

Unspecified 1 8%

13

2012-13



Hispanic 0 0% 20-24 4 33% Female 6 50%

American Indian 0 0% 25+ 8 67%

Asian 0 0%

White 10 83%

Unspecified 2 17%

12

2011-12


African-American/Black 0 #DIV/0! Under 20 0 ### Male 0 #####

Hispanic 0 #DIV/0! 20-24 0 ### Female 0 #####

Asian 0 #DIV/0! 25+ 0 ###

White 0 #DIV/0!

Unspecified 0 #DIV/0!

0

2010-11



Asian 1 13% 20-24 5 63% Female 2 25%

Hispanic 1 13% 25+ 3 38%

White 4 50%

Unspecified 2 25%

8

Personal Trainer

2014‐15 Success Rate Success Rate Success Rate

Enrollment 6 (S) Grade Ethnicity Enrolled (Grade/Enrolled) (S) Age Enrolled (Grade/Enrolled) (S) Gender Enrolled (Grade/Enrolled)

Students Receiving Certificate (S)/Completion Rate 6 #### African‐American/Black 1 1 100% Under 20 2 2 100% Male 5 5 100%

Asian 0 0 NA 20‐24 3 3 100% Female 1 1 100%

American Indian 0 0 NA 25+ 1 1 100%

Hispanic 1 1 100%

White 3 3 100%

Unspecified 1 1 100%

Students Complete, but No Certificate (U) 0 0% (U) Grade Ethnicity (U) Age (U) Gender

African‐American/Black 0 1 0% Under 20 0 2 0% Male 0 5 0%

Hispanic 0 1 0% 20‐24 0 3 0% Female 0 1 0%

White 0 3 0% 25+ 0 1 0%

Unspecified 0 1 0%

Students Dropped (W) 0 0% (W) Grade Ethnicity (W) Age (W) Gender


Hispanic 0 1 0% 20‐24 0 12 0% Female 0 1 0%

White 0 3 0% 25+ 0 30 0%

Unspecified 0 1 0%



Students Receiving Certificate (S)/Completion Rate 12 92% African‐American/Black 1 1 100% Under 20 2 3 67% Male 6 7 86%

Hispanic 1 1 100% 20‐24 5 5 100% Female 6 6 100%

White 10 10 100% 25+ 5 5 100%




Hispanic 0 1 20‐24 5

White 1 10 10% 25+ 0 5 0% Female 0 6 0%

Unspecified 0 1


African‐American/Black 0 1 0% 20‐24 1 5 20% Male 0 7 0%

Hispanic 1 25+ 7 49 14% Female 0 6 0%

White 10

Unspecified 1



Students Receiving Certificate (S)/Completion Rate 11 92% African‐American/Black 0 0 NA Under 20 0 0 NA Male 5 6 83%

Hispanic 0 0 NA 20‐24 3 4 75% Female 6 6 100%

American Indian 0 0 NA 25+ 8 8 100%

White 9 10 90%



African‐American/Black 0 0 NA Under 20 0 0 NA Male 1 6 17%

Hispanic 0 0 NA 20‐24 1 4 25% Female 0 6 0%

Asian 0 0 NA 25+ 0 8 0%

White 1 10 10%

Unspecified 0 2 0%



White 0 10 0% 20‐24 0 4 0% Female 0 6 0%

25+ 0 8 0%



Students Receiving Certificate (S)/Completion Rate 0 #### African‐American/Black 0 0 NA Under 20 0 0 NA Male 0 0 NA

Hispanic 0 0 NA 20‐24 0 0 NA Female 0 0 NA

Asian 0 0 NA 25+ 0 0 NA

White 0 0 NA

Unspecified 0 0 NA

Students Complete, but No Certificate (U) 0 #### (U) Grade Ethnicity (U) Age (U) Gender

African‐American/Black 0 0 NA Under 20 0 0 NA Male 0 0 NA

White 0 0 NA 20‐24 0 0 NA Female 0 0 NA

25+ 0 0 NA

Students Dropped (W) 0 #### (W) Grade Ethnicity (W) Age (W) Gender

African‐American/Black 0 0 NA Under 20 0 0 NA Male 0 0 NA

Hispanic 0 0 NA 20‐24 0 0 NA Female 0 0 NA

Unspecified 0 0 NA 25+ 0 0 NA



Students Receiving Certificate (S)/Completion Rate 8 #### African‐American/Black 0 0 NA Under 20 0 0 NA Male 6 6 100%

Asian 1 1 100% 20‐24 5 5 100% Female 2 2 100%

Hispanic 1 1 100% 25+ 3 3 100%

White 4 4




Asian 0 1 0% 20‐24 0 5 0% Female 0 2 0%

Hispanic 0 1 0% 25+ 0 3 0%

White 0 4 0%

Unspecified 0 2 0%



Asian 0 1 0%

Hispanic 0 1 0% 20‐24 0 5 0% Female 0 3 0%

White 0 4 0% 25+ 0 3 0%

Unspecified 0 2 0%

NEW PROGRAM DATA GATHERING TEMPLATE

Name of Program/Product7/15/2010

Programs Under Development Personal/Wellness Trainer Certification Training Program

Job Outlook/Market Demand: West Michigan Job Estimate Time Period

16% growth 270/yr 2006-2016

Gr Area $9.19/hr $19,100 annually

MI $9.66/hr $20,100 annually

0

U.S.

29% projected growth 2008-2018 "much faster than average" per Onet 12,380/yr 2008-2018

$14.74/hr $30,670 annually

Competition:

Blue Heron Academy of Healing Arts and Sciences

In class Program for Personal Trainer 136 Clock hrs $2,680

E-learning Program for Personal Trainer 100 Clock hrs $395

Expenses to-date: 12/4/09 Actual Expected

Curriculum Purchase

Conference

Travel

Equipment

Faculty Certification/Training

Materials

Salary for Curriculum Developer Gary - 15hrsx$25/hr 375$

Teri -

Total 375.00$ -$

Income To-Date from project

Workshops

Workforce training

Certification

Total -$

Gross Revenue Projection

2009-10 projection

(Program/module title) -$

-$

TOTAL -$

2010-2011 projection:

TOTAL 2010-2011 -$

2011-2012

F 4.1.4 5/19/10

Appendix 2

NEW PROGRAM DATA GATHERING TEMPLATE

TOTAL 2011-2012 -$

3 year TOTAL Estimate -$

Space/Equipment Requirements Space Requirements

Partnership with Wellness facility for course - Downtown YMCA

Equipment Requirements

F 4.1.4 5/19/10

Fitness Trainer Research

September 09

Name of Organization Web Site Address Length of Program Description of Program Cost Certification?

(Personal Trainer)

St. Clair County

Community College, Port

Huron, MI www.sc4.edu/training

6 weeks (36 hrs.

instruction) Prior CPR

certification required.

Certification training includes lecture,

practical training, fitness testing and

a 30-hour externship taught over six

weeks. $599

Physical Fitness

Trainer

Certification

Schoolcraft College,

Livonia, MI

www.schoolcraft.edu/www-

catalog

6 weeks (36 hrs.



Course taught over a 6 week period

consisting of 15 hours of lecture and

15 hours of practical application.

Certification requires a 30 hour

internship.

$599 plus

textbook

Certification

requires passing

the national exam

the sixth week of

class requiring a

written and

practical exam.

Monroe County

Community College,

Monroe, MI www.monroecc.edu/ccs

6 weeks (36 hrs.

instruction)

Fifteen hours of hands-on training

plus 15 hours lecture. CPR credentials

and 20 hour internship will prepare

to take the national boards.

$499 plus

textbook

National Exam is

held on the last

week.

Macomb Community

College, Warren, MI www.macomb.edu

5 weeks (36 hrs.



15 hours lecture and 15 hours hans-

on work plus 20 hour unpaid

internship. $675 plus books

National Exam is

held on the 6th

week.

Appendix 3

http://www.sc4.edu/training

http://www.schoolcraft.edu/www-catalog

http://www.schoolcraft.edu/www-catalog

http://www.monroecc.edu/ccs

http://www.macomb.edu/

Personal Trainer Employer Survey Spring 2010

Employer Contact Name

Contact # Need for PTs?

Need for Cert?

Preferred Cert

Experience Host Intern?

Beckwith’s Gym

William 616-241-3079

Yes No Any Yes Yes

Contours Yes No No Trained by their own gym

?

Curves Yes No No Trained by their own gym

?

East Hills/MAC

Kristy 616-956-0944

Yes Yes NSCA/NASM Preferred Yes

Endurance John 616-532-7277

Yes No Any Yes Yes

Fitness 19 Sarah 616-457-1919

Yes 2 or 4 year degree in health of some kind

Any National

No Yes

MVP Gerrik 616-254-8800

Yes 2-4 year degree in Exercise, Health, orScience

NSCA Internship If they pass interview (last interviewed 12, hired 2)

Snap Fitness Kim 616-942-5600

Yes No NSCA No Yes

Ramblewood Health Club

Mark 616-538-4600

Yes No Any National

Yes Yes

Riverview Athletic Club

Aaron 616-363-1769

Yes 4 yr in anything health related

NASM or NSCA

1 Year Yes

Tone Zone 616-530-2115

Yes No Any Yes Yes

Walker Ice/Fitness

Megan 616-735-6286

Yes No Any National

Yes Yes

Westside Fitness

Kathy 616-791-4990

Yes 2-4 year health related

NASM or NSCA

Yes Yes

YMCA April 616-363-3000

Yes No Any National, preferNASM

Yes Yes

Appendix 4

New Program/Class Development Matrix

GRCC New Program/Class Matrix

Course Name: Personal Training What do I need to

teach this course

No. Outcome Outline Activities Homework/Task Assessment Hours Resource

1 Client Consultation and Assessment

A. Initial Interview

1. Determine compatibility between a client and a personal trainer

2. Complete a client-personal trainer and/or a client-personal trainer-fitness facility agreement

3. Administer an informed consent and liability waiver form

Lectures, journal article reviews, group discussions, client interview

roleplay

online topical discussion boards Weekly 10 point chapter content quizes

for chapters 9, 10, and 11/ Content also

included on Exam 1/ final project/

internship

5

Projector and

Screen, current

evidence baced

journal article,

B. Medical History and Health Appraisal

1. Administer a detailed medical history/health appraisal form and a lifestyle questionnaire (including exercise history)

and, if necessary, obtain a medical release from the client’s primary physician

2. Evaluate and interpret medical history/health appraisal form and lifestyle questionnaire

3. Recognize when to refer a client to and/or seek input from an appropriate health care professional


roleplay




internship5

Projector and screen,

Par-Q, Health Risk

Assessment

Document, current

journal article TBD

C. Fitness Evaluation

1. Conduct fitness evaluation:

a. Vital signs (heart rate, blood pressure)

b. Height

c. Weight

d. Body composition

e. Girth measurements

f. Muscular strength

g. Muscular endurance

h. Speed/agility/power

i. Cardiovascular endurance

j. Flexibility

k. Postural alignment/muscle balance

2. Evaluate and interpret the results of a health/fitness evaluation

3. Recognize when to refer a client to and/or seek input from an appropriate health care professional


and evaluation roleplay, biometric screening practice


for chapters 1-11/ Content also


internship

20


Blood Pressure Cuff,

Stethascope,

Measuring tape,

Body fat calipers,

stop watch,

disinfectant wipes,

Access to fitness

equipment(bench

press, squat rack,

treadmill), Par Q,

Physical Fitness

assessment

document, Current

journal article TBD

D. Basic Nutrition Review

1. Identify the personal trainer’s scope of practice regarding nutritional recommendations

2. Conduct a review of a client’s dietary habits (e.g., recall, history, or food records)

3. Communicate basic information regarding nutritional aids, supplements and daily caloric needs

4. Recognize the signs and symptoms of an eating disorder

5. Recognize when to refer a client to and/or seek input from an appropriate health care

professional

Lectures, journal article reviews, group discussions, client nutrition

plan development, review of online nutrition resources

online topical discussion boards, client

nutrition program design assignment

Weekly 10 point chapter content quizes

for chapters 7/ Content also included on

Exam 1/ final project/ internship

5


Food log printout,

Current journal article

TBD, copy of current

USDA my Plate/my

pyramid document

2 Program Planning

A. Goal-Setting

1. Discuss the results of a fitness evaluation with a client to determine needs and goals

2. Discuss the results of dietary habit review with a client to determine needs and goals

3. Discuss health-related lifestyle habits (smoking, alcohol use, etc.) with a client to determine needs and goals

4. Determine the motivational/coaching techniques (reward system, reinforcement strategies, mental imagery

techniques, visualization, etc.) that will be effective for a client


roleplay

online topical discussion boards,

design and type a personalized client

fitness program, class presentation




internship 7

Projector and

Screen, current

evidence baced

journal article

B. Program Design

1. Select the exercise modality or type

2. Select the warm-up/cool down exercises

3. Determine the order of exercises or exercise components

4. Determine the exercise intensity or workload

5. Determine exercise duration

6. Determine exercise frequency

7. Determine the rate of exercise progression


roleplay, program development practice,

online topical discussion boards, class

final project (personal train classmate)


for chapters 15, 16, and 17/ Content

also included on Exam 2/ final project/

internship20

Projector and

Screen, current

evidence baced

journal article

C. Training Adaptations

1. Understand exercise-induced changes to body structures:

a. Muscle

b. Tendons and ligaments

c. Bone and cartilage

d. Adipose tissue (fat stores)

2. Understand exercise-induced changes to body systems:

a. Neuromuscular

b. Cardiorespiratory

c. Metabolic

d. Endocrine

e. Psychological


roleplay

online topical discussion boards,

skeletal system labeling , muscle

system labeling diagram


for chapters 1-8/Content also included

on Exam 1/ final project/ internship

10

Projector and

Screen, current

evidence baced

journal article,

Fitness club (strength

and cardiovascular

exercise equipment),

Digital Autopsy CD

ROM

F 4.1.5 5/19/10 1

Appendix 5

New Program/Class Development Matrix

GRCC New Program/Class Matrix

Course Name: Personal Training What do I need to

teach this course

No. Outcome Outline Activities Homework/Task Assessment Hours Resource

D. Special Populations

1. Determine capacities and limitations of a client with a specialized need or condition:

a. Older adults/elderly

b. Pre-pubescents and adolescents

c. Females who are prenatal or postpartum

d. Females who are postmenopausal

e. Individuals who are overweight or obese

f. Individuals with eating disorders

g. Individuals with orthopedic disorders/conditions

h. Individuals with arthritic disorders

i. Individuals with hypertension

j. Individuals with hyperlipidemia

k. Individuals who are in post-cardiac rehabilitation

l. Individuals with Type 1 diabetes

m. Individuals with Type 2 diabetes

n. Individuals with respiratory disorders/conditions (asthma, chronic obstructive pulmonary disease, etc.)

o. Individuals with osteoporosis/osteopenia

p. Individuals with peripheral vascular disease

q. Individuals training for a certain sport/ competition (athletes)

r. Individuals with back pain

s. Individuals with fibromyalgia

t. Individuals with cancer

u. Individuals with neurological disorders (epilepsy, multiple sclerosis, cerebral palsy, spinal cord injuries, paralysis,

Parkinson’s disease, Down’s syndrome, etc.)

v. Individuals with metabolic syndrome

w. Individuals who have had a stroke

2. Modify the exercise program to coincide with the limitations and capacities of a client with a specialized need or

condition

3. Recognize when to refer a client and/or seek input from an appropriate health care professional


roleplay


for chapters 18, 19, 20, 21, 22, and 23/

Content also included on Exam 2/ final

project/ internship

10

Projector and

Screen, current

evidence baced

journal article Fitness

club (strength and

cardiovascular

exercise equipment)

3 Techniques of Exercise

A. Machine Resistance Exercises (plate-loaded, selectorized, hydraulic, air, friction, tubing, etc.)

B. Free Weight Exercises

C. Flexibility Exercises (static, ballistic, dynamic, PNF)

D. Functional Training Exercises (stability ball, medicine ball, elastic tubing, balance, etc.)

E. Calisthenic and Body Weight Exercises (yoga, pull-up, push-up, torso exercises, etc.)

F. Sport-specific/Performance-related Activities (plyometrics, sprinting, agility drills, reaction, etc.)

G. Cardiovascular Machines (treadmill, stationary bike, rowing machine, stair-stepper, elliptical trainer, etc.)

H. Non-machine Cardiovascular Activities (running, walking, swimming, aerobic dancing, etc.)


roleplay


for chapters 12, 13, 14, 15, 16, 17, 23/

Content also included on Exam 2/ final

project/ internship20

Projector and

Screen, current

evidence baced

journal article,

Fitness club (strength

and cardiovascular

exercise equipment)

4 Safety, Emergency Procedures and Legal Issues

A. Safety Procedures

1. Properly monitor and maintain exercise equipment

2. Create a safe exercise environment according to industry standards

3. Recognize symptoms relating to overtraining, overuse injuries, and temperature-induced illness


roleplay




internship

5

Projector and

Screen, current

evidence baced

journal article

B. Emergency Response

1. Understand how to perform basic first aid

2. Understand how to perform CPR

3. Understand how to use an Automated External Defibrillator (AED)

4. Implement a plan to respond to an emergency in an exercise facility (fire, tornado, medical situation, etc.)


roleplay




internship5

Projector and

Screen, current

evidence baced

journal article

C. Professional, Legal and Ethical Responsibility

1. Recognize litigation issues and circumstances

2. Maintain a professional client-personal trainer relationship

3. Maintain client-personal trainer confidentiality


roleplay


for chapter 25/ Content also included

on Exam 2/ final project/ internship4

Projector and

Screen, current

evidence baced

journal article

Critical Thinking A. Clearly and completely state and describe a problem/issue. Total Hours 116

Social Responsibility

Personal Responsibility

Communication

F 4.1.5 5/19/10 2

Appendix 6

Personal Wellness Trainer Data Packet for Program Review, 2014-2015

Data Packet for Academic Program Review

Certificate of Completion

CIP 31.0507 – Personal Wellness Trainer

Appendix 7


Table of Contents

I. Applications

II. Program Enrollment and GraduationA. Enrollment

1. All Students2. Demographics of Students Enrolled in Program

B. Number of Graduates III. Regional Employment Forecasts

IV. Completions at Transfer and Other Two-Year Schools (IPEDS)


I. Applications

Description

2010-2011

2011-2012

2012-2013

2013-2014

2014-2015

Diff 2010-2014

Personal Wellness Trainer 10 0 12 13 8 -2

II. Enrollment and Graduation

A. Enrollment

1. All Students

Description

2010-2011

2011-2012

2012-2013

2013-2014

2014-2015

Diff 2010-2014

Personal Wellness Trainer 8 0 12 13 6 -2

2. Demographics of Students EnrolledPersonal Wellness Trainer

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

# % # % # % # % # %

Female 2 25% n/a n/a 6 50% 6 46% 1 17%

Male 6 75% n/a n/a 6 50% 7 54% 5 83%

Under 20 0 0% n/a n/a 0 0% 3 23% 2 33%

20-24 5 63% n/a n/a 4 33% 5 38% 3 50%

25+ 3 38% n/a n/a 8 67% 5 38% 1 17%

American Indian 0 0% n/a n/a 0 0% 0 0% 0 0%

Asian 1 13% n/a n/a 0 0% 0 0% 0 0%

Black 0 0% n/a n/a 0 0% 1 8% 1 17%

Hispanic 1 13% n/a n/a 0 0% 1 8% 1 17%

White 4 50% n/a n/a 12 83% 10 77% 3 50%

Unknown 2 25% n/a n/a 2 17% 1 8% 1 17%

B. Number of Students Earning Certificate, by Year

Academic Year

Description

2010-2011

2011-2012 2012-2013

2013-2014

2010-2014

Personal Wellness Trainer 8/8 = 100%

n/a 11/12 =

92% 12/13 =

92% 6/6 = 100%


II. Regional Employment ForecastsRegional Employment Forecasts Includes the following counties: Allegan Barry Ionia Kent Lake Oceana Ottawa

Mason Mecosta Montcalm Muskegon Newaygo Osceola

CIP SOC Description 2013 Jobs

2014 Jobs

2018 Jobs

2013 - 2018

Change

2013 - 2018 % Change

Annual Openings

Median Hourly

Earnings

Hourly Earnings Range

31.0507 31-9031 Fitness Trainers and Aerobics Instructors

1,597 1,854 1,920 323 20% 90 $10.26 $8.20 - $20.78

CIP Average Monthly

Postings^

Average Monthly Hires^

Annual # of Job

Postings!

Regional Completions

(2013)

Typical Entry Level

Education

Age 55-65+

Age 55-65+ % of

Occupation

31.0507 5 188 47 91 High school diploma or equivalent

224 13%

EMSI, Analyst 2014

^EMSI, Job Postings Analytics 2014

! Burning Glass, Labor Insights Jobs, 2014

! The number of annual job posting was reduced by 20% to compensate for duplicate ads


III. Completions, Comparisons

CIP 31.0507 Physical Fitness Technician Numbers of Degrees/Certificates Awarded at Other MI Institutions

Number of Completions 2012-2013, by Award Level

Award Level

Institution Name

At least 1 but less than 2 years

At least 2 but less

than 4 years Associate's

degree Bachelor’s

degree

Aquinas College 5

Source: Integrated Postsecondary Education Data System (as reported by institutions)

Job Training/Certificate of Completion 1

Personal Trainer

GRCC Program Review Follow-Up Action Checklist

Action

Needed? Brief Action Statement Resources Needed

Academic

Year for

Work

YES NO

DEPARTMENT

Goals X

External Collaborations & Partnerships X Articulation with area universities Time to work with

Articulation Coordinator

2016

Internal Collaborations & Partnerships X Continue to reach out to Wellness Dept Work with Wellness

Department head,

college leadership,

Curriculum Specialist

2016

Accreditation X

Departmental Advising X

FACULTY/STAFF

Faculty credentialing X

Faculty Online Certification X

Academic Service Learning Certification X

Ratio Fulltime/Adjunct faculty X

Faculty professional development X

Resources

MISSION/PURPOSE

Mission/Purpose X

Appendix 8


Target Audience

X Re-evaluate marketing strategies to

increase enrollment

Consultation time with

WFT marketing staff

2015

Program Admissions Requirements X


DATA

Applications X

Student Enrollment X Enrollment is down – evaluate marketing

strategies

Apply for Program Approval for Veterans

Consultation time with

WFT marketing and IT

staff

Work with JT Veteran’s

Coordinator

2015

2016

Student Retention & Graduation

(Student Completion)

X

Program Outcomes X

CURRICULUM

Program structure/sequence X

Curriculum alignment with external

professional standards

X

Curriculum Alignment K-12 X

Program Learning Outcomes X

ILOs X Integrate ILO Statements into program

objectives/syllabus

Develop Internship Evaluation Form

Updated documents and

Development of forms

will cost approximately

$300

2016

Certifications X

Internships X

Pre-requisites X

Online Offerings X

PREPARING FOR THE FUTURE

Job & Wage Forecasts X


Collaboration Opportunities with Peers X Pursue articulation agreements Time to work with

Articulation Coordinator

2016

Facilities/equipment upgrades X

OTHER

Other: Continued Advisory Committee

input

X Hold meeting None needed 2015/2016

Other:

personal trainer, certificate of completion mission/purpose, … trainer 2014-15... · job training...

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