CPD and Event opportunities

This series of courses introduces you to successful professionals from a variety of exercise professions. Hear them describe how they’ve contributed to the exercise community, why they are considered successful, what actions they took to achieve success, and the advice they have for anyone interested in pursuing a similar career.

In this episode, you will hear from David Harris. Starting his wellness career in 1994 as a personal trainer in New York City, David designed and developed detailed and successful programs for clients across a range of wellness interests. David became vice president of personal training for Equinox Fitness Clubs in 2001, rising to senior vice president of health and human performance and chairman of the Equinox Health Advisory Board by the time he left the company in 2019.

Currently, David is the owner of Nexus Bespoke Consulting alongside his partner, Marybeth Weiss, a company whose focus is on organizational consulting through diagnostics and leadership development combined with service design with a particular focus on the health sector, including clinical, wellness and fitness. David has also held high-level positions at FORME; Simon Sinek, Inc.; and the Institute of Functional Medicine.

1 CEC

Presented by Benjamin D. Boudreaux, PhD

The aim of this course is to introduce the concept of the 24-hour movement paradigm, consider the impact of sedentary time on health, and take away key factors of the movement prescription to reduce sedentary behavior. 

Moderate- to vigorous-intensity physical activity has an established preventive role in cardiovascular disease, type 2 diabetes, obesity, and some cancers. However, recent evidence suggests that sedentary time also negatively impacts cardiovascular and metabolic effects, regardless of whether adults meet physical activity guidelines. 

In this course, we present some of the emerging evidence for the negative effects of sedentary behavior, noting that such behavior is extremely common and likely to increase with further technological innovation. 

It is vital we consider the 24-hour movement paradigm and the impact of sedentary time on health, potentially including recommendations about too much sedentary time — or too few breaks from sedentary time — in physical activity and health guidelines. 

By the end of this course learners will be able to: 

1. Recall the 24-hour movement paradigm.
2. Recognize the impact of sedentary time on health.
3. Identify key factors of the prescription for sedentary behavior.

1 CEC

The aim of this course is to give the foundation of general exercise guidelines, define key terminology, review current general guidelines, and give recommendations for reducing the incidence and severity of exercise-related complications for primary and secondary prevention programs. 

This course outlines the basics of exercise guidelines, which provide evidence-based recommendations for the appropriate amount, intensity, and types of exercise that individuals should perform to promote and maintain their health and well-being. 

By the end of this course learners will be able to: 

1. Recall the foundation of general exercise guidelines. 

2. Define key terminology. 

3. Identify current general guidelines. 

4. Describe recommendations for reducing the incidence and severity of exercise-related complications for primary and secondary prevention programs. 

1 CEC

Presented by Benjamin D. Boudreaux, PhD

The aim of this course is to introduce sleep into the concept of the 24-hour movement paradigm, consider the impact of sleep on health, and take away key factors of the movement prescription to improve health. 

In the first course in this series, we considered the impact of sedentary behavior on health outcomes. But in the 24-hour movement paradigm, one also must consider the role of sleep. While sleep may not seem like physical inactivity, we do not “turn off” during sleep. In fact, some brain regions are more active during sleep than while we are awake, and some hormones are secreted selectively during sleep. 

We define sleep as a reversible behavioral state involving altered consciousness and reduced responsivity to external stimuli, usually occurring with closed eyes, behavioral inactivity and while recumbent, but the exact physiology of sleep remains a mystery. 

In this course, we will review the current understanding of sleep and its part in the 24-hour movement paradigm. We will answer these key questions: 

• How much sleep do I need? 
• What percentage of U.S. adults meet sleep recommendations? 
• What is one of the most common sleep disorders? 
• Is sleep associated with risk? 
• What are the stages of sleep? 
• Are physical activity and sleep related? 
• Are sedentary behavior and sleep related? 

By David Geslak, ACSM EP-C

An ACSM/Exercise Connection Autism Exercise Specialist certificate holder is an exercise professional, physical or adapted physical education teacher, physical therapist, recreational therapist, or special education professional (see below) who understands the needs and strategies used with autism when implementing an individual or group exercise program in a gym, home, or classroom setting.

The Autism Exercise Specialist CEC course is the prerequisite to the Autism Exercise Specialist Certificate. The CEC course involves completing Online Modules, which will establish the foundational framework of understanding autism, evidence-based teaching practices, and exercise program design to prepare you to work with those on the autism spectrum.

Once you receive the Certificate of Completion for the CEC course, you have earned 6.00 ACSM CECs and are now qualified to take the in-person workshop for the Autism Exercise Specialist Certificate. More information about the in-person workshops can be found at AutismExerciseSpecialist.com.

Learning Objectives:

The ACSM/EC Autism Exercise Specialist will be able to:

• use standard health assessment tools and when available, school-based or private assessments, to develop the foundation of client’s exercise program,

• develop exercise programs and demonstrate exercises by applying evidence-based teaching strategies for those with autism,

• lead and motivate individuals in both an individual and group setting,

• use various instructional strategies (e.g., visual supports, videos, technology) to promote physical activity,

• create a positive exercise experience and enhance social skills, and

• communicate to autism parents, special educators, and other professionals the value of exercise for the autism community.