Thanks to this Postgraduate diploma, your work will go one step further. Not only will you become a Gym Instructor, but you will also know how to manage these institutions successfully”

n recent decades, the benefits attributed to physical activity have been supported by scientific publications that associate increased systematic exercise and good habits with improved quality of life. Likewise, it has been found that the absence of physical activity and negative habits represent a serious threat to overall health. It is for this reason that people find it necessary to go to specialized places, gyms and training centers, where they can perform physical activities in a controlled manner and guided by qualified professionals in the field.

Therefore, gyms, in addition to being a strategy to accompany this reality, represent spaces where psychophysical well-being is promoted and, therefore, it is essential that they can count on the presence of physical activity and health professionals who can meet the needs of users and, in turn, who can advise people on how physical activity should be carried out.

Whether the purpose is to know the state of physical fitness at the beginning of a training process or to know and assess it at any time during the training process.

Likewise, the sports sciences are rapidly advancing in communicating assessment proposals that are increasingly specific in terms of the physiological objective to be targeted, and all this in communion with the contribution and progress of the technological resources that are provided at the service of this instance.

Based on the above, the student graduating from this Postgraduate diploma will have the possibility to learn about different tools and ways of assessing physical fitness in order to apply them in their different areas of performance.

If you want to make a quality leap in a booming sector, then this program is for you”   

This Postgraduate diploma in Performance Assessments for Fitness Instructors contains the most complete and up-to-date scientific program on the market. The most important features include:

• Practical cases presented by experts in Physical Activity and Sport
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional development
• Practical exercises where self-assessment can be used to improve learning
• Its special emphasis on innovative methodologies
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

In addition, this program gives you the opportunity to learn how to perform specific tests to analyze the physical condition of your clients”  

The program includes, in its teaching staff, professionals from the sector who bring their work experience to this refresher program, as well as renowned specialists from reference societies and prestigious universities.

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide immersive training programmed to train in real situations.

This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise throughout the program. For this purpose, the professional will be assisted by an innovative interactive video system created by renowned and experienced experts.

As it is an online program, you can study wherever and whenever you want. All you need is a computer with an Internet connection to enjoy the most complete content on the market"

The tools, knowledge and skills you will acquire will enable you to excel in a sector that increasingly requires more and more specialized instructors"

The structure of this Postgraduate diploma has been designed to ensure that the Sports Science professional is able to work as a Gym Instructor, knowing in depth all the singularities of the sector and knowing how to respond to the problems and inconveniences that may arise. All this, based on a unique methodology and the support of the best experts in the field. Thus, TECH guarantees students a high-quality content according to their expectations, giving them the opportunity to excel in their area of work. Be able to perform the various functions related to this Postgraduate diploma, together with the most innovative proposals in this field of action, thus guiding you towards excellence.

By studying with these contents, you ensure the most complete and effective knowledge” 

Module 1. Logistics and Administrative Role of the Indoor Instructor 

1.1. Income and Expense Control

1.1.1. Spreadsheet Management  
1.1.2. Automated Income and Expense control System

1.2. Proposed Activities 

1.2.1. Variety of Proposals and Disciplines of a Gym 
1.2.2. Rooms Inside a Gym

 1.2.2.1. Weight Room
 1.2.2.2. Group Activities Room
 1.2.2.3. Indoor Cycling Room
 1.2.2.4. Pilates Room
 1.2.2.5. Rehabilitation or Therapy Room

1.3. Credits and Accounting Logistics 

1.3.1. Organization of Activity Costs 
1.3.2. Proposed Plans Linking Different Activities

1.4. Input and Data Sheets 

1.4.1. Physical Control of Customer Entry 
1.4.2. Digitized Control of Customer Entry 

1.5. Social Networks and Outreach 

1.5.1. Management of Instagram and Facebook to Advertise Gym Activities 
1.5.2. Simple Design of Publications About Gym Activities and Events on Social Networks
 

1.6. Professional Meetings 

1.6.1. Strategies Needed to Convene Professionals in Each Sector in Person 
1.6.2. Virtual Strategies for Information Management Among Professionals in Each Sector

1.7. Cleaning and Maintenance

1.7.1. Development of a Schedule for General Cleaning and Sanitization of Work Tools
1.7.2. Implementation of a Control and Maintenance System for the Operation of the Gym Facilities 

1.8. Health and Safety Supplies

1.8.1. Basic Knowledge of Internal Security Instruments 
1.8.2. Basic Knowledge of General Hygiene Measures

1.9. Relationship between Activity Proposal and Customer Profile

1.9.1. Different Potential Customer Profiles
1.9.2. Activities Linked to Each Profile

1.10. Essential Elements and/or Materials

1.10.1. Detail of Basic Elements that Will Be Necessary for the Correct Development of the Different Activities
1.10.2. Functions and Uses of Each Most Commonly Used Item

Module 2. Group Classes 

2.1. Principles of Training

2.1.1. Functional Unit
2.1.2. Multilaterality
2.1.3. Specificity
2.1.4. Overload
2.1.5. Continuity
2.1.6. Progression
2.1.7. Recuperation
2.1.8. Individuality

2.2. Controlling the Load 

2.2.1. Internal Load
2.2.2. External Load

2.3. Stretching

2.3.1. Stretching 
2.3.2. Objectives of Stretching 
2.3.3. Pedagogical Organization of the Stretching Class

2.4. Gluteus, Abdomen and Legs (GAL)

2.4.1. Objectives of a GAL Class 
2.4.2. Pedagogical Organization of the GAL Class 
2.4.3. External Load in the GAL Class 

2.5. Floor Pilates

2.5.1. Features of the Pilates Mat 
2.5.2. Pilates Mat Exercises and Movement Suggestions 
2.5.3. Training Load in a Pilates Mat Class

2.6. Rhythms

2.6.1. Types of Classes
2.6.2. Features of Rhythm Classes 
2.6.3. Pedagogical Proposals for the Development of a Rhythm Class

2.7. Non-Conventional Classes

2.7.1. Characteristics of Non-Conventional Training
2.7.2. Exercise Proposals 
2.7.3. Pedagogical Organization of a Non-Conventional Training Class

2.8. Functional Training

2.8.1. Functional Training  
2.8.2. Pedagogical Organization of the Functional Training Class 
2.8.3. Use of Interna Load

2.9. Aerobic

2.9.1. Type of Aerobic Fitness Classes
2.9.2. Pedagogical Structure of the Class

2.10. Indoor Cycling

2.10.1. Birth of the Specialty in Gyms
2.10.2. Indoor Cycling in Health 
2.10.3. Structure of the Indoor Cycling Class

2.11. Classes for Older Adults

2.11.1. Profile of the Older Adults Group 
2.11.2. Benefits of Physical Activity in Older Adults
2.11.3. Structure of a Group Class with Older Adults

2.12. Classes for Older Adults

2.12.1. History of Yoga
2.12.2. Yoga and Health

Module 3. Sports Performance Assessment

3.1.  Assessment

3.1.1. Test, Assessment, Measurement
3.1.2. Validity, Reliability
3.1.3. Purposes of the Evaluation

3.2. Types of Tests

3.2.1. Laboratory Test

3.2.1.1. Strengths and Limitations of Laboratory Tests 

3.2.2. Field Tests 

3.2.2.1. Strengths and Limitations of Field Tests

3.2.3. Direct Tests  

3.2.3.1. Applications and Transfer to Training 

3.2.4. Indirect Tests

3.2.4.1. Practical Considerations and Transfer to Training

3.3.  Assessment of Body Composition

3.3.1. Bioimpedance 

3.3.1.1. Considerations in its Application to Field
3.3.1.2. Limitations on the Validity of Its Data

3.3.2.  Anthropometry

3.3.2.1. Tools for its Implementation
3.3.2.2. Models of Analysis for Body Composition

3.3.3. Body Mass Index (IMC)

3.3.3.1. Restrictions on the Data Obtained for the Interpretation of Body Composition

3.4. Assessing Aerobic Fitness

3.4.1. Vo2max Test on the Treadmill

3.4.1.1. Astrand Test 
3.4.1.2. Balke Test 
3.4.1.3. ACSM Test 
3.4.1.4. Bruce Test 
3.4.1.5. Foster Test 
3.4.1.6. Pollack Test

3.4.2. Cycloergometer VO2max Test

3.4.2.1. Astrand Ryhming Test 
3.4.2.2. Fox Test

3.4.3. Cycloergometer Power Test

3.4.3.1. Wingate Test

3.4.4. Vo2max Test in the Field

3.4.4.1. Leger Test 
3.4.4.2. Montreal University Test  
3.4.4.3. 1-MR Test 
3.4.4.4. 12-Minute Test 
3.4.4.5. 2.4-Kilometer Test

3.4.5. Field Test to Establish Training Areas 

3.4.5.1. 30-15 Test IFT

3.4.6. UNCa Test 
3.4.7. Yo-Yo Test

 3.4.7.1. Yo-Yo Endurance YYET Level 1 and 2 
 3.4.7.2. Yo-Yo Intermittent Endurance YYEIT Level 1 and 2 
 3.4.7.3. Yo-Yo Intermittent Recovery YYERT Level 1 and 2 

3.5. Neuromuscular Fitness Evaluation

3.5.1. Submaximal Repetition Test

 3.5.1.1. Practical Applications for its Assessment 
 3.5.1.2. Validated Estimation Formulas for the Different Training Exercises

3.5.2. 1-MR Limitations 

 3.5.2.1. Protocol for its Performance
 3.5.2.2. 1MR Valuation Limitations 

3.5.3. Horizontal Jump Test

 3.5.3.1. Assessment Protocols  

3.5.4. Speed Test (5m,10m,15m, Etc.)

3.5.4.1. Considerations on the Data Obtained in Time/Distance Assessments

3.5.5. Maximum/Submaximum Incremental Progressive Tests

 3.5.5.1. Validated Protocols
 3.5.5.2. Practical Applications

3.5.6. Vertical Jump Test

 3.5.6.1. SJ Jump 
 3.5.6.2. CMJ Jump 
 3.5.6.3. ABK Jump 
 3.5.6.4. DJ Test 
 3.5.6.5. Continuous Jump Test 

3.5.7. Strength/Speed Vertical/Horizontal Profiles

 3.5.7.1. Morin and Samozino Assessment Protocols 
 3.5.7.2. Practical Applications from a Strength/Speed Profile

3.5.8. Isometric Tests With Load Cell

    3.5.8.1. Voluntary Isometric Maximal Strength Test (IMS) 
    3.5.8.2. Bilateral Deficit Isometry Test (%BLD) 
    3.5.8.3. Lateral Deficit (%LD) 
    3.5.8.4. Hamstring/Quadriceps Ratio Test 

3.6. Assessment and Monitoring Tools

3.6.1. Heart Rate Monitors 

 3.6.1.1. Device Characteristics
 3.6.1.2. Training Areas by Heart Rate

3.6.2. Lactate Analyzers

 3.6.2.1. Device Types, Performance and Characteristics
 3.6.2.2. Training Zones According to the Lactate Threshold Limit (LT) 

3.6.3. Gas Analyzers

    3.6.3.1. Laboratory vs Portable 

3.6.4. GPS

 3.6.4.1. GPS Types, Characteristics, Strengths and Limitations
 3.6.4.2. Metrics Established to Interpret the External Load

3.6.5.  Accelerometers

3.6.5.1. Types of Accelerometers and Characteristics
3.6.5.2. Practical Applications of Data Obtained From an Accelerometer

3.6.6. Position Transducers

 3.6.6.1. Types of Transducers for Vertical and Horizontal Movements
 3.6.6.2. Variables Measured and Estimated by of a Position Transducer
 3.6.6.3. Data Obtained from a Position Transducer and its Applications to Training Programming

3.6.7. Strength Platforms 

 3.6.7.1. Types and Characteristics.of Strength Platforms
 3.6.7.2. Variables Measured and Estimated by Means of a Strength Platform 
 3.6.7.3. Practical Approach to Training Programming

3.6.8. Load Cells

3.6.8.1. Cell Types, Characteristics and Performance 
3.6.8.2. Uses and Applications for Sports Performance and Health

3.6.9. Photoelectric Cells 

3.6.9.1. Characteristics, and Limitations of the Devices 
3.6.9.2. Practical Uses and Applicability

3.6.10. Mobile Applications 

3.6.10.1. Description of the Most Used Apps on the Market: My Jump, PowerLift, Runmatic, Nordic

3.7. Internal and External Load

3.7.1. Objective Means of Assessment 

 3.7.1.1. Speed of Execution 
 3.7.1.2. Average Mechanical Power 
 3.7.1.3. GPS Device Metrics 

3.7.2. Subjective Means of Assessment

 3.7.2.1. PSE 
 3.7.2.2. sPSE 
 3.7.2.3. Chronic/Acute Load Ratio

3.8. Fatigue

3.8.1. Fatigue and Recovery
3.8.2. Assessments 

 3.8.2.1. Laboratory Objectives: CK, Urea, Cortisol, etc. 
 3.8.2.2. Field Objectives: CMJ, Isometric Tests, etc. 
 3.8.2.3. Subjective: Wellnes Scales, TQR, etc. 

3.8.3. Recovery Strategies: Cold-Water Immersion, Nutritional Strategies, Self-Massage, Sleep

3.9. Considerations for Practical Applications 

3.9.1. Vertical Jump Test Practical Applications  
3.9.2. Maximum/Submaximum Incremental Progressive Test Practical Applications 
3.9.3. Vertical Strength-Speed Profile. Practical Applications

A unique, key and decisive training experience to boost your professional development”