Exam Development


STEP #1
Role Delineation Study

In order to develop a content‐valid examination, the knowledge and skills necessary for competent practice in the profession must be determined. The process for identifying these competency areas is referred to as a Role Delineation Study (or Job Task Analysis), and these processes require the input from Subject Matter Experts (SMEs) from the field that represent different regions and schools. It is through the work of these SMEs and a dedicated psychometrician that the various domains and tasks related to the field are identified

The identifications of the group are later shared with a larger audience of practitioners for validation. Once completed, the role delineation study serves as the blueprint for examination construction.

STEP #2
Item Writing

The next step in the exam construction is Item Writing (or question writing) for the exam. Item Writers are chosen by the Chair of the Commission and must be current NPCP Certified Pilates Teachers with 5 years teaching experience and represent similar demographic characteristics as the candidate population. Using the exam blueprint and under the supervision of a dedicated psychometrician, Item Writers work to create the necessary number of questions to create or replenish new or existing forms (exams).

The NPCP developed two forms with 150 items (125 scored, 25 unscored). This examination is designed to assess minimally acceptable knowledge of the duties performed by Pilates teachers.

STEP #3
Passing Point Determination

A high‐quality examination must have a defensible passing score. That is, the score that separates passing examinees from failing examinees must be determined in a systematic and reasonable way.

To achieve this, a group of SMEs is chosen by the Certification Commission that includes individuals whose careers and professional qualifications indicated strong knowledge of Pilates teaching. Under the supervision of a dedicated psychometrician, the group works to establish data that the psychometricians can analyze and use to determine the passing point for the exam.

The Exam
Current Exam Blueprint

Domain I: Assessment/ EvaluationEvaluation 35.4%
  • Obtain medical, health, exercise history, and lifestyle information using questionnaires, interviews, and other records provided voluntarily by the client (e.g., medical records, former fitness records, previous Pilates programs) in order to evaluate the client and design a safe Pilates exercise program or to determine the need for a medical referral prior to commencement.
  • Task 2: Identify risk factors and comorbidities (e.g., medications, surgeries, injuries, systemic illness, physical disabilities, psychological disabilities) by reviewing information gathered that might preclude or limit participation in a Pilates exercise program without a medical release.
  • Task 3: Evaluate, discuss, determine, and prioritize goals with the client, based upon both subjective and objective information provided from assessment to create an effective Pilates exercise program.
  • Task 4: Identify muscular imbalances and asymmetries that may affect a client’s posture, movement, balance, and coordination using observation and movement assessment skills in order to develop an appropriate Pilates exercise program.
  • Task 5: Identify information that pertains to the special conditions of a client with a medical release in order to develop and design an appropriate Pilates exercise program.

Domain II: Teaching 46.3%
  • Task 1: Develop and design a client’s program incorporating Pilates methodologies (e.g., repertoire, philosophy) and movement science utilizing information gathered during the assessment to deliver a successful Pilates exercise program.
  • Task 2: Implement, progress, and modify a client’s program, incorporating Pilates methodologies (e.g., repertoire, philosophy) and movement science to optimize Pilates benefits for clients.
  • Task 3: Use individual and/or group Pilates teaching skills (e.g., verbal and tactile cueing, imagery, pacing, spotting, demonstration) to educate clients in appropriate and efficient exercise and movement technique as it pertains to the Pilates method.
  • Task 4: Employ comprehensive Pilates syllabus and philosophy to provide a healthy and safe movement session.
  • Task 5: Record the client’s ongoing progress using subjective and objective measures (e.g., chart, notes) to assure the Pilates program matches client’s status.
  • Task 6: Continually assess the client’s current status, adjust the Pilates program using observation and communication, and modify exercises for any special circumstances.
  • Task 7: Evaluate and adjust Pilates exercise environment (e.g., light source, noise level, room temperature, home programs) for client’s optimal learning experience.

Domain III: Reassessment 18.3%
  • Task 1: Periodically reassess and realign short and long-term Pilates program goals and content, using movement assessment skills and interactive discussion to match program with client’s level.
  • Task 2: Reassess client’s status following a hiatus from program (e.g., illness, accident, trauma, general deconditioning and/or change of teacher or studio) using movement assessment skills for both subjective and objective measures and conduct new intake, medical release, history, and evaluation as appropriate to establish current goals and to revise the program for a safe and effective Pilates exercise experience.
  • Task 3: Reassess client’s status and progress using subjective and objective measures to redirect client, if needed, toward a different learning environment (e.g., group classes, private instruction, home programs) in order to improve the learning experience.

STEP #1
Role Delineation Study

In order to develop a content‐valid examination, the knowledge and skills necessary for competent practice in the profession must be determined. The process for identifying these competency areas is referred to as a Role Delineation Study (or Job Task Analysis), and these processes require the input from Subject Matter Experts (SMEs) from the field that represent different regions and schools. It is through the work of these SMEs and a dedicated psychometrician that the various domains and tasks related to the field are identified

The identifications of the group are later shared with a larger audience of practitioners for validation. Once completed, the role delineation study serves as the blueprint for examination construction.




STEP #2
Item Writing

The next step in the exam construction is Item Writing (or question writing) for the exam. Item Writers are chosen by the Chair of the Commission and must be current NPCP Certified Pilates Teachers with 5 years teaching experience and represent similar demographic characteristics as the candidate population. Using the exam blueprint and under the supervision of a dedicated psychometrician, Item Writers work to create the necessary number of questions to create or replenish new or existing forms (exams).

The NPCP developed two forms with 150 items (125 scored, 25 unscored). This examination is designed to assess minimally acceptable knowledge of the duties performed by Pilates teachers.




STEP #3
Passing Point Determination

A high‐quality examination must have a defensible passing score. That is, the score that separates passing examinees from failing examinees must be determined in a systematic and reasonable way.

To achieve this, a group of SMEs is chosen by the Certification Commission that includes individuals whose careers and professional qualifications indicated strong knowledge of Pilates teaching. Under the supervision of a dedicated psychometrician, the group works to establish data that the psychometricians can analyze and use to determine the passing point for the exam.