Unit of competency Outline
Date retreived
22/07/2026 10:56 AM AWST
22/07/2026 10:56 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Apply motivational psychology to provide guidance on exercise behaviour and change to meet health and fitness goals
Apply motivational psychology to provide guidance on exercise behaviour and change to meet health and fitness goals
Unit of competency
National Code
SISFFIT416A
SISFFIT416A
State Code
D6232
D6232
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
28/09/2011
Field of Education
092103 - Sports Coaching, Officiating And Instruction
Original Release Date
28/09/2011
Nominal Hours
40
Description
This unit describes the performance outcomes, skills and knowledge required to analyse client behaviour and motivate clients to commence and adhere to a long term exercise plan.
Notes
Elements and Performance Criteria
1. Support clients to undertake exercise behaviour change.
- 1.1. Obtain information about the client's current exercise behaviour and their attitude towards exercise to determine the stage of readiness to make a behaviour change.
- 1.2. Show sensitivity to cultural and social differences.
- 1.3. Assess the level of motivation, commitment and confidence of the client to change attitudes, beliefs and behaviour.
- 1.4. Identify client's perceived barriers to exercise and other factors that may impact negatively on the success of an exercise behaviour change.
- 1.5. Identify suitable strategies to motivate exercise behaviour change based on behaviour change models, processes of change, evidence based research and client characteristics.
- 1.6. Develop a plan for behaviour change including suggested behavioural modifications relevant to the client.
- 1.7. Reinforce positive beliefs and behaviours.
- 1.8. Emphasise short and long term benefits of regular exercise to encourage exercise behaviour change.
2. Implement strategies to improve client exercise adherence
- 2.1. Demonstrate an understanding of the determinants of exercise adherence that influence an individual's behaviour.
- 2.2. Identify and implement a variety of strategies suited to the client to improve exercise adherence based on personal and situational factors.
- 2.3. Provide guidelines for improving exercise adherence.
- 2.4. Implement effective goal setting to support clients to adhere to long term exercise behaviour.
- 2.5. Monitor and review progress regularly to reinforce efforts.
- 2.6. Recognise ongoing barriers to continuation of long term exercise and provide motivational strategies as appropriate.
- 2.7. Assess changes in behaviour in collaboration with the client to determine the effectiveness of the strategies implemented and make appropriate adjustments.
- 2.8. Recognise common reasons for discontinuation of an exercise program and apply strategies to overcome setbacks.
- 2.9. Apply basic counselling approaches to motivate clients to increase their exercise adherence.
3. Apply a variety of motivational techniques when training clients.
- 3.1. Tailor motivational strategies to suit individual client psychological needs based on personal and situational factors.
- 3.2. Use effective verbal and nonverbal communication skills when instructing clients to optimise motivation and performance.
- 3.3. Identify arousal levels and use arousal control techniques and apply arousal and anxiety theory to enable the modification of client exercise behaviour.
- 3.4. Provide positive reinforcement and feedback to clients to positively influence exercise behaviour.
- 3.5. Use personal attitudes and values to positively influence clients exercise adherence and behaviour.
- 3.6. Increase confidence in clients to help them cope with increased stress and anxiety.
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Behaviour change models may include but are not restricted to:
health belief model
transtheoretical model
motivational change model
social cognitive model
theory of planned behaviour
relapse prevention model.
Processes of change may include:
cognitive processes
behavioural processes.
Cultural and social difficulties may include:
modes of greeting, farewelling and conversation
body language, including use of body gestures
formality of language
clothing.
Strategies to improve exercise adherence may include:
prompts
contracting
perceived choice
reinforcement
feedback
rewards
self monitoring
goal setting
social support
decision balance sheet
physical setting
exercise variety
minimised discomfort and injury
group training
enjoyment
periodic fitness and health assessment
progress charts.
Determinants of exercise adherence may include:
personal factors:
demographic variables
cognitive variables
personality variables
behaviours
cultural
environmental factors:
social environment
physical environment
physical activity characteristics:
exercise intensity and duration
group vs. individual activity
type
instructor or trainer qualities.
Barriers to exercise may include:
lack of time
lack of energy
lack of motivation
excessive cost
illness or injury
feeling uncomfortable
lack of skill
fear of injury
fear of safety
lack of child care
insufficient access
lack of support
lack of transportation.
Basic counselling approaches may include:
active listening
body language
tone
asking questions
paraphrasing
summarising
note taking.
Information about client's attitude towards exercise may include:
client expectations
coping techniques
defence mechanisms
belief systems and values
social support systems
stage of readiness for change.
Stage of readiness for change may include:
precontemplation
contemplation
preparation
action
maintenance
relapse.
Goal setting may include:
short, medium and long terms goals
SMART goals
specific
measurable
achievable
realistic
time appropriate
outcome, process and performance goals
goal achievement strategies
goal support
evaluation and feedback
recording goals
linked to personality and motivation.
Arousal and anxiety theory may include:
drive theory
inverted 'u' hypothesis
individual zones of optimal functioning
catastrophic model
multidimensional anxiety theory
reversal theory.
Arousal control techniques may include:
anxiety management
progressive relaxation
stress management
visualisation
self talk.
Components of motivation may include:
direction of effort
intensity of effort
persistence of behaviour.
Verbal communication may include:
voice
inflection
emphasis
fluency
tone
tempo
resonance.
Non verbal communication may include:
body language
movement
facial expression
eye contact
gestures
posture
sign language
touching.
Behaviour change may include:
changes to exercise behaviour
changes to dietary intake
lifestyles changes.
Personal and situational factors may include:
personality
self concept
habits
lifestyle
family situation.
Behaviour change models may include but are not restricted to:
health belief model
transtheoretical model
motivational change model
social cognitive model
theory of planned behaviour
relapse prevention model.
Processes of change may include:
cognitive processes
behavioural processes.
Cultural and social difficulties may include:
modes of greeting, farewelling and conversation
body language, including use of body gestures
formality of language
clothing.
Strategies to improve exercise adherence may include:
prompts
contracting
perceived choice
reinforcement
feedback
rewards
self monitoring
goal setting
social support
decision balance sheet
physical setting
exercise variety
minimised discomfort and injury
group training
enjoyment
periodic fitness and health assessment
progress charts.
Determinants of exercise adherence may include:
personal factors:
demographic variables
cognitive variables
personality variables
behaviours
cultural
environmental factors:
social environment
physical environment
physical activity characteristics:
exercise intensity and duration
group vs. individual activity
type
instructor or trainer qualities.
Barriers to exercise may include:
lack of time
lack of energy
lack of motivation
excessive cost
illness or injury
feeling uncomfortable
lack of skill
fear of injury
fear of safety
lack of child care
insufficient access
lack of support
lack of transportation.
Basic counselling approaches may include:
active listening
body language
tone
asking questions
paraphrasing
summarising
note taking.
Information about client's attitude towards exercise may include:
client expectations
coping techniques
defence mechanisms
belief systems and values
social support systems
stage of readiness for change.
Stage of readiness for change may include:
precontemplation
contemplation
preparation
action
maintenance
relapse.
Goal setting may include:
short, medium and long terms goals
SMART goals
specific
measurable
achievable
realistic
time appropriate
outcome, process and performance goals
goal achievement strategies
goal support
evaluation and feedback
recording goals
linked to personality and motivation.
Arousal and anxiety theory may include:
drive theory
inverted 'u' hypothesis
individual zones of optimal functioning
catastrophic model
multidimensional anxiety theory
reversal theory.
Arousal control techniques may include:
anxiety management
progressive relaxation
stress management
visualisation
self talk.
Components of motivation may include:
direction of effort
intensity of effort
persistence of behaviour.
Verbal communication may include:
voice
inflection
emphasis
fluency
tone
tempo
resonance.
Non verbal communication may include:
body language
movement
facial expression
eye contact
gestures
posture
sign language
touching.
Behaviour change may include:
changes to exercise behaviour
changes to dietary intake
lifestyles changes.
Personal and situational factors may include:
personality
self concept
habits
lifestyle
family situation.
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
provides individualised strategies to promote a positive exercise behaviour change in clients
implements effectively a range of short and long term motivational strategies suited to the individual client and the exercise situation
utilises appropriate motivational theory in exercise situations when instructing clients
demonstrates effective use of verbal and non verbal aspects of communication to motivate clients
analyse the physical environment of a fitness venue and how that impacts on client behaviour, then adopt appropriate motivational techniques that meet the needs of the client
demonstrates appropriate manner, empathy and patience when working with clients embarking on a behaviour change.
Context of and specific resources for assessment
Assessment must ensure demonstration of skills over a period of time within a facility where a variety of exercise modes and equipment are available to support exercise behaviour change.
Assessment must also ensure access to:
a range of clients of different ages and with different client needs
appropriate documentation and resources normally used in the workplace, such as organisational policies and procedures
demonstration of skills on sufficient occasions to determine competence in implementing a variety of motivational strategies to effect behaviour change and exercise adherence.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
observation of consulting with clients to determine personal and situational factors affecting client's exercise behaviour and attitude towards exercise, providing guidance about exercise behaviour and adherence, and implementing suitable motivational strategies when training clients
observation of dealing effectively with a range of contingencies such as poor performance, discontinuation of exercise and client setbacks
oral or written questioning to assess knowledge of the motivational psychology theory
third-party reports from a supervisor detailing work performance.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
SISFFIT420A Plan and deliver exercise programs to support desired body composition outcomes
SISFFIT421A Plan and deliver personal training
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
provides individualised strategies to promote a positive exercise behaviour change in clients
implements effectively a range of short and long term motivational strategies suited to the individual client and the exercise situation
utilises appropriate motivational theory in exercise situations when instructing clients
demonstrates effective use of verbal and non verbal aspects of communication to motivate clients
analyse the physical environment of a fitness venue and how that impacts on client behaviour, then adopt appropriate motivational techniques that meet the needs of the client
demonstrates appropriate manner, empathy and patience when working with clients embarking on a behaviour change.
Context of and specific resources for assessment
Assessment must ensure demonstration of skills over a period of time within a facility where a variety of exercise modes and equipment are available to support exercise behaviour change.
Assessment must also ensure access to:
a range of clients of different ages and with different client needs
appropriate documentation and resources normally used in the workplace, such as organisational policies and procedures
demonstration of skills on sufficient occasions to determine competence in implementing a variety of motivational strategies to effect behaviour change and exercise adherence.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
observation of consulting with clients to determine personal and situational factors affecting client's exercise behaviour and attitude towards exercise, providing guidance about exercise behaviour and adherence, and implementing suitable motivational strategies when training clients
observation of dealing effectively with a range of contingencies such as poor performance, discontinuation of exercise and client setbacks
oral or written questioning to assess knowledge of the motivational psychology theory
third-party reports from a supervisor detailing work performance.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
SISFFIT420A Plan and deliver exercise programs to support desired body composition outcomes
SISFFIT421A Plan and deliver personal training
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C7909 | SRFFIT012B | Utilise an understanding of motivational psychology with fitness clients | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AVD45 | SISFFIT016 | Provide motivation to positively influence exercise behaviour | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D438 | SIS40210 | Certificate IV in Fitness | Qualification |