MEFT aims to improve the physical fitness and general health of individuals with various medical backgrounds. MEFT must have a background and experience beyond the level of knowledge and practice of personal trainers.


Although individuals / patients with different chronic medical problems have completed their medical treatment / operations, they are still / complementary exercise counselors of individuals / patients who still need to develop their current status with special exercise programs even though they have completed the rehabilitation processes in the post-op period with the physiotherapist. MEFT is different from other exercise counselor because MEFT focuses on the prevention or worsening of medical conditions with the help of a program adapted to the current condition (readiness) of individuals / patients.  Personal Trainers generally aim to improve healthy individuals’ cardio-vascular development, body weight management, performance development, balance, etc. with a variety of training contents.


Nowadays, the important steps MEFT should follow due to chronic diseases due to increasing immobility and musculoskeletal disorders are listed below.

  • FITNESS ASSESSMENT (determining current level of medical condition)
  • MUSCULOSKELETAL SYSTEM IMAGING (Anatomy, Physiology, Kinesiology, etc. gain basic knowledge to help measure movement quality)
  • NON-COMMUNICABLE DISEASES (Determine the mechanisms of non-communicable diseases and their coping strategies)
  • EXERCISE SELECTION (Establishment of exercise preference according to the values obtained after evaluation and imaging)
  • PROGRAMMING (daily, weekly, monthly and periodic programming techniques of the selected exercises)
  • ANALYZING AND EVALUATING THE PROCESS (Pre-post comparison analysis and evaluation using a panel)

Terms of Participation for MEFT Certificate Program

  • All participants will be subjected to “Online Proficiency Exam” before MEFT basic training.
  • The participants who get 90% or more in proficiency exam will be exempt from “Basic Training Module”.
  • The participants who get between 61% and 89% will attend “Basic Training Module”.
  • The participants who get 60% or less will attend completion training before they start “Basic Training Module” and will take “proficiency exam” again. The participants who get 60% and less and fail the exam will attend the next training and proceed the completion training.
  • MEFT Proficiency Exam includes anatomy, physiology, exercise instruction and nutrition.
  • A detailed report for all participants about their current knowledge will be prepared after proficiency exam. Report will be presented in detail including the subjects and sub-headings that participant lack.
  • A personal completion-training program will be prepared for all students according to the report written after proficiency exam.

 MEFT Number of Classes and Hours

  • Completion training module will be planned after the result you get from “Online Proficiency Exam”.
  • Basic training module is 5 classes (Functional look into Human Motion, Exercise Physiology, Workout knowledge, Exercise and Nutrition, Exercise Participation Visualization) and 30 hours in total.
  • Non-communicable diseases Module are 4 classes (Obesity Exercise Approach, Diabetes Exercise Approach, Cardiovascular Exercise Approach and Osteoporosis Exercise Approach) and 48 hours in total.
  • Muscle-Skeleton Disorder Module is 4 classes (Neck / Shoulder Problems Exercise Approach, Spine Problems Exercise Approach, Hip Problems Exercise Approach, Knee and Foot Problems Exercise Approach) and 48 hours in total
  • The total number of courses is 13 and the total course hours is 126 hours.
  • Qualification examination will be held at the end of all modules. The grade of passing the proficiency exam is 75.

MEFT Seminars / Internship / Thesis Application

  • Students who successfully complete the three modules must present a seminar on a topic.
  • The student who is successful in the seminar must complete the 20-hour internship.
  • The student who is successful in the internship must write a thesis in a determined area. The student who is accepted as successful will be entitled to receive the MEFT certificate.

MEFT Education Absence Status

  • The absent rate for all training modules is 20% of the course hours. The student who exceeds the absent rate for all modules is deemed to have remained from the relevant module.
  • The student who does not present his / hers thesis at the specified seminar date has to get a new seminar date for the second time. The student is considered unsuccessful if the thesis is not presented for the second time. To assess the student’s status, a commission will be established and the commission shall decide on the situation of the student.
  • During the internship, students must attend the internship practices. The internship absent rate is 10%. If the student is absent above this rate, he / she will fail the internship. And again a new internship program is organized. If the second internship program is not followed for the second time, the student is considered unsuccessful. To assess the student’s status, a commission will be established and the commission shall decide on the situation of the student.
  • For thesis presentation, a thesis subject and a date approved by the thesis proposal jury shall be notified to the student. The student is asked to prepare and submit the thesis subject until the desired date. The thesis jury’s availability presents the student submits his / her thesis and the thesis student has to answer the questions asked by the jury members. Theses, which are found successful by the jury, are accepted. The theses that are unsuccessful are notified to the student. And the student is asked to set a new thesis topic and date. The student must submit the thesis topic approved by the thesis proposal jury at the predetermined date. For the second time, the student who is not presented on the determined date and who has failed will be considered to be. To assess the student’s status, a commission will be established and the commission shall decide on the situation of the student.
  • Students, whose thesis are successful, must submit 3 copies of the thesis to the Association.
  • Students, who submit their theses, will receive their certificates during the final ceremony.
  • The candidate who successfully completes the basic education and special education modules prepares a minimum 30 minutes and maximum 60 minutes of presentation.
  • This presentation can be a power point presentation or a case report.
  • After the presentation, a 20-minute listener and jury Q&A session will be arranged.
  • The seminar evaluation jury will be consisted of the association’s 3 instructors (at least a doctoral degree). The candidate, who is considered to be successful ”by the majority or unanimously” will be entitled to make the seminar presentation a thesis.
  • All participants are obliged to do a 20-hour internship at the institutions where the association is contracted.
  • The internship consists of 4 main requirements;
  1. 5 hours of assessment
  2. 5 hours of observer
  3. 5 hours of assistant of instructor
  4. 5 hours of main instructor
  • The internship files will be sent to the institutions by the association and will be returned after being filled by the responsible instructor.

Final Thesis

Seminar Presentation to Become a Thesis

The candidate submits his / her presentation to at least 10, maximum 30 pages (excluding the bibliography) and submits it to 3 instructors (at least with the doctorate degree). At the end of the evaluation, the candidate will be evaluated;

  1. Correction
  2. Successful
  3. Denial

If a candidate will be evaluated as “Correction”, the candidate shall submit the corrected thesis to the jury again within 15 working days and re-evaluated. If a candidate will be evaluated as “Denial”, the candidate must prepare the thesis again.

Thesis evaluation jury; it may be the same as the seminar jury or it may be different if deemed necessary. However, the general rule is that the jury has at least a doctoral degree.


  1. Thesis Title (Question)
  2. Summary
  3. Abstract
  4. Login
  5. Literature Summary
    1. Purpose of the research
    2. Research Hypotheses
    3. Limitations of the Research
    4. Importance of Research
  6. Material Method
    1. Samples
    2. Experimental Design
    3. Measurement Methods
    4. Exercise Protocol
    5. Statistical analysis
  7. Results
  8. Discussion
  9. Conclusion and Suggestions
  10. Resources
  11. Attachments

P.S.: According to the thesis subject, these sections may vary. For example; there may be no “statistical analysis” part in case of case study.

Thesis Cover Layout

The outer cover of the thesis should be prepared from white chrome cardboard. The outer cover and inner cover contents and layout must be the same. It should be written using Times New Roman.

The top of the cover should be written at the upper left corner, starting from 2.5 cm from the left edge with a 3 cm margin, and the name of the university, institute and department with the lower capital letters in 14 pt. Below this, 1 line space is left and in 12 pt, it is written “thesis manager” in normal darkness and centered.

The name of the thesis and supervisor should be written in full capital letters with 12 letters. The title of the thesis should be written in 18 pt. bold, capital letters, and 12-13 cm space from the top edge of the page, centered and the word cant be divided at the end of the line with 1.5 line spacing. All words must be written in lowercase as standard are also written in lowercase (ex; pH).

5 cm below the title of the thesis (Medical Exercise and Fitness Coaches Thesis) expression should be written in 12 pt. and bold and 2 cm below that the candidate’s name and last name should be written in 14 pt. and bold. The location of the thesis (Istanbul) and the year should be centered approximately 3 cm above the lower edge and should be written in 12 pt and capital letters.

Writing Font and Size

For the thesis, computer writing is mandatory; Times New Roman or Arial should be chosen as the writing style. The text of the thesis should be 12 point and should be written with 1.5 line spacing. There must be a space after punctuation and no spaces before punctuation. However, after the comma(s) between the 2 source numbers in a parentheses in the text and in the list of sources, no spaces should be left after the punctuation between the year, volume, number, and page numbers.

Page Layout

Each page should be 3 cm from the left edge of the paper, 2 cm at the right edge (the text should be on both sides), 2 cm at the bottom and 3 cm at the top.

Paragraphs should start from the inside up to 1 tab size. Paragraphs should not start with number or abbreviation. The page numbers should be placed at the bottom of the page, centered, from the Introduction and Purpose section; no sign should be placed on the front and back. No page number is given to Thanks, Contents, Symbols and Abbreviations and Attachments.


First Heading (Thesis Sections like Introduction and Objectives, General Information, Materials and Methods, Findings, Discussion): 14 pt, bold and uppercase, 10 cm below the top edge of the paper and centered on the page.

Second Heading (12 pt, bold and capital letters, from the beginning of the paragraph 1 tab must be written from the inside)

Turkish and English Abstract Sections

The abstract should be between 200 and 350 words. The objectives of the study, basic operations (selection and creation of working groups, observation and analysis methods), the main findings (the most important original data, indicating the statistical importance) should be summarized. New and important results should be emphasized. Subtitles and abbreviations should not be used in abstract texts. The English summary page is written in the top-down order; the title is followed by an English-language abstract (first-heading) followed by the word SUMMARY and the abstract text in English. The text content of the English abstract page must be the same as the Turkish summary page. On the Turkish abstract page, only the word SUMMARY should be written and the title should not be repeated. Below the Turkish and English summary texts, there should be a line space and a minimum of 3, a maximum of 5 keywords should be written after the words Keywords has been written.


The desired reference style is APA.

  1. Inside The Text

One author; Author’s last name and published. Sample; (Kafkas, 2017)

Two authors; Authors’ last names and published. Sample; (Kafkas and Kurt, 2018)

Three authors; Authors’ last names and published. Sample; (Kafkas, Kurt and Soylu, 2018)

If there are more then three authors: First authors last name and et al. Sample; (Kafkas Et Al., 2018)

  1. Same author or same author group have published more then one paper in a year;

The papers will be called a and b.

Sample; (Kafkas and Kurt, 2018a), (Kafkas and Kurt, 2018b)

Appearance At The End Of The Thesis

Resources used; the initial letter sorts the last name. The number is not used.

  1. Standard Article Example

Structure: Author Surname, Author Initial. (Year). Article title. Journal Title, Volume Number (Issue Number), Page Range. doi:DOI Number

Sample: Mitchell, J.A. (2017). Citation: Why is it so important. Mendeley Journal, 67(2), 81-95

Sample: Radford, M. (2001). Aesthetic and religious awareness among pupils: Similarities and differences. British Journal of Music Education, 18, 151-159. doi:10.1017/s0265051701000249

Sample: Rindermann, H., & Ceci, S. J. (2009). Educational policy and country outcomes in international cognitive competence studies. Perspectives on Psychological Science, 4, 551-568. doi:10.111/j.1745-6924.2009.01165.x

  1. E-Magazine or Web Site

Structure: Author Surname, Author Initial. (Year). Article title. Journal Title, Volume Number(Issue Number), Page Range. Retrieved from URL.

Sample: Mitchell, J.A. (2017). Citation: Why is it so important. Mendeley Journal, 67(2), 81-95. Retrieved from

Sample: Russell-Bowie, D. (2010). Cross-national comparisons of background and confidence in visual arts and music education of pre-service primary teachers. Australian Journal of Teacher Education, 35(4), 65-78. Retrieved from

Book Sample

  1. Referencing Books with the Editor

Sample: Troy, B.N. (2015). APA citation rules. In S.T, Williams (Ed.). A guide to citation rules (2nd ed., pp. 50-95). New York, NY: Publishers.

  1. Referencing e-Book

Sample: Mitchell, J.A., Thomson, M., & Coyne, R.P. (2017). A guide to citation. Retrieved from

  1. Referencing a Section of the e-Book

Sample: Troy, B.N. (2015). APA citation rules. In S.T, Williams (Ed.). A guide to citation rules (2nd ed., pp. 50-95). Retrieved from

  1. Referencing From a Web Page

 Sample: Mitchell, J.A. (2017, May 21). How and when to reference. Retrieved from

  1. Referencing From a Thesis

Structure: Author Surname, Author Initial. (Year). Title (Type of Material). Retrieved from URL. (Accession Number if available).

Sample: Murray, B. P. (2008). Prior knowledge, two teaching approaches for metacognition: Main idea and summarization strategies in reading (Doctoral dissertation, Fordham University, New York). Retrieved from ProQuest Dissertations & Theses. (AAT 3302116)

Sample: McDonald, J. (2007). The role of online discussion forums in supporting learning in higher education (Doctoral dissertation, University of Southern Queensland). Retrieved from

  1. Referencing A Conference Or A Symposium Material

Structure: Author Surname, Author Initial. (Year, Month). Paper title. In Editor/Other Initial. Editor/Other Surname (Role), Conference Proceedings Title. Format of Item presented/conducted at the Conference / Symposium Title, Conference/Symposium, Location. DOI / Retrieved from URL

Sample: Gorman, B. (2009, March). A treatment plan: Some hopes (pipe dreams?) and suggestions for effective statistical education. In B. Gorman (Chair), The crisis in the statistical education of psychologists. Symposium conducted at the 24th Annual Meeting of the Society for Industrial and Organizational Psychology, New Orleans, LA

Sample: Liu, C., Wu, D., Fan, J., & Nauta, M. M. (2008, November). Does job complexity predict job strains? Paper presented at the 8th Biannual Conference of the European Academy of Occupational Health Psychology, Valencia, Spain.

  1. Referencing An Online Course Material

Structure: Author/Editor/Compiler Surname, A/E/C Initial. (Year). Title [Format (non-document types)]. Retrieved Month Day, Year, from URL

 Sample: Terry, P. C. (2011). Module 5 – group and team dynamics. Retrieved November 10, 2011, from

Sample: Zimbardo, P. (1989). The responsive brain (Discovering Psychology) [Video podcast]. Retrieved from

  1. Referencing from a VIDEO and DVD

 Structure: Author Surname/Organisation, Author Initial. (Year). Title [Format]. Production Location: Studio. Title [Format]. (Year). Production Location: Studio.

Sample: Strang, G. (1992). The teaching of calculus: Careful changes (Selected Lectures in Mathematics) [Videocassette]. Providence, RI: American Mathematical Society.

Sample: The self: Testing and intelligence (Discovering Psychology) [DVD]. (2001). Boston, MA: WGBH Educational Foundation.