NSCA-CPT Study Guide 2022a

NSCA-CPT ®
NSCA-CERTIFIED PERSONAL TRAINER ®
STUDY GUIDE
EXAM PREPARATION STUDY
GUIDE
NSCA‐CPT
NSCA‐Certified Personal Trainer
August 2020
THE NATIONAL STRENGTH AND CONDITIONING ASSOCIATION® (NSCA®)
The National Strength and Conditioning Association (NSCA) is a nonprofit professional organization dedicated to advancing the
strength and conditioning profession around the world.
The NSCA advances the profession by supporting strength and conditioning professionals devoted to helping others discover
and maximize their strengths. The NSCA disseminates research‐based knowledge and its practical application by offering in‐
dustry‐leading certifications, research journals, career development services, and continuing education opportunities. The
NSCA community is composed of more than 45,000 members and certified professionals who further industry standards as
researchers, educators, strength coaches, personal trainers, and other roles in related fields.
Copyright © 2022. National Strength and Conditioning Association (NSCA), PROPRIETARY. All rights reserved. No part of this publication may
be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or any information
retrieval system, without expressed written permission from NSCA.

CONTENTS
Introduction ........................................................................................................................................ 5
How to Use This Study Guide ..................................................................................................................... 5
Understanding the Profession and Certification .................................................................................. 6
NSCA‐Certified Personal TRAINER (NSCA‐CPT) ............................................................................................ 6
Role and Scope of Practice for Certified Personal Training Professionals .............................................. 6
Accreditation ............................................................................................................................................. 6
Exam Development .................................................................................................................................... 6
Exam Administration ................................................................................................................................. 7
Exam Scoring ............................................................................................................................................. 7
The Exam ............................................................................................................................................ 8
Exam Content ............................................................................................................................................ 8
The Detailed Content Outline .............................................................................................................. 8
NSCA‐CPT EXAM QUESTIONS ................................................................................................................... 10
Format ............................................................................................................................................... 10
Complexity ........................................................................................................................................ 10
The Learning Process ............................................................................................................................... 12
Methods for Learning .............................................................................................................................. 12
Approaches to Learning ........................................................................................................................... 12
The Study Guide ................................................................................................................................ 14
Preparation Recommendations ................................................................................................................ 14
Suggested Study timelines: ................................................................................................................ 15
Self‐Assessment Steps ............................................................................................................................. 16
NSCA‐CPT Exam Content .......................................................................................................................... 17
Additional Resources ......................................................................................................................... 33
Articles .................................................................................................................................................... 33
Client Consultation and Assessment .................................................................................................. 33
Program Planning .............................................................................................................................. 33
Techniques of Exercise ....................................................................................................................... 35
Safety, Emergency Procedures, and Legal Issues ................................................................................ 35
Books ....................................................................................................................................................... 35
Contents / EXAM PREPARATION STUDY GUIDE 3

NSCA Publications: ............................................................................................................................. 35
Other Publications: ............................................................................................................................ 36
Supplemental Resources for Essentials of Personal Training 2nd ed........................................................... 37
Health Appraisal ................................................................................................................................ 37
Client Assessment .............................................................................................................................. 37
Immunological and hematological disorders ...................................................................................... 37
Alternative Training Activities ............................................................................................................ 37
NSCA OFFICIAL DOCUMENTS ............................................................................................................. 39
NSCA‐CPT Detailed Content Outline ......................................................................................................... 40
National Strength and Conditioning Association Professional Code Of Ethics ........................................... 44

Contents / EXAM PREPARATION STUDY GUIDE 4

INTRODUCTION
The purpose of this study guide is to provide you with the necessary information and recommendations for studying
for the NSCA‐Certified Personal Trainer® (NSCA‐CPT®) Exam. This guide will provide you with methods of prepara‐
tion that can improve your chance for success, as well as provide you with a way to self‐assess your knowledge,
skills, and abilities as required to practice as a professional in the field of strength and conditioning. Additionally,
information is provided regarding the basis for the exam, exam development, exam format, method of scoring, and
best recommendations for studying. This additional information will aid you in being better prepared for the exam.
HOW TO USE THIS STUDY GUIDE
» Familiarize yourself with the Role and Scope of Practice for the Certified Personal Training Professionals.
While many seek the certification for a variety of reasons, the NSCA‐CPT Exam was developed with a specific
intent for a specific setting—providing an individualized approach to assess, motivate, educate, and train
clients regarding their personal health and fitness needs.
» Gain an understanding for an accredited certification exam. This knowledge will aid you in understanding not
only the value of becoming certified, but also the recommended process for preparation.
» Review the recommendations for studying. The approach you take to learning and the methods used to study
ultimately impact your success. By providing you best practices for learning, the NSCA seeks to support your
goals of becoming a certified professional.
» Create your personal study guide and complete the self‐assessments for each domain.

Introduction / EXAM PREPARATION STUDY GUIDE 5

UNDERSTANDING THE PROFESSION AND
CERTIFICATION
NSCA‐CERTIFIED PERSONAL TRAINER (NSCA‐CPT)
The NSCA‐CPT program was created in 1993 to recognize individuals who possess the knowledge and skills to design
and implement safe and effective programs for clients seeking to maintain or improve their health and fitness.
Role and Scope of Practice for Certified Personal Training Professionals
NSCA‐Certified Personal Trainers (NSCA‐CPT) are health/fitness professionals who, using an individualized ap‐
proach, assess, motivate, educate, and train clients regarding their personal health and fitness needs. They design
safe and effective exercise programs, provide the guidance to help clients achieve their personal health/fitness
goals, and respond appropriately in emergency situations. Recognizing their own area of expertise, personal train‐
ers will refer clients to other healthcare professionals when appropriate.
ACCREDITATION
The NSCA strongly believes in adhering to industry best practices and established accreditation standards in the
administration of its certification programs. Through the accreditation process, the NSCA has demonstrated that
the NSCA‐CPT program meets or exceeds standards set forth by the National Commission for Certifying Agencies
(NCCA). The following are key points found within the NCCA standards:
A certifying agency will (i.e., NSCA):
» Conducts certification activities in a manner that upholds standards for competent practice in a
profession.
» Conducts a job task analysis leading to clearly delineated performance domains and tasks, associated
knowledge and/or skills, and sets of content/item specifications to be used as the basis for developing
multiple‐choice questions.
» Employs assessment instruments that are derived from the job/practice analysis and that are consistent
with generally accepted psychometric principles.
» Sets the cut score consistent with the purpose of the credential and the established standard of
competence for the profession.
» Securely administers assessment instruments.
EXAM DEVELOPMENT
Approximately every five years, in accordance with NCCA standards, the NSCA conducts a job task analysis. A job
task analysis involves a survey of certified personal trainers to identify the knowledge, skills, and abilities required
for successful practice. The results of this analysis form the basis for the Detailed Content Outline (DCO).
Understanding the Profession and Certification / EXAM PREPARATION STUDY GUIDE 6

Industry experts and professionals from the personal training profession serve on an Exam Development Commit‐
tee (EDC) and are brought together to develop exam questions using best practices. Best practice includes being
trained by experts in testing and measurement to write and review the specific style of questions (items) found on
the exam. In addition, questions are supported by evidence‐based research, and assessed for validity and reliability
before being counted as scored items on the exam.
EXAM ADMINISTRATION
To maintain the integrity of the exam, and in accordance with NCCA standards, NSCA certification exams are ad‐
ministered by a third party: Pearson VUE. The NSCA receives the results of the exams from Pearson VUE but does
not have access to the exams themselves following completion of testing.
EXAM SCORING
Accredited NSCA certification exams differentiate exam candidates who meet a standard of competence for prac‐
tice in their specified field from those who do not. The performance standard (a passing score) is reported as a
scaled score. A scaled score of 70 is required on all NSCA certification exams. This scaled score is established using
an approach known as the modified Angoff method for standard setting. This accepted method requires EDC
members to evaluate individual exam items and estimate the proportion of minimally competent candidates ex‐
pected to answer correctly. These estimates are statistically analyzed for consistency and then aggregated to ar‐
rive at the standard.
Scaled scores allow for comparability across different exam forms, which may vary slightly in difficulty. Therefore,
a scaled score of 75 obtained in 2013 is equivalent to a scaled score of 75 obtained in 2015, even though the
exam forms of those years contained different items. Statistical equating methods are used to ensure the con‐
sistent application of the standard to different exam forms. Raw (unscaled) domain scores are provided to candi‐
dates on score reports to provide information about strengths and weaknesses. It is not possible for a candidate
to relate raw scores (i.e., the number of items scored correctly) directly to his or her scaled score. The raw score
that equals a scaled score of 70 will not always be the same for every form, as the actual items contained within a
form change over time. NOTE: Scaled scores are not the same as percentage scores and are not calculated as
such.
In simpler terms, passing the exam is not based upon achieving a given percentage calculated by getting “x of y”
questions correct, but demonstrating the knowledge, skills, and abilities expected of an NSCA‐CPT at a pre‐specified
level of competence. Certain questions demonstrate this better than others and are therefore more important on
the exam.
Exam results are provided to you immediately upon completion of the testing session.

Understanding the Profession and Certification / EXAM PREPARATION STUDY GUIDE 7

THE EXAM
The NSCA‐CPT Exam is a three‐hour examination that consists of 140 scored and 15 non‐scored multiple‐choice
questions. There are 25 – 35 video and/or image questions that assess competencies in exercise techniques, func‐
tional anatomy, and testing procedures.
EXAM CONTENT
As previously identified, the exam is based upon the knowledge, skills, and abilities required to competently practice
as a certified personal trainer. This information is identified through a job task analysis and provided in the DCO.
The Detailed Content Outline
The DCO for the NSCA‐CPT consists of four domains, each with subdomains (e.g., A, B, C) and related tasks (e.g., 1,
2, 3). It is from this outline that exam questions are developed by industry experts that serve on the NSCA‐CPT Exam
Development Committee. The following table identifies the four domains, the number of questions within each
domain, and the total number of questions on the exam. The full DCO can be found in the appendix.
Domain‐Level DCO Summary
NSCA‐CPT® EXAMINATION
Detailed Content Outline Total Questions
1. CLIENT CONSULTATION & ASSESSMENT 32
2. PROGRAM PLANNING 45
3. TECHNIQUES OF EXERCISE 43
4. SAFETY, EMERGENCY PROCEDURES, AND LEGAL ISSUES 20
Total Questions: 140
The DCO also identifies the distribution of question formats across the content domains. Question formats (recall,
application, and analysis) are not evenly distributed between content domains, they are distributed within a do‐
main. Below is an excerpt of the domain “Safety, Emergency Procedures, and Legal Issues.” Notice that there are 7
recall questions, yet there are 10 tasks (3 listed under subdomain A, 3 under B, and 4 under C). Therefore, some,
but not all of the tasks, will be covered on the exam by recall questions. Also, notice that there are 11 applications
questions for the same 10 tasks. This does not necessarily mean that each task will be covered with an application
question; therefore, it is recommended to prepare with that expectation. Preparation for the NSCA‐CPT Exam
should be focused on the concepts that are listed in the DCO.
The Exam / EXAM PREPARATION STUDY GUIDE 8

Cognitive
Total Questions
Level
NSCA‐CPT® EXAMINATION
Application
Detailed Content Outline
Analysis
Recall

4. SAFETY, EMERGENCY PROCEDURES, and LEGAL ISSUES 7 11 1 19
A. Safety Procedures
1. Maintain exercise equipment
2. Establish an exercise environment consistent with industry standards
3. Respond to symptoms of overtraining, overuse injuries, and temperature‐induced illness
B. Emergency Response
1. Perform basic first aid consistent with industry standards
2. Perform CPR and use an Automated External Defibrillator (AED) consistent with industry standards
3. Implement a plan to respond to an emergency in an exercise facility (e.g., fire, tornado, medical
situation)
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
4. Ensure documentation is maintained related to professional, legal, and ethical responsibilities (e.g.,
incident reporting, PAR‐Q, HIPAA compliance, facility maintenance requirements)


NSCA‐CPT EXAM QUESTIONS
Format
Exam questions all share the same selected‐response format: test takers select the best answer from a set of three
presented options (e.g., a, b, or c). Some questions will reference an image or video, and others may present a
description of a situation, or “case.” The NSCA‐CPT Exam does not include essay‐type or other constructed‐re‐
sponse questions that require test takers to write their own answers.
Complexity
Even though all NSCA‐CPT items share the same format, they differ in terms of complexity. Different levels of cog‐
nition (e.g., recall, application, or analysis) are required to determine the best answer. Test takers may need to
recall facts or apply information, while at other times they may need to conduct an evaluation of a situation to
determine the best course of action. Therefore, the questions on the NSCA‐CPT Exam are written at different levels
of complexity. Definitions of the cognitive levels and examples are provided below:
Recall
Recall questions require a test taker to recognize information such as concepts, principles, facts, or proce‐
dures. These questions ask for information that is easily found in a manual, textbook, or other resource.
Recall questions can generally be reduced to “what is x?”
Example: A personal trainer is providing instructions on how to perform the seated wrist extension
exercise. Which of the following hand positions is most appropriate??
a. pronation
b. supination
c. neutral
Application
Application questions require test takers to apply knowledge that is dependent upon a situation. Examples
of application exam questions include basic calculations and identifying relationships between concepts.
Questions may be posed as “if, then” situations (e.g., “if this variable is present, then this outcome will
occur”).
Example: A personal trainer is working with a 40‐year‐old male client who has a resting heart rate of
80 bpm. Using the Karvonen formula, what is this client’s exercise heart rate at an exercise
intensity of 55%?
a. 157 bpm
b. 135 bpm
c. 99 bpm


Analysis
Analysis questions require test takers to consider and evaluate several pieces of information, or variables,
to arrive at the most appropriate answer. Examples of analysis questions include complex calculations and
the identification of patterns in data.
Example: During an initial meeting with a potential 55‐year‐old male client, a personal trainer col‐
lects the following information:
Blood pressure: 120/70 mm Hg
Total cholesterol: 245 mg/dL
Smoking: Recreational smoker
Family history: Father had a double bypass at age 64
Exercise history: Resistance training at home for past 2 months
Which of the following identifies the next step to be taken by the personal trainer?
a. Request a medical clearance
b. Conduct the fitness assessment
c. Identify the client’s goals
Example Answers
Recall: a
Application: b
Analysis: c


THE LEARNING PROCESS
When seeking to learn information in preparation for a professional certification exam, you should understand that
it is not a process of memorization and regurgitation. You are seeking to demonstrate your competency (ability) to
apply the information you have learned in situations that would be a normal part of everyday practice in the pro‐
fession. Therefore, the methods used to study and the approach you take to studying are extremely important.
METHODS FOR LEARNING
The methods used to learn information have often been referred to as learning styles: visual, auditory, verbal, kin‐
esthetic, logical, social, and solitary. While you may have a preferred method, each style uses different parts of the
brain. By involving more of the brain, you will remember more of what you are seeking to learn. Therefore, do not
limit yourself to one or two styles, but use as many as possible. The exam assesses your ability to practice every day
for as long as you plan to remain within the profession. This requires long‐term memory or more of what might be
referred to as “whole brain engagement.” Examples of each learning style are provided below:
 Visual – using pictures or images
 Auditory – listening to someone present the information
 Verbal – using words, both in writing or speech (creating notes or having discussions)
 Physical (kinesthetic) – using the body, hands, and sense of touch
 Logical – using logic, reasoning, or systems
 Social – learning in groups or with others
 Solitary – self study
APPROACHES TO LEARNING
The approach you take when learning is a combination of why you are seeking to gain a certain knowledge set, your
motivation for learning, and how you are going about the task or, your strategy for learning. The chart that follows
identifies three different approaches, the intent behind each, the goal for each, and actions taken by the learner.
SURFACE STRATEGIC DEEP

INTENT Develop an understanding of the
Complete task requirement Do what it takes to pass
content
GOAL Short‐term retention Organization of content Long‐term retention
ACTIONS » Task is external imposition » Consistent effort » Relate concepts to
» Memorize » Find right setting to study knowledge/experience
facts/procedures » Knowledge of assessment » Look for underlying principles
» No reflection requirements/criteria » Check evidence
» Failure to distinguish » Seek the “why” (logic)
principles from examples

The exam question formats previously identified (recall, application, and analysis), are part of a hierarchy used by
educators when teaching students about a given subject matter over time. This hierarchy, Bloom’s taxonomy, can
be used to demonstrate the need for a deep approach to learning when preparing for the exam. Seventy‐five per‐
cent of the questions require individuals to use knowledge in new ways (application) or to critically examine the

information learned (analysis). This requires a deep approach to learning and knowing the “why” behind what you
do.
Recommended Strategies for Deep Learning are as Follows:
» Practice explaining information you have learned using personal connection and/or association. For example:
» Connect it to activities you may have conducted as a personal trainer; “we rest for 3 – 4 minutes between
clean sets to allow the neural and energy systems to fully recover, which ultimately allows us to perform
the next set at the same intensity and speed.”
» Use prior knowledge you may have from being an athlete; “as a former athlete, our coach did not let us lift
heavy every time we trained. I now know this was to allow the muscle tissue to recover and generate new
tissue.”
» Use personal experience; “I remember the sensation in my legs after running as hard as possible for as
long as possible and then slowing down; that was due to hitting the lactate threshold."
» Organize information by categorizing it into subsets, such as grouping sports when learning testing norms into
those of similar physiological demands.
» Practice reviewing information across multiple study sessions rather than concentrating on one topic at a
time spread out over time.
The ability to retain information as long‐term memory is a process that requires consistent and repetitive interac‐
tion of all the major senses of the body.

THE STUDY GUIDE
The recommendations provided in this guide are designed to help you pull together and narrow down the infor‐
mation you need to know and apply when sitting for the NSCA‐CPT exam. Visual organization not only helps you
see related concepts and make meaningful connections with the content but will also help increase your compre‐
hension and memory of large amounts of information. Preparation for this certification exam involves more than
knowing facts, figures, or formulas, but requires you to demonstrate critical thinking.
Following the recommendations is not a guarantee for success, but if followed, should improve your chance of
success.
The following resources are recommended:
1. Essentials of Personal Training, 3rd edition
2. Exercise Technique Manual for Resistance Training, 4th edition
Please remember that the exam is not based on the textbook but reflects current practice, current and accepted
science, as well as best practice recommendations. Therefore, if using the Essentials of Personal Training, 2nd edi‐
tion, please review the list of references in the Additional Resources section of this guide given changes to the
NSCA‐CPT Detailed Content Outline in 2020.
Study Tips
 Set a schedule for studying.
 Study during your most alert hours.
 Keep hydrated and fed during study sessions.
 Turn off your phone.
 Find a place without distractions.
PREPARATION RECOMMENDATIONS
1. Create a notebook for the materials you will develop in preparation for the exam.
2. Read the Essentials of Personal Training.
a. Take notes of key information within each chapter and specific details as you read.
b. Create a glossary of terms and their definitions. While textbooks bold key words, you should add any term
that you are unfamiliar with while preparing.
c. Read back through your notes. Do you understand them? Do they make sense? If not, review the
information again and rewrite it so that you understand it clearly. Do not hesitate to seek additional
resources. A list of books, articles, and web resources are provided in the appendix.
The Study Guide / EXAM PREPARATION STUDY GUIDE 14

3. Review and check your knowledge by using the expanded DCO in the next section of the Study Guide.
a. Read through each domain, subdomain, and the listed tasks. Open‐ended questions (italicized) are
provided to guide you as to the depth of information you must have to answer the application and
analysis questions on the exam correctly. These questions are not all‐inclusive and are not part of the
exam development materials.
b. Identify content that you do not immediately recognize while reading the text and review again or seek
additional resources. Abbreviations for textbooks and resources are as follows:
» EPT3 – Essentials of Personal Training, 3rd edition
» EPT2 – Essentials of Personal Training, 2nd edition
» ETM4 – Exercise Technique Manual for Resistance Training, 4th edition
» ETM3 ‐ Exercise Technique Manual for Resistance Training, 3rd edition
» SR – Supplemental Resource (found at the end of the expanded DCO)
» ART – Articles listed below specific to the identified topic
c. Once you have completed the above steps for an entire domain, begin the self‐assessment and use of the
NSCA practice quiz for the related domain.
4. It is suggested that you create and learn information through a variety of ways, such as via outlines, charts, or
diagrams.
As a reminder, the exam is not one of memorizing and recalling specific pieces of information but using the infor‐
mation to make informed decisions that result in the safe and effective training of clients.
Suggested Study timelines:
Exercise Science‐Related Degree Internships/Practical Experience Approximate Length of Time

Yes Yes 4 to 6 weeks
Yes No 4 to 6 months
No Yes 4 to 6 months
No No 6 to 9 months


SELF‐ASSESSMENT STEPS
1. Write out a response to each self‐assessment question without referring to the materials you developed or
any other study aide.
2. Check your responses by referring to your preparation materials or the text, if necessary.
3. Following a review of your responses, identify your level of comprehension for the domain, subdomain, or
task as identified:
» 3 – High Level of Competence: Extensive knowledge and/or experience in the topic as presented
» 2 – Average Level of Competence: Some knowledge and/or experience in the topic as presented
» You should seek further knowledge and/or gain additional experience
» 1 – Low Level of Competence: Little to no knowledge and/or experience in the topic as presented
» You should gain knowledge and/or experience
4. Assess your ratings. You are either ready to take the exam or need to develop a plan of action for acquiring
the additional knowledge, skills, and abilities as identified.
5. Repeat the steps above until you are satisfied with your self‐assessment results.


NSCA‐CPT EXAM CONTENT
I. CLIENT CONSULTATION AND ASSESSMENT
A. Initial Interview (EPT3, Ch. 9; EPT2, Ch. 9)
1. Determine compatibility between a client and a personal trainer ..................................... 3 2 1
» What components of personal training services should be assessed to determine compatibility?
» How can a personal trainer assess exercise readiness?
» What aspects of personal training should be discussed to determine suitability?
» What factors might demonstrate the need for a personal trainer to refer a client to another
personal trainer?
» What steps should a personal trainer take after assessing client‐personal trainer compatibility?
2. Administer a client‐personal trainer and/or a client‐personal trainer‐fitness facility agreement
............................................................................................................................................. 3 2 1
» What information should be discussed and agreed upon prior to the initial training session?
» What are the components of a client‐personal trainer agreement? What is the purpose of each
of these components?
» What is the purpose of a client‐personal trainer agreement?
» Identify clear goals
3. Administer an informed consent and liability waiver form ............................................... 3 2 1
» What is the purpose of an informed consent?
»
» What is the purpose of a liability waiver form?
» What information should be contained within an informed consent?
» When should the informed consent and liability forms be obtained?
4. Administer an assessment inventory on attitude and readiness ....................................... 3 2 1
» What is the purpose of assessing an attitude and readiness inventory?
» How does use of the attitude and readiness inventory aid both the client and personal trainer?
» List and describe the stages of readiness for change.
» List and describe potential barriers for readiness for change. How might they be addressed?
B. Medical History and Health Appraisal (EPT3, Ch. 9; EPT2, Ch. 9 & Supplemental Resources)
1. Administer a detailed medical history/health appraisal form and a lifestyle questionnaire (including
exercise and injury history) ................................................................................................ 3 2 1
» What are the objectives when conducting a medical history/health appraisal?
» What questions are commonly included on a medical history/health appraisal form?
» What is the purpose of administering a lifestyle questionnaire?
» What questions are commonly included on a lifestyle questionnaire?


2. Obtain a medical release from the client’s primary physician, if necessary ...................... 3 2 1

» Identify the process for determining a client’s need for medical clearance prior to participating
in an exercise program.
» Who should obtain a medical release prior to participation in an exercise program?
3. Interpret medical history/health appraisal form and lifestyle questionnaire .................... 3 2 1
» Identify and discuss information found on a medical history/health appraisal form or lifestyle
questionnaire that might require modifications to an exercise program.
»
4. Refer a client to and/or seek input from an appropriate healthcare professional based on information
in the medical history and health appraisal ....................................................................... 3 2 1
» Identify and discuss information found on a medical history/health appraisal form that might
require referral to a healthcare professional.
» What information should be included on a physician’s referral form?
5. Maintain a network of allied health‐care professionals .................................................... 3 2 1
» Identify the various individuals considered to be allied healthcare professionals that a personal
trainer might interact with when training clients with medical concerns.
» Describe strategies to build and maintain networks with allied healthcare professionals.
C. Fitness Evaluation (EPT3, Ch. 10‐11; EPT2, Ch. 10–11)
» What is the purpose of a fitness evaluation?
» How can a personal trainer determine the reliability of a fitness test?
» What determines the validity of a fitness test?
» Identify and explain the different types of test validity.
» Identify and describe the factors that affect the validity and reliability of a test contributing to
the selection of fitness tests.
» Identify appropriate fitness tests for individuals of various fitness levels.
» Identify and explain the actions a personal trainer should take when preparing to conduct
fitness assessments.
1. Conduct fitness evaluation including (EPT3, Ch. 11; EPT2, Ch. 11):
a. vital signs (heart rate, blood pressure) ........................................................................ 3 2 1
» Describe the procedures for measuring heart rate and blood pressure.
» What factors might affect the assessment of the heart rate? Blood pressure?
» Identify common errors and potential issues that occur when measuring heart rate or blood
pressure.
b. height ........................................................................................................................... 3 2 1
» Describe the procedure for measuring height.
c. weight ........................................................................................................................... 3 2 1
» Describe the procedure for measuring weight.


d. body composition ........................................................................................................ 3 2 1

» Identify and explain the different methods for assessing body composition.
» Identify and demonstrate the method for determining body mass index.
» Describe the procedure for assessing body composition with calipers.
» Identify considerations for assessing body composition with calipers specific to sex, age, etc.
» Identify common errors and potential issues when assessing body composition using
calipers.
e. girth measurements ..................................................................................................... 3 2 1
» Describe the procedure for measuring and determining waist‐to‐hip girth ratio.
f. muscular strength (EPT3, Ch.11 & 15; EPT2, Ch. 11 & 15) ......................................... 3 2 1
» What methods can be used to determine muscular strength?
» Describe the procedures for conducting 1RM maximum testing.
» Identify how to determine relative strength.
» Describe how to estimate 1RM from a submaximal resistance.
g. muscular endurance .................................................................................................... 3 2 1
» Describe the procedures for various muscular endurance tests (YMCA bench press, partial
curl‐up, etc.).
» Identify common errors and potential issues when conducting muscular endurance tests.
h. speed/agility/power ..................................................................................................... 3 2 1
» Identify the purpose for conducting assessments that measure speed, agility, or power.
» Identify and describe various methods for assessing speed, agility, or power.
i. cardiovascular endurance ............................................................................................ 3 2 1
» Discuss the differences between a submaximal and maximal cardiovascular endurance test.
» Identify the basic assumptions when conducting a submaximal cardiovascular endurance
test.
» Identify and explain the different methods for assessing cardiovascular endurance.
» Describe the procedures for the various laboratory methods of assessing cardiovascular
endurance.
» Describe the procedures for the various field methods of assessing cardiovascular
endurance.
» Identify common errors and potential issues when conducting submaximal cardiovascular
endurance tests.
j. flexibility ....................................................................................................................... 3 2 1
» Describe the procedures for assessing flexibility using the sit‐and‐reach test.
k. postural alignment/muscle balance ............................................................................ 3 2 1
» Discuss options for assessing postural alignment and determining muscle balance.


2. Conduct movement assessments ....................................................................................... 3 2 1

» Identify and discuss methods for assessing movement and their implications (e.g., Functional
Movement Screen, overhead squat)
3. Conduct reevaluation and reassessment ............................................................................ 3 2 1
» What is the purpose of reevaluation?
» When should a reassessment be conducted?
4. Interpret the results of a health/fitness evaluation ............................................................ 3 2 1
» What factors should be considered when discussing fitness test results with a client?
» Explain the difference between a norm‐referenced and criterion‐referenced standard.
5. Refer a client to and/or seek input from an appropriate healthcare professional ............ 3 2 1
» Identify and discuss fitness test results that might require referral to a healthcare professional.
» What information should be included on a physician’s referral form?
D. Basic Nutrition Review (EPT3, Ch. 7; EPT2, Ch. 7)
1. Identify the personal trainer's scope of practice regarding nutritional recommendations
............................................................................................................................................. 3 2 1
» What is the personal trainer’s role and scope of practice regarding nutritional
recommendations?
» What nutritional information can the personal trainer provide to healthy clients?
» When should a personal trainer refer a client to a nutrition professional?
» Discuss the different types of regulations that exist for the provision of nutritional information.
2. Conduct a review of a client's dietary habits (e.g., recall, history, food log) .................... 3 2 1
» What is the purpose of performing a dietary assessment?
» Describe and differentiate methods that can be used to evaluate a client’s dietary habits that
are within a personal trainer’s scope of practice.
3. Communicate and educate using information from peer‐reviewed resources regarding general
nutrition, supplements, nutrient timing, hydration, and daily caloric needs
............................................................................................................................................. 3 2 1
» What methods can be used to evaluate a client’s dietary intake?
» Identify and explain the factors that determine an adult’s energy requirement.
» List and describe the roles of the six nutrients required by the body.
a. Protein‐ muscle repair and build tissue
b. carbs
» Identify the recommended intakes for carbohydrates, protein, and fat.
» Identify and discuss the guidelines for fluid intake on a daily basis, before exercise, during
exercise, and after.
» What are the primary recommendations for healthy weight gain?
» 350‐500 cal above maintenance for 1pound or muscle mass a week
» 1.6g /kg bw of protein per day

» What are the primary recommendations for healthy weight loss?
» Fat loss of 1‐2lbs per week or 500‐1000cal deficit per day
» Discuss common types, uses of, and recommendations for dietary supplements.
4. Recognize the signs and symptoms of disordered eating and eating disorders ............... 3 2 1
» What is the difference between eating disorders and disordered eating?
» Identify and describe the signs and symptoms of the most common eating disorders?
5. Refer client to and/or seek input from an appropriate healthcare professional based on the basic
nutritional review results .................................................................................................... 3 2 1
» What reasons or situations may require a client to be referred to a recognized nutrition
professional or healthcare professional?
II. PROGRAM PLANNING
A. Goal Setting (EPT3, Ch. 8; EPT2, Ch. 8)
1. Establish needs and goals by discussing the results of an initial interview, medical history and health
appraisal, and fitness evaluation with a client ................................................................... 3 2 1
» Discuss the strategic approach to behavioral change using progressive standards of success that
can lead to the achievement of a client’s goal.
» Identify and describe the various types of goals.
» Identify the primary principles of goal setting and know how to effectively apply them.
» How can the personal trainer blend goals identified by the client during the initial interview and
recommended goals based upon the outcome of the health appraisal and fitness evaluation?
» Why is it important to understand the goals identified by a client and how can a personal trainer
handle those that are unrealistic?
2. Establish needs and goals by discussing the results of dietary habit log with a client
............................................................................................................................................. 3 2 1
» Why is education regarding a client’s nutritional habits essential to the success of his/her
exercise program?
» Based upon the characteristics of a client, what guidelines should be encouraged to promote
sound dietary habits?
3. Establish needs and goals by discussing health‐related lifestyle habits (e.g., smoking, alcohol use, drug
use) with a client ................................................................................................................. 3 2 1
» How can a personal trainer educate a client about poor health‐related lifestyle habits?
» What are effective methods to help a client set goals to change poor health‐related lifestyle
habits?
» Identify different goal orientations and how to influence a client’s motivation.


4. Determine the motivational/coaching techniques (e.g., reward system, reinforcement strategies,
mental imagery techniques, visualization, use of technology) that will be effective for a client
............................................................................................................................................. 3 2 1
» Identify the differences between positive or negative reinforcement, as well as positive or
negative punishment.
» What are effective methods of using reinforcement to promote exercise and nutritional
compliance?
» Explain how self‐determination theory can be used to identify a client’s level of motivation.
» What are the stages of readiness and what interventions can be used with each stage?
» What is self‐efficacy and what factors can contribute or hinder its development?
» Identify the most common and practical motivational techniques a personal trainer can use with
a client.
» Explain the techniques that can be used to minimize procrastination, overcome false beliefs, and
identify and modify self‐talk.
» What is mental imagery and discuss the methods that can be used to help a client obtain their
goals.
B. Program Design (EPT3, Ch. 12, 15, 16, & 17; EPT2, Ch. 12, 15, 16, & 17)
» Identify and define the basic principles that guide program design development.
» What information should be gathered about the client prior to designing a resistance training
program? An aerobic training program?
1. Select the exercise modality or type .................................................................................. 3 2 1
» What are the various types of aerobic exercises? Resistance training exercises? Flexibility
exercises?
» When is it appropriate to recommend a certain mode of exercise?
» Discuss the different training outcomes for each exercise modality or type.
2. Select the warm‐up/cool‐down exercises .......................................................................... 3 2 1
» What warm‐up activities are appropriate for a resistance training workout? For an aerobic
workout?
» What cool‐down activities are appropriate for a resistance training workout? For an aerobic
workout?
3. Determine the order of exercises or exercise components .............................................. 3 2 1
» What are the various methods for arranging resistance training exercises?
» What factors influence the choice of order of resistance training exercises? Aerobic exercises?
» How should different modes of exercise be arranged within one training session?
4. Determine the exercise intensity or workload ................................................................... 3 2 1
» How does exercise intensity relate to a client’s training goal?
» Identify the factors that should be considered when determining the intensity or volume load of
a resistance training program.
» How will a clients age or health history affect their workout program?

» Discuss the guidelines for assigning volume load for a resistance training program.
» How are intensity levels established for aerobic exercise? For resistance training?
» How is exercise intensity monitored and varied to ensure adaptation, progression, or for long‐
term maintenance?
» What are the recommended guidelines for intensity when designing an aerobic training
program?
» What methods can be used to determine and identify the intensity for aerobic training?
5. Determine exercise duration .............................................................................................. 3 2 1
» How does exercise duration relate to the goal of training?
» How is duration established for aerobic exercise?
» What are the recommended guidelines for the duration of an aerobic training session? A
resistance training session
6. Determine exercise frequency ........................................................................................... 3 2 1
» How does exercise frequency relate to the goal of training?
» Identify factors that determine the training frequency.
» What are the general guidelines for determining resistance training frequency? For aerobic
training?
» Discuss possible training frequency plans based on the training status of the client and methods
for progression.
7. Determine the rate of exercise progression ...................................................................... 3 2 1
» What conditions may indicate a need to modify a client’s training program?
» What methods are commonly used to allow for the progression of a client’s program?
8. Determine program modifications based upon the results of reevaluation and reassessment
............................................................................................................................................. 3 2 1
» Discuss how a program can be modified based on reassessment results.
» How can a program be varied and why should this occur?
» Discuss how a personal trainer might handle a discussion with a client whose reassessment does
not match their previous goals?
» What should a personal trainer do if a client has met their goals or has new goals?
C. Training Adaptations (EPT3, Ch. 5‐6; EPT2, Ch. 5 – 6)
» Identify the difference between acute and chronic adaptations.
» What factors affect adaptations to aerobic training? To resistance training?
» Identify the adaptations that occur in the first few months of resistance training.
1. Explain exercise‐induced changes to body structures ....................................................... 3 2 1
a. muscles
» What adaptations occur within the muscle cell in response to aerobic training? To resistance
training?
» What is the difference between hypertrophy and hyperplasia?

b. tendons, ligaments, and connective tissue
» What adaptations occur in tendons in response to aerobic training? To resistance training?
» What adaptations occur in ligaments in response to aerobic training? To resistance training?
c. bone and cartilage
» What adaptations occur in bone in response to aerobic training? To resistance training?
» What adaptations occur in cartilage in response to aerobic training? To resistance training?
» What are the mechanisms that increase bone mineral density?
» What types of exercise best promote increased bone mineral density?
d. adipose tissue (fat stores)
» What changes in the body’s fat stores occur in response to aerobic training? To resistance
training?
2. Explain exercise‐induced changes to body systems .......................................................... 3 2 1
a. neuromuscular
» What are the possible chronic adaptations to the neuromuscular system in response to
aerobic training? To resistance training?
» How do specific modes of training alter neural adaptations?
b. cardiorespiratory
» What are the acute cardiorespiratory responses during aerobic exercise? To resistance
training?
» What cardiorespiratory system adaptations occur in response to chronic aerobic training?
To resistance training?
c. metabolic
» What metabolic adaptations occur in response to aerobic training? To resistance training?
» What metabolic responses occur during an acute aerobic exercise bout? To an acute
resistance exercise bout?
d. endocrine
» What acute hormonal responses occur during an exercise bout?
» What hormonal adaptations occur in response to aerobic training? To resistance training?
e. psychological
» What psychological changes occur in response to chronic exercise?
» What is the relationship between depression and chronic exercise?
D. Special Populations (EPT3, Ch.18‐23; EPT2, Ch. 18 – 23)
1. Recognize and determine (if appropriate) the capacities and limitations of a client with a specialized
need or condition
a. age‐specific conditions (e.g., older adults, prepubescents, adolescents) .................. 3 2 1
» Identify and describe differences between individuals of different ages.
» What are the relative and absolute contraindications to exercise for clients who are older
adults? Prepubescent? Adolescent?
» What are the benefits of exercise for older adults? Prepubescent? Adolescent?

» Is resistance training for children recommended? Explain.
b. female‐specific conditions (e.g., prenatal, postpartum, postmenopausal) ............... 3 2 1
» What are the relative and absolute contraindications to exercise for prenatal clients?
Postpartum? Postmenopausal?
» Is an exercise program beneficial for prenatal and postpartum clients? Explain.
» What benefits will an exercise program provide for postmenopausal clients?
c. individuals with psychological disorders/conditions (e.g., depression, disordered eating, eating
disorders) .................................................................................................................... 3 2 1
» Identify and describe common psychological disorders/conditions.
» How does exercise affect symptoms of depression? Does the mode of exercise play a factor?
» How does an eating disorder differ from disordered eating?
d. individuals with orthopedic disorders/conditions (e.g., arthritis, osteoporosis/osteopenia,
amputations, musculoskeletal trauma, rhabdomyolysis) .......................................... 3 2 1
» Identify and describe common orthopedic disorders/conditions.
» What are the relative and absolute contraindications to exercise for clients who have
orthopedic disorders/conditions?
» How can equipment be modified for clients with orthopedic limitations?
» What arthritic disorders may limit a client’s exercise capacity?
» What are the risk factors related to a client developing osteoporosis?
» What are the differences between osteoporosis and osteopenia?
» Why is exercise essential for clients with low‐back pain?
e. individuals with cardiovascular disorders/conditions (e.g., hypertension, hyperlipidemia, post‐
cardiac rehabilitation, peripheral vascular disease, stroke) ....................................... 3 2 1
» Identify and describe common cardiovascular disorders/conditions.
cardiovascular disorders/conditions?
» What are the grades of pain that a client with peripheral vascular disease (PVD) experiences
during exercise? How does this pain change with rest and exercise?
» What type of exercise may be most beneficial for hypertensive clients?
» What physiological adaptations to lipid levels will occur from chronic aerobic exercise?
» What type of exercise is most beneficial for post‐cardiac clients?
» Why is exercise essential for clients who have had a stroke?
» What type of exercise is most beneficial for post‐stroke clients?
f. individuals with metabolic disorders/conditions (e.g., overweight, obese, diabetes, metabolic
syndrome) ................................................................................................................... 3 2 1
» Identify and describe common metabolic disorders/conditions.
» What are the relative and absolute contraindications to exercise for clients who are obese?
» What role does exercise play in helping clients who are overweight or obese achieve their
goals?

» What symptoms of metabolic syndrome will be affected by exercise? In what ways?
» What role does exercise play in regulating the body’s production of insulin?
» What role does exercise play in improving health‐related conditions that are commonly
associated with Type 2 diabetes?
g. individuals with respiratory disorders/conditions (e.g., asthma, chronic obstructive pulmonary
disease) ........................................................................................................................ 3 2 1
» Identify and describe common respiratory disorders/conditions.
respiratory disorders/conditions?
» How can exercise benefit clients who have a respiratory disorder/condition?
h. individuals with genetic, cognitive, or neurological disorders (e.g., epilepsy, multiple sclerosis,
cerebral palsy, spinal cord injuries, paralysis, Parkinson’s disease, Down’s syndrome, traumatic
brain injury, Alzheimer’s) ............................................................................................ 3 2 1
» Identify and describe common genetic, cognitive, and neurological disorders.
» What are the relative and absolute contraindications to exercise for clients with genetic
disorders? Cognitive disorders? Neurological disorders?
» How can exercise benefit clients who have genetic disorders? Cognitive disorders?
Neurological disorders?
i. individuals training for a certain sport or competition (e.g., athletes) ...................... 3 2 1
» What modes of exercise (e.g., resistance training) and exercises within a mode (e.g., power
clean) should be included in the training program to improve sport performance?
» Identify common injuries that occur within specified sports. Does gender or age play a role
in injury risk? How?
j. individuals with fibromyalgia ...................................................................................... 3 2 1
fibromyalgia?
» Why is exercise essential for clients who have fibromyalgia?
k. individuals with cancer ................................................................................................ 3 2 1
cancer?
» Why is exercise essential for clients with cancer?
l. individuals with immunological and hematological disorders (e.g. AIDS, HIV, chronic fatigue
syndrome, anemia, auto‐immune disorders, bleeding or clotting disorders)
...................................................................................................................................... 3 2 1
» Identify and describe common immunological and hematological disorders.
immunological disorders? Hematological disorders?
» Why is exercise essential for clients with immunological disorders? Hematological disorders?

2. Modify the exercise program within the scope of medical recommendations (if appropriate) to
coincide with the limitation and capacities of a client with a specialized need or condition
............................................................................................................................................. 3 2 1
» How should the exercise program be altered or modified for the above populations?
3. Refer a client to and/or seek input from an appropriate health‐care professional based on the specific
needs of the client .............................................................................................................. 3 2 1
» What are the criteria associated with the above populations (D1, a – l) that indicate that a client
needs to be referred?
III. TECHNIQUES OF EXERCISE
Evaluate exercise technique (including body position, speed/control of movement, movement/range of
motion, progression, cueing, muscular involvement, breathing, spotting/safety guidelines, and functional
movement*)
» Identify the key differences between constant‐resistance, variable‐resistance, and
accommodating‐resistance devices and how these differences determine the selection of a
device for a safe and effective program (EPT2, Ch. 4).
» Explain the recommendations for breathing during resistance training and variations for optimal
performance.
» Describe the Valsalva maneuver, the benefits and risks involved, and for whom it is
contraindicated.
» Identify the recommendations for use of a weightlifting belt.
» Why should a personal trainer spot a client performing resistance training exercises?
» How does the speed of movement affect the performance of an exercise?
» List the resistance training exercises that should be spotted and explain how a personal trainer
should spot the client performing the exercise.
A. Machine Resistance Exercises (e.g., plate‐loaded, selectorized, hydraulic, air, friction, rod) (EPT3, Ch. 13;
EPT2, Ch. 13)
............................................................................................................................................... 3 2 1
» Why should adjustments be made to the seat height, body and/or limb pads, or both when
setting up a client on a machine?
» What are the various hand grip positions when using a resistance training machine?
» What is the recommended stable body position (e.g., spinal alignment, base of support, points
of contact) when standing? Supine? Prone?
» Recognize and teach correct body and limb positions when using machines.
» Recognize and teach correct movement mechanics for the primary machine‐based resistance
training exercises (e.g., transitioning from beginning to midpoint to finishing positions).
» Identify machine‐based resistance training exercises that require spotting and the technique
that should be used for each.
» What actions can be taken to improve safety when training on resistance training machines?

» Describe common errors made by clients when using machine‐based resistance training
exercises.
» What recommendations should a personal trainer make to correct these common errors?
» Identify possible modifications (regressions, progressions) for the primary machine‐based
resistance training exercises.
» Identify the joint actions and associated muscles for each of the most common machine‐based
» What errors might occur for the most common machine‐based resistance training exercises and
how can the personal trainer correct them?
B. Free Weight Exercises (e.g., barbells, dumbbells) (EPT3, Ch. 13; EPT2, Ch. 13) ..................... 3 2 1
» Why are free weight preferable to machines?
» What are the various hand grip positions when using barbells or dumbbells?
» Describe and discuss stable body positions allowing for the maintenance of correct body
alignment (e.g., spinal alignment, base of support, points of contact) and placement of stress on
the targeted muscles when standing? Supine? Prone?
» Recognize and teach correct body and limb positions for the primary free weight exercises.
» Recognize and teach correct movement mechanics for the primary free weight exercises (e.g.,
transitioning from beginning to midpoint to finishing positions).
» Identify free weight exercises that require spotting and the technique that should be used for
each.
» What actions can be taken to improve safety when training with free weights?
» Describe common errors made by clients when performing the primary free weight exercises.
» Identify possible modifications (regressions and progressions) for the primary free‐weight
exercises.
» Identify the joint actions and associated muscles for each of the most common free weight
» How does body position affect the force that a client can produce when performing a free‐
weight exercise?
C. Flexibility Exercises (e.g., static, ballistic, dynamic, PNF, active‐isolated stretching) (EPT3, Ch. 12;
EPT2, Ch. 12)
................................................................................................................................................... 3 2 1
» Discuss the differences between flexibility and mobility?
» Identify and discuss factors that affect flexibility. Mobility.
» What are the benefits of flexibility? Mobility?
» Identify and explain the different methods for increasing flexibility. Mobility.
» Identify the recommendations for performing the different methods of stretching.
» Describe the recommended guidelines for a warm‐up and the different types.

» What flexibility exercises/positions might be contraindicated based on the characteristics of a
client?
» What are the technique guidelines for the most common flexibility exercises?
D. Calisthenics and Body Weight Exercises (e.g., yoga, pull‐up, push‐up, torso exercises, suspension training)
(EPT3, Ch. 12; EPT2, Ch. 12) ..................................................................................................... 3 2 1
» What are calisthenics and bodyweight exercises?
» How is the performance of bodyweight exercises affected when using suspension training
devices? Stability balls?
» What are the principle recommendations for body and limb position when using calisthenic and
bodyweight training methods?
» Recognize and teach correct body and limb positions for calisthenic and bodyweight training
methods.
» Recognize and teach correct movement mechanics for calisthenic and bodyweight training
methods (e.g., transitioning from beginning to midpoint to finishing positions).
» Describe common errors made by clients when performing calisthenic and bodyweight training.
» How can a personal trainer effectively correct these common errors?
» How does the performance of bodyweight exercises or suspension training affect gains in
maximal versus relative strength?
» How can the use of stability balls or suspension training devices enhance health and fitness?
» What are disadvantages to using stability balls or suspension training devices?
E. Sport‐specific/Performance‐related Activities (e.g., plyometrics, sprinting, agility drills, reaction) (EPT3,
Ch. 17, EPT2, Ch.17)
................................................................................................................................................... 3 2 1
» Describe the generally accepted movement patterns of sprint/speed technique (e.g.,
» How is alignment of stable and moving joints maintained?
» What are common errors that occur with sprinting technique and recommended corrections?
» Discuss proper mechanics for performing agility drills.
» What is the difference between change of direction and agility?
» What are plyometric exercises?
» Identify and discuss the use of plyometrics and the clientele for which they are appropriate or
might be contraindicated.
» How should the shoulders, knees, and feet be positioned in relation to each other in preparation
to perform plyometric exercises?
» Describe the generally accepted movement patterns of plyometric exercises (e.g., transitioning
from beginning to midpoint to finishing positions).
» What are common errors that occur with plyometric exercises and what are the recommended
corrections?

F. Cardiovascular Machines (e.g., treadmill, stationary bike, rowing machine, stepping and climbing
machine, elliptical trainer, upper body ergometer) (EPT3, Ch. 14; EPT2, Ch. 14) .................. 3 2 1
» How can the personal trainer ensure safe participation in cardiovascular activities?
» How can body position and joint alignment affect performance when using cardiovascular
machines? What are the risks if these are not correct?
» What are the appropriate recommendations when setting a client up to use a machine (e.g.,
treadmill, bicycle, rowing machine, stair stepper, elliptical trainer)?
» How is proper seat height and location determined for use of a stationary bike?
» Describe the generally accepted movement patterns of the exercise (e.g., joint range of motion,
spinal alignment, foot strike, cadence).
» What are recommended guidelines for breathing while exercising on a cardiovascular machine?
G. Non‐machine Cardiovascular Activities (e.g., running, walking, swimming, aerobic dancing) (EPT3, Ch. 14;
EPT2, Ch. 14)
................................................................................................................................................... 3 2 1
» What is the normal gait pattern for walking? Running?
» Identify the key differences between walking and running.
» What are various swim strokes and movement patterns for each?
» What are the various types of group exercise classes and factors to consider when
recommending to clients?
H. Alternative Training Activities (e.g., tire‐flipping, weighted carries, weighted bags, ropes, chains, stability
balls, kettlebells, medicine balls, resistance bands, balance, club, sled, manual resistance) (EPT3, Ch. 13)
................................................................................................................................................... 3 2 1
» Describe how to select alternative training equipment based on the individual (e.g.,
height/weight, ability).
» What are the principle recommendations for body and limb position when using alternative
training activities?
» Recognize and teach correct body and limb positions when using non‐traditional implements.
» Recognize and teach correct movement mechanics for alternative training activities (e.g.,
» Describe common errors made by clients when performing alternative training activities.
» Identify possible modifications (regressions and progressions) when using alternative training
activities.
IV. SAFETY, EMERGENCY PROCEDURES AND LEGAL ISSUES
A. Safety Procedures (EPT3, Ch. 24; EPT2, Ch. 24)
1. Maintain exercise equipment ............................................................................................. 3 2 1
» How can a personal trainer identify equipment that needs replacement?
» How can a personal trainer reduce the risk of injury that might occur due to faulty equipment?

» What are the personal trainer’s responsibilities regarding equipment maintenance?
2. Establish an exercise environment consistent with industry standards ............................ 3 2 1
» What situations or actions of the personal trainer or client contribute to creating a dangerous
training environment?
» What are the personal trainer’s responsibilities for creating and maintaining a safe training
environment?
» What are the effects of environmental conditions on the health of an exercising client?
............................................................................................................................................. 3 2 1
» What factors may contribute to an overuse injury?
» What are the common signs and symptoms of overtraining?
» How can the risk of overtraining be minimized?
» What are the signs and symptoms of heat exhaustion and heat stroke? What procedures should
be followed to treat each condition?
B. Emergency Response EPT3, Ch. 24; EPT2, Ch. 24)
1. Perform basic first aid consistent with industry standards ................................................ 3 2 1
» What are the proper procedures to follow when a client requires medical attention?
» What are the personal trainer’s responsibilities regarding administering emergency procedures?
............................................................................................................................................. 3 2 1
» What are the proper procedures to follow when a client requires CPR?
» What are the protocol variations when administering CPR to clients/victims of different ages and
symptoms?
» What are the proper procedures to follow when a client requires an AED?
3. Implement a plan to respond to an emergency in an exercise facility (e.g., fire, environmental
disasters, medical situation, security threats) ................................................................... 3 2 1
» What type of emergency procedure protocols should be established in a fitness facility?
» How often should emergency action plans be practiced?
C. Professional, Legal and Ethical Responsibility (EPT3, Ch. 25; EPT2, Ch. 25)
1. Recognize litigation issues and circumstances ................................................................... 3 2 1
» What actions (or lack of) constitute negligence?
» What is meant by “standard of care?”
» Does the personal trainer’s exposure to litigation change when he/she is employed by a fitness
facility?
» How does a personal trainer minimize their risk of litigation?
2. Maintain a professional client‐personal trainer relationship (all forms of communication)
............................................................................................................................................. 3 2 1
» What constitutes a “professional” client‐personal trainer relationship?

» What situations and activities should be avoided between the personal trainer and his/her
client?
3. Maintain client‐personal trainer confidentiality ................................................................ 3 2 1
» What does client confidentiality mean? Why is maintaining client confidentiality important?
» What information and with whom may the details about a client be discussed?
What are some common violations of confidentiality and what could be done to reduce the risk
of committing them?
4. Ensure documentation is obtained, maintained and secured relating to professional, legal, and ethical
responsibilities (e.g., incident reporting, PAR‐Q+, HIPAA, compliance, facility maintenance
requirements) .................................................................................................................... 3 2 1
» What are best practices in securing the privacy of physical documents? Electronic documents?
» What needs to be ensured when transmitting, reproducing, and/or disclosing a client’s personal
information?


ADDITIONAL RESOURCES
ARTICLES
Client Consultation and Assessment
Back to basics: 3 steps of the initial consultation. Boyd, J, and Swank, N (2017). NSCA Personal Training Quar‐
terly, 5.1.
Selecting appropriate objective assessments based on resistance training status and experience. Anning, J, Jen‐
sen, B, & Lefever, C (2017) NSCA Personal Training Quarterly, 4.3.
How to Establish Trust with Your Clientele and Achieving Long‐Term Success. Werking, J (2019). NSCA Personal
Training Quarterly, 6.4
How to Successfully Navigate a Client’s Initial Success Session and its Importance. Sheppard, D (2017). NSCA
Personal Training Quarterly, 4.1.
Position of the Academy of Nutrition and Dietetics, Dietitians of Canada, and the American College of Sports
Medicine: Nutrition and athletic performance. Thomas, D, Erdman, K, and Burke, L (2016). Journal of the Acad‐
emy of Nutrition and Dietetics, 116(3), 501‐528.
Personal trainer perceptions of providing nutrition care to clients: a qualitative exploration. Barnes, K, Ball, L,
and Desbrow, B (2017). International Journal of Sport Nutrition and Exercise Metabolism, 27(2), 186‐193.
U.S. Department of Agriculture. ChooseMyPlate.gov Website. Washington, DC. Tips for Vegetarians.
www.choosemyplate.gov
Program Planning
A Coaches Dozen: 12 FUNdamental principles for building young and healthy athletes. Faigenbaum, A, Meadors,
L (2010). Strength and Conditioning Journal, 32(2):99‐101.
Application of kettlebells in exercise program design. Harrison J, Schoenfeld B, & Schoenfeld M (2011). Strength
& Conditioning Journal, 33(6):86‐89.
Effects of exercise on Type 2 Diabetes – Part 1. Grieco, C, and Reeder, M (2017). NSCA Personal Training Quar‐
terly, 4.1.
Effects of exercise on disease and disorders – Part 2: Exercise and the brain. Grieco, C, and Reeder, M (2017).
NSCA Personal Training Quarterly, 4.2.
Effects of exercise on hypertension – Part 3. Grieco, C, & Reeder, M (2017). NSCA Personal Training Quarterly,
4.3.
Effects of exercise on osteoporosis – Part 4. Grieco, C, & Reeder, M (2017). NSCA Personal Training Quarterly,
4.4.
Evidence‐based guidelines for resistance training volume to maximize muscle hypertrophy. Schoenfeld, B, &
Grgic, J (2018). Strength and Conditioning Journal, 40(4), 107‐112.
Additional Resources / EXAM PREPARATION STUDY GUIDE 33

Fundamentals of resistance training: Progression and exercise prescription. Kraemer W.J., & Ratamess, N.A.
(2004). Medicine and Science in Sports and Exercise, 36(4):674‐688.
Long‐term athletic development and its application to youth weightlifting. Lloyd, R, Oliver, J, Meyers, R., Moody,
J, and Stone, M (2012). Strength and Conditioning Journal, 34(4), 55‐66.
Principles of exercise physiology: responses to acute exercise and long‐term adaptations to training. Rivera‐
Brown, A, and Frontera, W (2012). American Journal of Physical Medicine & Rehabilitation, 4(11), 797‐804.
Resistance Exercise for post‐myocardial infarction patients: current guidelines and future considerations. Ehlke,
K, and Greenwood, M (2006) Strength and Conditioning Journal, 28(6); 56‐62.
Resistance training adaptations, acute stretching responses, and more. Koziris, L, & Wathen, D (2005). Strength
and Conditioning Journal, 27(3), 46‐47.
Resistance training in children and young adults: A critical review. Shenouda, R, Wilson, M, & Fletcher, S (2016).
International Journal of Applied Exercise Physiology, 5(4).
Sedentariness, deconditioning, and practical considerations for personal trainers. Stebbing, G (2018) Personal
Training Quarterly, 5.3
Simplifying the rules to programming for special populations. Cormier, C (2017). Personal Training Quarterly,
4.4.
Strategies to improve the implementation of healthy eating, physical activity and obesity prevention policies,
practices or programmes within childcare services. Wolfenden, L, Barnes, C, Jones, J, Finch, M, Wyse, R, Kings‐
land, M, et al. (2020). Cochrane Database of Systematic Reviews, (2).
Strength training and aerobic exercise: comparison and contrast. Knuttgen, H (2007). The Journal of Strength
and Conditioning Research, 21(3), 973‐978.
Strength training for endurance athletes, Bazyler, C, Abbott, H, Bellon, C, Taber, C, Stone, M (2015) Strength
and Conditioning Journal, 37(2), 1‐12
Strength training prior to endurance exercise: Impact on the neuromuscular system, endurance performance
and cardiorespiratory responses. Conceição, M, Cadore, E, González‐Izal, M, Izquierdo, M, Liedtke, G, Wilhelm,
E, and Bottaro, M (2014). Journal of Human Kinetics, 44(1), 171‐181.
Summary: The National Strength and Conditioning Association Position Statement on Long‐Term Athletic De‐
velopment. Howard, R, Eisenmann, J, and Moreno, A (2019). Strength and Conditioning Journal, 41(2), 124‐126.
The basics of resistance training program design: Where do I start! Craig B, and Judge L (2009). Strength and
Conditioning Journal, 31(6):75‐77.
The National Strength and Conditioning Association’s basic guidelines for the resistance training of athletes.
Pearson D, Faigenbaum A, Conley M, and Kraemer W (2000). Strength and Conditioning Journal, 22(4):27.
The promotion of exercise for multiple sclerosis. Cashion, C, and Boyd, J (2019). Personal Training Quarterly,
6.3.
The role of exercise in anxiety and depression: Background and practical considerations. Stebbing, G (2018)
Personal Training Quarterly, 5.1.
The youth physical development model: A new approach to long‐term athletic development. Lloyd, R, & Oliver,
J (2012). Strength and Conditioning Journal, 34(3), 61‐72.
Training clients during pregnancy: Modifications and considerations. Paplinskie, S (2019). Personal Training
Quarterly, 6.1.

Underlying mechanisms and physiology of muscular power. Kraemer, W, & Looney, D (2012). Strength and
Conditioning Journal, 34(6), 13‐19.
Weightlifting: Program design. Stone M, Pierce K, Sands W, & Stone M (2006). Strength and Conditioning Jour‐
nal, 28(2):10‐17.
Techniques of Exercise
A review of the efficacy of weight training aids. Church J, Allen T, & Allen G (2016). Strength and Conditioning
Journal, 38(3):11‐17.
Biomechanics of sprint running: A review. Mero A, Komi P, & Gregor R (1992). Sports Medicine, 13(6):376‐392.
Limiting lower back injuries with proper technique and strengthening. Wheeler R (2015). Strength and Condi‐
tioning Journal, 37(1):18‐23.
The back squat part 2: Targeted training techniques to correct functional deficits and technical factors that limit
performance. Kushner, A, Brent, J, Schoenfeld, B, Hugentobler, J, Lloyd, R, Vermeil, A, et al. (2015). Strength
and Conditioning Journal, 37(2), 13.
Safety, Emergency Procedures, and Legal Issues
Avoiding liability as a fitness professional. Moore, L (2017). Personal Training Quarterly, 4.1.
Emergency response for foreseeable injuries is legally required. Herbert D (1994). Strength and Conditioning
Journal, 16(1):32‐33.
Liability considerations: Recent legal liability developments. Bartlett, C (1990). Strength and Conditioning Jour‐
nal, 12(2):28‐32.
Safety tips: Liability considerations for strength training facilities. Kroll B (1995). Strength and Conditioning Jour‐
nal, 17(6):16‐17.
The legal aspects: new standards, statements legal considerations for the fitness industry. Herbert D, & Eick‐
hoff‐Shemek J (2010). ACSM'S Health and Fitness Journal, 14(3):31‐33.
You be the judge: Liability for mere negligence. Herbert D (1994). Strength and Conditioning Journal, 16(6):27‐
27.
BOOKS
NSCA Publications:
Program Design. NSCA‐National Strength and Conditioning Association, Hoffman, J. (2012). Champaign, IL: Hu‐
man Kinetics Publishers.
Developing Agility and Quickness (2nd ed.). National Strength and Conditioning Association, & Dawes, J. (2018).
Champaign, IL: Human Kinetics, Inc.
Developing Endurance. National Strength and Conditioning Association, & Reuter, B. (2012). Champaign, IL:
Human Kinetics, Inc.

Developing Power. National Strength and Conditioning Association, & McGuigan, M. (2017). Champaign, IL:
Developing Speed. National Strength and Conditioning Association, & Jeffreys, I. (2013). Champaign, IL: Human
Kinetics, Inc.
Developing the Core. National Strength and Conditioning Association, & Willardson, J. (2013). Champaign, IL:
Other Publications:
Advanced Fitness Assessment and Exercise Prescription, (8th ed.) Gibson, A. L., Wagner, D., & Heyward, V.
(2018). Human Kinetics.
Advanced Personal Training: Science to Practice. Hough, P., & Penn, S. (Eds.). (2016). Taylor & Francis.
ACSM's guidelines for exercise testing and prescription. Pescatello, L. S., Riebe, D., & Thompson, P. D. (Eds.).
(2014). Lippincott Williams & Wilkins.
ACSM's Health/Fitness Facility Standards and Guidelines. Sanders, M. E., & American College of Sports Medi‐
cine. (2018). Human Kinetics.
ACSM's exercise management for persons with chronic diseases and disabilities, (4th ed.) Moore, G., Durstine,
J. L., Painter, P., & American College of Sports Medicine. (2016). Human Kinetics.
Designing Resistance Training Programs. Fleck, S. J., & Kraemer, W. (2014). Champaign, IL: Human Kinetics.
Exercise Physiology: Theory and Application to Fitness and Performance. Powers, S., & Howley, E. (2015). Bos‐
ton, MA: WCB/McGraw‐Hill Publishers.
Foundations of Sport and Exercise Psychology. Weinberg, R. S., & Gould, D. (2019). Champaign, IL: Human Ki‐
netics.
Functional Training. Santana, J. C. (2015). Human Kinetics.
High‐Powered Plyometrics. Radcliffe, J. C., & Farentinos, R. C. (2015). Champaign, IL: Human Kinetics.
Human Anatomy and Physiology. Marieb, E.N., & Hoehn, K. (2015). Redwood City, CA: Benjamin/Cummings.
Kinesiology: Scientific Basis of Human Motion. Luttgens, K., & Hamilton, N. (2011). New York, NY: McGraw‐Hill
Publishers.
Multiple Muscle Systems: Biomechanics & Movement Organization. Winters, J.M., & Woo, S.L.Y. (2012). New
York, NY: Springer‐Verlag.
Nutrition for Health, Fitness, and Sport. Williams, M.H. (2012). Boston, MA: McGraw‐Hill Publishers.
Physiology of Sport and Exercise. Willmore, J.R., & Costill, D.L. Kenney W.L. (2015). Champaign, IL: Human Ki‐
netics Publishers.
Principles of Human Anatomy. Tortora, G.J. (2013). New York, NY: John Wiley & Sons.
Strength and conditioning for young athletes: science and application. Lloyd, R. S., & Oliver, J. L. (Eds.). (2019).
Routledge.
Strength training past 50. Westcott, W. L., & Baechle, T. R. (2015). Human Kinetics.
Weight Training: Steps to Success. Baechle, T.R., & Earle, R.W. (2019). Champaign, IL: Human Kinetics.


SUPPLEMENTAL RESOURCES FOR ESSENTIALS OF PERSONAL
TRAINING 2ND ED.
Health Appraisal
ACSM's New Exercise Preparticipation Screening: Removing Barriers to Initiating Exercise*
New ACC/AHA High Blood Pressure Guidelines Lower Definition of Hypertension*
Client Assessment
Client assessments – Movement assessment. Flahie, D., (2019), Personal Training Quarterly 6.3 (Located in Ad‐
ditional Resources)
Client assessments – Postural assessment. Flahie, D., (2019), Personal Training Quarterly 6.1 (Located in Addi‐
tional Resources)
Immunological and hematological disorders
Rheumatoid Arthritis: www.cdc.gov/arthritis/basics/rheumatoid‐arthritis.html
Bloodborne Infectious Diseases: www.cdc.gov/niosh/topics/bbp/default.html
Sickle Cell Disease: www.cdc.gov/ncbddd/sicklecell/index.html
Lupus: www.cdc.gov/lupus/
Exercising with Lupus: www.lupus.org/resources/exercising‐with‐lupus
Fibromyalgia: www.cdc.gov/arthritis/basics/fibromyalgia.htm
Myalgic Encephalomyelitis and Chronic Fatigue Syndrome: www.cdc.gov/me‐cfs/
Exercise for Myalgic Encephalomyelitis and Chronic Fatigue Syndrome: ammes.org/exercise/
Hemophilia: www.cdc.gov/ncbddd/hemophilia/facts.html
Playing it Safe: Bleeding Disorders, Sports, and Exercise: www.hemophilia.org/sites/default/files/docu‐

ment/files/Playing‐It‐Safe_0.pdf
Alternative Training Activities
Augmenting the bench press with elastic resistance: Scientific and practical applications. Kuntz C.R., Masi M.,
Lorenz D. (2014). Strength and Conditioning Journal, 36(5):96‐102.
Coaching and implementing the tire flip exercise into a strength and conditioning program. Sellers J., and Ruedy
Z. (2015). Strength and Conditioning Journal, 37(6):109‐112.
The role of kettlebells in strength and conditioning: A review of the literature. Beardsley, C., Contreras, B.
(2014). Strength and Conditioning Journal. 36(3):64‐70.

Applications of Kettlebells in Exercise Program Design. Harrison, J.S., Schoenfeld, B., Schoenfeld, M.L., (2011).
Strength and Conditioning Journal. 33(6):86‐89.
Battle Rope Conditioning. Langford, E.L., Wilhoite, S., Collum, C.M., (2019). Strength and Conditioning Journal.
41(6):115‐121.
Please note that the provision of any supplemental articles is for educational purposes and not a direct indication
of what will be tested in the exam.


NSCA OFFICIAL DOCUMENTS

/ EXAM PREPARATION STUDY GUIDE 39

NSCA‐CPT DETAILED CONTENT OUTLINE
Effective: January 2019
Cognitive Level
Items
Total
R AP AN
I. CLIENT CONSULTATION & ASSESSMENT 8 18 6 32
A. Initial Interview
1. Determine compatibility between a client and a personal trainer
2. Administer a client‐personal trainer and/or a client‐personal trainer‐fitness facility agreement
3. Administer an informed consent and liability waiver form
4. Administer an assessment inventory on attitude and readiness
B. Medical History and Health Appraisal
1. Administer a detailed medical history/health appraisal form and a lifestyle questionnaire (including
exercise and injury history)
2. Obtain a medical release from the client’s primary physician, if necessary
3. Interpret medical history/health appraisal form and lifestyle questionnaire
4. Refer a client to and/or seek input from an appropriate healthcare professional based on information
in the medical history and health appraisal
5. Maintain a network of allied health care professionals
C. Fitness Evaluation
1. Conduct fitness evaluation including:
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. Conduct movement assessments
3. Conduct reevaluation and reassessment
4. Interpret the results of a health/fitness evaluation
5. Refer a client to and/or seek input from an appropriate healthcare professional

NSCA OFFICIAL DOCUMENTS / EXAM PREPARATION STUDY GUIDE 40

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, food log)
3. Communicate and educate using information from peer‐reviewed resources regarding general
nutrition, supplements, nutrient timing, hydration, and daily caloric needs
4. Recognize the signs and symptoms of disordered eating and eating disorders
5. Refer client to and/or seek input from an appropriate healthcare professional based on the basic
nutritional review results
Cognitive Level
Items
Total
R AP AN
II. PROGRAM PLANNING 19 14 12 45
A. Goal Setting
1. Establish needs and goals by discussing the results of an initial interview, medical history and health
appraisal, and fitness evaluation with a client
2. Establish needs and goals by discussing the results of dietary habit log with a client
3. Establish needs and goals by discussing health‐related lifestyle habits (e.g., smoking, alcohol use, drug
use) with a client
4. Determine the motivational/coaching techniques (e.g., reward system, reinforcement strategies,
mental imagery techniques, visualization, use of technology) that will be effective for a client
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
8. Determine program modifications based upon the results of reevaluation and reassessment
C. Training Adaptations
1. Explain exercise‐induced changes to body structures
a. muscles
b. tendons, ligaments, and connective tissue
c. bone and cartilage
d. adipose tissue (fat stores)
2. Explain exercise‐induced changes to body systems
a. neuromuscular
b. cardiorespiratory

c. metabolic
d. endocrine
e. psychological
D. Special Populations
1. Recognize and determine (if appropriate) the capacities and limitations of a client with a specialized
need or condition
a. age‐specific conditions (e.g., older adults, prepubescents, adolescents)
b. female‐specific conditions (e.g., prenatal, postpartum, postmenopausal)
c. individuals with psychological disorders/conditions (e.g., depression, disordered eating, eating
disorders)
d. individuals with orthopedic disorders/conditions (e.g., arthritis, osteoporosis/osteopenia,
amputations, musculoskeletal trauma, rhabdomyolysis)
e. individuals with cardiovascular disorders/conditions (e.g., hypertension, hyperlipidemia, post‐
cardiac rehabilitation, peripheral vascular disease, stroke)
f. individuals with metabolic disorders/conditions (e.g., overweight, obese, diabetes, metabolic
syndrome)
g. individuals with respiratory disorders/conditions (e.g., asthma, chronic obstructive pulmonary
disease)
h. individuals with genetic, cognitive or neurological disorders (e.g., epilepsy, multiple sclerosis,
cerebral palsy, spinal cord injuries, paralysis, Parkinson’s disease, Down’s syndrome, traumatic
brain injury, Alzheimer’s)
i. individuals training for a certain sport or competition (e.g., athletes)
j. individuals with fibromyalgia
k. individuals with cancer
l. individuals with immunological and hematological disorders (e.g. AIDS, HIV, chronic fatigue
syndrome, anemia, auto‐ immune disorders, bleeding or clotting disorders)
2. Modify the exercise program within the scope of medical recommendations (if appropriate) to
coincide with the limitation and capacities of a client with a specialized need or condition
3. Refer a client to and/or seek input from an appropriate health care professional based on the specific
needs of the client
Cognitive Level
Items
Total
R AP AN
III. TECHNIQUES OF EXERCISE 8 15 20 43
Evaluate exercise technique (including body position, speed/control of movement, movement/range of
motion, progression, cueing, muscular involvement, breathing, spotting/safety guidelines, and functional
movement*)
A. Machine Resistance Exercises (e.g., plate‐loaded, selectorized, hydraulic, air, friction, rod)
B. Free Weight Exercises (e.g., barbells, dumbbells)

C. Flexibility Exercises (e.g., static, ballistic, dynamic, PNF, active‐isolated stretching)
D. Calisthenics and Body Weight Exercises (e.g., yoga, pull‐up, push‐up, torso exercises, suspension training)
E. Sport‐specific/Performance‐related Activities (e.g., plyometrics, sprinting, agility drills, reaction)
F. Cardiovascular Machines (e.g., treadmill, stationary bike, rowing machine, stepping and climbing
machine, elliptical trainer, upper body ergometer)
G. Non‐machine Cardiovascular Activities (e.g., running, walking, swimming, aerobic dancing)
H. Alternative Training Activities (e.g., tire‐flipping, weighted carries, weighted bags, ropes, chains, stability
balls, kettlebells, medicine balls, resistance bands, balance, club, sled, manual resistance)
Cognitive Level
Items
Total
R AP AN
IV. SAFETY, EMERGENCY PROCEDURES, AND LEGAL ISSUES 7 11 2 20
A. Safety Procedures
1. Maintain exercise equipment
2. Establish an exercise environment consistent with industry standards
B. Emergency Response
1. Perform basic first aid consistent with industry standards
3. Implement a plan to respond to an emergency in an exercise facility (e.g., fire, environmental
disasters, medical situation, security threats)
C. Professional, Legal and Ethical Responsibility
1. Recognize litigation issues and circumstances
2. Maintain a professional client‐personal trainer relationship (all forms of communication)
3. Maintain client‐personal trainer confidentiality
4. Ensure documentation is obtained, maintained and secured relating to professional, legal, and ethical
responsibilities (e.g., incident reporting, PAR‐Q+, HIPAA, compliance, facility maintenance
requirements)

National Strength and Conditioning Association
Professional Code Of Ethics
The National Strength and Conditioning Association (NSCA) is committed to the principles of ethical behavior that
shall be followed by its Professionals.
The Professional Code of Ethics is intended to establish and maintain high standards and professionalism for
strength training, conditioning, and personal training professionals. It is for the protection of the public, the profes‐
sion, and the maintenance of the standards and principles of the NSCA. It is also intended to enhance the effective‐
ness of our organization in supporting its mission. Professionals must adhere to these standards of integrity and
honesty, encourage ethical behavior and report unethical behavior.
PRINCIPLES
The below principles are written generally and do not address every situation encountered by the strength training,
conditioning, and personal training professional. The circumstances of a situation will determine the interpretation
and application of a given principle as it relates to the Professional Code of Ethics.
1. Professionals shall respect the rights, welfare, and dignity of all individuals in the context of their professional
practice. To that end, Professionals shall…
1.1. not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity or
expression, national origin, age, disability, marital status, or citizenship.
1.1.1. provide competent, fair, and equal treatment to all individuals.
1.1.2. preserve the confidentiality of personal and privileged information of all individuals involved,
while remaining accountable.
1.2. not release any information to a third party not involved with the athlete’s or client’s care without a
written release unless required by law.

2. Professionals shall comply with all applicable laws, policies, and regulations in the context of their professional
practice. To that end, Professionals shall…
2.1. comply with all state, local, and federal laws.
2.2. be familiar and comply with the NSCA Bylaws and all applicable codes, policies, procedures, rules,
standards, and guidelines.
2.3. comply with all copyright laws and applicable publication standards.
2.4. not condone or engage in unethical behavior.
2.5. report allegations of unethical behavior.

3. Professionals shall maintain and promote high standards. To that end, professionals shall:
3.1. not misrepresent, either directly or indirectly, their skills, training, professional credentials, identity, or
services.
3.2. only provide services that they are qualified to provide through education or experience and which are
allowed by practice acts and other pertinent regulations.
3.3. refer athletes or clients to more qualified fitness, medical, or healthcare professional when appropriate.
EXAM PREPARATION STUDY GUIDE 44

3.4. maintain and promote ethical conduct in research and educational activities.
provide and maintain a safe and effective training environment.
3.5. accept responsibility for the use of sound judgment when working with their clientele.
3.6. strive to safeguard the well‐being of athletes and/or clients of certified individuals, and the public.
3.7. strive to remain current on practical and theoretical foundations through continuing education activities
and to continuously improve knowledge, skills, and techniques to protect the athlete or client from
injury.

4. Professionals shall not engage in any behavior or form of conduct that adversely reflects on the NSCA. To that
end, Professionals shall…
4.1. conduct themselves personally and professionally in a manner that does not compromise their
professional responsibility.
4.2. not place financial gain above the welfare of the NSCA, athletes or clients, and shall not in any
arrangement exploit the NSCA, athletes or clients.
4.3. not obtain or attempt to obtain certification by fraud, deception, or artifice.
4.4. not knowingly assist another person or other persons in obtaining or attempting to obtain certification
by fraud, deception, or artifice.
4.5. not engage in illegal use of a certification certificate or falsification of credentials, or any other NSCA
documents.
4.6. not engage in unauthorized use of any NSCA trademarks or designations.
4.7. not engage in unauthorized possession and/or distribution of any NSCA certification examination
materials to include copying and/or reproduction of any part, question, or problem of any certification
examination.
EXAM PREPARATION STUDY GUIDE 45
NATIONAL STRENGTH AND CONDITIONING ASSOCIATION
1885 BOB JOHNSON DRIVE | COLORADO SPRINGS, CO 80906
PH: 719 632-6722 | TF: 800 815-6826 | FX: 719 632-6367
NSCA.com

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NSCA-CERTIFIED PERSONAL TRAINER ®

4. SAFETY, EMERGENCY PROCEDURES, and LEGAL ISSUES 7 11 1 19

SURFACE STRATEGIC DEEP

Exercise Science‐Related Degree Internships/Practical Experience Approximate Length of Time

2. Obtain a medical release from the client’s primary physician, if necessary ...................... 3 2 1

d. body composition ........................................................................................................ 3 2 1

2. Conduct movement assessments ....................................................................................... 3 2 1

Playing it Safe: Bleeding Disorders, Sports, and Exercise: www.hemophilia.org/sites/default/files/docu‐

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