NETA Group Exercise Certification Exam with verified || || || || || || ||
detailed answers ||
5 roles of fitness professional - ✔✔-coach
|| || || || || ||
-instructor
-role model||
-leader
-facilitator
5 ideal qualities and characteristics of fitness professional - ✔✔-empathy
|| || || || || || || || ||
-life-long learner ||
-enthusiasm ||
-genuineness
-respectfulness
code of ethics (12) - ✔✔-respect rights, welfare, privacy and dignity of clients/coworkers/public
|| || || || || || || || || || || ||
-provide and maintain safe/effective environment
|| || || ||
-fair, equal and reasonable treatment of all
|| || || || || ||
-respect/maintain confidentiality of client info || || || ||
-do not diagnose and refer to more qualified prof
|| || || || || || || ||
-establish and practice professional boundaries || || || ||
-recognize and abide by scope of practice || || || || || ||
-strive to remain current on research through continuing education, conferences, home study and
|| || || || || || || || || || || || ||
networking
-represent credentials/certs in honest, accurate and appropriate
|| || || || || || ||
-comply with all laws || || ||
-avoid behavior that could be construed as conflict of interest
|| || || || || || || || ||
,-protect public from misrepresentations of health and fitness professionals
|| || || || || || || ||
NETA Group Exercise Cert is valid for how many years? - ✔✔2
|| || || || || || || || || || ||
How to renew cert? - ✔✔-complete 20 continuing education credits over that 2 year period
|| || || || || || || || || || || || || || ||
-of those 20 CECs, 6 must be from NETA
|| || || || || || || ||
-have valid CPR cert || || ||
6 tips to evaluate credibility of health and fitness info - ✔✔-source: .edu, .gov, .org; be cautious of
|| || || || || || || || || || || || || || || || ||
.com b/c commercial
|| || ||
-review: peer review or panel? reputable publications must receive approval
|| || || || || || || || ||
-author:credeintaled? expertise consistent of topic? conflicts of interest? || || || || || || ||
-references: provided? source of info credible? info based on research facts, evidence?
|| || || || || || || || || || ||
-facts: presented biasly? info plausible? be skeptical of ideas that deviate radically from accepted
|| || || || || || || || || || || || || ||
principles
-date: when published? current or outdated? seek updated versions
|| || || || || || || ||
What percentage of a message may be attributed to the following elements? What you say, how
|| || || || || || || || || || || || || || || ||
you say it, body language. - ✔✔7%-what you say, 38% how you say it 55% body language
|| || || || || || || || || || || || || || || ||
closed-ended question - ✔✔require brief responses such as yes or no; used when seeking factual
|| || || || || || || || || || || || || || ||
or objective info
|| ||
open-ended question - ✔✔uncover more subjective and emotionally-based info (opinions,
|| || || || || || || || || ||
feelings, beliefs) ||
6 different active listening skills (and define) - ✔✔-paraphrasing: restating using similar
|| || || || || || || || || || || ||
words/phrase arrangement ||
,-reflecting: stating what you heard with your own words/structure/assumption of underlying
|| || || || || || || || || || ||
meaning
-repeating: restating exactly the same words || || || || ||
-summarizing: stating key points in long thought/convo; used to close convo or transition || || || || || || || || || || || || ||
-minimal encouragers: words/short phrases to encourage the speaker to continue
|| || || || || || || || ||
-questioning: gather info using both open and closed-ended questions || || || || || || || ||
5 levels of transtheoretical model - ✔✔-precontemplation
|| || || || || || ||
-contemplation
-preparing
-action
-maintenance
precontemplation (stage of transtheoretical model) - ✔✔not thinking of habit change in || || || || || || || || || || || ||
foreseeable future; no perceived problem with current ways; often defensive
|| || || || || || || || ||
contemplation (stage of transtheoretical model) - ✔✔intentions of habit change, growing || || || || || || || || || || ||
awareness of advantages, but offset by perceived disadvantages and barriers; contradicting desires
|| || || || || || || || || || ||
"I may"
|| ||
preparing (stage of transtheoretical model) - ✔✔intentions of habit change within next month;
|| || || || || || || || || || || || ||
sporadic leisure-time physical activity; "I will"
|| || || || ||
action (stage of transtheoretical model) - ✔✔performing regular activity; "I am"
|| || || || || || || || || ||
maintenance (stage of transtheoretical model) - ✔✔sustained habit for 6 consecutive months,
|| || || || || || || || || || || ||
benefits fuel motivation; "I still am"
|| || || || ||
self-efficacy - ✔✔situational or task-specific self-confidence || || || || ||
, 4 factors that may influence an individual's self-efficacy - ✔✔-past performance
|| || || || || || || || || || ||
accomplishments (perception of success related to previously performed similar activities as
|| || || || || || || || || || ||
targeted behavior) ||
-mastery experiences (small achievements made in recent past/present that contribute to SE of
|| || || || || || || || || || || || ||
target behavior)||
-social modeling/vicarious experiences (observation of behavior/accomplishment of other
|| || || || || || || ||
individuals--similar to targeted behavior) || || ||
-social persuasion (verbal statements of encouragement, affirmation, positive reinforcement)
|| || || || || || || ||
SMART stands for - ✔✔Specific || || || ||
Measurable
Attainable
Realistic
Time-bound
action-oriented goal - ✔✔process and performance goals, short-term, focus on steps/actions to
|| || || || || || || || || || || ||
achieve desired outcome || ||
outcome-oriented goal - ✔✔long-term, related to outcome or result of consistent action/behaviors
|| || || || || || || || || || ||
two types of motivation - ✔✔intrinsic and extrinsic
|| || || || || || ||
intrinsic motivation - ✔✔originates internally for inherent pleasure, satisfaction, personal
|| || || || || || || || || ||
challenge
extrinsic motivation - ✔✔driven by external factors like money incentives, awards, competition
|| || || || || || || || || || || ||
or approval
||
detailed answers ||
5 roles of fitness professional - ✔✔-coach
|| || || || || ||
-instructor
-role model||
-leader
-facilitator
5 ideal qualities and characteristics of fitness professional - ✔✔-empathy
|| || || || || || || || ||
-life-long learner ||
-enthusiasm ||
-genuineness
-respectfulness
code of ethics (12) - ✔✔-respect rights, welfare, privacy and dignity of clients/coworkers/public
|| || || || || || || || || || || ||
-provide and maintain safe/effective environment
|| || || ||
-fair, equal and reasonable treatment of all
|| || || || || ||
-respect/maintain confidentiality of client info || || || ||
-do not diagnose and refer to more qualified prof
|| || || || || || || ||
-establish and practice professional boundaries || || || ||
-recognize and abide by scope of practice || || || || || ||
-strive to remain current on research through continuing education, conferences, home study and
|| || || || || || || || || || || || ||
networking
-represent credentials/certs in honest, accurate and appropriate
|| || || || || || ||
-comply with all laws || || ||
-avoid behavior that could be construed as conflict of interest
|| || || || || || || || ||
,-protect public from misrepresentations of health and fitness professionals
|| || || || || || || ||
NETA Group Exercise Cert is valid for how many years? - ✔✔2
|| || || || || || || || || || ||
How to renew cert? - ✔✔-complete 20 continuing education credits over that 2 year period
|| || || || || || || || || || || || || || ||
-of those 20 CECs, 6 must be from NETA
|| || || || || || || ||
-have valid CPR cert || || ||
6 tips to evaluate credibility of health and fitness info - ✔✔-source: .edu, .gov, .org; be cautious of
|| || || || || || || || || || || || || || || || ||
.com b/c commercial
|| || ||
-review: peer review or panel? reputable publications must receive approval
|| || || || || || || || ||
-author:credeintaled? expertise consistent of topic? conflicts of interest? || || || || || || ||
-references: provided? source of info credible? info based on research facts, evidence?
|| || || || || || || || || || ||
-facts: presented biasly? info plausible? be skeptical of ideas that deviate radically from accepted
|| || || || || || || || || || || || || ||
principles
-date: when published? current or outdated? seek updated versions
|| || || || || || || ||
What percentage of a message may be attributed to the following elements? What you say, how
|| || || || || || || || || || || || || || || ||
you say it, body language. - ✔✔7%-what you say, 38% how you say it 55% body language
|| || || || || || || || || || || || || || || ||
closed-ended question - ✔✔require brief responses such as yes or no; used when seeking factual
|| || || || || || || || || || || || || || ||
or objective info
|| ||
open-ended question - ✔✔uncover more subjective and emotionally-based info (opinions,
|| || || || || || || || || ||
feelings, beliefs) ||
6 different active listening skills (and define) - ✔✔-paraphrasing: restating using similar
|| || || || || || || || || || || ||
words/phrase arrangement ||
,-reflecting: stating what you heard with your own words/structure/assumption of underlying
|| || || || || || || || || || ||
meaning
-repeating: restating exactly the same words || || || || ||
-summarizing: stating key points in long thought/convo; used to close convo or transition || || || || || || || || || || || || ||
-minimal encouragers: words/short phrases to encourage the speaker to continue
|| || || || || || || || ||
-questioning: gather info using both open and closed-ended questions || || || || || || || ||
5 levels of transtheoretical model - ✔✔-precontemplation
|| || || || || || ||
-contemplation
-preparing
-action
-maintenance
precontemplation (stage of transtheoretical model) - ✔✔not thinking of habit change in || || || || || || || || || || || ||
foreseeable future; no perceived problem with current ways; often defensive
|| || || || || || || || ||
contemplation (stage of transtheoretical model) - ✔✔intentions of habit change, growing || || || || || || || || || || ||
awareness of advantages, but offset by perceived disadvantages and barriers; contradicting desires
|| || || || || || || || || || ||
"I may"
|| ||
preparing (stage of transtheoretical model) - ✔✔intentions of habit change within next month;
|| || || || || || || || || || || || ||
sporadic leisure-time physical activity; "I will"
|| || || || ||
action (stage of transtheoretical model) - ✔✔performing regular activity; "I am"
|| || || || || || || || || ||
maintenance (stage of transtheoretical model) - ✔✔sustained habit for 6 consecutive months,
|| || || || || || || || || || || ||
benefits fuel motivation; "I still am"
|| || || || ||
self-efficacy - ✔✔situational or task-specific self-confidence || || || || ||
, 4 factors that may influence an individual's self-efficacy - ✔✔-past performance
|| || || || || || || || || || ||
accomplishments (perception of success related to previously performed similar activities as
|| || || || || || || || || || ||
targeted behavior) ||
-mastery experiences (small achievements made in recent past/present that contribute to SE of
|| || || || || || || || || || || || ||
target behavior)||
-social modeling/vicarious experiences (observation of behavior/accomplishment of other
|| || || || || || || ||
individuals--similar to targeted behavior) || || ||
-social persuasion (verbal statements of encouragement, affirmation, positive reinforcement)
|| || || || || || || ||
SMART stands for - ✔✔Specific || || || ||
Measurable
Attainable
Realistic
Time-bound
action-oriented goal - ✔✔process and performance goals, short-term, focus on steps/actions to
|| || || || || || || || || || || ||
achieve desired outcome || ||
outcome-oriented goal - ✔✔long-term, related to outcome or result of consistent action/behaviors
|| || || || || || || || || || ||
two types of motivation - ✔✔intrinsic and extrinsic
|| || || || || || ||
intrinsic motivation - ✔✔originates internally for inherent pleasure, satisfaction, personal
|| || || || || || || || || ||
challenge
extrinsic motivation - ✔✔driven by external factors like money incentives, awards, competition
|| || || || || || || || || || || ||
or approval
||
