Teacher Training Details

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This page has been updated as of December 2017.
More information on teacher training is on the Become a Teacher page.

Con­tin­u­ing Edu­ca­tion Infor­ma­tion — Per­sons need­ing Con­tin­u­ing Edu­ca­tion Cred­its with their pro­fes­sion­al orga­ni­za­tions will receive assis­tance in peti­tion­ing for cred­it. Among the orga­ni­za­tions pro­vid­ing past approval:

  • Amer­i­can Col­lege of Sports Med­i­cine (ACSM)
  • Amer­i­can Coun­cil on Exer­cise (ACE)
  • Amer­i­can Col­lege of Nurse Mid­wives (ACNM)
  • Amer­i­can Med­ical Asso­ci­a­tion (AMA)
  • Amer­i­can Dance Ther­a­py Asso­ci­a­tion (ADTA)
  • Asso­ci­a­tion of Women’s Health, Obstet­ric and Neona­tal Nurs­es (AWHONN)
  • Inter­na­tion­al Child­birth Edu­ca­tion Asso­ci­a­tion (ICEA)
  • Nation­al Strength and Con­di­tion­ing Asso­ci­a­tion (NSCA)
1. Basic DTP® Teacher Training & Certification

PDF Work­book and How To prac­ti­cal videos at DTP’s pri­vate YouTube loca­tions are the mate­ri­als pro­vid­ed to par­tic­i­pants. Cer­ti­fi­ca­tion requires fil­ing short video seg­ments demon­strat­ing the abil­i­ty to teach var­i­ous skills.

The Basic Teacher Train­ing includes class for­mat train­ing focused on achiev­ing pro­gram goals. Par­tic­i­pants learn to teach exer­cise units for Mind/Body skills, Core Strength, Range of Motion and fun Car­dio activ­i­ties. 4.5 Con­tact Hours.

Basic Training Content and Learning Objectives

Par­tic­i­pants will be able to…

…iden­ti­fy the nec­es­sary and suf­fi­cient com­po­nents of exer­cise that safe­ly and effec­tive­ly meet the goals and pri­or­i­ties of phys­i­cal activ­i­ty for this pop­u­la­tion, based on cur­rent research and the­o­ry, includ­ing:

• Mind/Body — Cen­ter­ing (bal­ance, core strength, abdom­i­nal breath­ing, asso­cia­tive focus)

• Relax­ation Response & Stress Man­age­ment

• Strength, Flex­i­bil­i­ty & Spe­cial Exer­cis­es, includ­ing kegels, birth squats, dias­ta­sis assessment,etc.

• Car­dio­vas­cu­lar Con­di­tion­ing

…demon­strate the abil­i­ty to teach these exer­cise com­po­nents for this pop­u­la­tion.

 

2. Study Course & Exam Certification (this course is being updated and will be available in mid-January 2018) 
This course is designed for per­sons requir­ing aca­d­e­m­ic knowl­edge con­cern­ing preg­nan­cy, birth, post­par­tum recov­ery and the phys­i­o­log­i­cal inter­ac­tions of these phe­nom­e­na with the com­po­nents of exer­cise. 12 Con­tact Hours.
Exam:

All mate­ri­als and the exam are in Eng­lish. The exam is pri­mar­i­ly mul­ti­ple choice. Pass­ing grade is 78%.

Preparatory Materials:

Pre-exam read­ing is the des­ig­nat­ed Study Course PDF Work­book and infor­ma­tion on pages of this web­site iden­ti­fied in the work­book. Work­book is sup­plied via e-mail.

The fol­low­ing text­book is help­ful in prepa­ra­tion.

Bookgraphic

Cowl­in, AF. 2002. Women’s Fit­ness Pro­gram Devel­op­ment. Human Kinet­ics. Chap­ters 1 — 11. At: Amazon.com.

Study Course Con­tent & Learn­ing Objec­tives:

Par­tic­i­pants suc­cess­ful­ly com­plet­ing the exam will be able to…

…locate valid, reli­able and rel­e­vant data and research find­ings about exer­cise for preg­nant women, post­par­tum women and moms & babies.

…iden­ti­fy and explain the sig­nif­i­cance of major phys­i­o­log­ic char­ac­ter­is­tics of preg­nan­cy, pre-labor signs, major events of labor and birth, the puer­peri­um and the extend­ed post­par­tum peri­od, as well as how they lead to the devel­op­ment of goals and pri­or­i­ties of phys­i­cal activ­i­ty for this pop­u­la­tion.

…describe appro­pri­ate types of phys­i­cal activ­i­ty for the pre/postnatal pop­u­la­tion.

…iden­ti­fy and explain major inter­ac­tions of exer­cise, preg­nan­cy and the post­par­tum peri­od; that is, areas in which preg­nan­cy influ­ences exer­cise mea­sure­ment, in which exer­cise has an impact on preg­nan­cy and its out­come, or both phe­nom­e­na occur simul­ta­ne­ous­ly, includ­ing:

• Car­dio­vas­cu­la­ture and Hemo­dy­nam­ics (pla­cen­tal devel­op­ment, shifts in car­dio­vas­cu­lar  mea­sure­ment, hypoten­sive or low blood pres­sure syn­dromes, hyper­ten­sive or high blood pres­sure dis­or­ders and utero­pla­cen­tal blood flow)

• Ther­moreg­u­la­tion — why we some­times feel hot and how our body cools in preg­nan­cy

• Metab­o­lism (hyper­in­su­line­mia, ges­ta­tion­al dia­betes, weight gain or loss, obe­si­ty, effects of eco­nom­ic or social issues, nutri­tion and type of work, stress, nor­mal ener­gy needs in preg­nan­cy and effects of meta­bol­ic shifts of preg­nan­cy on the immune sys­tem)

• Res­pi­ra­tion and Acid-Bal­ance

• Bio­me­chan­ics

• Psy­cho-Social phe­nom­e­na asso­ci­at­ed with preg­nan­cy and birth

• Fetal Respons­es

• Preg­nan­cy Out­comes

• Puer­peri­um and Extend­ed Post­par­tum peri­od (phys­i­o­log­ic and psy­choso­cial changes).

…iden­ti­fy the nec­es­sary and suf­fi­cient com­po­nents of exer­cise that safe­ly and effec­tive­ly meet the goals and pri­or­i­ties of phys­i­cal activ­i­ty for this pop­u­la­tion, based on cur­rent research and the­o­ry

…iden­ti­fy guide­lines for nutri­tion­al suf­fi­cien­cy for pre-con­cep­tion, preg­nant and breast­feed­ing women.

…demon­strate abil­i­ties to do ade­quate needs assess­ment, intake pro­ce­dures (includ­ing HIPAA mod­i­fi­ca­tions), acquire informed con­sent when col­lect­ing data on clients, lim­it lia­bil­i­ty, and eval­u­ate pro­gram out­comes for the pre/postnatal pop­u­la­tion.

…explain why and how to devel­op a sup­port­ive net­work of obstet­ri­cal and allied pro­fes­sion­als to serve as advi­sors, and how to effec­tive­ly mar­ket to the tar­get pop­u­la­tion.

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