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Stott Practical Exam Assessment Guide, Cheat Sheet of Anatomy

Anatomy

Stott Practical Exam Assessment Guide

Typology: Cheat Sheet

2025/2026

Uploaded on 12/28/2025

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pa ge 17.1
EM-0010A B-3 INSTRU CTOR TRAINER ADMI N FORMS — STOTT P ILATES® [FEB 2025]
Teaching
Skill
6 Insufficient application
& knowledge
7 Limited application
& knowledge
8 Sufficient application
& knowledge
9 Considerable application
& knowledge
10 Extensive application
& knowledge
Postural
Analysis
verbalized findings
for few sections
ofchecklist
stated few findings
systematically &correctly
palpated few bony
landmarks correctly
verbalized findings
for less than half
ofsections of checklist
stated less than half of
findings systematically &
correctly
palpated less than halfof
bony landmarkscorrectly
verbalized findings
for approximately half
sections of checklist
stated partial findings
systematically &correctly
palpated partial bony
landmarks correctly
verbalized findings
for majority of sections of
checklist
stated majority of findings
systematically & correctly
palpated majority
of bony landmarks
correctly
verbalized findings
for all sections of
checklist correctly
stated all findings
systematically
& correctly
palpated all bony
landmarks correctly
Stated Focus
ofWorkout
did not relate focus
to findings of p.a.
stated generic focus with
no muscular emphasis
did not incorporate
client’s history
incorporated no
B.P.s into focus
related focus to few
findings of p.a.
stated generic focus with
little muscular emphasis
did not incorporate
client’s history
incorporated no
B.P.s into focus
related focus to
approximately half
findings of p.a.
gave partially accurate
muscular emphasis based
on approx.
half of p.a.
incorporated little of
client’s history
incorporated some of
B.P.s into focus
related focus to majority
of p.a.
gave accurate muscular
emphasis based on
majority of p.a.
incorporated client’s
history
incorporated majority of
B.P.s into focus
related focus
to full p.a.
gave accurate muscular
emphasis based on entire
p.a.
incorporated client’s
history
incorporated all
B.P.s into focus
Understanding
of the
Biomechanical
Principles
not clear on B.P.s
and their purpose
andimportance
not clear how to
incorporate into workout
taught and explained
little of each section of
B.P.s (see attached)
did not teach appropriate
type or adequate amount
of movements to
effectively have client
experience B.P.s
used no anatomical cues
to assist client
did not correct client
taught majority of points
for each section of B.P.s
(see attached) withpartial
explanation of what,
whyandhow
taught some appropriate
movement / exercises to
effectively haveclient
experience B.P.s
used little or no
anatomical cues and alot
of imagery to cue
missed corrections
required to assistclient
accurately taught points
in each section (see
attached)
explained the what,
why and how of
each B.P.s
taught appropriate
movement / exercises for
each B.P.s
cued and corrected client
through eachprinciple
with imagery and
anatomicalcues
taught all points
in each section
(seeattached)
explained the what, why
and how of
each B.P.s
taught appropriate
movement / exercises for
each B.P.s
used very clear and
conciseimagery
andanatomical cues
to assist client
cued and corrected
flawlessly
Programming
Skills
exercises chosen didnot
follow the statedfocus
exercises were not
appropriate for the
client’s physical ability and
goals (based onhistory)
program was not
well-rounded
program did not make
the best use ofthe
equipment involved
exercises chosen followed
few points from the
stated focus
few exercises were
appropriate for the
client’s posture, strengths
and mobility
program met few
goals of the client
program was slightly
well-rounded
program rarely made
the best use of the
equipment involved
some exercises chosen
followed the stated focus
some exercises were
appropriate for the
client’s physical ability
and goals
program sometimes
made the best use of the
equipment involved
most exercises chosen
followed the stated focus
most exercises were
appropriate for the
client’s physical ability
and goals
program often made
the best use of the
equipment involved
w all exercises chosen
followed the stated focus
w all exercises were
appropriate for the client’s
physical ability and goals
w program consistently
made the best use of the
equipment involved
Exam Assessment Guide
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Teaching Skill

6 Insufficient application & knowledge

7 Limited application & knowledge

8 Sufficient application & knowledge

9 Considerable application & knowledge

10 Extensive application & knowledge

Postural Analysis

verbalized findings for few sections of checklist stated few findings systematically & correctly palpated few bony landmarks correctly

verbalized findings for less than half of sections of checklist stated less than half of findings systematically & correctly palpated less than half of bony landmarks correctly

verbalized findings for approximately half sections of checklist stated partial findings systematically & correctly palpated partial bony landmarks correctly

verbalized findings for majority of sections of checklist stated majority of findings systematically & correctly palpated majority of bony landmarks correctly

verbalized findings for all sections of checklist correctly stated all findings systematically & correctly palpated all bony landmarks correctly

Stated Focus of Workout

did not relate focus to findings of p.a. stated generic focus with no muscular emphasis did not incorporate client’s history incorporated no B.P.s into focus

related focus to few findings of p.a. stated generic focus with little muscular emphasis did not incorporate client’s history incorporated no B.P.s into focus

related focus to approximately half findings of p.a. gave partially accurate muscular emphasis based on approx. half of p.a. incorporated little of client’s history incorporated some of B.P.s into focus

related focus to majority of p.a. gave accurate muscular emphasis based on majority of p.a. incorporated client’s history incorporated majority of B.P.s into focus

related focus to full p.a. gave accurate muscular emphasis based on entire p.a. incorporated client’s history incorporated all B.P.s into focus

Understanding of the Biomechanical Principles

not clear on B.P.s and their purpose and importance not clear how to incorporate into workout

taught and explained little of each section of B.P.s (see attached) did not teach appropriate type or adequate amount of movements to effectively have client experience B.P.s used no anatomical cues to assist client did not correct client

taught majority of points for each section of B.P.s (see attached) with partial explanation of what, why and how taught some appropriate movement / exercises to effectively have client experience B.P.s used little or no anatomical cues and a lot of imagery to cue missed corrections required to assist client

accurately taught points in each section (see attached) explained the what, why and how of each B.P.s taught appropriate movement / exercises for each B.P.s cued and corrected client through each principle with imagery and anatomical cues

taught all points in each section (see attached) explained the what, why and how of each B.P.s taught appropriate movement / exercises for each B.P.s used very clear and concise imagery and anatomical cues to assist client cued and corrected flawlessly

Programming Skills

exercises chosen did not follow the stated focus exercises were not appropriate for the client’s physical ability and goals (based on history) program was not well-rounded program did not make the best use of the equipment involved

exercises chosen followed few points from the stated focus few exercises were appropriate for the client’s posture, strengths and mobility program met few goals of the client program was slightly well-rounded program rarely made the best use of the equipment involved

some exercises chosen followed the stated focus some exercises were appropriate for the client’s physical ability and goals program sometimes made the best use of the equipment involved

most exercises chosen followed the stated focus most exercises were appropriate for the client’s physical ability and goals program often made the best use of the equipment involved

w all exercises chosen followed the stated focus w all exercises were appropriate for the client’s physical ability and goals w program consistently made the best use of the equipment involved

Exam Assessment Guide

Teaching Skill

6 Insufficient application & knowledge

7 Limited application & knowledge

8 Sufficient application & knowledge

9 Considerable application & knowledge

10 Extensive application & knowledge

Ability to Cue generic cueing no imagery no anatomical or tactile cues no cues enforced B.P.s no cues specific to client unable to articulate effectively to client

generic cueing little imagery few anatomical or tactile cues few cues enforced B.P.s few cues specific to client unable to articulate effectively to client

good variety of cues (imagery-based, tactile, anatomical) majority of cues enforced B.P.s majority of cues specific to client articulated effectively to client most of the time

good balance of cues (imagery-based, tactile, anatomical) majority of cues enforced B.P.s cues almost always specific to client

exceptional and accurate cueing well balanced combination of cues (imagery-based, tactile, anatomical) majority of cues enforced B.P.s cues always specific to client

Ability to Correct

unable to correct effectively unable to anticipate what may occur for each exercise unable to promote safe and conscious movement

unable to correct effectively most of the time or corrected effectively for very few exercises unable to anticipate what may occur for each exercise inconsistent promotion of safe and conscious movement

used appropriate tools to correct with adequate results and for adequate number of exercises has ability to anticipate what may occur for adequate number of exercises promoted safe and conscious movement adequately

ensured proper alignment and execution for majority of exercises has ability to anticipate what may occur for majority of exercises promoted safe and conscious majority of time

always ensured proper alignment and execution of exercises has ability to anticipate what may occur for each exercise promoted safe and conscious movement all of the time

Ability to Modify for Subject

modifications were not made to suit the needs of the client props were not used effectively to assist the execution of the exercise

few exercises were modified appropriately to suit the needs of the client props were seldom used effectively

some exercises were modified appropriately to suit the needs of the client props were sometimes used effectively

most exercises were modified appropriately to suit the needs of the client props were often used effectively

every exercise was modified appropriately to suit the needs of the client props were always used effectively

Knowledge of Content

poor knowledge of exercises (start positions, breath patterns, movement patterns ) unable to articulate exercise essences did not answer spot checks correctly

inconsistent knowledge of exercises (start positions, breath patterns movement patterns) exercise essences articulated little of the time did not answer spot checks correctly

knew adequate number of exercises (start positions, breath patterns, movement patterns) accurately articulated exercise essences an adequate amount of the time answered spot checks adequately

knew majority of exercises (start positions, breath patterns movement patterns) accurately articulated exercise essences majority of time answered majority of spot checks correctly

knew all exercises (start positions, breath patterns, movement patterns) accurately articulated exercise essences all of the time answered all spot checks correctly

Exam Assessment Guide cont’d