Handouts- part 2 - Health and Exercise Connections, LLC
Physical Environment Important for safety of participants Effectiveness of the class Satisfaction of the participants Instructor should be adaptable Copyright ACSM 2011 Exercise Room or Area Needs to be large enough for the class Distractions should be minimized Sound system and microphone should be sufficient Temperature should be appropriate Humidity should be controlled Copyright ACSM 2011 Exercise Surface: Flooring Resilient surfaces Necessary for high impact activity Safe for all types of activities Floated wood floors provide the most give Impact padding under tile, wood or carpet Copyright ACSM 2011 Exercise Surface: Flooring NonNon-resilient surfaces No flexibility or give in the surface Usually tile or carpeting on concrete Not appropriate for high impact exercise formats Appropriate for weight training Appropriate for nonnon-impact fitness classes Copyright ACSM 2011 Exercise Surface: Flooring Carpeting May not be safe for many fitness classes Creates friction and drag from the carpet to the sole of the shoe Potential for torque of the knee and hip Injuries could be severe Prevent turns, twists, pivots and keep to lateral or front and back movements Copyright ACSM 2011 Potential Obstacles in Room Too many participants Structural obstacles Pillars, half walls, steps, declines Equipment necessary for class Steps, weights, bars, bands Copyright ACSM 2011 Acoustics Relates to the sound in the room due to ceiling and wall surfaces and sound systems Volume should not be too loud Factor in the size of the room Factor in the number of people Factor in microphone availability May need to modify Copyright ACSM 2011 Sound System Be familiar with the sound system at the facility Make sure that it is working prior to the class Test the volume prior to class Use of a microphone Copyright ACSM 2011 Anticipatory Cueing Very important leadership skill Allows participants to easily follow instruction Necessary for smooth transitions Necessary to maintain or increase intensity Important to the safety of the participants Should be done prior to the upcoming movement Use a combination of verbal and visual Copyright ACSM 2011 Verbal Cueing Cue the step Cue the direction Cue the foot work Count down Provide alignment and safety direction Verbal previews Motivational cueing Copyright ACSM 2011 Visual Cueing Utilizes arm and hand movements Usually developed by the instructor Important to develop your own so that the class can become familiar Become automatic over time May provide visual preview Copyright ACSM 2011 Cueing Techniques Video clip Copyright ACSM 2011 Music: The Research Growing body of evidence in the study of the effects of music on physiology of movement Studied in individuals, extrapolated to GEI Suggests that tempo, type and loudness of music do have physiological effects on perceived exertion Increased heart rate and endurance time Women respond more favorably to music intensity Copyright ACSM 2011 Importance of Music to Group Exercise Instruction Sets the tempo for the class Allows participants to follow together Sets the tone and energy for the class Warm up Body of the class Cool down Helps to motivate participants Copyright ACSM 2011 Appropriate Music Choice Music should fit the level and intent of the class Incidental role Prominent role Should change over time for variety Should be appropriate for demographics Should be appropriate in content Language and meaning Copyright ACSM 2011 Musical Motivation Four factors that contribute Rhythm Music tempo and speed Increases for intensity Musicality Melody, orchestration, lyrics and song structure Cultural influences Music in the region Social background Association Evokes emotional response Copyright ACSM 2011 Understanding Music Beats per minute (BPM) represent tempo and a measure of time Cardio respiratory training 135135-155 BPM Step classes 118118-130 BPM Cool down 100 BPM or below Incidental music can be variable Spinning and circuit may depend on structure of the class Copyright ACSM 2011 Understanding Music Phrasing is a grouping of beats to create a measure, 4, 8, 16, 32 beats Most aerobic dance type formats use 32 count phrase 4 sets of 8 which creates a convenient choreography block The concept of musical layering Professional fitness music Created for particular class formats Appropriate bpm Phrasing is standard Creating your own music Copyright ACSM 2011 Class Formats CardioCardio-Choreographed CardioCardio-NonNon-choreographed Strength training Spinning® Spinning® Cardio/Strength combinations Mind/Body Copyright ACSM 2011 Cardio Format Choreographed Commercial programs Zumba, Balletone, Jazzercise Your own choreographed class Training systems Copyright ACSM 2011 Cardio Format Choreographed Advantages Becomes familiar and easy to teach Decreases the amount of cueing needed Intensity increases as class becomes familiar with moves Disadvantages Purchased programs can become expensive Learning or creating choreography can be time consuming May become boring over time Copyright ACSM 2011 Cardio Format Non-choreographed Free style cardio classes Sports conditioning Boot camp Circuit training Copyright ACSM 2011 Cardio Non-choreographed Advantages May attract a wider variety of participants Some participants fear choreography Allows for people to work out at their own pace No need for musicality Copyright ACSM 2011 Format: Cardio Classes Primary goal is to increase the heart rate through repetitive movements of large muscle groups Increases stress on cardiopulmonary system Length should be 3030-60 minutes May incorporate equipment into classes to introduce variety and increase intensity Copyright ACSM 2011 Format: Cardio/Strength Combinations Introduces another element to training Provides more variety Improves muscle strength Advantage to those participants that have no time or interest in weight training Copyright ACSM 2011 Strength Classes Primary goal to increase muscle strength and endurance Structure and prepre-plan to incorporate appropriate muscle groups Length of class depends on number of muscle groups 3030-60 minutes Targeted or core training May use circuit format or partner training Can include a variety of equipment Copyright ACSM 2011 Format: Mind Body Includes classes such as Yoga, Pilates, Tai Chi etc. Moves can be added to any class for variety or cool down and stretch Focuses on core stability and strength Includes the mind and contributes to relaxation Copyright ACSM 2011 Inclusion of Equipment Can be added to any class Creates variety Helps to maintain interest of participants Can increase intensity Can improve strength Can improve motor strength, coordination and performance Copyright ACSM 2011 Equipment Options Steps Weights Bands BOSU® BOSU® balance trainers Cones Agility ladders Hurdles Kettlebells Gliding discs Mini trampolines Body Bar® Bar® Cycling bikes Indoor rowers Copyright ACSM 2011 Equipment Considerations Careful and deliberate set up of the room Organize for systematic progression Make sure there is enough room to maneuver Modify programs as necessary Copyright ACSM 2011 Regardless of the Class Format Delineate the class by skill and fitness level Create classes for specific populations i.e. kids, prepre-natal, athletes Appropriate programming for equipment based classes such as Spinning® Spinning® Copyright ACSM 2011 Planning Your Class 1. Goal(s) of the class? 2. For whom is the class intended? 3. What equipment is available? 4. What are the environmental considerations (i.e. space, location)? 5. Who usually attends the class? Copyright ACSM 2011 Class Length Most popular class length is 60 minutes Spinning® Spinning® classes 4545-60 minutes Express classes 1515-30 minutes Super or elite classes can be longer than an hour Copyright ACSM 2011 Key Components of Group Exercise Class 1. Introduction 2. Warm up 3. Progression/stimulus 4. Cool down 5. Relaxation (if common to class format) 6. Closing Copyright ACSM 2011 Component: Introduction Should be done before every class Important connection Introduce yourself and the type of class Perform KwikScreen® KwikScreen® Set a goal for the class Encourage participants to: Listen to their bodies Work out at their own level & exercise in their ‘comfort zone’ zone’ Take water breaks as needed Modify movements if necessary Stay motivated Copyright ACSM 2011 Component: Warm Up Purpose: Reduce the risk of injury Transitions from rest to exercise Elevates the body temperature Dissociates more oxygen from hemoglobin Increases blood flow Stretches postural muscles Increases elasticity of connective tissue Increases range of motion Enhances muscular performance Copyright ACSM 2011 Structure of the Warm Up Length 5-10 minutes Movements Combination of dynamic movements and static stretching Use rehearsal moves that will be incorporated later in the class Never include impact Copyright ACSM 2011 Component: Stimulus Also known as the conditioning or progression phase Composed of large muscle movements that increase cardiopulmonary work Improves muscle endurance Improves strength Improves coordination Increases flexibility Copyright ACSM 2011 Structure of Stimulus Phase Length 4040-50 Minutes Movements Large muscle movements of upper and lower body Increasing intensity May include traveling, impact, the addition of equipment i.e. steps Copyright ACSM 2011 Component: Cool Down Gradual recovery from the stimulus phase Returns heart rate, respirations and blood pressure to rest Enhances venous return Removes lactic acid from muscles Dissipates body heat Reduces risk of hypotension and dizziness Copyright ACSM 2011 Structure of the Cool Down Length 5-10 minutes Movement Decreasing intensity Static stretching Copyright ACSM 2011 Component: Relaxation Some classes benefit from a relaxation phase Examples include Yoga (Savasana), or meditation in mind body work Length is usually 33-5 minutes Quiet room or relaxing music Instructor may speak or help participants visualize at this time Copyright ACSM 2011 Component: Closing Similar to the prepre-class announcement Instructor reconnects with class Provide positive reinforcement Thank everyone for coming Encourage them to come back Ask for feedback for your class Copyright ACSM 2011
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