NSCA CPT practice test

D

1. A. Reassure the client that most members are too busy to notice others

   Reassurance offered before the concern is understood can sound dismissive and suggests the feeling is not valid.

2. B. Ask whether training at quieter off-peak times would feel more comfortable

   This is a closed, leading question: it assumes crowding is the cause before the client has described what feels judgmental.

3. C. Start with the fitness assessment so goals rest on data

   Testing first skips rapport-building and can intensify the feeling of being evaluated.

4. D. Ask what has made gym settings feel that way

   An open question lets the client explain the concern in their own words. That builds rapport and shows the trainer what actually needs to change before any solution is offered.

A

1. B. Use a submaximal test instead of a maximal test

   Lowering the test intensity still imposes exertion before an unexplained warning sign is evaluated.

2. C. Refer for medical evaluation, and test now with close heart-rate monitoring

   Referral is right, but testing before the evaluation still exposes the client to exertion while the cause is unknown.

3. D. Test after a longer warm-up with RPE monitoring

   A longer warm-up and RPE monitoring do not substitute for medical evaluation.

4. A. Postpone testing and refer for medical evaluation

   Unexplained chest discomfort with exertion is a sign suggestive of cardiovascular disease. Testing and training wait until a physician has evaluated the client and given clearance, even if the client feels well now.

C

1. A. Wrap the standard cuff with extra overlap so it sits snugly

   Extra overlap does not shrink the bladder; an oversized bladder still tends to underestimate blood pressure.

2. B. Use the standard cuff and expect the reading to run high

   An oversized cuff tends to read low, not high.

3. D. Take readings on both arms with the standard cuff and average them

   Averaging readings taken with the wrong cuff keeps the same sizing error.

4. C. Use a smaller validated cuff matched to the arm circumference

   A cuff that is too large for the arm tends to underestimate blood pressure. A smaller validated cuff sized to the measured circumference gives an interpretable reading.

A

1. B. A thorough general warm-up, then proceed directly to the high-load test

   A warm-up is needed, but going straight to high-load testing skips familiarization with an unpracticed lift.

2. C. A 1RM attempt on a machine version of the lift

   A machine 1RM is still a maximal test and does not build skill in the target lift.

3. D. Two practice singles at a near-maximal load

   Near-maximal singles are high-load testing, not familiarization.

4. A. Technique practice, then a submaximal repetition test

   A client who has never practiced the lift needs familiarization sessions before high-load testing. A submaximal repetition test then gives a safer, more interpretable baseline.

C

1. A. Attribute the weaker side to a past ankle sprain

   Assigning a past-injury cause is speculation the screen does not support.

2. B. Record the asymmetry and add extra sets for the weaker side straight away

   Recording is right, but adding volume before testing what changes the asymmetry assumes a strength deficit the screen did not show.

3. D. Refer to a physical therapist to diagnose the asymmetry

   Referral is for pain or suspected injury; a symptom-free asymmetry is within the trainer's scope to train.

4. C. Record the asymmetry and test which training factors change it

   An asymptomatic side-to-side difference is a performance finding the trainer can describe and train. Diagnosis or injury prediction is beyond what the screen supports.

A

1. B. Lower the targets on the client's behalf to ease the pressure

   Easing targets may help, but deciding for the client skips the discussion of what drives the stress and what support exists.

2. C. Referral to a psychologist before further sessions

   Feeling overwhelmed is not by itself a reason to pause training for referral; exploring first shows whether one is needed.

3. D. Teach a breathing technique to use when the client feels overwhelmed

   A coping skill may help in the moment but does not address how the plan fits the client's current load.

4. A. How stress, recovery, and support affect the current plan

   Exploring how stress, recovery, and support interact with the training targets lets the client and trainer adjust the plan together and identify whether other help is needed.

A

1. B. The test steps and risks, with stopping allowed if symptoms appear

   Steps and risks belong in the explanation, but the right to stop is unconditional, not limited to symptoms.

2. C. The test's benefits, so the client stays motivated to finish

   Emphasizing benefits without risks and withdrawal rights is not informed consent.

3. D. That the signed waiver covers stopping and injury concerns

   A waiver is not an explanation; consent depends on the client understanding the test.

4. A. The test steps, risks, alternatives, and the right to stop

   Informed consent requires explaining procedures, foreseeable risks and discomforts, alternatives, and that participation is voluntary, including the right to stop at any point.

C

1. A. 1.67 kg-force/kg

   This reverses the ratio (70 / 42 = 1.67).

2. B. 60.00 kg-force/kg

   This expresses the ratio as a percentage (60%) while keeping the ratio unit.

3. D. 0.27 kg-force/kg

   This divides by body weight in pounds (42 / 154 = 0.27) instead of kilograms.

4. C. 0.60 kg-force/kg

   Relative grip = grip / body mass = 42 / 70 = 0.60 kg-force per kg.

A

1. B. 67–85% 1RM, 6–12 reps per set, 30–90 s rest

   This is the NSCA hypertrophy range.

2. C. ≤67% 1RM, ≥12 reps per set, ≤30 s rest

   This is the NSCA muscular-endurance range.

3. D. ≥85% 1RM, ≤6 reps per set, 30–60 s rest

   The load and repetitions fit, but 30 to 60 seconds is too little rest to repeat heavy sets at high quality; strength work uses 2 to 5 minutes.

4. A. ≥85% 1RM, ≤6 reps per set, 2–5 min rest

   NSCA guidelines for maximal strength: loads of at least 85% 1RM for 6 or fewer repetitions, 2 to 6 sets, with 2 to 5 minutes of rest so each set is performed with high force.

B

1. A. Keep the load and add reps until the client reaches 20 per set

   Continuing to add repetitions moves the stimulus toward muscular endurance and away from the planned repetition range.

2. C. Increase the load about 10–15% and recheck reps and form

   A 10–15% jump is larger than routine progression and is likely to drop the client well below the target repetitions.

3. D. Retest 1RM first, then raise the load from the new value

   A maximal test is not needed to make a routine progression; repetition performance already shows readiness.

4. B. Increase the load about 2.5–5% and recheck reps and form

   Exceeding the top of the target range with good form over consecutive sessions meets the NSCA 2-for-2 guideline, so a small load increase is appropriate; repetitions and technique are then checked at the new load.

B

1. A. Change one variable at a time, judging each by next-day soreness

   Changing one variable is right, but soreness does not measure aerobic capacity; heart rate, RPE and pace at a given workload do.

2. C. Raise intensity, duration and frequency together, then retest

   Changing three variables together may improve fitness, but the retest cannot show which change was responsible.

3. D. Retest aerobic capacity weekly without changing the plan

   Frequent testing without a planned change measures fitness but does not test any adjustment.

4. B. Change one variable at a time and track heart rate, RPE and pace

   Changing one variable at a time while tracking heart rate, RPE and pace shows which adjustment produced the response, so later decisions are based on evidence.

C

1. A. Keep session length and set up an attendance reward system

   Rewards target motivation, but the stated barrier is session length.

2. B. Cut rest periods to 30 s so the full program still fits

   Very short rests change the training stimulus and add fatigue; the program's goal may no longer be met.

3. D. Same session length, once a week

   Dropping to once a week reduces frequency, which lowers weekly training without fixing session length.

4. C. Shorter sessions that keep the key exercises

   Session length is the barrier. Shortening sessions and keeping the highest-priority exercises preserves the main training effect while making attendance realistic.

B

1. A. Neutral-spine machine work only, avoiding standing and balance exercises

   Neutral spine meets the precaution, but dropping standing and balance work removes the bone loading and fall-risk training this client needs.

2. C. Light weighted sit-ups through a short range

   Weighted sit-ups load spinal flexion even through a short range.

3. D. A rowing machine with full forward reach at the catch

   A full forward reach at the catch flexes the spine toward end range under load.

4. B. Neutral-spine squats, hinges and balance work

   The clinician's precaution is to avoid loaded end-range spinal flexion. Neutral-spine strength and balance work trains the client within that limit.

B

1. A. Ask the clinician to clarify, and meanwhile use the client's pre-injury lower-body program

   Clarifying is right, but the pre-injury program ignores the weight-bearing restriction that already applies.

2. C. Increase weight bearing weekly on a trainer-set schedule

   Progressing weight bearing is a clinical decision, not something the trainer schedules.

3. D. Use bodyweight exercises, since they add no external load

   Bodyweight exercises still place full body weight through the limb, which is exactly what the restriction limits.

4. B. Exercises within the limits; clarify anything unclear

   The clinician's weight-bearing restriction defines what the limb may tolerate now. The trainer selects exercises within that restriction and checks with the clinician when anything is unclear; progression of weight bearing is the clinician's decision.

D

1. A. 42.0 kg

   This multiplies by the complementary 35% (120 × 0.35), the portion below 1RM rather than the target percentage.

2. B. 184.6 kg

   This divides by 0.65 (120 ÷ 0.65), the step used to estimate 1RM from a known submaximal load; the result exceeds the 1RM.

3. C. 55.0 kg

   This subtracts 65 percentage points from 120 kg as if they were kilograms.

4. D. 78.0 kg

   Target load = 1RM × percentage = 120 × 0.65 = 78.0 kg.

C

1. A. 6.0 min

   6.0 min divides 600 s by 100, a decimal-minute slip.

2. B. 8.8 min

   8.8 min (525 s) subtracts the final 75-second rest, although the stem includes it.

3. D. 6.3 min

   6.3 min (375 s) counts the five rest periods and omits the 45-second work bouts.

4. C. 10.0 min

   5 × (45 + 75) = 600 s; 600 ÷ 60 = 10.0 min, with the last rest included as stated.

A

1. B. Knee flexion as the hamstrings shorten

   Hamstring shortening flexes the knee; the knee is straightening during the ascent.

2. C. Knee flexion controlled by lengthening quadriceps

   Knee flexion with eccentric quadriceps control describes the descent, not the upward phase.

3. D. A static knee angle while the hips extend

   The hips do extend, but the knee angle also opens as the client rises; it is not held static.

4. A. Knee extension

   On the way up the knee straightens: knee extension, produced by the quadriceps acting concentrically.

B

1. A. Lighten the load and keep the current depth

   Less load reduces force, but the pelvis still lifts at the same depth because hip flexion range, not load, is the limit.

2. C. Keep the depth but brace the abdominals harder

   Bracing helps trunk control but does not stop posterior pelvic tilt once hip flexion runs out.

3. D. Slow the lowering tempo so the pelvis can settle

   A slower tempo changes speed, not range; the pelvis still rolls off the pad at the bottom.

4. B. End each rep just before the low back begins to round

   The working depth should end where the pelvis and low back stay supported; the point where the pelvis lifts marks the client's controllable range.

C

1. A. Reduce the range of motion so the wrist bends less

   The wrist bends because of where the bar sits in the hand, not because of range; shortening the press leaves the fault.

2. B. Add wrist wraps and keep the same grip position

   Wraps may add support, but they cover up the grip fault instead of teaching the client to stack the wrist.

3. D. Widen the grip so the forearms angle outward under the bar

   A wider grip tilts the forearms off vertical, so the bar is no longer stacked over them and the wrist still bends back.

4. C. Stack the bar over the forearm with a firm, closed grip

   The bar should sit in the base of the palm, stacked over the forearm, with a closed grip; this reduces wrist extension torque and secures the implement.

C

1. A. Say “Great job!” warmly right after the set

   Warm general praise is encouraging but does not tell the client which action to repeat.

2. B. Note the improvement in the session log for the next review

   Logging the change is useful record-keeping, but the client receives no reinforcement now.

3. D. Point out the next error to fix while the client is focused

   Moving straight to the next error skips reinforcing the improvement the client just made.

4. C. Acknowledge the specific successful behavior and its relevance

   Specific, immediate feedback that names what the client did well (for example, soft knees on landing) and why it matters makes the behavior easier to repeat.