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FITNESS INSTRUCTOR SPECIALIST WELCOME Our Vision As the leading global provider of fitness and wellness education, canfitpro empowers people to lead passionate and fulfilling lives through safe, fun, and effective physical activity. Our Mission United as members, canfitpro delivers the world's best, accessible, affordable, and attainable fitness education and experiences. INTERACTIVE Making Professionalism Easy! You can… •Manage your clients and their sessions all in one place •Create customized workouts and programs for your clients •Provide meal plans to your clients to aid their fitness goals •Invite your clients to view their workouts, programs, events, meal plans and so much more all on INTERACTIVE. •As a canfitpro member try it today – register with your canfitpro ID To see thousands of exercise demonstrations Visit us at www.canfitprointeractive.com Your credentials matter Why be part of the register? Mission Statement The mission of repscanada is to increase the credibility of the fitness profession by providing a centralized location where consumers and employers can identify and verify fitness certifications and standards. www.repscanada.com PART 1 Fitness Theory and Application Principles of Fitness, Health, and Wellness Concepts Chapter 1 Components of Fitness Primary Components Secondary Components • • • • • • • • • • • Cardiorespiratory Capacity Muscular Capacity Flexibility Body Composition Balance Coordination Agility Reaction Time Speed Power Mental Capacity Health and Wellness Spirit Mind Body Benefits and Principles of Physical Activity • • • • • • • • reduce risk of premature death reduce risk of cardiovascular disease decrease resting heart rate normalize resting blood pressure improve heart efficiency decrease body fat increase HDLs, decrease LDLs lower risk of developing diabetes • • • • • • • • • • promote joint stability increase muscular strength strengthen bones increase muscle mass, decrease body fat increase resting metabolism improve core strength improve balance, coordination, agility improve body image, self-esteem reduce depression & anxiety assist in stress management canfitpro’s Recommendations on Physical Activity, Nutrition, and Mindset for Optimal Health Aerobic Activity Accumulate up to 300 minutes of moderateintensity aerobic or 150 minutes of vigorous-intensity per week. Muscle Strengthening Major muscle groups worked 3 or more days per week. Flexibility Enjoy flexibility exercises 4 or more days per week. Nutrition Implement health promoting nutrition and hydration. Mindset Adopt strategies for a positive mindset. Training Principles FITT Principle Individualization Specificity Progressive Overload Recovery Reversibility Maintenance SMART Goals S M A R T = Specific = Measurable = Action Oriented = Realistic = Timely Nutrition •Pyramid of Integrated Nutrition •The Wheel of Integrated Nutrition •Hydration Pyramid of Integrated Nutrition The Wheel of Integrated Nutrition Bioenergetics Concepts Chapter 2 Definitions Bioenergetics Energy Homeostasis Metabolism Energy Systems Anaerobic (without Oxygen) • The ATP-CP System • The Glycolytic System Aerobic (with Oxygen) • The Aerobic Glycolysis • The Fatty Acid Oxidation System Adenosine Triphosphate (ATP) • What is ATP? Adenosine - P ~ P ~ P • How is ATP created? Anaerobic metabolism – – ATP-CP phosphagen system Glycolytic or lactic acid system Aerobic metabolism – Aerobic or oxidative energy system ATP-CP Phosphagen System • ATP-CP Phase 1 Uses stored ATP (1-2 seconds at maximal effort) ATP (splits) → ADP + P + energy • ATP-CP Phase 2 Split of CP to create more ATP (10 seconds of intense effort) ADP + CP → ATP + creatine ↑ creatine kinase Glycolytic System • Provides fuel for up to 2 min. at maximal intensity • Breakdown of carbohydrate in the form of glycogen stored in the muscle cell Glycogen → 3ATP • Breakdown of carbohydrate in the form of glucose stored in the blood Glucose → 2ATP + 2LA (lactic acid) + heat • As more glucose is metabolized, more lactic acid is produced – ↑ lactic acid in the cell = ↑ cell acidity = ↓ muscle contraction speed and strength Aerobic Glycolysis • Provides fuel for more than 2 min. at moderate intensity • Breakdown of glucose or glycogen (with oxygen present) Glucose + O2 → 38ATP + CO2 + H2O + heat • Mitochondria is the site of aerobic metabolism • System is limited by ability of cardiorespiratory system to deliver O2 Fatty Acid Oxidation • Provides fuel for over 2 min. during low-intensity exercise • Breakdown of fatty acids (with oxygen present) Fatty acid + O2 → 100ATP + CO2 + H2O + heat • Fatty acids are high energy fuel but they require large amounts of oxygen for reaction to take place • System is virtually unlimited, but few people exercise for extreme durations; those that do use up a great deal of body fat Lactate Threshold • One concept that is important to understand regarding strenuous exercise is the lactate threshold (LT) • The LT is the point at which the aerobic system cannot supply enough ATP for the needs of the body, forcing the anaerobic systems to increase their contribution of ATP. Lactate Threshold con’t • When does this occur? • What is the resulting by-product? • What does this mean for more conditioned/fitter clients? Interaction Of The Systems • • • • • At rest At the beginning of exercise During steady-state exercise During strenuous exercise During recovery Oxygen Demands • Oxygen deficit The volume of oxygen missing in the first few minutes of exercise • Oxygen debt When we stop exercising we still have an elevated oxygen delivery and this extra oxygen is used to rebuild needed supplies of CP and ATP as well as to assist the liver in the breakdown of left over lactic acid EPOC • Excessive post oxygen consumption • Used for the recovery of both anerobic and aerobic metabolism Developing The Energy Systems With Interval Training • Program variables Work-to-rest ratio Type of relief – ATP-CP, glycolytic, oxidative Level of intensity Arranging work and rest times • Important considerations Cardiorespiratory Concepts Chapter 3 Cardiorespiratory Concepts • Heart • Arteries • Veins Cardiovascular System Functions • Transportation of nutrients, oxygen, carbon dioxide, metabolic waste and hormones • Maintaining core temperature of the body Cardiovascular Anatomy The Anatomy of the Human Heart Circulation Of Blood Through The Body • Veins carry blood towards the heart • Arteries carry blood away from the heart • Right side before left • Atrium before ventricle Blood Pressure • Systolic pressure • Diastolic pressure • Average resting BP is 120/80 What happens to blood pressure during exercise? Heart Rate • Resting HR = approximately 72 bpm • Pulse - felt at arteries close to the skin Carotid artery Brachial artery Radial artery • Max HR = 220 – age • ↑ in oxygen demands ↑ in HR Stroke Volume • Amount of blood that the left ventricle ejects in one beat • Typical male has a SV of around 70 ml/beat • As client becomes fitter = SV increases Cardiac Output • Q = SV x HR How does Cardiac Output change during exercise? Respiratory System • Made up of left and right lungs and air passage way • Allows gas exchange between blood and the environment Respiratory Anatomy Exercise Response • Cardiovascular system ↑ in HR, SV, Q Vasoconstriction, Vasodilation BP – – ↑ in systolic pressure Diastolic remains same or slightly decreses • Respiratory System ↑ Rate of respiration – Pulmonary ventilation • at rest = 10 L/min • First few minutes of exercise it can ↑ to 45 L/min – After 2 min, once client has reached homeostasis it can ↑ to 60 L/min Distribution of Cardiac Output at Rest and During Heavy Exercise Physiological Benefits • Summary ↑ SV ↑ blood delivery ↑ red blood cells ↑ capillary density ↑size and number of mitochondria ↑aerobic enzymes System Integration Aerobic fitness • Efficiency of the cardiovascular, respiratory and muscular systems • Measured as aerobic capacity = VO2max Maximum amount of O2 the body can extract and use in the process of energy production Cardiorespiratory Recovery • After exercise stops, O2 consumption remains elevated (EPOC) • Light activity = recovery period that is short and unnoticeable • Intense activity = recovery period lasting many hours, even days • Active recovery Benefits of Cardiorespiratory Training • What are they? Exercise Prescription • Cardiorespiratory Training FITT Considerations – – – Number of sessions a participant is able to commit to Participants current fitness level Participants goals for cardiorespiratory training Summarize • Review summary of important points • Putting theory into practice Skeletal Anatomy Chapter 4 Skeletal Overview • Human adult skeleton has 206 bones • Born with 270 bones fuse to 206 by age 20-25 • Minor differences between men & women Men → generally larger and heavier Women → larger pelvic capacity for childbirth Skeletal Overview con’t • Four essential functions of skeleton Protect vital organs and soft tissue Factory where red blood cells are produced Serve as reservoir for minerals Provides attachment for muscles to produce movement The Human Skeleton Classification of Bones Parts Of The Skeleton • Axial Skeleton Includes 80 bones – – – – Skull Spine Ribs sternum • Appendicular Skeleton Includes 126 bones – – – Shoulders Pelvis Bones in limbs Anatomical Position • What is anatomical position? Anatomical Terminology • • • • • • Anterior/Posterior Medial/Lateral Superior/Inferior Supine/Prone Dorsal/Plantar Proximal/Distal Joint Movement Terminology • Joint = place where bones meet Flexion / Extension Hyperextension Abduction (protraction) / Adduction (retraction) Circumduction Joint Movement Terminology con’t • • • • Medial Rotation / Lateral Rotation Supination / Pronation Inversion / Eversion Elevation / Depression Joint Classification Classification Description Examples Fibrous Connect bones without allowing any movement Skull, Pelvis, Spinous processes and vertebrae Cartilaginous Bones attached by cartilage; allow for only a little movement Spine, Ribs Synovial Freely movable; enclosed by articular capsule that holds synovial fluid Shoulder, Hip, Knee, Elbow, Wrist, Ankle Types of Synovial Joints Connective Tissue • Ligaments – connect bone to bone • Tendon – connect muscle to bone • Fascia – connective tissue surrounding each muscle. Lets Put Theory into Practice • Label Diagram of skeleton • Complete chart and demonstrate movements of joints Muscular and Flexibility Concepts Chapter 5 Sliding Filament Theory Sliding Filament Theory Definition: • A theory explaining muscle action; a myosin cross-bridge attaches to an actin filament, and then the poser stroke drags the two filaments past one another. Types Of Muscle Contractions • Isotonic → concentric • Isotonic → eccentric • Isometric Nervous System • Basic Organization To perform coordinated and skilled movements, you must have coordination between the muscular & nervous system 2 parts to the nervous system – – Central Nervous System (CNS) Peripheral Nervous System (PNS) Organization Of The Nervous System CNS • Composed of the brain and spinal cord • Control centre PNS • Composed of nerves that connect the extremities to the brain • Delivers information about all body parts to the brain (CNS) for processing Organization Of Nervous System Muscle Fibre Types • Slow twitch • Fast twitch Adaptations to Resistance Training • Muscular strength • Muscular power • Muscular endurance Muscular strength and endurance are related: Benefits Of Resistance Training • What are they? Resistance Training FITT Formula • FITT • Considerations Number of sessions client is able to commit to Clients current fitness level Clients goals for resistance training Flexibility Training and FITT • FITT Frequency Intensity Time Type Flexibility Techniques Static Stretching Dynamic Stretching • What is it? • What is it? • Goal Goal Example Example Advantage/Disadvantage Advantage/Disadvantage Flexibility Guidelines • What are they? Muscle Action • Muscles pull on bones to create movement at a joint • Prime movers/agonists • Antagonists • Synergists Major Muscles Of The Body • More than 600 muscles in the human body • Skeletal muscles produce movement by exerting force on tendons which pull on bones • Most muscles cross a joint and attach to the articulating bone that forms that joint Muscle Anatomy And Action • Muscles pull on bones to create movement at a joint • Prime movers/agonists • Antagonists • Synergists Muscle Origin and Insertion • Origin → where a muscle begins (proximal) • Insertion → where a muscle ends (distal) • When a muscle contracts it pulls the insertion towards the origin Muscles Of The Shoulder Girdle Trapezius Upper Trapezius Middle Trapezius Lower Trapezius Trapezius con’t Muscle Trapezius •1, 2 upper fibres •3 middle fibres •4 lower fibres Origin Base of skull Vertebrae C1 to T12 Insertion Function Clavicle Scapula (upper medial and medial surface) 1, 2: elevation 3: adduction or retraction 4: depression and upward rotation and stability of scapula Levator Scapulae Levator Scapulae con’t Muscle Levator Scapulae Origin Insertion Vertebrae C1 to C4 Scapula (upper medial surface) Function Elevation of scapula Rhomboids Rhomboids Minor Rhomboids Major Rhomboids con’t Muscle Rhomboids •Major •Minor Origin Vertebrae C7 to T5 Insertion Scapula (medial surface) Function Adduction or retraction of scapula Muscles Of The Shoulder Pectoralis Major Pectoralis Major – Clavicular head Pectoralis Major – Sternal head Pectoralis Major con’t Muscle Origin Pectoralis Major Clavicle, sternum, •Clavicular (upper) upper 6 ribs •Sternal (lower) Insertion Upper humerus Function Flexion, adduction, medial rotation, horizontal adduction Deltoid Medial Deltoid Anterior Deltoid Posterior Deltoid Deltoid con’t Muscle Deltoid •Anterior •Medial •Posterior Origin Clavicle, scapula (spine of scapula) Insertion Upper humerus Function Abduction, external rotation, assists in flexion, extension, horizontal adduction Latissimus Dorsi Latissimus Dorsi con’t Muscle Latissimus Dorsi Origin Vertebrae T6 to S5 Insertion Upper humerus Function Extension, adduction, medial rotation Rotator Cuff Supraspinatus Infraspinatus Rotator Cuff Subscapularis Teres Minor Muscle Of The Elbow Biceps Brachii Biceps Brachii con’t Muscle Biceps Brachii •Long head •Short head Origin Scapula Insertion Radius Function Elbow flexion, supination of forarm Brachioradialis Brachioradialis con’t Muscle Brachioradialis Origin Humerus Insertion Radius Function Flexion Triceps Brachii Triceps Brachii – Lateral head Triceps Brachii – Long head Triceps Brachii con’t Muscle Triceps Brachii •Lateral head •Long head Origin Upper humerus, scapula Insertion Ulna Function Extension of elbow Muscles Of The Torso Rectus Abdominus Rectus Abdominus con’t Muscle Rectus Abdominus Origin Pubis Insertion Ribs 5 to 7, sternum Function Spinal flexion, posterior pelvic tilt External/Internal Oblique External Oblique Internal Oblique External/Internal Oblique con’t Muscle Origin Insertion Function External Oblique Lower 8 ribs Pelvis Spinal rotation, lateral flexion, posterior pelvic tilt Internal Oblique Lower ribs Spinal rotation, lateral flexion, posterior pelvic tilt Pelvis Erector Spinae Erector Spinae Erector Spinae con’t Muscle Erector Spinae Origin Insertion Lower thoracic vertebrae, lumbar spine Cervical and thoracic vertebrae, ribs, base of skull Function Spinal extension Muscles Of The Hip Adductor Group Pectineus Adductor Magnus Gracilis Muscles Of The Hip Adductor Group Adductor Brevis •Adductor Longus Adductor Group con’t Muscle Origin Insertion Function Adductor longus Base of pelvis Length of femur (medial edge) Adduction Adductor magnus Adductor brevis Gracilis Pectineus Psoas Major And Iliacus Psoas Major And Iliacus con’t Muscle Origin Insertion Function Psoas Major Thoracic (bottom few) and lumbar vertebrae Femur Hip flexion Iliacus Pelvis (iliac crest) Femur Hip flexion Muscles Of The Knee - Hamstrings Biceps Femoris Semitendinosus Semimembranosus Hamstrings con’t Muscle Hamstrings •Biceps femoris •Semitendinosus •Semimembranosus Origin Base of pelvis Insertion Upper tibia, fibula Function Knee flexion Quadriceps Vastus Intermedius Vastus Lateralis Rectus Femoris Vastus Medialis Quadriceps con’t Muscle Quadriceps •Rectus femoris •Vastus lateralis •Vastus medialis •Vastus intermedius Origin Pelvis (rectus femoris only), upper femur (all others) Insertion Patella and patellar tendon (to tibia) Function Knee extension Muscles Of The Ankle - Gastrocnemius Gastrocnemius con’t Muscle Gastrocnemius Origin Base of femur Insertion Function Heel (Achilles tendon) Knee flexion, plantar flexion Soleus Soleus con’t Muscle Soleus Origin Top of tibia and fibula Insertion Heel (Achilles tendon) Function Plantar flexion Tibialis Anterior Tibialis Anterior con’t Muscle Tibialis Anterior Origin Top 2/3 of tibia Insertion Metatarsal Function Dorsiflexion, inversion Summarize • Review summary of important points • Putting theory into practice Pre-Exercise Screening Chapter 6 Pre-Exercise Screening1 • As Fitness Professionals we have ‘duty of care’ to our participants ; i.e. We are legally responsible to ensure the safety of our participants. • Any breach thereof could result in a potential negligence claim Pre-Exercise Screening • All members/participants must fill out a Physical Activities Readiness Questionnaire for Everyone (PAR – Q+) to identify any health risks. This serves to identify risks, and assists in protecting the centre and instructor against potential negligence. • The PAR-Q+ includes seven questions designed to identify people who will be required to answer follow up questions about their medical conditions. Pre-Exercise Screening cont... Why screen? • It allows for facility professionalism and fulfillment of legal responsibilities (duty of care). • The ability to identify a possible need to refer the individual to a more qualified exercise professional or additional health professionals. PAR-Q+ is available on the canfitpro website under ‘Downloads and Forms’ or can be completed online at www.eparmedex.com Injury Recognition Concepts Chapter 7 Scope of Practice Group Fitness leaders are: • NOT permitted to diagnose illness or injury • NOT permitted to diagnose source of pain • NOT permitted to suggest therapies in the absence of direct communication with an appropriate health care practitioner • To refer to an appropriate health care practitioner PAIN A message originating from somewhere in the body that indicates a lack of normal function of homeostasis Types of Pain MECHANICAL PAIN • A result of damage to the musculoskeletal system • Caused by mechanical action or motion Twisting ankle during step class SYSTEMIC PAIN • A result of a disease, infection, or medical condition Rheumatoid arthritis, heart disease Types of Musculoskeletal Injury ACUTE INJURIES OVERUSE INJURIES • Results from the application of a single force or load creating tissue damage • Leads to immediate pain and dysfunction Broken bone, sprain, contusion • Results from repetitive loading or movements • Leads to gradual onset of pain and dysfunction over days or weeks • Tendonitis, bursitis, stress fracture ACUTE INJURIES Acute Injuries: Signs & Symptoms Symptom – Participant will describe their injury based on how the injury feels “I feel a sharp pain in my knee” Sign – Results from the impact of the injury / what they were feeling Visible swelling of the knee Acute Injuries SYMPTOMS SIGNS • Immediate pain • Stiffness • Muscle Spasm • • • • • • Immediate swelling Bruising Redness/Increased warmth Tenderness Loss of normal function Loss of muscle strength/motion ACUTE INJURIES … • • • • Fracture – injury to a bone Sprain – injury to a ligament Strain – injury to a muscle Rupture – injury to a tendon IMMEDIATE MANAGEMENT OF ACUTE INJURIES Goals Minimize tissue damage and inflammatory response • 72-hour window – crucial in minimizing the impact of the injury • R.I.C.E Principle – immediate response to an acute injury (Rest, Ice, Compression, Elevation) Refer to physician for diagnosis as soon as possible REST • Discontinue any activity known to aggravate the condition • Length of rest depends on type and severity of the injury ICE • Assists in decreasing blood flow to injured tissue • Frequency and length depends on: Depth of the injury Individuals sensitivity to cold Underlying medical conditions • 20 minutes (maximum) • Do not reapply until tissue has regained full sensation COMPRESSION • Assists in decreasing blood flow to injured tissue • External compression stocking or wrap recommended for lower body injuries ELEVATION • Elevate injured tissue above the heart (lower body injuries) PREVENTION OF ACUTE INJURIES RISK FACTORS INTRINSIC RISK FACTORS Affect the tensile strength of a tissue during exercise and include: Muscle weaknesses Muscle imbalances Muscle inflexibility Joint laxity State of mind Previous injuries Degenerative changes Surgery Medication EXTRINSIC RISK FACTORS • External to participant’s physical and psychological status and include: Temperature Humidity Exercise equipment Fitness apparel / shoes PREVENTING ACUTE INJURIES • • • • • Emphasize and model perfect technique Cue and coach participants Include a proper warm-up and cool-down Inspect exercise environment and equipment Report any damaged equipment to manager OVERUSE INJURIES OVERUSE INJURIES Often a result of: • • • • • Repetitive tissue loading over time Inadequate recovery time Muscle tightness / weakness Prior injury Altered biomechanics OVERUSE INJURIES: Signs & Symptoms SYMPTOMS • Low-grade discomfort • Discomfort during daily activities • Stiffness • Progression in intensity of pain SIGNS • Alteration of normal biomechanics to avoid pain • Swelling • Loss of pain-free motion with normal activities • Tenderness IMMEDIATE MANAGEMENT OF OVERUSE INJURIES • Encourage participant to rest & ice the injured area (72-hour window) • Recommend visit to health care provider before returning to any exercise or activity known to trigger the pain Once medical clearance is obtained… Participants are still vulnerable to re-injury and should be encouraged to: Modify their exercise program Explore changes to their technique and/or equipment Monitor their symptoms with progressions Overuse Injuries: Prevention • Education • Intensity / Duration of Exercise • Progression Responsibilities of an Instructor • Educate participants on the consequences of exercising through pain • Create/ promote a “pain free” environment • Pre-screen – Before class / PAR-Q+ • Ensure equipment is in good condition • Multi-level teaching Monitor technique Provide coaching and safety/correctional cues VOICE CARE What are Vocal Cords? What Causes Damage? • • • • • • • • Clearing the throat Lack of sleep Yelling out single words Repetitive grinding of the voice Improper warm-up / cool-down Vocalizing while lying on back for prolonged periods Cueing over loud music Not using/improper use of a microphone Preventing Voice Damage • • • • • • • • • Practice abdominal breathing Maintain good posture throughout class Breathe during natural pauses / between cues Avoid dairy products or caffeine prior to teaching Drink H20 before and during class Swallow regularly while teaching Avoid whispering Avoid speaking excessively at an extremely high level Rest your voice Preventing Voice Damage (con’t) • Maintain good mobility of the neck and upper body • Use non-verbal cueing whenever possible • Use a microphone SUMMARY OF IMPORTANT POINTS • Fitness Leaders must not ignore pain nor should they diagnose or diagnose treatment • A participant who presents themselves with undiagnosed pain should be referred to a physician • Fitness Leaders can help manage injuries through: Taking appropriate steps to manage an injury immediately Referring participants to a physician Educating participants effectively SUMMARY OF IMPORTANT POINTS (con’t) • Fitness Leaders can play a role in preventing musculoskeletal injuries through: Creating and teaching safe and appropriate classes Ensuring that the participants are performing exercises safely PUTTING THEORY INTO PRACTICE GROUP #1 A participant approaches you at the end of class complaining of mild knee pain during squats. How do you assist this person? GROUP #2 A participant approaches you at the end of class complaining of mild heel pain during plyometric lunges. How do you assist this person? GROUP #3 During your step class, a participant falls off their step and rolls their ankle. They are sitting on the floor in obvious pain. They get up and hobble to the back of the room attempting to “walk it off”. What do you do? GROUP #4 During your high-intensity cardio class, a participant abruptly falls to the floor and is not moving. What do you do? Special Populations Chapter 8 Pre and Post Natal • may continue with regular exercise • no new activities • first trimester - avoid hot, humid conditions • avoid high impact activities - stress on joints & soft tissues • progressive warm up and gradual cool down www.eparmedx.com • use RPE scale , 12 to 14 • avoid overexertion • modify supine & prone positions • monitor water and nutrition intake • provide options in choreography • listen to own body • cease activities if unusual symptoms occur Older Adults • • • • • • • need a longer warm up ( 10 to 15 minutes) cardiovascular activities should progress slowly use RPE scale and the talk test to measure intensity emphasize posture, body alignment, proper technique give permission to exercise at own pace include coordination, balance, stability exercises include stretching and range of motion exercises www.eparmedx.com New Exercisers • welcome newcomers • make your class fun, social, motivating • • • • • discuss format of class give permission to work at own level offer options and modifications demonstrate different levels of intensity offer a 30 minute orientation class PART 2 Practical Application Group Fitness Design Fundamentals Chapter 9 Group Fitness Design • Group Fitness Rationale • Develop general fitness levels • Improve and optimize physical structure, function and capacity. • Increase participation and program adherence through camaraderie. Group Fitness Design cont. • Provide time-efficient and effective workouts. • Encourage harmony and balance in mind, heart, and body. • Improve overall health and vitality. • Enhance quality of life. Four Qualities of Sound Program Design • • • • Safe Effective Efficient Enjoyable Class Format Newer Contemporary Model 1. Warm-up 2. Cardio • • • Pre-cardio Cardio Cardio Recovery 3. Muscle Conditioning 4. Final Cool-Down • • Flexibility Relaxation Class Format 30-MINUTE CLASS Warm-up One component* 45-MINUTE CLASS 5 – 7 min. 18 – 20 min. 7 – 10 min. Cardio 20 – 30 min. Muscle conditioning 7 – 10 min. *One component only Flexibility/relaxation 5 – 7 min. 60-MINUTE CLASS 75 - to 90-MINUTE CLASS Flexibility/relaxation 5 – 7 min. Warm-up Warm-up 10 – 12 min. Warm-up 10 – 15 min. Cardio 20 – 35 min. Components* 45 – 60 min. Muscle conditioning 5 – 20 min. Flexibility/relaxation 10 – 15 min. Flexibility/relaxation 5 – 10 min. *Combined components Summary of Important Points • • • • • Program or class design addresses the primary training goal Teach classes that are safe, effective, efficient and fun Approaches to class are a basic, traditional class model or a more itemized, expanded model Flexible and allow 2 to 3 minute ‘cushion’ in deciding on how much time spent on each component Begin and end class on time and stick to advertised format and style Components of a Fitness Class Chapter 10 Warm-up Benefits of a Warm-up • Increased muscle recruitment and response • Reduced incidence of musculoskeletal injury • Greater economy of movement • Facilitated oxygen utilization • Enhanced nerve transmission Warm-up cont. Benefits of a Warm-up cont. • • • • • Improved muscle metabolism Increased blood flow Progressive elevation of heart rate Mental preparation Basic movement patterning Primary Functions of a Warm-up • • • • Movement Rehearsal Elevated Body Temperature Systemic Excitation Functional Preparation Phases of a Warm-up • General Warm-Up • Dynamic Range of Motion (ROM) • Specific Warm-Up • Muscle and Skill Recruitment Structure of a Warm-up 60-MINUTE CLASS 10-12 minutes total warm-up 5-6 minutes of dynamic ROM 5-6 minutes of specific muscle recruitment 30-MINUTE CLASS 5-7 minutes total warm-up 2.5 to 3 minutes of dynamic ROM 2.5 to 3 minutes of specific muscle recruitment Cardiorespiratory Training • Benefits of Cardiorespiratory Training • Improves cardiovascular strength, power and endurance • Develops the anaerobic and aerobic energy systems • Reduces the risk of cardiovascular disease • Decreases resting heart rate • Reduces everyday stress Benefits of Cardiorespiratory Training cont. • • • • • • • Regulates blood pressure Improves the heart’s efficiency Increases the size and strength of the heart muscle Improves and strengthens the respiratory system Lowers cholesterol levels Has a positive effect on body composition Produces feelings of well-being Primary Functions of Cardiorespiratory Training • Aerobic Capacity and Endurance • Systems Integration • Movement Mastery Phases of Cardiorespiratory Training • Pre-Cardio • Cardio • Cardio Recovery •Figure 10.1 A Visual Interpretation of the Phases of Cardiovascular Training Cardio (Steady State) Pre-cardio 2 – 3 minutes Cardio Recovery 20 – 30 minutes 3 – 5 minutes Structure of Cardiorespiratory Training Class Level Beginner Participant Fitness Level Novice and/or Cardio Duration 15 – 20 minutes de-conditioned Intermediate Moderately fit and active 20 – 30 minutes Advanced Fit and well-conditioned 30+ minutes •Table 10.1 Recommended Cardio Durations Muscular Conditioning • Benefits of Muscular Conditioning • Improved muscle function and joint stability • Reduced risk of osteoporosis • Increased muscle density • Improved body composition (muscleto-fat-ratio) Benefits of Muscular Conditioning cont. • Increased core stability, posture, and spinal health • Enhanced performance in sports, recreation, and everyday activities • Reduced risk of skeletal injury • Improved self-esteem, body image, attitude, and confidence Primary Functions of Muscle Conditioning • Muscular Strength • Muscular Endurance • Functional Performance Phases of Muscle Conditioning • The phase is determined by the training principle(s) you decide to employ and how much time you dedicate to this component. • Closely aligned with how you choose to structure this part of the class. Structure of Muscle Conditioning • Varies depending on • Training emphasis (function) • Time allotted • Targeted body parts • Recommendations • Balanced • Symmetrical with respect to body parts, muscle groups and function Final Cool-Down • Benefits of Final Cool-Down: • Release of physical and mental tension associated with the workout. • Facilitates physical, mental, and emotional equilibrium • Provides an opportunity for flexibility training • Enhances the relaxation response Primary Functions of the Final Cool-Down • Flexibility Training • Integration of Workout Benefits • Relaxation Phases of the Final Cool-Down • Transition • Flexibility Training • Relaxation Structure of the Final Cool-Down • Transition • 1 to 2 minutes • Stretching • 3 to 4 minutes • Relaxation • 1 to 2 minutes Summary of Important Points • Know the purpose and benefits of each class component • Can follow appropriate training principles to ensure class objectives are met • Follow the guidelines for class structure as determined by the facility • Components meet the overall training goal of the class Teaching Group Fitness Chapter 11 Movement Patterns Elements of choreographed movement patterns: • Balance • Variation • Movement Progression Elements of Balance • Physiological Balance (Intensity) • Biomechanical Balance (Safety) • Psychosomatic Balance (Integrity) The Learning Curve for Executing Choreographed Movement Patterns From mental and somatic stimulus to intellectual processing to movement mastery to kinesthetic understanding Elements of Variation • • • • • • • • • Range of Motion Lever Plane Direction Rhythm Momentum Symmetry Mode Learning Elements of Movement Progression A blueprint for constructing individual blocks of movement patterns to create a complete pattern. Common Terminology • • • • • • Base Move Breakdown Movement Phrase A Movement Block Lead Leg Arm Lines Base Move Specific to mode of movement • (ie. low impact, high impact, step) Example: marching, step touches, and grapevines are base moves for low-impact movement patterns Breakdown The process of breaking down a movement block into its most elemental components Example: base moves and/or segments Movement Phrase A portion of movement predetermined by counts Example: two, four, or, eight beat counts Movement Phrase • A phrase can be a single move or a short sequence • phrase= an eight beat count of movement A Movement Block • A measurement of movement in a 32-beat count • A movement block consists of four eightcount movement phrases, adding up to 32 counts A Movement Block Movement Blocks can also measure blocks in other ways Example: two 16-count phrases also add up to 32 total counts Lead Leg • The leg that the movement is initiated from while teaching a movement pattern • It is common to teach a pattern on the right leg first • In order to respect the elements of balance, repeat the combination with the left leg leading Arm Lines • The arm movements that go along with the movement pattern Teaching Formulas • • • • • Linear Movement Pyramid Repetition Reverse Pyramid Pure Repetition Linking • • • • • Add-On Add and Subtract Insertion Layering Holding Pattern (HP) Linear Movement A series of movements that progress from one to the next without any discernable pattern emerging. Example: Teach A aTeach B aTeach C aTeach D Pyramid Repetition Repetitions that gradually increase Example: 1 a2 a4 a8a16a32 Reverse Pyramid Repetitions that gradually decrease Example: 32 a16 a8 a4a2a1 Pure Repetition A common theme or pattern is applied to all movements in a movement segment or combination Example: – single, single, double – 2 right, 2 left, 4 alternating • 2 slow, 4 fast • 2 fast, 1 slow Linking Segments of movement that are taught separately then linked together to create a combination Example: Teach A aTeach B aCombine A+B = AB Teach C aTeach D aCombine C+D = CD Link AB to CD= ABCD Add On Adding one movement segment at a time to the end of a combination then returning to the primary segment after each new segment is added Example: Teach A Teach B Combine A + B = AB Teach C Link C to AB = ABC Teach D Link D to ABC = ABCD Add and Subtract • Movement segments are taught one at a time • As a new segment is added to the combination, a previously established segment is dropped from the beginning of the combination Example: Teach A Teach B Combine A + B = AB Teach C (Drop A) Link C to B = BC Teach D (Drop B) Link D to C = CD Insertion Once two or more movement segments have been linked, teach a new movement segment then insert it between two of the established combinations rather than at the end of the combination Example: Teach A Teach B Combine A + B = AB Teach C Insert C between A + B = A (C) B Teach D Insert D between C + B = AC (D) B Layering Once a base combination is established, the instructor integrates variations to increase the complexity or intensity of the combination Elements of Variation: – ROM, lever length, plane, direction, rhythm, momentum, symmetry, mode, learning curve Holding Pattern (HP) • Two or more movement segments are taught with a holding pattern between them to accommodate movement integration • The holding pattern is eventually removed, creating a direct link between the segments Example: Teach A Insert HP Teach B =A (HP) B Remove HP = AB Spatially Equivalent Progression • Always work in accordance with 32 counts of music or four phrases (music and movement) while teaching movement patterns • gives you and your participants a structure that is consistent and predictable • allows enough time and space for you to respond to unanticipated problems and mistakes, layer in elements of variation, or be spontaneous in how you motivate your class Spatially Equivalent Progression Phase 1 4-knee repeater 8 counts Phase 2 step touch X 4 8 counts Phase 3 & 4 V-step X 4 16 counts 32 counts Essential Teaching Skills • As a group fitness instructor, you coach your participants through an exercise-to-music experience • This requires that you possess the ability to effectively cue exercises so participants are able to successfully follow along • Becoming proficient at teaching is the combined result of acquired skill, talent, and experience Essential Teaching Skills • Coaching • Cueing • • • • • Visual, Auditory , Kinesthetic Integrating Cueing Techniques Advanced Teaching Skills Cross Phrasing Tapless Movement Patterns Mirror-Image Teaching Cueing Visual Cueing • The most effective source of visual cueing is through face and body expression pointing or gesturing in the direction you want the group to move using hands or fingers to count down an upcoming transition Cueing Auditory Cueing: • Effective verbal cues need to be clear and concise • 2, 3, or 4 beat cueing Auditory Cueing: 2-beat cue silent 8-7-6-5-4- then say “knee” (count 2) – “up (count 3… 1) 2-beat cue silent 8-7-6-5-4- then say “over (count 2) – “the top” 3… (count 1) 3-beat cue silent 8-7-6-54…. then say “ham” (count 3) – “string” (count 2) – “curl” (count 1) 4-beat cue silent 8-7-6-5…. then say “left” (count 4) – “lead” (count 3) – “turn” (count 2) – “step” (count 1) Cueing Kinesthetic Cueing • useful for transmitting information through the mind-body connection • reinforces visual and auditory cues through accessing a deeper “felt sense” of executing movements as they are being performed announcing the cue via energy, intention, or association Integrating Cueing Techniques • Combine different types of cuing • Effective for signalling directional changes and upcoming changes Advanced Teaching Skills • Cross Phrasing • Tapless Movement Patterns • Mirror Image Teaching Music and Musicality • • • • • • • • • Rhythm Beats Downbeat Bar/Measure Metre Phrase Phrasing BPM Tempo Recommended Music Guidelines • • • • Music Tempo Sound Level Vocal Amplification Legal Acquisition of Music Relevant Research Regarding Exercise to Music • • • • Stimulus Performance Motivator Evokes pleasant associations Musicality Having an understanding and aptitude for applying musicality helps you create energy, motivation, and enthusiasm in your classes. Musicality Exercises • Hearing the Downbeat (or Count #1) • Physically Finding the Downbeat (or Count #1) Trends in Group Fitness Chapter 12 Demographics • Who are our participants? • How old are our participants? • What is the experience level of our participants? Programs • Most frequently offered programs or activities of a “group fitness” nature • Program profiles • Programs with the most growth potential • Most frequently used equipment in group fitness • What to expect in the future • Current statistics and projected trend theories A Typical Group Fitness Schedule 1. Aqua 2. Martial Arts-Inspired 3. Circuit 4. Dance-Based 5. Pre-Choreographed 6. Indoor Cycling 7. Step 8. Fusion or “Hybrid” 9. Mind-Body 10.Pilates 11.Yoga 12.Group Personal Training 13.Stability Ball PART 3 Leadership In Teaching Group Fitness Learning Objectives After completing this chapter, you will be able to: 1. Determine what constitutes success as a group fitness instructor. 2. Assess your skill sets. 3. Set goals for improving your instructing abilities. 4. Analyze methods for increasing class participation and engaging participants. Being a Successful Group Exercise Instructor Think of fitness instructors whose classes you have attended. What were the qualities that made his or her class successful? Each person share one quality with the group. The Path to Successful Fitness Leadership • Certification and registration • Get “on-floor” teaching experience • Self-appraisal and self-awareness • Ongoing learning and education • Regular feedback • A desire to improve • Commitment to change Appropriate Behaviors for a Fitness Instructor Specialist As a certified fitness instructor specialist, you are responsible for acting in a professional manner and in a way that reflects positively upon the fitness profession. To do this: Maintain a strictly professional relationship with all participants. Only give exercise-related advice to clients in areas in which you have received formal training. Refer to a more qualified individual as needed Effective Leadership Although each group fitness instructor has his or her own leadership style, a common theme prevails: Effective leadership is about: Guidance Influence Encouragement Achievement of goals Key Components of Strong Leadership: educating participants communicating effectively accommodating diversity (through providing many options) providing feedback to participants creating a community of exercisers continually striving to improve personal confidence being attentive to the needs of participants setting a positive example by being motivating and engaging. Tips on Building Confidence • Be prepared for your class • Come to the class early to set up, put on music and chat with participants • Start classes on time • Focus on smiling participants in class • Believe in yourself and your abilities • Take as many classes as you can • Become as educated as you can so that you are better able to impart knowledge to your class • Practice, practice, practice! Putting the Class Together • Introduction (INTRO) • Motivation • Effective Cueing • Teaching Methods • Options for different levels of participants • Education • Create a community INTRO The acronym I-N-T-R-O is an easy way to remember what you need to say at the beginning of each class. I = Introduce yourself and greet the class. N = Name the type of class to be taught. T = Talk about the class components. R = Reassure newcomers. O = Organize the group and equipment needed to get started. Motivating Your Class • Go to every class with “energy to burn” • Incorporate the “fun factor” • Incorporate clapping • Use your voice as a tool • Use your music to motivate your class • Engage the class by having them count down how many more repetitions they need to do, etc. • Remember that the class is for your participants (not you!) How to be an Attentive Instructor • Introduce yourself to any new participants before the class starts • Greet any regular participants • Provide many “options” or movement modifications so that all levels of participants will feel successful in your class • Pay attention to your participants – watch for safety issues, identify if they need more options, etc. • Ask for feedback from your participants and try to incorporate their feedback How Participants Learn and Change Behavior To develop strong leadership skills, it is important to understand how individuals learn. Learning occurs when there is an internal change. The goal, through repetition, is to create permanent improvement in performance The three behavior domains of learning: COGNITIVE AFFECTIVE MOTOR Cognitive Learning The cognitive domain refers to intellectual activities and involves knowledge. This means that the participant will understand the importance of regular exercise. How can you as an instructor encourage this? With your group, list as many ways as you can and share them with the group. Affective Learning Affective learning refers to emotional learning. This means that the participant will develop a positive attitude towards exercise. How can you as an instructor encourage this? With your group, list as many ways as you can and share them with the group. Motor Learning The motor domain is concerned with the development of movement and motor skills. This means that the participant will acquire the necessary skills to participate in a group fitness class. Although all three domains are important, motor development is a key component to successful fitness classes. Learning Motor Skills • Developing a new motor skill also requires three learning stages: 1) cognitive, 2) associative, and 3) autonomous. • In the first, cognitive stage, learners do not know how to perform the skill. As a result, they make errors and appear uncoordinated. • In the associative stage, participants have a better handle on the skill, making fewer mistakes and appearing more confident. • In the final, autonomous stage, performing the skill becomes more natural and even habitual. The participants perform the skill automatically (requiring little thought) and can detect and correct their own movement errors. Cognitive Stage Skill Level: Poor Performance Level: Difficulty in performing the skill How to Assist: • Participant confidence may be low, so provide exercise modifications and ongoing encouragement • Allow for a lot of repetition so that participants will be able to master the combo(s) and feel successful Associative Stage Skill Level: Good Performance Level: Mastery of basic skills How to Assist: • Encourage participants to challenge themselves and to continue to improve the quality of their performance • Encourage participants to utilize the higher intensity options Autonomous Stage Skill Level: Very Good Performance Level: Confident skill level. Participants have a solid understanding of movements and can self-adjust as necessary. How to Assist: • Encourage participants to take on new challenges • Encourage participants to utilize the higher intensity options Teaching Strategies for Strong Leadership When you use different teaching styles, you help participants at various learning stages to improve their motor skills. Examples of teaching strategies: • part-to-whole teaching approach • supportive teaching approach Applying multiple teaching strategies better meets the needs of all participants and helps foster a successful and enjoyable workout experience. Communication Skills • Group fitness instructors must be strong communicators • Because participants learn both visually and verbally, it is important to incorporate visual and verbal teaching techniques in class Verbal Communication • Your voice is one of the most effective tools for both cueing and creating excitement in your classes. • Make sure you protect your voice. Don’t yell or shout your cues. Use a microphone if possible. • Try to coordinate your moves with your vocal tone (ie: a strong move like a hard kick works well when cued with a deeper voice; a lighter movement in the stretch segment of a class works best with a more relaxed, softer tone) • Vary your speaking pace and pitch. The same pitch can sound monotone if it is too low, or shrill if it is too high. Using your voice in a variety of ways helps make your classes more expressive and interesting. Visual Communication Participants regularly mimic an instructor’s moves, which is an example of visual learning. This is why visual communication is important. Examples: • Model good form and posture • Indicate Right or Left with arms • Using cues like patting your head for “from the top”, etc Communication Tips Verbal cues combined with at least one nonverbal cue increase the effectiveness of the cue (ie: Using arm signals to indicate a directional change while vocalizing a right or left cue, reinforces the verbal information in a visual way.) By observing your participants, you can tell if they have processed information correctly (ie: they either “get” the move, or they don’t. Education Skills • A fitness instructor plays a valuable role as an educator • There are numerous opportunities to share useful (and important) information with participants. For example: in the warm-up, cardio, muscular conditioning and flexibility sections In groups, list why each of these sections are important. What, When, Where, Why, How It is important to plan out each section of your class. Use the following questions to help guide you in your planning. 1. WHAT is the purpose, function, or action of the exercise? 2. WHERE do I feel the exercise? Which muscle(s) are targeted? 3. WHEN would I use this exercise? Is it functional, or what role does it play in movement? 4. WHY is it important to know and understand this information? 5. HOW do I perform the exercise properly? A Strong Leader must be able to: • Explain the execution of a new or more advanced technical skill • Anticipate the next move and communicate it to his or her participants • Encourage group members to maintain concentration and intensity • Provide positive feedback Motivation Skills Participants are motivated by various factors and they attend your fitness classes for different reasons. Common motivators: • Growth • Challenge • Fun • Achievement • Recognition Growth Some individuals are motivated when they receive new information that is valuable and useful. Ways to incorporate this type of motivation: • Share health and fitness tips • Provide explanations about physical responses to exercise • Give a “fitness gift” every class – e.g., an interesting website address, new exercise, healthy nutrition tip Can anyone think of other ways instructors can incorporate this type of motivation? Challenge Individuals are motivated by mental, physical, and spiritual/emotional factors that promote health, wellness, and a balanced approach to life. Ways to incorporate this type of motivation: Teach creative movement patterns that stimulate the mind and body. Encourage mental focus during all parts of a class, including the cardio, strength, and flexibility segments. Encourage participants to challenge themselves at the correct level. Can anyone think of other ways instructors can incorporate this type of motivation? Fun If an individual finds an activity pleasurable, they will be more inclined to repeat it again. Ways to incorporate this type of motivation: An instructor’s personal style and receptiveness to participants’ goals and needs increases exercise enjoyment. Upbeat music makes a workout more enjoyable and energetic. Nobody is perfect – including the instructor! Learn to laugh at yourself. Create a community of exercisers by building up the culture within classes. Can anyone think of other ways instructors can incorporate this type of motivation? Achievement Success breeds success but failure breeds fear. If participants are successful, they will want to try the activity again. Ways to incorporate this type of motivation: To ensure participant success, provide options and modifications for all levels of exercisers. Touch base and check in with newcomers both before the class starts and after the class ends. Can anyone think of other ways instructors can incorporate this type of motivation? Recognition People like to be recognized for their contribution to group dynamics without feeling like they have been specifically identified. Ways to incorporate this type of motivation: Give positive feedback and praise performance. Provide both specific and general feedback and use motivational cues whenever possible. Learn and use participants’ names in a positive way. Take time to notice participants’ participation and commitment. Can anyone think of other ways instructors can incorporate this type of motivation? Can you think of any other motivational techniques? Feed Back • • • • Give your participants feedback throughout the class. Provide positive feedback about their performance. Offer general feedback to the group. Offer personalized feedback to individuals when appropriate. • Correct technique in a positive and neutral way so you do not offend the participant. • Always ask permission prior to making any hands-on corrections. • Always ask for feedback at the end of your classes. Listen to what you are being told. Try to incorporate the feedback into a future class. Personal Magic • Participants are drawn to instructors who have something special or unique to share with others. A great instructor is a leader that possesses their own personal magic. • Your personal magic is a reflection of the unique qualities that you bring to each workout. Think of yourself as a coach, leading your team to success. Develop your instructing magic and share that charisma with others. Other Important Points for GREAT Classes • • • • • • • Be prepared Know your audience Be consistent Make it a workout Gain experience (practice, practice, practice!) Play music that moves you Look professional Finding a Mentor Mentors provide guidance or assistance to others and are willing to share their knowledge and experience. Tips of finding a mentor: 1. Identify an instructor whom you would like to have as your mentor. 2. Outline your needs and define what your commitment level would be in return. 3. Meet with the potential mentor to discuss why and how you would like that person to mentor you. 4. Be clear in your initial wishes an expectations, setting both shortand long-term goals and commitments. 5. Follow up in writing. Be a SUPERSTAR Fitness Instructor To go from good to great - or from super to a “superstar” in group fitness - you need passion, enthusiasm, and a willingness to learn from both your successes and your challenges. If you think you can, you can; if you think you can’t, you are probably right. So choose to be a superstar! Liability Insurance canfitpro’s preferred insurance provider: Annual premiums starting as low as $158! www.sthunt.com/canfitpro 1-877-734-8776 Summary of Important Points 1. Becoming a successful group fitness instructor requires a career path of continuous education, on-floor experience, and a desire to improve. 2. A fitness instructor should maintain a strictly professional relationship with all participants and avoid crossing professional boundaries. 3. Key components of strong leadership include continually striving to improve personal confidence, being attentive to the needs of participants, and setting a positive example by being motivating and engaging. 4. Through understanding the importance of regular exercise (cognitive learning), developing a positive attitude (affective learning), and acquiring the necessary skills to participate (motor learning), participants can learn and change their behaviours. 5. The teaching strategies necessary for strong leadership include educating and motivating participants, accommodating diversity, providing feedback, creating a community of exercisers, and communicating effectively. 6. Successful and “real” instructors are confident in themselves, are open to receiving and sharing feedback, and work on developing their own “personal magic.” 7. Finding and working with a mentor is an excellent way for new