1. FITNESS INSTRUCTOR SPECIALIST WELCOME

2. 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.

3. Our Mission United as members, canfitpro delivers the world's best, accessible, affordable, and attainable fitness education and experiences.

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7. Your credentials matter

8. 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

9. PART 1 Fitness Theory and Application

10. Principles of Fitness, Health, and Wellness Concepts Chapter 1

11. Components of Fitness Primary Components Cardiorespiratory Capacity Muscular Capacity Flexibility Body Composition Secondary Components Balance Coordination Agility Reaction Time Speed Power Mental Capacity

12. Health and Wellness Mind Spirit Body

13. 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

14. canfitpro’s Recommendations on Physical Activity, Nutrition, and Mindset for Optimal Health Aerobic Activity Accumulate up to 300 minutes of moderate- intensity 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. MindsetAdopt strategies for a positive mindset.

15. Training Principles FITT Principle Individualization Specificity Progressive Overload Recovery Reversibility Maintenance

16. SMART Goals = Specific = Measurable = Action Oriented = Realistic = Timely SMARTSMART

17. Nutrition Pyramid of Integrated Nutrition The Wheel of Integrated Nutrition Hydration

18. Pyramid of Integrated Nutrition

19. The Wheel of Integrated Nutrition

20. Bioenergetics Concepts Chapter 2

21. Definitions Definitions Bioenergetics Energy Homeostasis Metabolism

22. Energy Systems Anaerobic (without Oxygen) The ATP-CP System The Glycolytic System Aerobic (with Oxygen) The Aerobic Glycolysis The Fatty Acid Oxidation System

23. 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

24. 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

25. 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

26. Aerobic Glycolysis Provides fuel for more than 2 min. at moderate intensity Breakdown of glucose or glycogen (with oxygen present)  Glucose + O 2 → 38ATP + CO 2 + H 2 O + heat Mitochondria is the site of aerobic metabolism System is limited by ability of cardiorespiratory system to deliver O 2

27. Fatty Acid Oxidation Provides fuel for over 2 min. during low-intensity exercise Breakdown of fatty acids (with oxygen present)  Fatty acid + O 2 → 100ATP + CO 2 + H 2 O + 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

28. 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.

29. Lactate Threshold con’t When does this occur? What is the resulting by-product? What does this mean for more conditioned/fitter clients?

30. Interaction Of The Systems At rest At the beginning of exercise During steady-state exercise During strenuous exercise During recovery

31. 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

32. EPOC Excessive post oxygen consumption Used for the recovery of both anerobic and aerobic metabolism

33. 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

34. Cardiorespiratory Concepts Chapter 3

35. Cardiorespiratory Concepts Heart Arteries Veins

36. Cardiovascular System Functions Transportation of nutrients, oxygen, carbon dioxide, metabolic waste and hormones Maintaining core temperature of the body

37. Cardiovascular Anatomy

38. The Anatomy of the Human Heart

39. 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

40. Blood Pressure Systolic pressure Diastolic pressure Average resting BP is 120/80 What happens to blood pressure during exercise?

41. 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

42. 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

43. Cardiac Output Q = SV x HR How does Cardiac Output change during exercise?

44. Respiratory System Made up of left and right lungs and air passage way Allows gas exchange between blood and the environment

45. Respiratory Anatomy

46. 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

47. Distribution of Cardiac Output at Rest and During Heavy Exercise

48. Physiological Benefits Summary  ↑ SV  ↑ blood delivery  ↑ red blood cells  ↑ capillary density  ↑size and number of mitochondria  ↑aerobic enzymes

49. System Integration Aerobic fitness Efficiency of the cardiovascular, respiratory and muscular systems Measured as aerobic capacity = VO 2 max  Maximum amount of O 2 the body can extract and use in the process of energy production

50. Cardiorespiratory Recovery After exercise stops, O 2 consumption remains elevated (EPOC) Light activity = recovery period that is short and unnoticeable Intense activity = recovery period lasting many hours, even days Active recovery

51. Benefits of Cardiorespiratory Training What are they?

52. 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

53. Summarize Review summary of important points Putting theory into practice

54. Skeletal Anatomy Chapter 4

55. 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

56. 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

57. The Human Skeleton

59. Classification of Bones

60. Parts Of The Skeleton Axial Skeleton  Includes 80 bones – Skull – Spine – Ribs – sternum Appendicular Skeleton  Includes 126 bones – Shoulders – Pelvis – Bones in limbs

61. Anatomical Position What is anatomical position?

62. Anatomical Terminology Anterior/Posterior Medial/Lateral Superior/Inferior Supine/Prone Dorsal/Plantar Proximal/Distal

63. Joint Movement Terminology Joint = place where bones meet  Flexion / Extension  Hyperextension  Abduction (protraction) / Adduction (retraction)  Circumduction

64. Joint Movement Terminology con’t Medial Rotation / Lateral Rotation Supination / Pronation Inversion / Eversion Elevation / Depression

65. Joint Classification ClassificationDescriptionExamples FibrousConnect bones without allowing any movement Skull, Pelvis, Spinous processes and vertebrae CartilaginousBones attached by cartilage; allow for only a little movement Spine, Ribs SynovialFreely movable; enclosed by articular capsule that holds synovial fluid Shoulder, Hip, Knee, Elbow, Wrist, Ankle

66. Types of Synovial Joints

67. Connective Tissue Ligaments – connect bone to bone Tendon – connect muscle to bone Fascia – connective tissue surrounding each muscle.

68. Lets Put Theory into Practice Label Diagram of skeleton Complete chart and demonstrate movements of joints

69. Muscular and Flexibility Concepts Chapter 5

71. Sliding Filament Theory

72. 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.

73. Types Of Muscle Contractions Isotonic → concentric Isotonic → eccentric Isometric

74. 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)

75. 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

76. Organization Of Nervous System

77. Muscle Fibre Types Slow twitch Fast twitch

78. Adaptations to Resistance Training Muscular strength Muscular power Muscular endurance Muscular strength and endurance are related:

79. Benefits Of Resistance Training What are they?

80. Resistance Training FITT Formula FITT Considerations  Number of sessions client is able to commit to  Clients current fitness level  Clients goals for resistance training

81. Flexibility Training and FITT FITT  Frequency  Intensity  Time  Type

82. Flexibility Techniques Static Stretching What is it? Goal  Example  Advantage/Disadvantage Dynamic Stretching What is it?  Goal  Example  Advantage/Disadvantage

83. Flexibility Guidelines What are they?

84. Muscle Action Muscles pull on bones to create movement at a joint Prime movers/agonists Antagonists Synergists

85. 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

86. Muscle Anatomy And Action Muscles pull on bones to create movement at a joint Prime movers/agonists Antagonists Synergists

87. 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

88. Muscles Of The Shoulder Girdle Trapezius Upper Trapezius Middle Trapezius Lower Trapezius

89. Trapezius con’t MuscleOriginInsertionFunction Trapezius 1, 2 upper fibres 3 middle fibres 4 lower fibres Base of skull Vertebrae C1 to T12 Clavicle Scapula (upper medial and medial surface) 1, 2: elevation 3: adduction or retraction 4: depression and upward rotation and stability of scapula

90. Levator Scapulae

91. Levator Scapulae con’t MuscleOriginInsertionFunction Levator ScapulaeVertebrae C1 to C4Scapula (upper medial surface) Elevation of scapula

92. Rhomboids Rhomboids Minor Rhomboids Major

93. Rhomboids con’t MuscleOriginInsertionFunction Rhomboids Major Minor Vertebrae C7 to T5Scapula (medial surface) Adduction or retraction of scapula

94. Muscles Of The Shoulder Pectoralis Major Pectoralis Major – Clavicular head Pectoralis Major – Sternal head

95. Pectoralis Major con’t MuscleOriginInsertionFunction Pectoralis Major Clavicular (upper) Sternal (lower) Clavicle, sternum, upper 6 ribs Upper humerusFlexion, adduction, medial rotation, horizontal adduction

96. Deltoid Medial Deltoid Anterior Deltoid Posterior Deltoid

97. Deltoid con’t MuscleOriginInsertionFunction Deltoid Anterior Medial Posterior Clavicle, scapula (spine of scapula) Upper humerusAbduction, external rotation, assists in flexion, extension, horizontal adduction

98. Latissimus Dorsi

99. Latissimus Dorsi con’t MuscleOriginInsertionFunction Latissimus DorsiVertebrae T6 to S5 Upper humerusExtension, adduction, medial rotation

100. Rotator Cuff Supraspinatus Infraspinatus

101. Rotator Cuff Teres Minor Subscapularis

102. Muscle Of The Elbow Biceps Brachii

103. Biceps Brachii con’t MuscleOriginInsertionFunction Biceps Brachii Long head Short head ScapulaRadiusElbow flexion, supination of forarm

104. Brachioradialis

105. Brachioradialis con’t MuscleOriginInsertionFunction BrachioradialisHumerusRadiusFlexion

106. Triceps Brachii Triceps Brachii – Lateral head Triceps Brachii – Long head

107. Triceps Brachii con’t MuscleOriginInsertionFunction Triceps Brachii Lateral head Long head Upper humerus, scapula UlnaExtension of elbow

108. Muscles Of The Torso Rectus Abdominus

109. Rectus Abdominus con’t MuscleOriginInsertionFunction Rectus Abdominus PubisRibs 5 to 7, sternum Spinal flexion, posterior pelvic tilt

110. External/Internal Oblique External Oblique Internal Oblique

111. External/Internal Oblique con’t MuscleOriginInsertionFunction External ObliqueLower 8 ribsPelvisSpinal rotation, lateral flexion, posterior pelvic tilt Internal ObliquePelvisLower ribsSpinal rotation, lateral flexion, posterior pelvic tilt

112. Erector Spinae

113. Erector Spinae con’t MuscleOriginInsertionFunction Erector SpinaeLower thoracic vertebrae, lumbar spine Cervical and thoracic vertebrae, ribs, base of skull Spinal extension

114. Muscles Of The Hip Adductor Group Pectineus Gracilis Adductor Magnus

115. Muscles Of The Hip Adductor Group Adductor Brevis Adductor Longus

116. Adductor Group con’t MuscleOriginInsertionFunction Adductor longus Adductor magnus Adductor brevis Gracilis Pectineus Base of pelvisLength of femur (medial edge) Adduction

117. Psoas Major And Iliacus

118. Psoas Major And Iliacus con’t MuscleOriginInsertionFunction Psoas MajorThoracic (bottom few) and lumbar vertebrae FemurHip flexion IliacusPelvis (iliac crest)FemurHip flexion

119. Muscles Of The Knee - Hamstrings Biceps Femoris Semitendinosus Semimembranosus

120. Hamstrings con’t MuscleOriginInsertionFunction Hamstrings Biceps femoris Semitendinosus Semimembranosus Base of pelvisUpper tibia, fibulaKnee flexion

121. Quadriceps Vastus Intermedius Vastus Lateralis Rectus Femoris Vastus Medialis

122. Quadriceps con’t MuscleOriginInsertionFunction Quadriceps Rectus femoris Vastus lateralis Vastus medialis Vastus intermedius Pelvis (rectus femoris only), upper femur (all others) Patella and patellar tendon (to tibia) Knee extension

123. Muscles Of The Ankle - Gastrocnemius

124. Gastrocnemius con’t MuscleOriginInsertionFunction GastrocnemiusBase of femurHeel (Achilles tendon) Knee flexion, plantar flexion

125. Soleus

126. Soleus con’t MuscleOriginInsertionFunction SoleusTop of tibia and fibula Heel (Achilles tendon) Plantar flexion

127. Tibialis Anterior

128. Tibialis Anterior con’t MuscleOriginInsertionFunction Tibialis AnteriorTop 2/3 of tibiaMetatarsalDorsiflexion, inversion

129. Summarize Review summary of important points Putting theory into practice

130. Pre-Exercise Screening Chapter 6

131. 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

132. 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.

133. 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

134. Injury Recognition Concepts Chapter 7

135. 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

136. PAIN A message originating from somewhere in the body that indicates a lack of normal function of homeostasis

137. 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

138. Types of Musculoskeletal Injury ACUTE INJURIES Results from the application of a single force or load creating tissue damage Leads to immediate pain and dysfunction  Broken bone, sprain, contusion OVERUSE INJURIES Results from repetitive loading or movements Leads to gradual onset of pain and dysfunction over days or weeks Tendonitis, bursitis, stress fracture

139. ACUTE INJURIES

140. 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

141. Acute Injuries SYMPTOMS Immediate pain Stiffness Muscle Spasm SIGNS Immediate swelling Bruising Redness/Increased warmth Tenderness Loss of normal function Loss of muscle strength/motion

142. ACUTE INJURIES … Fracture – injury to a bone Sprain – injury to a ligament Strain – injury to a muscle Rupture – injury to a tendon

143. 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

144. REST Discontinue any activity known to aggravate the condition Length of rest depends on type and severity of the injury

145. 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

146. COMPRESSION Assists in decreasing blood flow to injured tissue External compression stocking or wrap recommended for lower body injuries

147. ELEVATION Elevate injured tissue above the heart (lower body injuries)

148. PREVENTION OF ACUTE INJURIES RISK FACTORS

149. 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

150. EXTRINSIC RISK FACTORS External to participant’s physical and psychological status and include: Temperature Humidity Exercise equipment Fitness apparel / shoes

151. 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

152. OVERUSE INJURIES

153. Often a result of: Repetitive tissue loading over time Inadequate recovery time Muscle tightness / weakness Prior injury Altered biomechanics

154. 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

155. 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

156. 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

157. Overuse Injuries: Prevention Education Intensity / Duration of Exercise Progression

158. 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

159. VOICE CARE

160. What are Vocal Cords?

161. 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

162. 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 H 2 0 before and during class Swallow regularly while teaching Avoid whispering Avoid speaking excessively at an extremely high level Rest your voice

163. Preventing Voice Damage (con’t) Maintain good mobility of the neck and upper body Use non-verbal cueing whenever possible Use a microphone

164. 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

165. 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

166. PUTTING THEORY INTO PRACTICE

167. GROUP #1 A participant approaches you at the end of class complaining of mild knee pain during squats. How do you assist this person?

168. 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?

169. 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?

170. GROUP #4 During your high-intensity cardio class, a participant abruptly falls to the floor and is not moving. What do you do?

171. Special Populations Chapter 8

172. 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

173. 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

174. 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

175. PART 2 Practical Application

176. Group Fitness Design Fundamentals Chapter 9

177. 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.

178. 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.

179. Four Qualities of Sound Program Design Safe Effective Efficient Enjoyable

180. Class Format Newer Contemporary Model 1.Warm-up 2.Cardio Pre-cardio Cardio Cardio Recovery 3.Muscle Conditioning 4.Final Cool-Down Flexibility Relaxation

181. Class Format 30-MINUTE CLASS Warm-up 5 – 7 min. One component* 18 – 20 min. Flexibility/relaxation 5 – 7 min. *One component only 45-MINUTE CLASS Warm-up7 – 10 min. Cardio20 – 30 min. Muscle conditioning 7 – 10 min. Flexibility/relaxation 5 – 7 min. 60-MINUTE CLASS Warm-up 10 – 12 min. Cardio20 – 35 min. Muscle conditioning5 – 20 min. Flexibility/relaxation5 – 10 min. 75 - to 90-MINUTE CLASS Warm-up10 – 15 min. Components* 45 – 60 min. Flexibility/relaxation10 – 15 min. *Combined components

182. 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

183. Components of a Fitness Class Chapter 10

184. 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

185. Benefits of a Warm-up cont. Improved muscle metabolism Increased blood flow Progressive elevation of heart rate Mental preparation Basic movement patterning Warm-up cont.

186. Movement Rehearsal Elevated Body Temperature Systemic Excitation Functional Preparation Primary Functions of a Warm-up

187. Phases of a Warm-up General Warm-Up Dynamic Range of Motion (ROM) Specific Warm-Up Muscle and Skill Recruitment

188. 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

189. 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

190. 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

191. Primary Functions of Cardiorespiratory Training Aerobic Capacity and Endurance Systems Integration Movement Mastery

192. Phases of Cardiorespiratory Training Pre-Cardio Cardio Cardio Recovery Figure 10.1 A Visual Interpretation of the Phases of Cardiovascular Training 2 – 3 minutes 20 – 30 minutes 3 – 5 minutes Pre-cardio Cardio Cardio Recovery (Steady State)

193. Class LevelParticipant Fitness LevelCardio Duration Beginner Novice and/or de-conditioned 15 – 20 minutes Intermediate Moderately fit and active20 – 30 minutes Advanced Fit and well-conditioned30 + minutes Table 10.1 Recommended Cardio Durations Structure of Cardiorespiratory Training

194. Muscular Conditioning Benefits of Muscular Conditioning Improved muscle function and joint stability Reduced risk of osteoporosis Increased muscle density Improved body composition (muscle- to-fat-ratio)

195. 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 Benefits of Muscular Conditioning cont.

196. Primary Functions of Muscle Conditioning Muscular Strength Muscular Endurance Functional Performance

197. 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.

198. 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

199. 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

200. Primary Functions of the Final Cool-Down Flexibility Training Integration of Workout Benefits Relaxation

201. Phases of the Final Cool-Down Transition Flexibility Training Relaxation

202. Structure of the Final Cool-Down Transition 1 to 2 minutes Stretching 3 to 4 minutes Relaxation 1 to 2 minutes

203. 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

204. Teaching Group Fitness Chapter 11

205. Movement Patterns Elements of choreographed movement patterns: Balance Variation Movement Progression

206. Elements of Balance Physiological Balance (Intensity) Biomechanical Balance (Safety) Psychosomatic Balance (Integrity)

207. The Learning Curve for Executing Choreographed Movement Patterns From mental and somatic stimulus to movement mastery to kinesthetic understanding to intellectual processing

208. Elements of Variation Range of Motion Lever Plane Direction Rhythm Momentum Symmetry Mode Learning

209. Elements of Movement Progression A blueprint for constructing individual blocks of movement patterns to create a complete pattern.

210. Common Terminology Base Move Breakdown Movement Phrase A Movement Block Lead Leg Arm Lines

211. 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

212. Breakdown The process of breaking down a movement block into its most elemental components Example: base moves and/or segments

213. Movement Phrase A portion of movement predetermined by counts Example: two, four, or, eight beat counts

214. Movement Phrase A phrase can be a single move or a short sequence phrase= an eight beat count of movement

215. A Movement Block A measurement of movement in a 32-beat count A movement block consists of four eight- count movement phrases, adding up to 32 counts

216. A Movement Block Movement Blocks can also measure blocks in other ways Example: two 16-count phrases also add up to 32 total counts

217. 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

218. Arm Lines The arm movements that go along with the movement pattern

219. Teaching Formulas Linear Movement Pyramid Repetition Reverse Pyramid Pure Repetition Linking Add-On Add and Subtract Insertion Layering Holding Pattern (HP)

220. Linear Movement A series of movements that progress from one to the next without any discernable pattern emerging. Example: Teach A  Teach B  Teach C  Teach D

221. Pyramid Repetition Repetitions that gradually increase Example: 1  2  4  8  16  32

222. Reverse Pyramid Repetitions that gradually decrease Example: 32  16  8  4  2  1

223. 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

224. Linking Segments of movement that are taught separately then linked together to create a combination Example: Teach A  Teach B  Combine A+B = AB Teach C  Teach D  Combine C+D = CD Link AB to CD= ABCD

225. 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

226. Add and Subtract M ovement 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

227. 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

228. 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

229. 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

230. 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

231. Spatially Equivalent Progression Phase 14-knee repeater8 counts Phase 2step touch X 48 counts Phase 3 & 4V-step X 416 counts 32 counts

232. 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

233. Essential Teaching Skills Coaching Cueing  Visual, Auditory, Kinesthetic Integrating Cueing Techniques Advanced Teaching Skills Cross Phrasing Tapless Movement Patterns Mirror-Image Teaching

234. 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

235. Cueing Auditory Cueing: Effective verbal cues need to be clear and concise 2, 3, or 4 beat cueing

236. 2-beat cuesilent 8-7-6-5-4- 3… then say “knee” (count 2) – “up (count 1) 2-beat cuesilent 8-7-6-5-4- 3… then say “over (count 2) – “the top” (count 1) 3-beat cuesilent 8-7-6-5- 4…. then say “ham” (count 3) – “string” (count 2) – “curl” (count 1) 4-beat cuesilent 8-7-6-5….then say “left” (count 4) – “lead” (count 3) – “turn” (count 2) – “step” (count 1) Auditory Cueing:

237. 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

238. Integrating Cueing Techniques Combine different types of cuing Effective for signalling directional changes and upcoming changes

239. Advanced Teaching Skills Cross Phrasing Tapless Movement Patterns Mirror Image Teaching

240. Music and Musicality Rhythm Beats Downbeat Bar/Measure Metre Phrase Phrasing BPM Tempo

241. Recommended Music Guidelines Music Tempo Sound Level Vocal Amplification Legal Acquisition of Music

242. Relevant Research Regarding Exercise to Music Stimulus Performance Motivator Evokes pleasant associations

243. Musicality Having an understanding and aptitude for applying musicality helps you create energy, motivation, and enthusiasm in your classes.

244. Musicality Exercises Hearing the Downbeat (or Count #1) Physically Finding the Downbeat (or Count #1)

245. Trends in Group Fitness Chapter 12

246. Demographics Who are our participants? How old are our participants? What is the experience level of our participants?

247. 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

248. 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

249. PART 3 Leadership In Teaching Group Fitness

250. 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.

251. 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.

252. 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

253. 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

254. 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

255. 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.

256. 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!

257. Putting the Class Together Introduction (INTRO) Motivation Effective Cueing Teaching Methods Options for different levels of participants Education Create a community

258. 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.

259. 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!)

260. 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

261. 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

262. 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.

263. 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.

264. 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.

265. 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.

266. 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

267. 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

268. 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

269. 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.

270. 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

271. 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.

272. 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

273. 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. Communication Tips

274. 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.

275. 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?

276. 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

277. Motivation Skills Participants are motivated by various factors and they attend your fitness classes for different reasons. Common motivators: Growth Challenge Fun Achievement Recognition

278. 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?

279. 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?

280. 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?

281. 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?

282. 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?

283. Can you think of any other motivational techniques?

284. 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.

285. 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.

286. 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

287. 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 short- and long-term goals and commitments. 5.Follow up in writing.

288. 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!

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290. 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