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WELCOME TO THE ACSM Certified Group Exercise Instructor Webinar Series
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Session 1: Group Exercise Principles and Procedures
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Objectives Understand the fundamentals of group exercise instruction (GEI) Organize and market group exercise programs to targeted populations Identify key components to a group exercise class Identify and utilize a variety of exercise modalities common to a group setting Understand how to develop an effective emergency response plan ACSM is a founding sponsoring organization of the Committee on Accreditation for the Exercise Sciences (CoAES), which operates under the auspices of the Commission on Accreditation of Allied Health Education Programs (CAAHEP). Since May 2007, the following institutions have received accreditation through CAAHEP: Copyright ACSM 2011
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Fundamentals of Group Exercise Instruction
Modern challenges of group fitness instruction Importance of feedback to participants Understanding the physical environment Importance of cueing Understanding musicality Copyright ACSM 2011
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Modern Challenges of Group Exercise Instruction
Changing population of participants with a wider variety of demographics Many exercise styles and modalities from which to choose from Finding your personal style that works Unlocking your passion to help you guide and motivate Copyright ACSM 2011
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Changing Demographics
Historically group exercise classes were primarily female years old Classes were historically leveled and you simply taught the level New class formats are attracting men i.e. kickboxing, circuit and interval training Exercise is now recommended as a treatment for disease Due to the rate of obesity, the population is not as healthy as in the past requiring class modification and understanding of the disease process Copyright ACSM 2011
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Multiple Modalities and Variation in Programming
Historically all group exercise classes were a variation on aerobic dance New equipment options are available for use New format options are becoming popular A wide variety of music is available for various classes Copyright ACSM 2011
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Finding Your Personal Style and Passion
Many modalities can present a problem for group exercise instructors Don’t try to do it all Understand what you enjoy and are suited to lead Know your body style and the type of movements with which you are comfortable Teach classes about which you are passionate about Copyright ACSM 2011
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The Professional Instructor
Build your credibility with your knowledge and your professional demeanor Care about your class by connecting with them, modifying as necessary and being available Be positive and upbeat at all times Be prepared with your class choreography or material Be ready to start on time Dress appropriately for the class Discretely clothed Clean and intact with appropriate footwear Copyright ACSM 2011
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Participant Assessment: Importance
Identifies those individuals who are at increased risk of disease with pre-existing disease with potential contraindications to exercise Identifies conditions that may need to be referred to an allied health professional Copyright ACSM 2011
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Participant Assessment: Why is it Important?
Sign of a qualified and professional instructor Opens lines of communication with participants First line of defense for participant safety Identifies risk factors and conditions that may be aggravated by exercise Facilitates and improves exercise programming Helps you to meet the needs of your participants Provides an opportunity for immediate participation and education Copyright ACSM 2011
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Screening Process Three phases: Risk stratification Health history
Medical clearance or referral Copyright ACSM 2011
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ACSM Risk Stratification
Identifies participants who should undergo a medical exam and/or exercise testing prior to joining an exercise class Stratifies into Low, Moderate, or High risk based on health status, symptoms, and risk factors present Copyright ACSM 2011
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ACSM Risk Stratification Categories
Low Risk: Men <45 years, Women <55 years, asymptomatic, no more than 1 risk factor Moderate Risk: Men >45 years, Women >55 years, 2 or more risk factors High Risk: Participants with 1 or more signs of cardiovascular, pulmonary or metabolic disease American College of Sports Medicine. Guidelines for Exercise Testing and Prescription, 8th Edition, 2010. Copyright ACSM 2011
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CVD Risk Factors Family history (early event in 1st degree relative)
Cigarette smoking (current smoker or quit w/in 6 mos.) Hypertension (Systolic BP>140 mmHg or Diastolic BP>90 mmHg) Obesity (BMI ≥ 30) Dyslipidemia (high LDL and/or low HDL) Pre-diabetes (fasting BG ≥100 - <126 mg/dl) Sedentary Lifestyle (not meeting recommended guidelines for physical activity) American College of Sports Medicine. Guidelines for Exercise Testing and Prescription, 8th Edition, 2010. Copyright ACSM 2011
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Health History Form Comprehensive tool for teaching a safe and effective class Medical History Exercise history Medications Health risk factors Injuries/orthopedic limitations Copyright ACSM 2011
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Screening Questionnaires
PAR-Q (Physical Activity Readiness Questionnaire) General risk screening tool Good for low to moderate intensity exercise classes Participants should see a physician if they answer “yes” to one or more questions Copyright ACSM 2011
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Par-Q Questions (yes/no)
Has your doctor ever said that you have a heart condition and that you should only do physical activity recommended by a doctor? Do you feel pain in your chest when you do physical activity? In the past month, have you had chest pain when you were not doing physical activity? Do you lose your balance because of dizziness or do you ever lose consciousness? Copyright ACSM 2011
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Par-Q Questions (cont’d)
Do you have a bone or joint problem that could be made worse by a change in your physical activity? Is your doctor currently prescribing drugs (for example, water pills) for your blood pressure or heart condition? Do you know of any other reason why you should not do physical activity? Copyright ACSM 2011
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Screening Questionnaires
ACSM/AHA Pre-Participation Screening Questionnaire More comprehensive Addresses more conditions other than cardiovascular disease i.e. pregnancy Directs participants that it is safe to exercise or to contact a physician AHA & ACSM Modified PAR-Q, AHA/ACSM joint statement: Recommendations for cardiovascular screening, staffing and emergency policies at health/ fitness facilities. Medicine & Science in Sports & Exercise, 30 (6). Copyright ACSM 2011
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Emergency Response Plan
Important to saving lives and preventing injury You only have a couple of seconds to react to any emergency Your quick response can determine the medical outcome for your participant Copyright ACSM 2011
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Emergency Response Plan: Instructor’s Responsibility
If you are the owner of the facility make sure you create a plan and that all of your employees are aware of the plan and proficient in the execution If you are an instructor in a facility, know the plan for that facility Maintain your BLS or CPR certification Understand the signs and symptoms of impending medical problems Rehearse your response Copyright ACSM 2011
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Signs and Symptoms of Cardiorespiratory or Metabolic disease
Angina (chest pain or jaw pain) Shortness of breath at rest Dizziness / loss of motor control Blue tinge to the nail beds, lips or gums Heart palpitations Unusual fatigue with normal activity Confusion or loss of mentation Copyright ACSM 2011
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Emergency Response With any of these signs or symptoms, stop the class and get immediate help for the person affected It is better to over react than to under react Do not leave the victim Continue to monitor till help arrives Begin CPR if necessary Copyright ACSM 2011
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Pre-Class Visual Assessment
Size up your class Look for new members that you do not know Introduce yourself to them and ask them if they have any concerns or problems with exercise Encourage them to modify the class Continue to observe them during the class Copyright ACSM 2011
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Pre-Class Announcements
Should be done before every class Introduce yourself and the type of class Perform KwikScreen® Encourage participants to: Listen to their bodies Work out at their own level Take water breaks as needed Exercise in their own comfort zone Modify movements if necessary Copyright ACSM 2011
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ACSM KwikScreen® Abbreviated health/fitness screening tool performed conversationally by the instructor. Administered to group of participants before beginning the class after your introduction. General questions about the potential health issues of the group Be careful with HIPPA Copyright ACSM 2011
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Responsibility Throughout the Class
Continue visual assessment at all times Observe the new members Modify the class if necessary Coach to an appropriate level Provide feedback Copyright ACSM 2011
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The Importance of Feedback
Providing feedback shows the class you are watching them and care for their success Improves effectiveness of the exercise Helps engage the participants Prevents injury Helps to motivate Copyright ACSM 2011
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5 Methods of Giving Feedback
General Feedback This is information given to the entire group Safest type of feedback Allows class members to be anonymous with their mistakes Copyright ACSM 2011
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5 Methods of Giving Feedback
Indirect Feedback More targeted to an individual More targeted to a particular problem May be relayed with the use of body language May be relayed with the instructor’s location in the room May be relayed with eye contact Still relatively anonymous Copyright ACSM 2011
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5 Methods of Giving Feedback
Direct Feedback Specific to a particular individual Should never be punitive Should be given constructively Be sensitive to the participants feelings Copyright ACSM 2011
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5 Methods of Giving Feedback
Tactile Feedback Requires hands on touch for realignment purposes Be careful since this could be misinterpreted Know your participants Always ask permission before you touch Be careful of the location of the touch Copyright ACSM 2011
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5 Methods of Giving Feedback
Deferred Feedback Should be given immediately after class Allows for privacy Should always be constructive Should never be punitive * If any movement could cause injury, the feedback should be immediate Copyright ACSM 2011
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