Deliver exercise sessions to improve individuals’ health and wellbeing
This element focuses on the practical and theoretical competencies required to safely plan and deliver exercise sessions tailored to individuals' needs in health and social care settings. Learners must integrate knowledge of relevant legislation, the physiological effects of exercise, and evidence-based programme design to promote physical and mental wellbeing. The application emphasises person-centred approaches, risk management, and effective communication to support individuals in achieving their health goals.
Assessment criteria
Topic Overview
The ProQual Level 2 Certificate in Healthcare and Social Care Support Skills provides foundational knowledge and practical skills for those beginning a career in health and social care. This qualification covers essential topics such as communication, safeguarding, person-centred care, and the principles of equality and diversity. It is designed to prepare learners for roles like care assistant, support worker, or healthcare assistant in settings such as care homes, hospitals, or domiciliary care.
Understanding this qualification is crucial because it ensures that care workers can provide safe, compassionate, and effective support to individuals with diverse needs. The curriculum aligns with the Care Certificate standards and the fundamental requirements of the Health and Social Care Act 2008. By mastering these skills, students build confidence in handling real-world scenarios, from assisting with personal care to recognising signs of abuse.
This certificate fits into the wider subject of health and social care as a stepping stone to further qualifications, such as the Level 3 Diploma in Adult Care. It emphasises the importance of teamwork, confidentiality, and professional boundaries, which are vital for delivering high-quality care in accordance with UK regulations and best practices.
Key Concepts
Core ideas you must understand for this topic
- →Person-centred care: Tailoring support to an individual's preferences, needs, and values, ensuring they are actively involved in decisions about their care.
- →Safeguarding: Protecting vulnerable adults and children from abuse, neglect, or harm, following local policies and the Care Act 2014.
- →Effective communication: Using verbal and non-verbal techniques, active listening, and adapting communication to meet the needs of individuals with sensory impairments or cognitive conditions.
- →Equality and diversity: Promoting equal opportunities and respecting differences in culture, religion, age, gender, disability, and sexual orientation, in line with the Equality Act 2010.
- →Duty of care: A legal obligation to act in the best interest of individuals, ensuring their safety and wellbeing while balancing their right to take risks.
Learning Objectives
What you need to know and understand
- Understand current legislation, national guidelines, policies, protocols and good practice related to delivering exercise sessions, Understand the role of exercise and its physical effects, Understand the principles and rationales for exercise programmes, Understand the use of exercise equipment, Be able to deliver exercise sessions
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating accurate identification of relevant legislation (e.g., Health and Safety at Work Act, Manual Handling Operations Regulations) and explaining how each applies when planning and delivering exercise sessions.
- Look for evidence that the learner explains the acute and chronic physiological effects of exercise (e.g., increased heart rate, improved muscular endurance) and links these to specific health benefits for the individual.
- Expect clear rationale for exercise selection based on assessed individual needs, goals, and any contraindications, referencing recognised guidelines (e.g., ACSM, NICE).
- Assess practical demonstration of safe and effective use of at least two types of exercise equipment, including correct setup, adjustment, and maintenance checks.
- Evidence must show that the learner delivered a person-centred exercise session, adapting communication and instruction style to the individual's cognitive and physical abilities, and recorded outcomes accurately.
Assessment Guidance
Guidance for achieving higher grades
- 💡Always anchor your answers in the specific legislation or guideline relevant to the described scenario; name the document and explain its application, not just its title.
- 💡When describing an exercise programme, demonstrate reasoning by linking each exercise to a specific goal, such as improving balance to reduce falls risk, and mention how you would monitor for adverse effects.
- 💡In practical assessments, verbalise your risk assessment and equipment checks as you perform them to show assessors your thought process.
- 💡For holistic health, integrate both mental and social wellbeing outcomes into your session plans, and be ready to discuss how you would adapt if the individual shows signs of distress or disinterest.
- 💡Use specific examples from care settings to illustrate your answers. For instance, when discussing communication, mention using picture cards for a person with dementia or a hearing loop for someone with hearing loss.
- 💡Always link your answers to relevant legislation or frameworks, such as the Care Act 2014, Mental Capacity Act 2005, or the Code of Conduct for Healthcare Support Workers. This shows depth of understanding.
- 💡In questions about safeguarding, clearly state the steps you would take: recognise, report, record, and refer. Avoid vague statements like 'tell someone' – specify the designated safeguarding lead or relevant authority.
Common Mistakes
Common errors to avoid in your coursework
- Confusing general physical activity guidelines with individualised exercise prescription, failing to tailor intensity, duration, and type to the person's specific health status.
- Overlooking the importance of obtaining informed consent and conducting pre-exercise screening/questionnaires, leading to unmanaged risk.
- Neglecting to check equipment for safety and cleanliness before use, or incorrectly adjusting it for the individual's body mechanics.
- Focusing only on physical benefits and ignoring the psychological and social benefits of exercise, missing opportunities for holistic support.
- Using technical jargon without ensuring the individual understands, which can reduce engagement and adherence.
- Misconception: Person-centred care means always doing what the individual wants. Correction: It involves balancing their preferences with professional judgment, safety, and available resources, and may require negotiation or compromise.
- Misconception: Confidentiality is absolute and cannot be broken. Correction: Confidentiality can be breached if there is a risk of harm to the individual or others, or if required by law (e.g., safeguarding concerns).
- Misconception: Equality means treating everyone the same. Correction: Equality involves recognising and accommodating differences to ensure fair access and outcomes, which may require treating people differently (e.g., providing a translator for a non-English speaker).
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for PROQUAL AWARDING BODY Deliver exercise sessions to improve individuals’ health and wellbeing
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic understanding of the health and social care sector, including common job roles and settings.
- •Familiarity with the principles of confidentiality and consent, as covered in introductory care courses or the Care Certificate.
- •Awareness of the importance of equality and diversity in everyday interactions.
Coursework AI Review
Self-check your coursework evidence against P/M/D criteria
Key Terminology
Essential terms to know
- Understand current legislation, national guidelines, policies, protocols and good practice related to delivering exercise sessions, Understand the role of exercise and its physical effects, Understand the principles and rationales for exercise programmes, Understand the use of exercise equipment, Be able to deliver exercise sessions
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