Instruction, Communication, and Professional Practice
What this domain tests
Instruction, Communication, and Professional Practice tests how you teach and behave: cueing modalities, voice and pacing, class management, consent for touch, inclusive language, scope of practice, confidentiality, insurance, and emergency planning. Expect scenario questions about a student in pain, a late arrival, a mixed-level class, or a request for medical advice.
Core rules
- Use several cueing channels: verbal, visual demonstration, and-only with explicit consent-tactile. Say what you see, what to do, and why, in that order.
- Keep language inclusive and non-judgmental: "option" rather than "easy," "notice" rather than "feel the burn," and no comments about bodies.
- Stay in scope: do not diagnose, prescribe, or promise cures; refer to a physician or qualified professional when symptoms are outside your training.
- Get consent before any hands-on assist, avoid sensitive areas, and never adjust a student into pain.
- Manage the room: arrive early, check for injuries, state class norms, use a clear emergency plan, and keep music at a volume that lets you hear students.
Worked example
A new student reports wrist pain in plank. Reasoning: the teacher does not diagnose carpal tunnel or tendonitis; they ask when it hurts, offer a forearm plank or fists, reduce time in weight-bearing, and suggest a medical evaluation if pain persists. They document the modification and check in privately after class. The response respects scope, consent, and inclusion without singling the student out.
Traps
Adjusting without asking; using "no pain, no gain"; promising weight loss or medical benefits; ignoring a student who looks dizzy or distressed; talking over the music; treating a mixed-level class as one level; discussing a student's health in front of others.