Transcript Exercise to Music - Tutor Support Site

SS2051
Applied Exercise and Health Fitness 1:
Exercise to Music
Aim
• To develop an understanding of the
application of exercise to music in the
development of the health related
fitness components
• Hours: 28
Objectives
Students will be able to:
• Plan, teach and evaluate safe and effective
exercise to music classes
• Demonstrate creativity and individual style
appropriate to the level of the class
• Adapt and progress the class as required
Continuous Assessment
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Warm-up phase 5 minutes – 35%
Cardiovascular (CV) phase 6 minutes – 45%
Two class plans – 10% (5% x 2)
15 minute Written assessment –10%
Session 1 Objectives
At the end of this session, students will be able to:
• describe the structure and content of an exercise to
music class
• describe the physiological, psychological and social
benefits of an exercise to music class
• demonstrate correct procedure for screening clients
before a class
Objectives
• outline the content and purpose of each phase of an
exercise to music class
• demonstrate the following instructional skills:
verbal/visual cueing, good demonstrations
• identify correct BPM and downbeat when working with
music
• identify suitable movements for dynamic phase of the
class
The Phases
• Warm-up and pre-stretch
• CV and post-stretch
Warm-Up:
Dynamic Phase
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Large body movements
BPM 124 - 130
Small ROM
Plenty use of space/changes of
direction etc.
Mobility Phase
• BPM 124 - 130
• The joints: shoulder, knee, ankle, hip,
back
• Small to large ROM
• Maintain intensity - use of space/change
of direction etc.
Pre-Stretch
• Stretch all major muscle groups to be
worked in the CV phase
• Quadriceps
• Hamstrings
• Gastrocnemius
• Erector Spinae
CV Phase
Pulse Raiser
• Low impact moves - music 136-138 BPM
• Increase intensity by use of space and arm work
• HR should be above 120
CV Proper
• Hi/lo impact/music 138-150 BPM. Create an aerobic
wave - work in THR zone
CV Phase
Cool-Down
• Low impact moves - music 128-130 BPM
• Gradual decreasing of intensity to lower HR
• Post-stretch
• HR should be below 100 BPM
Health Related Benefits
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Improved efficiency of heart/lungs
Improved appearance
Helps maintain healthy fat levels
Improved physical well-being
Improved psychological well-being
Good social aspect
Screening Procedures
• All clients will have filled out written screening forms
prior to participation in class (see module SS2031
screening procedures)
• Verbal screening: prior to each class, the instructor
must verbally screen. Questions are asked regarding:
– Injuries/medication/illnesses e.g asthma, diabetes
etc.
– Current or recent pregnancies
Screening Procedures
• Beginners – screen individually re. previous exercise
habits etc.
• Footwear – ensure clients are properly attired
• Chewing gum/food – ensure clients have nothing in
their mouths
• Jewellery – ensure jewellery is removed or tucked
away
Cueing
It is essential that each move is cued accurately.
Cueing consists of:
• verbal – naming the step
• numerical countdown – 4, 3, 2, …..
• visual – using hand signals
• use of imagery – use any features in the room e.g.
mirrors, windows etc.
• Demonstration – visual preview
Suitable Movements for
Dynamic Phase
As the purpose of the dynamic phase is to increase
body temperature, heart rate and blood flow to the
working muscles, the most appropriate movements
are:
• off-the-spot moves involving large muscle groups i.e.
marching around the room, grapevines, double side
steps
• directional change – diagonals, squares, circles,
crucifix etc.
• appropriate arm movement (small ROM)
Music BPM/Pulse Checks
Pulse Checks
Music
• Take pulse on
• Choose suitable
carotid/radial artery
music i.e. 124 -130
BPM
• Take at start of the
class – below 100
• Choose music with
good downbeat
• After warm up – at
or over 120
Session 2 Objectives
At the end of this session, students will be able to:
• identify suitable exercises for mobility phase
• identify appropriate teaching and safety points for
each exercise
• identify suitable stretches for use in the pre-stretch
phase
• demonstrate good rhythm, timing and coordination in the class situation
Mobilisation
• Take joints through their full ROM to:
• increase the flow of synovial fluid to the joint –
cushions and reduces friction
• decrease viscosity of synovial fluid
• warm the joint
• reduce the chances of injury
• rehearse movements for later in class
• reduce the chances of early fatigue in joints
Joints to Be Mobilised
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Shoulder
Hip
Knee
Ankle
Back
Pre-Stretch
• Pre-stretch to:
– reduce the risk of injury
– prepare the muscle for higher intensity work
– increase blood flow to the muscle
– increase elasticity in the muscle, ligaments and
tendons
Pre-Stretch
• Which muscles?
– Gastronemius
– Quads and
iliopsoas
– Hamstrings
– Lower back
• For how long?
– 8-10 second
• How?
– Static
– Integrated with
dynamic
movements
Objectives
At the end of this session, students will be able to:
• outline basic considerations when designing
movement sequences
• design a class to include class plan, goals,
appropriate selection of music, appropriate
choreography
• demonstrate effective instructional skills to include
demonstration, teaching and safety points,
observation and correction, cueing, class
management
• demonstrate effective adaptations and progressions
for the beginner client
Designing Sequences
It is important to consider the following when
designing your routine:
• Level of class
• Phase of class
• Muscles/joints to be worked
• Balance, i.e. forward/backward versus side/side
Designing Sequences
• High versus low impact
• High versus low intensity
• Choreography
Adaptations/Teaching
& Safety Points
Adaptations
• Delete arms
• Smaller ROM
• Bring back to march if
finding move difficult
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Teaching/Safety
Knee raise - hip
height with knee
Lunge - push off ball
of foot
Lateral raises - arms
shoulder height
Head, neck and
spine in line always
Class Plan
Exercise
Teaching & Safety
Points
Adaptations
Progressions
Arm Movement
March
Shoulder over
hips ,neutral
spine .extend
knees without
locking out
No arms
Stay on Spot
No change of
direction
No impact
Add arms
Move off the
spot
Change
direction
Add impact
Frontal raise
Or in high move
arms over head
e.g. shoulder
press
Half Jack
Global for
posture
Legs shoulder
width apart
Touch foot
laterally to the
side
No arms
Stay on Spot
No change of
direction
No impact
add arms
Move off the
spot
Change
direction
Add impact with
full jumping jack
Add lateral raise
Objectives
At the end of this session, students will be able to:
• outline the content and purpose of the CV phase of an
exercise to music class
• demonstrate good personal technique and posture
while teaching cueing, class management and
instructor position
• demonstrate different methods of varying exercise
intensity
Pulse Raiser
• Lasts about two to three minutes
• Aim is to elevate HR and increase body temp after
pre-stretch
• Suitable movements include:
– Large body movements
– Off the spot movements
– Plenty of arm work
– Change of focus
Increasing Intensity
• Start off with low impact moves
• Bring in some hops gradually
• Add in some high impact moves towards end of pulse
raiser
• Add in from start and maintain suitable arm
movements
Objectives
At the end of this session, students will be able to:
• demonstrate effective instructional skills to include
demonstration, teaching/safety points,
observation/correction, client safety
• demonstrate different methods of varying exercise
intensity
• define the “wave effect” and apply guidelines
effectively to the aerobic phase of the class
Intensity
• Increase intensity to ensure class work within their
THR zone
• Maintain THR for 20 - 30 mins by:
– working large muscle groups through large ROM
– adding impact
– suitable use of arm movement
– greater use of space
Teaching/Safety Points
• For high impact, ensure:
• Ensure client safety through adequate teaching and
safety points
– head, neck, and spine are in line
– soft knees are maintained
– landings are from ball to heel
– adaptations are given
Aerobic Wave
• Produced when high intensity/high impact moves are
interspersed with low intensity/low impact moves
• Produces a “wave” effect whereby heart rates are kept
in training zones for long enough to achieve a training
effect
Objectives
At the end of this session, students will be able to:
• design, organise and implement a commercially viable
exercise class to include appropriate selection of music,
appropriate choreography style and correct application of the
principles of training
• demonstrate appropriate methods for monitoring intensity
• demonstrate good rhythm, co-ordination, timing and phrasing
• identify factors that would make the exercise to music class
more motivating
Choreography
• Add-on:
– Design ‘A’
– Add on ‘B’
– Repeat ‘A’ and ‘B’
– Add on ‘C’
– Repeat ‘A’, ‘B’ and ‘C’
Choreography
• Link:
– Design routine 1 a, b, c and d
– Design routine 2 e, f, g and h
– Link both routines
• Verse/chorus:
– Design one routine for the verse and one for
the chorus, and repeat
Intensity
• Important to monitor intensity to ensure clients are
working within their THR zones
• Monitor by taking pulse or by using an RPE scale
• Pulse: after CV phase using a six-second count
• RPE scale: during and after CV phase (refer to
page 272 for RPE scale)
Motivation
• Add variety to routines
• Offer information on weight loss, healthy lifestyle
etc.
• Offer fitness testing
• Offer individual programmes
• Show interest and enthusiasm
Objectives
At the end of this session, students will be able to:
• design a class plan
• demonstrate effective adaptations and progressions
for individuals with different needs
• outline the basic, general exercise guidelines for
clients who have been medically cleared of these
injuries: knee, ankle, shoulder, shin splint
• design the cool-down phase
• Identify the signs and symptoms of voice injury and
effective measure for prevention of voice injury
Adaptations and
Progressions
Adaptations
• Low impact, e.g.
do ½ jack instead
of full
• Delete arms
• Smaller ROM
Progressions
• Do high impact
version, e.g. jog
forward instead of
march
• Use arm movement
• Bigger ROM
Injuries
General
• Check for clearance, history, when the injury
occurred, how it occurred and pain-free ROM.
Knee
• As above. Advise low impact and small ROM during
leg curls etc.
Ankle
• As above. Low impact and be careful of lateral
movement.
Injuries
Shoulder
• As previous slide. No arm movement above
shoulder height, or lower if painful.
Shin splints
• As previous slide. No high impact. Advise not to run
on hard surfaces and to elevate and ice injured
area after exercise.
Cool-Down
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Low impact moves
Gradually decrease intensity
Work arms through small ROM
Include plenty of movement off the spot
Music BPM 128-130
Two to three minutes
Objectives
At the end of this session, students will be able to:
• demonstrate good personal technique and posture
while teaching the CV phase
• competently apply guidelines for adaptations for the
beginner client
• describe the function of the post-stretch in the
exercise to music class and when it should be
performed
Vocal Cord Disorders
&
Symptoms
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Vocal cord polps
Vocal cord nodules
Contact ulcers
Laryngitis
Vocal cord tumors
Vocal cord paresis and vocal cord paralysis
Module 7
47
Voice Injury
Prevention
• To prevent disorders caused by vocal abuse
• To prevent disorders related to acid reflux
• To prevent vocal cord disorders caused by irritation
Module 7
48
Post-Stretch
Post-stretch should be done at the very end of the
class.
General Guidelines
• Floor-based
• Stretch specific muscles used in the class
• Hold stretches for 15-30 secs
Benefits
• Reduces risk of injury and aids circulation
• Seeks to return muscles to pre-exercise length