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NASM|| Behavior || Change|| Specialist ||
exam|| with|| verified || answers
Employers || are || recognizing || not || only || the || need || for || increased || fitness || but || overall || health || in || their || employees. || This || has || led || to || the || rise || of || - || Correct || answer || ✔corporate || fitness || programs Guided || self-help || describes || - || Correct || answer || ✔a || professional-client || relationship || that || is || supportive, || positive, || and || goal-oriented || so || the || client || can || meet || challenges || along || the || way || to || achieving || goals. Both || the || OPT || (Optimum || Performance || Training || Model) || and || the || Stages || of || Change || are || different || from || traditional || models || of || behavior || change || because || - || Correct || answer || ✔they || take || an || individualized || approach || focusing || on || the || individual || client, || the || environment || in || which || he || or || she || is || placed, || and || what || they || are || capable || or || ready || to || do American || adults || have || become || more || and || more || overweight || over || the || years. || Most || recently, || approximately || what || percentage || of || adults || are || overweight || and || obese? || - || Correct || answer || ✔About || 1/3 || of || American || adults || are || obese || and || 2/3 || are || overweight. A || health || and || fitness || professional || working || with || a || client || on || injury || rehabilitation || generally || will || have || the || skills || necessary || to || deal || with || the || most || prevalent || problem || in || rehabilitation, || which || is || - || Correct || answer || ✔adherence/compliance || to || the || exercise || regimen || set || by || the || physical || therapist.
Health || and || Fitness || Professionals || specializing || in || Behavior || Change || need || to || abide || by || a || strict || code || of || ethics || with || their || clients. || One || important || aspect || of || behaving || in || an || ethical || manner || is || - || Correct || answer || ✔making || sure || that || they || are || working || within || their || specific || scope || of || practice || and || expertise. Coaching || in || the || wellness || area || is || defined || as || - || Correct || answer || ✔partnering || with || clients || in || a || thought-provoking || and || creative || process || that || inspires || them || to || maximize || their || personal || and || professional || potential. Occupations || such || as || personal || trainer || and || health || educator || have || grown || in || recent || years || primarily || due || to || - || Correct || answer || ✔an || increase || in || overweight || and || obesity || in || both || adults || and || teenagers. Certified || Personal || Trainers || that || have || specialized || in || behavior || change || can || use || behavior || change || skills || - || Correct || answer || ✔across || a || wide || variety || of || client || populations || because || the || principles || of || behavior || change || do || not || change || across || populations. Health || and || fitness || professionals || specializing || in || behavior || change || - || Correct || answer || ✔will || be || able || to || use || scientifically || validated || screening || and || intervention || techniques || in || a || guided || self-help || way || to || progress || clients || to || results. It || is || the || ultimate || goal || of || fitness || coaches || to || - || Correct || answer || ✔have || clients || develop || the || knowledge || and || skills || that || will || make || them || responsible || for || their || own || solutions.
The || term || "unconditional || positive || regard" || means || that || fitness || coaches || - || Correct || answer || ✔believe || that || the || client || has || the || capacity || to || grow || and || find || within || themselves || the || answers || that || they || need. Which || of || the || following || is || a || coaching || communication || competency? || - || Correct || answer || ✔Establishing || trust || and || rapport The || OSCAR || model || of || change || is || - || Correct || answer || ✔a || framework || for || coaching || engagement || which || provides || a || clear || structure || for || the || coaching || process. A || coach || in || the || helping || profession || - || Correct || answer || ✔b. || works || with || their || clients || to || aid || the || client || in || setting || realistic || goals, || making || appropriate || choices, || defining || a || program || that || will || help || the || client || reach || his || or || her || goals, || monitoring || progress, || and || offering || feedback. Transtheoretical || model || of || behavior || change || (TTM) || - || Correct || answer || ✔A || model || that || focuses || on || a || person's || readiness || to || change. || The || TTM || uses || stages || of || change || to || integrate || principles || and || processes || of || change || across || major || theories || of || psychological || change. Based || on || the || Symptoms || Checklist, || clients || experiencing || substantial || amounts || of || distress || are || at || risk || of || - || Correct || answer || ✔dropping || out || of || a || change-oriented || intervention || and || thus || may || need || more || modest || goals. Lazarus' || model || of || screening || is || multimodal || because || it || - || Correct || answer || ✔emphasizes || the || biological || aspects || of || humans || to || include || such || things || as || behaving, || thinking, || sensing, || expressing, || and || imagining.
Lazarus' || multimodal || screening || model || is || especially || helpful || to || fitness || professionals || because || it || - || Correct || answer || ✔can || help || determine || which || interventions || to || use || to || initiate || desired || changes || in || clients || without || actually || developing || a || formal || clinical || diagnosis. Lazarus' || multimodal || model || is || known || through || the || mnemonic || BASIC || ID. || This || stands || for || - || Correct || answer || ✔behavior, || affect, || sensation, || imagery, || cognition, || interpersonal, || and || drugs. What || do || scores || average || on || the || Problem || Checklist || for || individuals || seeking || counseling || and || those || in || the || normative || range, || respectively || - || Correct || answer || ✔individuals || seeking || counseling || averaged || scores || around || 50 || while || those || in || the || normative || range || averaged || around || 16. It || is || important || that || health || and || fitness || professionals || carefully || review || clients' || responses || on || the || Multimodal || Life || History || Inventory || because || - || Correct || answer || ✔it || establishes || the || health || professional's || level || of || interest || in || the || client || and || thus || helps || build || rapport || and || form || a || strong || bond || between || professional || and || client. Understanding || clients' || functioning || from || a || multimodal || perspective || can || help || determine || effective || behavior || change || strategies || by || - || Correct || answer || ✔allowing || fitness || professionals || to || identify || barriers || to || success || as || well || as || resources || that || can || be || used || to || promote || healthier || lifestyles. Most || doctors || and || researchers || recommend || losing || _____ || pounds || per || month || as || safe || and || reasonable. || - || Correct || answer || ✔ 8
goals || provide || feedback || in || terms || of || where || you || are || in || reaching || your || long-term || goals. To || increase || goal || commitment || fitness || professional || should || make || sure || that || clients || - || Correct || answer || ✔own || their || goals || via || having || input || on || setting || up || goals. Which || of || the || following || is || a || potential || problem || when || setting || goals? || - || Correct || answer || ✔Setting || too || many || goals || too || soon. Goal || setting || is || important || as || a || behavior || change || technique || - || Correct || answer || ✔when || the || goals || enhance || motivation || and || direct || attention || toward || goal || completion. A || wellness || professional || wanted || to || increase || the || amount || of || walking || a || client || did. || The || client || liked || to || socialize || with || friends || at || a || pub. || So || the || wellness || professional || suggested || that || to || get || to || the || pub || and || socialize || (the || likely || behavior) || the || client || should || walk || to || pub || (unlikely || behavior) || rather || than || drive. || This || is || an || example || of || - || Correct || answer || ✔Premacking Operant || conditioning || - || Correct || answer || ✔Learning || that || occurs || by || making || associations || between || voluntary || behaviors || and || their || consequences. Classical || conditioning || - || Correct || answer || ✔Learning || through || associations || between || a || neutral || environmental || stimulus || (a || conditioned || stimulus) || and || a || naturally || occurring || stimulus || (the || unconditioned || stimulus).
Behavior || therapy || is || - || Correct || answer || ✔the || application || of || principles || to || real || life || situations || derived || from || learning || theory || such || as || classical || and || operant || conditioning. Researchers || were || able || to || increase || the || percentage || of || correct || executions || of || different || tasks || in || football, || gymnastics, || and || tennis || by || focusing || on || using || modeling. || This || demonstrated || the || effectiveness || of || - || Correct || answer || ✔behavioral || coaching. A || sport || psychologist || had || a || bowler || track || the || correct || execution || of || elements || of || the || bowling || swing || (e.g., || grip, || follow || through, || balance) || or || problems || with || the || execution || of || these || elements. || This || is || an || example || of || - || Correct || answer || ✔self- monitoring Generalization || - || Correct || answer || ✔maintenance || of || behavior || change || across || time || and || circumstances. A || fitness || professional || removes || the || client's || least || favorite || exercise || from || their || next || session || when || the || client || adheres || to || his || or || her || nutrition || program. || This || is || an || example || of || - || Correct || answer || ✔negative || reinforcement. Contingency || contracting || - || Correct || answer || ✔The || use || of || explicit || agreements || specifying || expectations, || plans, || and/ || or || contingencies || for || the || behavior(s) || to || be || changed. Four || Phases || of || Behavioral || Contracting || - || Correct || answer || ✔Establish || Target || Behaviors || and || Settings
Stress || inoculation || - || Correct || answer || ✔education, || self-coping Which || of || the || Big || Five || personality || traits || (related || to || perseverance) || has || been || shown || in || research || to || be || particularly || important || in || health || management? || - || Correct || answer || ✔Conscientiousness According || to || Rational || Emotive || Therapy, || the || most || important || factor || which || influences || our || experiences || of || the || world || and || our || resulting || mood || is || our || - || Correct || answer || ✔Thoughts || and || interpretation Cognitive || behavior || therapy || is || unique || from || other || forms || of || therapy || in || that || - || Correct || answer || ✔focuses || on || interactions || of || thoughts || + || emotions || + || behaviors If || a || client || is || found || to || score || low || on || conscientiousness, || how || might || a || wellness || coach || help || the || client? || - || Correct || answer || ✔Provide || additional || hands-on || assistance || with || self-monitoring || and || planning. Five || Steps || of || Problem || Solving || - || Correct || answer || ✔1. || General || orientation || or || "set" ||
- || Problem || definition || and || formulation ||
- || Generation || of || alternatives ||
- || Decision || making ||
- || Verification
