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FITNESS INSTRUCTOR SPECIALIST
WELCOME
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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.
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Our Mission United as members, canfitpro delivers the world's best, accessible, affordable, and attainable fitness education and experiences.
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Making Professionalism Easy!
canfitpro INTERACTIVE PRO T’s – 10 min lecture on benefits of using INTERACTIVE canfitpro INTERACTIVE is an online resource for Fitness Professionals – a helpful resource to make you feel more confident about your business! Making Professionalism Easy!
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You can… Manage your clients and their sessions all in one place
You will receive a free 30 day trial period with full access and the ability to add up to 5 clients. After the trial period you can upgrade your account for only $9.99 month. More package details can be found at canfitprointeractive.com. 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
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canfitpro INTERACTIVE
On canfitpro INTERACTIVE you can view thousands of exercises in the exercise library – it is good to help you with your exam preparation but to also give you the understanding of exercise prior to prescribing it to your client. To see thousands of exercise demonstrations Visit us at
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Your credentials matter
repscanada is an inclusive on-line resource that will increase the integrity of the fitness professional. A place for fitness professionals to showcase their credentials.
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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. PRO T’s – Discussion on increasing credibility of fitness profession via general public and employers. 5 mins repscanada promises to provide a clear way for anybody to understand exercise and fitness credentials. canfitpro professional members will automatically be placed on the register once they complete their certification (unless the member opts out) – Registration is included in membership. Any additional certifications, trainings and education can be submitted for verification at any time in the future.
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PART 1 Fitness Theory and Application
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Principles of Fitness, Health, and Wellness Concepts Chapter 1
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Components of Fitness Primary Components Secondary Components
Cardiorespiratory Capacity Muscular Capacity Flexibility Body Composition Secondary Components Balance Coordination Agility Reaction Time Speed Power Mental Capacity Chapter 1 Title: Principles of Fitness, Health and Wellness Concepts Topic: Primary and Secondary Components of Fitness Time Allotted: 10 minutes Activity Type :In class brainstorming and discussion. Tools Required: PRO Trainer Notes: Before putting this slide up for the class to see, ask participants to come up with the primary and secondary components and their definitions first. From the manual., discuss each of the primary components with more detail. Discuss the secondary components, suggesting how fitness instructors use these in their choreography and resistance training sessions.
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Spirit Health and Wellness Mind Body Chapter 1
Title: Principles of Fitness, Health and Wellness Concepts Topic: Health & Wellness Time Allotted: 8 minutes Activity Type :In class brainstorming and discussion. Tools Required: Option to have cut photos from magazines, personal photos, internet photos, etc. PRO Trainer Notes: Before putting this slide up for the class to see, ask class to view some photos or pictures you have collected from magazines, or from home. Ask them to describe the person as to whether or not they think the person is “well”. Discuss the criteria people use to describe if someone is “well”? (For example, skin colour, eyes, posture, clothing choices, etc) Discuss the 3 parts to wellness - mind, body, spirit. - and that all of these are interconnected. Body
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Benefits and Principles of Physical Activity
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 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 Chapter 1 Title: Principles of Fitness, Health and Wellness Concepts Topic: Benefits and Principles of Physical Activity Time Allotted: 10 minutes Activity Type: In class brainstorming and discussion. Tools Required: PRO Trainer Notes: Before putting this slide up for the class to see, have participants partner up and together brainstorm 10 benefits of physical activity.. Display this slide and have them read through it on their own.
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Canada’s Activity Guidelines
Accumulate up to 60 minutes of activity each day. Endurance - 4 to 7 days per week Strength - 2 to 4 days per week Flexibility - 4 to 7 days per week Chapter 1 Title: Principles of Fitness, Health and Wellness Concepts Topic: Canada’s Activity Guidelines Time Allotted: 5 minutes Activity Type :In class brainstorming and discussion. Tools Required: Option to acquire Canada’s Physical Activity Guidelines to hand out as a reference…..from Health Canada. PRO Trainer Notes: Before putting this slide up for the class to see, ask class to suggest what they think are the guidelines. Ask “how much physical activity is recommended for the average adult?” After that ask what the recommended amount is for children? The answer is 90 minutes of physical activity daily.. Show slide and briefly discuss.
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Training Principles FITT Principle Individualization Specificity
Progressive Overload Recovery Reversibility Maintenance Chapter 1 Title: Principles of Fitness, Health and Wellness Concepts Topic: Training Principles Time Allotted: 8 minutes Activity Type :In class discussion. Tools Required: PRO Trainer Notes: With the manual, briefly describe the training principles listed .
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= Specific = Measurable = Action Oriented = Realistic = Timely
SMART Goals S M A R T = Specific = Measurable = Action Oriented = Realistic = Timely Chapter 1 Title: Principles of Fitness, Health and Wellness Concepts Topic: SMART Goals Time Allotted: 8 minutes Activity Type :In class discussion. Tools Required: PRO Trainer Notes: Briefly describe what SMART stands for and give examples. Discuss that this is difficult for the typical aerobics instructor to do for individuals. Refer to some of the commonly asked questions in the chapter.
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Nutrition How to Eat Better Portion Sizes Healthy Food Choices
Reading Food Labels Eat Every 3-4 Hours Food Variety Water Intake Chapter 1 Title: Principles of Fitness, Health and Wellness Concepts Topic: Nutrition and Canada’s Food Guide Time Allotted: 10 minutes Activity Type : In class discussion. Tools Required: Option to have copies of Canada’s Food Guide - free from Health Canada Have some store bought items, to use for reading the labels, such as power bars, snack foods, juice box, dried fruit, etc. For the option suggestion below, have prepared sheets with the scenarios presented from the “Putting Theory Into Practice” section at the end of the chapter, numbers 1 to 5. PRO Trainer Notes: Briefly go over the points on this slide and suggest that these can be given as quick information tips to participants in their classes , during certain segments of the class, or at the end of the class as they reflect about the workout and how they can continue their healthy practices at home.. Option - divide participants in groups of 4 to 5. From the manual, Pro Trainer could print and handout one of the suggested scenarios, numbers 1 to 5, from the “Putting Theory Into Practice” section at the end of the chapter, and have them discuss possible responses and suggestions. Suggest that, if interested, FIS instructors should take the Health & Wellness Specialist certification. for further knowledge.
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Bioenergetics Concepts
Chapter 2 Chapter 2 Title: Bioenergetics
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Definitions Energy Homeostasis Metabolism Bioenergetics Chapter: 2
Title: Bioenergetics Topic: Explanation of definitions Time allotted: 3 minutes Bioenergetics – the study of how energy flows in the human body. Energy – is the ability to do physical work. Homeostasis is a state of stability or balance. Metabolism – is the sum of all chemical reactions in the body to either create or use energy.
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Energy Systems Anaerobic (without Oxygen) The ATP-CP System
The Glycolytic System Aerobic (with Oxygen) The Aerobic Glycolysis The Fatty Acid Oxidation System Chapter: Title: Bioenergetics Topic: Energy systems- discuss anaerobic and aerobic differences Time allotted: 3 minutes
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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 Chapter 2 Title: Bioenergetics Topic: What is - Adenosine Triphosphate (ATP) Time allotted: 2 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes 21
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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 Chapter 2 Title: Bioenergetics Topic: ATP-CP Phosphagen System Time allotted: 12 minutes Activity Type: Lecture/Practical application Tools Required: Enough room to have each student move on the spot PRO Trainer Notes Have the participants perform an activity as fast as they can, on the spot, for up to 10 seconds (i.e. running). 22
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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 Chapter 2 Title: Bioenergetics Topic: Glycolytic System Time allotted: 12 minutes Activity Type: Lecture/Practical application Tools Required: Enough room to have each student move on the spot PRO Trainer Notes Have participants perform an activity on the spot, for up to 2 minutes at maximal effort (i.e. jumping jacks). 23
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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 Chapter Title: Bioenergetics Topic: Aerobic Glycolysis Time allotted: 10 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes
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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 Chapter 2 Title: Bioenergetics Topic: Fatty Acid Oxidation Time allotted: 12 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes
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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. Chapter 2 Title: Bioenergetics Topic: Lactate Threshold (Slide #1) Time allotted: 2 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes
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Lactate Threshold con’t
When does this occur? What is the resulting by-product? What does this mean for more conditioned/fitter clients? Chapter 2 Title: Bioenergetics Topic: Lactate Threshold Time allotted: 2 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes
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Interaction Of The Systems
At rest At the beginning of exercise During steady-state exercise During strenuous exercise During recovery Chapter 2 Title: Bioenergetics Topic: Interaction of the Systems Time allotted: 10 minutes Activity Type: In-class discussion Tools Required: PRO Trainer Notes Lead the class through an example of an exercise and have them identify what is happening at each stage in regards to the different energy systems.
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Oxygen Demands Oxygen deficit Oxygen debt
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 Chapter 2 Title: Bioenergetics Topic: Oxygen Demands Time allotted: 15 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes
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EPOC Excessive post oxygen consumption
Used for the recovery of both anerobic and aerobic metabolism Chapter 2 Title: Bioenergetics Topic: EPOC Time allotted: 15 minutes Activity Type: Lecture, discussion Tools Required: PRO Trainer Notes
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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 Chapter 2 Title: Bioenergetics Topic: Developing the Energy Systems with Interval Training Time allotted: 30 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes
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Cardiorespiratory Concepts Chapter 3
Title: Cardiorespiratory Concepts Chapter Objectives Describe the anatomy of the heart. Explain the flow of blood from the heart to the body and back again. Discuss the mechanics of the cardiovascular system and its response to exercise. Explain the function and anatomy of the respiratory system. Discuss the mechanics of the respiratory system and its response to exercise. Identify the major benefits of cardiorespiratory training. Identify basic differences in developing cardiorespiratory training programs for beginner, intermediate and advanced clients. Explain the major issues that affect the design of cardiorespiratory training based on FITT. Discuss the concepts of cardiorespiratory recovery and relaxation as well as flexibility. Determine appropriate exercises for cardiovascular recovery. Time allotted: 1 hour and 56 minutes Activity Type: Tools Required: PRO Trainer Notes
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Cardiorespiratory Concepts
Heart Arteries Veins Chapter 3 Title: Cardiorespiratory Concepts Topic: Cardiovascular System Time allotted: 5 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes
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Cardiovascular System Functions
Transportation of nutrients, oxygen, carbon dioxide, metabolic waste and hormones Maintaining core temperature of the body Chapter 3 Title: Cardiorespiratory Concepts Topic: Cardiovascular System Functions Time allotted: 5 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes
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Cardiovascular Anatomy
Chapter 3 Title: Cardiorespiratory Concepts Topic: Cardiovascular Anatomy Time allotted: 10 minutes Activity Type: Lecture Tools Required: Whiteboard/Flip chart PRO Trainer Notes Options for teach cardio anatomy; 1. You can simplify the anatomy of the heart by drawing a square with 4 quadrants and labeling them as the two ventricles and atriums. 2. Make photo copy of above, blank out heart parts and have participant fill in the blanks. 3. Separate participants into groups of 3-4, have the group fill in the blanks – it’s a race to the finish line!
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The Anatomy of the Human Heart
Chapter 3 Title: Cardiorespiratory Concepts Topic: Cardiovascular Anatomy Cn’t Time allotted: 1 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes
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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 Chapter 3 Title: Cardiorespiratory Concepts Topic: Circulation of Blood Through the Body Time allotted: 8 minutes Activity Type: Breakout Learning Tools Required: One small card/piece of paper for each of the following: Superior Vena Cava Left Atrium Inferior Vena Cava Left Ventricle Right Atrium Aorta Left Atrium Arteries Pulmonary Artery Arterioles and Capillaries Lungs Veins, Venules and Venous Sinuses Pulmonary Vein PRO Trainer Notes Have enough sets to divide the class into small groups of 3 or 4. Ask them to determine the flow of blood through the body by placing the cards/paper in order. Ask them to indicate what is exchanged where.
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Blood Pressure Systolic pressure Diastolic pressure
Average resting BP is 120/80 What happens to blood pressure during exercise? Chapter 3 Title: Cardiorespiratory Concepts Topic: Blood Pressure Time allotted: 3 minutes Activity Type: In-class discussion Tools Required: PRO Trainer Notes During moderate exercise systolic pressure rises quickly to values above 200 and then levels off. Diastolic remains relatively the same. During straining exercise such as weightlifting BP may spike to much higher levels. As a large group discuss what contributes to this.
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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 Chapter 3 Title: Cardiorespiratory Concepts Topic: Heart Rate Time allotted: 3 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes Participants practice taking pulse checks
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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 Chapter 3 Title: Cardiorespiratory Concepts Topic: Stroke Volume Time allotted: 3 minutes Activity Type: Lecture/Practical demonstration Tools Required: Soft/pliable water bottle PRO Trainer Notes Use a water bottle and discuss the difference between squeezing the water out of it: With a child’s hand vs. an adult’s hand to show how training affects SV and muscle size and how strength increases. Squeezing slow with little force vs. quickly with high force to see the difference in exercise intensities.
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Cardiac Output Q = SV x HR
How does Cardiac Output change during exercise? Chapter 3 Title: Cardiorespiratory Concepts Topic: Cardiac Output Time allotted: 3 minutes Activity Type: Lecture/In-class discussion Tools Required: PRO Trainer Notes Ask class to give examples of how Cardiac Output changes during exercise.
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Respiratory System Made up of left and right lungs and air passage way
Allows gas exchange between blood and the environment Chapter 3 Title: Cardiorespiratory Concepts Topic: Respiratory System Time allotted: 2 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes
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Respiratory Anatomy Chapter 3 Title: Cardiorespiratory Concepts
Topic: Respiratory Anatomy Time allotted: 8 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes
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Exercise Response Cardiovascular system Respiratory 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 Chapter 3 Title: Cardiorespiratory Concepts Topic: Exercise Response Time allotted: 5 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes
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Distribution of Cardiac Output at Rest and During Heavy Exercise
Chapter 3 Title: Cardiorespiratory Concepts Topic: Cardiac output during rest and heavy exercise Time allotted: 5 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes Discuss distribution of blood o the various body tissues varies depending on the immediate needs of a specific tissue compared with that of other areas of the body.
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Physiological Benefits
Summary ↑ SV ↑ blood delivery ↑ red blood cells ↑ capillary density ↑size and number of mitochondria ↑aerobic enzymes Chapter 3 Title: Cardiorespiratory Concepts Topic: Physiological Benefits Time allotted: 5 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes
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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 Chapter 3 Title: Cardiorespiratory Concepts Topic: System Integration Time allotted: 5 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes
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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 Chapter 3 Title: Cardiorespiratory Concepts Topic: Cardiorespiratory Recovery Time allotted: 3 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes
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Benefits of Cardiorespiratory Training
What are they? Chapter 3 Title: Cardiorespiratory Concepts Topic: Benefits of Cardiorespiratory Training Time allotted: 5 minutes Activity Type: In-class discussion Tools Required: PRO Trainer Notes Ask class to give you the benefits.
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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 Chapter 4 Title: Cardiorespiratory Concepts Topic: Exercise Prescription Time allotted: 19 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes Frequency: Cardiorespiratory Training 4 – 7 times a week. Intensity: Appropriate range of between 55% - 90% of HR max or a RPE of 12 – 16 depending on participants level of fitness. Time: 60 mins of physical activity every day Type: Choice of exercise (Hi-Lo, dance, weights based classes)
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Summarize Review summary of important points
Putting theory into practice Chapter 3 Title: Cardiorespiratory Concepts Topic: Summarize Time allotted: 10 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes Review the summary points and have students answer questions of “putting theory into practice” without looking at the answer key.
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Skeletal Anatomy Chapter 4
Title: Skeletal Anatomy Topic: Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes
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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 Chapter: Topic: Skeletal Overview (Slide #1) Time allotted: 1 minute Activity Type: Lecture Tools Required: PRO Trainer Notes
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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 Chapter 4 Title: Skeletal Anatomy Topic: Skeletal Overview (Slide #2) Time allotted: 2 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes
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The Human Skeleton Chapter 4 Title: Skeletal Anatomy
Topic: Skeletal Overview (Slide #3) Time allotted: 15 minutes Activity Type: Lecture/Practical application Tools Required: Masking tape for each group Pen/Pencil PRO Trainer Notes Review the major bones of the body. You can divide class into groups of 4-5 and ask each group to locate and label as many bones as they can – they can label the bone name on a piece of masking tape and place it on one of the people in their group. Other option; purchase painter suite and washable markers, divide into groups 3-5, write and locate as many bones as they can. (Suites can be washed and reused for next group)
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Chapter: Topic: Skeletal Overview Con’t Time allotted: 10 minutes Activity Type: Lecture/Practical application Tools Required: Masking tape for each group Pen/Pencil PRO Trainer Notes Review the major bones of the body. You can divide class into groups of 4-5 and ask each group to locate and label as many bones as they can – they can label the bone name on a piece of masking tape and place it on one of the people in their group. Other option; purchase painter suite and washable markers, divide into groups 3-5, write and locate as many bones as they can. (Suites can be washed and reused for next group)
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Classification of Bones
Chapter 4 Title: Skeletal Anatomy Topic: Classification of Bones Time allotted: 5 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes
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Parts Of The Skeleton Axial Skeleton Appendicular Skeleton
Includes 80 bones Skull Spine Ribs sternum Appendicular Skeleton Includes 126 bones Shoulders Pelvis Bones in limbs Chapter 4 Title: Skeletal Anatomy Topic: Parts of the Skeleton Time allotted: 2 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes
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Anatomical Position What is anatomical position? Chapter 5
Title: Skeletal Anatomy Topic: Anatomical Position – What is it? Time allotted: 1 minute Activity Type: Lecture Tools Required: PRO Trainer Notes
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Anatomical Terminology
Anterior/Posterior Medial/Lateral Superior/Inferior Supine/Prone Dorsal/Plantar Proximal/Distal Chapter 4 Title: Skeletal Anatomy Topic: Anatomical Terminology Time allotted: 4 minutes Activity Type: Lecture/Practical demonstration Tools Required: PRO Trainer Notes Review terms briefly and see if class can give/show examples.
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Joint Movement Terminology
Joint = place where bones meet Flexion / Extension Hyperextension Abduction (protraction) / Adduction (retraction) Circumduction Chapter 4 Title: Skeletal Anatomy Topic: Joint Movement Terminology (Slide #1) Time allotted: 4 minutes Activity Type: Lecture/Practical demonstration Tools Required: PRO Trainer Notes Review terms briefly and see if class can give/show examples.
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Joint Movement Terminology con’t
Medial Rotation / Lateral Rotation Supination / Pronation Inversion / Eversion Elevation / Depression Chapter 4 Title: Skeletal Anatomy Topic: Joint Movement Terminology (Slide #2) Time allotted: 4 minutes Activity Type: Lecture/Practical demonstration Tools Required: PRO Trainer Notes Review terms briefly and see if class can give/show examples.
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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 Chapter 5 Title: Skeletal Anatomy Topic: Joint Classification Time allotted: 5 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes
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Types of Synovial Joints
Chapter 4 Title: Skeletal Anatomy Topic: Types of Synovial Joints Time allotted: 5 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes
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Connective Tissue Ligaments – connect bone to bone
Tendon – connect muscle to bone Fascia – connective tissue surrounding each muscle. Chapter 4 Title: Skeletal Anatomy Topic: Connective Tissue Time allotted: 1 minutes Activity Type: Lecture PRO Trainer Notes
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Lets Put Theory into Practice
Label Diagram of skeleton Complete chart and demonstrate movements of joints Chapter4 Title: Skeletal Anatomy Topic: Putting theory into practice Time allotted: 20 minutes Activity Type: Lecture/practice Tools Required: PRO Trainer Notes – Have participants in 2-3 per group work on labeling diagram, complete chart and fill in the blanks. Review, ask for any questions or concerns.
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Muscular and Flexibility Concepts Chapter 5
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Chapter Title: Muscular and Flexibility Concepts Topic: Muscle Structure Time allotted: 10 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes You can use props like a handful of straws to give a visual representation of the muscle and it’s smaller parts.
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Sliding Filament Theory
Chapter 5 Title: Muscular and Flexibility Concepts Topic: Sliding Filament Theory Time allotted: 5 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes a) Relaxed, b) Contracting, c) Fully Contracted (simulate by using rubber bands intertwined)
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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. Chapter 5 Title: Muscular and Flexibility Concepts Topic: Types of Muscle Contractions Time allotted: 2 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes
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Types Of Muscle Contractions
Isotonic → concentric Isotonic → eccentric Isometric Chapter 5 Title: Muscular and Flexibility Concepts Topic: Types of Muscle Contractions Time allotted: 5 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes Refer to table 5.1
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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) Chapter 5 Title: Muscular and Flexibility Concepts Topic: Nervous System Time allotted: 2 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes
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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 Chapter 5 Title: Muscular and Flexibility Concepts Topic: Organization of the Nervous System Time allotted: 3 minutes Activity Type: Lecture Tools Required:
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Organization Of Nervous System
Chapter 5 Title: Muscular and Flexibility Concepts Topic: Organization of the Nervous System Time allotted: 10 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes Review the motor neuron, it’s parts and their functions. (Figure 5.3)
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Muscle Fibre Types Slow twitch Fast twitch Chapter 6
Title: Muscular Concepts Topic: Muscle Fibre Types Time allotted: 10 minutes Activity Type: In-class discussion Tools Required: PRO Trainer Notes Slow Twitch – (Type I) high levels of aerobic endurance “in presence of oxygen”, because of this, they are recruited most often during low intensity endurance events eg. Marathon running and during most daily activities for which the muscle force requirements are low, eg. Walking. Fast Twitch – (Type II) better suited suited to perform anaerobically “without oxygen”. This means units generate more force than slow twitch, used during shorter, higher-intensity endurance events, such as the mile run or the 400m swim. Also used in low-intensity activity but highly explosive events Such 100m dash and the 50m sprint swim. Ask class to give examples of other exercises that involve these fibres.
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Adaptations to Resistance Training
Muscular strength Muscular power Muscular endurance Muscular strength and endurance are related: Chapter 5 Title: Muscular and Flexibility Concepts Topic: Adaptations to Resistance Training Time allotted: 2 minutes Activity Type: In-class discussion Tools Required: PRO Trainer Notes Explain the relation to strength, power and endurance
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Benefits Of Resistance Training
What are they? Chapter 5 Title: Muscular and Flexibility Concepts Topic: Benefits of Resistance Training Time allotted: 2 minutes Activity Type: In-class discussion Tools Required:
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Resistance Training FITT Formula
Considerations Number of sessions client is able to commit to Clients current fitness level Clients goals for resistance training Chapter 5 Title: Muscular and Flexibility Concepts Topic: FITT Formula Time allotted: 10 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes Frequency: 2 – 4 days per week Intensity: Reps and/or weight to allow participants to maintain perfect form. Time: Dependant on the class type/purpose Type: Exercises to increase muscular strength, muscular endurance and functional performance
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Flexibility Training and FITT
Frequency Intensity Time Type Chapter 5 Title: Skeletal Anatomy and Flexibility Topic: Flexibility - FITT Time allotted: 1 hour (includes the next 4 slides) Activity Type: Lecture Tools Required: PRO Trainer Notes Frequency: 4 – 7 times a week. Intensity: Work joints through range of motion Time: Holding stretches for a minimum of 20 seconds Type: Dynamic or static stretching
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Flexibility Techniques
Static Stretching What is it? Goal Example Advantage/Disadvantage Dynamic Stretching What is it? Goal Example Advantage/Disadvantage Chapter 5 Title: Flexibility Topic: Flexibility Techniques Time allotted: Activity Type: Breakout Learning Tools Required: PRO Trainer Notes Divide class into small groups of 4–5 and have them come up with a description, goal, example and one advantage and disadvantage for each of static and dynamic stretching.
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Flexibility Guidelines
What are they? Chapter 5 Title: Flexibility Topic: Flexibility Guidelines Time allotted: 2 mins. Activity Type: In-class discussion Tools Required: PRO Trainer Notes Ask the class to give the guidelines.
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Muscle Action Muscles pull on bones to create movement at a joint
Prime movers/agonists Antagonists Synergists Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscle Action Time allotted: 10 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes Refer diagram on page 58 (figure 5.5) to review muscle movement, agonist/antagonist, prime mover, synergist.
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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 Chapter 5 Title: Muscular and Flexibility Concepts Topic: Major Muscles of the Body Time allotted: 1 minute Activity Type: Lecture Tools Required: PRO Trainer Notes
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Muscle Anatomy And Action
Muscles pull on bones to create movement at a joint Prime movers/agonists Antagonists Synergists Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscle Anatomy and Action Time allotted: 10 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes Refer diagram on page 62 to review muscle movement, agonist/antagonist, prime mover, synergist.
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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 Chapter 5 Title: Muscular and Flexibility Concepts Topic: Major Muscles of the Body Time allotted: 2 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes
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Muscles Of The Shoulder Girdle Trapezius
Upper Trapezius Middle Trapezius Lower Trapezius Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Shoulder Girdle - Trapezius Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location of Trapezius.(Figure 5.6)
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Trapezius con’t Muscle Origin Insertion Function 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 Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Shoulder Girdle - Trapezius Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location and function of Trapezius. (Table 5.2)
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Levator Scapulae Chapter 5 Title: Muscular and Flexibility Concepts
Topic: Muscles of the Shoulder Girdle – Levator Scapulae Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location of Levator scapulae. (Figure 5.6)
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Levator Scapulae con’t
Muscle Origin Insertion Function Levator Scapulae Vertebrae C1 to C4 Scapula (upper medial surface) Elevation of scapula Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Shoulder Girdle – Levator Scapulae Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location and function of Levator scapulae.(Figure 5.6)
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Rhomboids Rhomboids Minor Rhomboids Major Chapter 5
Title: Muscular and Flexibility Concepts Topic: Muscles of the Shoulder Girdle – Rhomboids Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location of Rhomboids. (Figure 5.6)
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Rhomboids con’t Muscle Origin Insertion Function Rhomboids •Major
•Minor Vertebrae C7 to T5 Scapula (medial surface) Adduction or retraction of scapula Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Shoulder Girdle – Rhomboids Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location and function of Rhomboids. (Table 5.2)
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Muscles Of The Shoulder Pectoralis Major
Clavicular head Pectoralis Major – Sternal head Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Shoulder – Pectoralis Major Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location of Pectoralis Major.
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Pectoralis Major con’t
Muscle Origin Insertion Function Pectoralis Major •Clavicular (upper) •Sternal (lower) Clavicle, sternum, upper 6 ribs Upper humerus Flexion, adduction, medial rotation, horizontal adduction Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Shoulder – Pectoralis Major Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location and function of Pectoralis major.
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Deltoid Medial Deltoid Anterior Deltoid Posterior Deltoid Chapter 5
Title: Muscular and Flexibility Concepts Topic: Muscles of the Shoulder – Deltoid Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location of Anterior/Medial/Posterior deltoid. (Figure 5.6) Posterior Deltoid
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Deltoid con’t Muscle Origin Insertion Function Deltoid •Anterior
•Medial •Posterior Clavicle, scapula (spine of scapula) Upper humerus Abduction, external rotation, assists in flexion, extension, horizontal adduction Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Shoulder – Deltoid Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location and function of Anterior/Medial/Posterior deltoid muscles. (Figure 5.6)
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Latissimus Dorsi Chapter 5 Title: Muscular and Flexibility Concepts
Topic: Muscles of the Shoulder – Latissimus Dorsi Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location of Latissimus Dorsi. (Figure 5.6)
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Latissimus Dorsi con’t
Muscle Origin Insertion Function Latissimus Dorsi Vertebrae T6 to S5 Upper humerus Extension, adduction, medial rotation Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Shoulder – Latissimus Dorsi Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location and function of Latissimus dorsi.
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Rotator Cuff Supraspinatus Infraspinatus Chapter 5
Title: Muscular and FlexibilityConcepts Topic: Muscles of the Shoulder – Rotator Cuff (Slide #1) Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location of Rotator cuff muscles. (Figure 5.7) Infraspinatus
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Rotator Cuff Subscapularis Teres Minor Chapter 5
Title: Muscular and Flexibility Concepts Topic: Muscles of the Shoulder – Rotator Cuff (Slide #2) Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location of Rotator cuff muscles.(Figure 5.7)
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Muscle Of The Elbow Biceps Brachii
Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Elbow – Biceps Brachii Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location of Biceps brachii.
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Biceps Brachii con’t Muscle Origin Insertion Function Biceps Brachii
•Long head •Short head Scapula Radius Elbow flexion, supination of forarm Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Elbow – Biceps Brachii Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location and function of Biceps brachii.
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Brachioradialis Chapter 5 Title: Muscular and Flexibility Concepts
Topic: Muscles of the Elbow - Brachioradialis Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location of Brachioradialis.
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Brachioradialis con’t
Muscle Origin Insertion Function Brachioradialis Humerus Radius Flexion Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Elbow - Brachioradialis Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location and function of Brachioradialis.
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Triceps Brachii Triceps Brachii – Lateral head
Triceps Brachii – Long head Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Elbow – Triceps Brachii Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location of Triceps brachii.
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Triceps Brachii con’t Muscle Origin Insertion Function Triceps Brachii
•Lateral head •Long head Upper humerus, scapula Ulna Extension of elbow Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Elbow – Triceps Brachii Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location and function of Triceps brachii.
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Muscles Of The Torso Rectus Abdominus
Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Torso – Rectus Abdominus Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location of Rectus abdominus.
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Rectus Abdominus con’t
Muscle Origin Insertion Function Rectus Abdominus Pubis Ribs 5 to 7, sternum Spinal flexion, posterior pelvic tilt Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Torso – Rectus Abdominus Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location and function of Rectus abdominus.
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External/Internal Oblique
External Oblique Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Torso – External and Internal Oblique Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location of External/Internal oblique. Internal Oblique
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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 Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Torso – External and Internal Oblique Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location and function of External/Internal oblique.
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Erector Spinae Erector Spinae Chapter 5
Title: Muscular and Flexibility Concepts Topic: Muscles of the Torso – Erector Spinae Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location of Erector spinae.
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Erector Spinae con’t Muscle Origin Insertion Function Erector Spinae
Lower thoracic vertebrae, lumbar spine Cervical and thoracic vertebrae, ribs, base of skull Spinal extension Title: Muscular and Flexibility Concepts Topic: Muscles of the Torso – Erector Spinae Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location and function of Erector spinae.
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Muscles Of The Hip Adductor Group
Pectineus Adductor Magnus Gracilis Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Hip – Adductor Group Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location and function of the Adductor group.
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Muscles Of The Hip Adductor Group
Adductor Brevis Adductor Longus Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Hip – Adductor Group Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location of the Adductor group.
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Adductor Group con’t Muscle Origin Insertion Function
Adductor longus Adductor magnus Adductor brevis Gracilis Pectineus Base of pelvis Length of femur (medial edge) Adduction Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Hip – Adductor Group Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location and function of the Adductor group.
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Psoas Major And Iliacus
Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Hip – Psoas Major & Iliacus Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location of Psoas major and iliacus. No exercise photo available.
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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) Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Hip – Psoas Major & Iliacus Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location and function of Psoas major and iliacus.
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Muscles Of The Knee - Hamstrings
Biceps Femoris Semitendinosus Semimembranosus Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Knee - Hamstrings Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location of Hamstrings.
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Hamstrings con’t Muscle Origin Insertion Function Hamstrings
•Biceps femoris •Semitendinosus •Semimembranosus Base of pelvis Upper tibia, fibula Knee flexion Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Knee - Hamstrings Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location and function of Hamstrings.
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Quadriceps Rectus Femoris Vastus Intermedius Vastus Lateralis
Vastus Medialis Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Knee - Quadriceps Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location of Quadriceps.
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Quadriceps con’t Muscle Origin Insertion Function 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 Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Knee - Quadriceps Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location and function of Quadriceps.
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Muscles Of The Ankle - Gastrocnemius
Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Ankle - Gastrocnemius Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location of Gastrocnemius.
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Gastrocnemius con’t Muscle Origin Insertion Function Gastrocnemius
Base of femur Heel (Achilles tendon) Knee flexion, plantar flexion Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Ankle - Gastrocnemius Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location and function of Gastrocnemius.
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Soleus Chapter 5 Title: Muscular and Flexibility Concepts
Topic: Muscles of the Ankle - Soleus Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location of Soleus.
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Soleus con’t Muscle Origin Insertion Function Soleus
Top of tibia and fibula Heel (Achilles tendon) Plantar flexion Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Ankle - Soleus Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location of Soleus.
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Tibialis Anterior Chapter 5 Title: Muscular and Flexibility Concepts
Topic: Muscles of the Ankle – Tibialis Anterior Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location of Tibialis anterior.
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Tibialis Anterior con’t
Muscle Origin Insertion Function Tibialis Anterior Top 2/3 of tibia Metatarsal Dorsiflexion, inversion Chapter 5 Title: Muscular and Flexibility Concepts Topic: Muscles of the Ankle – Tibialis Anterior Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes Review location and function of Tibialis anterior.
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Summarize Review summary of important points
Putting theory into practice Chapter 5 Title: Muscular and Flexibility Concepts Topic: Summarize Time allotted: 20 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes Review the summary points and have students fill in the blanks. (pages 74,75,76,77,78), split into groups or homework.
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Pre-Exercise Screening Chapter 6
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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 129
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Pre-Exercise Screening
All members/participants must fill out a Physical Activities Readiness Questionnaire (PAR – Q) to identify any health risks. This serves to identify risks, and assists in protecting the centre and instructor against potential negligence. If risks are identified, the member must be referred to a physician or other qualified medical practitioner to further assess the situation.
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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 additional health professionals.
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Pre-Exercise Screening must be able to identify
• Known disease • Signs and symptoms of a disease that is not yet diagnosed • Increased cardiac risk • Risks inherent in activity due to age
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PAR-Q Take a look at the PAR-Q form
on page 106 – 107 You can find these online at Instruct your class to be able to find their own Par-Q`s online if they are going to be venturing out on their own. Reiterate importance of liability insurance and being diligent about getting these filled out honestly. Role play how you would handle a client who answers YES to something, but then doesn`t like the fact that they have to go see their doctor for clearance. I find this happens all the time! Remember, we have duty of care, so we must be diligent. 133
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If someone answers yes OR if they have two or more cardiovascular risk factors along with positive signs and symptoms they should be directed to consult with their physician before engaging in a physical activity program. Fitness class participation should only be carried out after a doctor provides clearance for unrestricted physical activity through the use of a form such as the PARMed-X (also available from CSEP at : Review on page 108 putting Theory into Practice: ask the class to discuss and review the questions before letting them see the answers 134
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Injury Recognition Concepts Chapter 7
Title: Injury Recognition Concepts Chapter Objectives Define scope of practice and the implication on how you handle participants with undiagnosed pain Distinguish between the two types of pain a participant could experience Define and describe the two types of musculoskeletal injuries a participant could experience Describe and differentiate an acute musculoskeletal injury from an overuse musculoskeletal injury Define and differentiate the signs of an injury and the symptoms of an injury Define the goals and action steps you should take, as a fitness instructor, in the immediate management of acute and chronic injuries Identify what to do if a participant comes to you for your recommendations on his/her undiagnosed pain Identify what to do if a participant comes to you for your recommendations on how to treat a current injury Identify and differentiate the two categories of risk factors for common musculoskeletal injuries Identify what steps you can take to prevent acute and overuse injuries. Time Allotted: 40 minutes PRO Trainer Notes Ask participants to share any injuries they’ve experienced and what steps they took in order to seek treatment 135
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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 Chapter 6 Title: Injury Recognition Topic: Scope of Practice for Personal Trainers Time allotted: minutes Activity Type: Lecture Tools Required: PRO Trainer Notes 136
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PAIN A message originating from somewhere in the body that indicates a lack of normal function of homeostasis Chapter 6 Title: Injury Recognition Topic: Pain - definition Time allotted: 30 seconds Activity Type: Lecture Tools Required: PRO Trainer Notes 137
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Types of Pain MECHANICAL PAIN SYSTEMIC PAIN
A result of damage to the musculoskeletal system Caused by mechanical action or motion Twisting ankle during step class A result of a disease, infection, or medical condition Rheumatoid arthritis, heart disease Chapter 6 Title: Injury Recognition Topic: Types of Pain Time allotted: 2 minutes Activity Type: Lecture / Group Discussion Tools Required: PRO Trainer Notes Ask participants to provide more examples Have any experienced / witnessed any exercise related injuries 138
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Types of Musculoskeletal Injury
OVERUSE INJURIES 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 Results from repetitive loading or movements Leads to gradual onset of pain and dysfunction over days or weeks Tendonitis, bursitis, stress fracture Chapter 6 Title: Injury Recognition Topic: Types of Musculoskeletal Injury Time allotted: 2 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes 139
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ACUTE INJURIES 140 Chapter 6 Title: Injury Recognition
Topic: Acute Injuries Time allotted: Activity Type: Tools Required: PRO Trainer Notes 140
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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 Chapter 6 Title: Injury Recognition Topic: Acute Injuries: Signs and Symptoms Time allotted: minutes Activity Type: Lecture / Group Discussion Tools Required: PRO Trainer Notes Ask class to give you more symptoms of an Acute Injury 141
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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 Chapter 6 Title: Injury Recognition Topic: Acute Injuries Time allotted: 2 minutes Activity Type: Lecture / Group Discussion Tools Required: PRO Trainer Notes As ask to give you some examples of acute injuries that could realistically occur in a group fitness class and/or in a fitness centre environment 142
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ACUTE INJURIES … Fracture – injury to a bone
Sprain – injury to a ligament Strain – injury to a muscle Rupture – injury to a tendon Chapter 6 Title: Injury Recognition Topic: Types of Acute Injuries Time allotted: 1 minute Activity Type: Lecture Tools Required: PRO Trainer Notes 143
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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 Chapter 6 Title: Injury Recognition Topic: Immediate Management of Acute Injuries Time allotted: 2 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes 144
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REST Discontinue any activity known to aggravate the condition
Length of rest depends on type and severity of the injury Chapter 6 Title: Injury Recognition Topic: Acute Injuries: Management Time allotted: 30 seconds Activity Type: Lecture Tools Required: PRO Trainer Notes 145
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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 Chapter 6 Title: Injury Recognition Topic: Acute Injuries: Management Time allotted: 1 minute Activity Type: Lecture Tools Required: PRO Trainer Notes 146
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COMPRESSION Assists in decreasing blood flow to injured tissue
External compression stocking or wrap recommended for lower body injuries Chapter 6 Title: Injury Recognition Topic: Acute Injuries: Management Time allotted: 30 seconds Activity Type: Lecture Tools Required: PRO Trainer Notes Please note: Some first aid providers are not recommending compressions except for bleeds and if medical treatment is going to de delayed ie out in the woods, as compressions can restrict blood flow and damage tissue. 147
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ELEVATION Elevate injured tissue above the heart (lower body injuries)
Chapter 6 Title: Injury Recognition Topic: Acute Injuries: Management Time allotted: 30 seconds Activity Type: Lecture Tools Required: PRO Trainer Notes 148
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PREVENTION OF ACUTE INJURIES
RISK FACTORS Chapter 6 Title: Injury Recognition Topic: Acute Injuries: Risk Factors Time allotted: Activity Type: Tools Required: PRO Trainer Notes 149
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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 Chapter 6 Title: Injury Recognition Topic: Acute Injuries: Intrinsic Risk Factors Time allotted: 3 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes 150
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EXTRINSIC RISK FACTORS
External to participant’s physical and psychological status and include: Temperature Humidity Exercise equipment Fitness apparel / shoes Chapter 6 Title: Injury Recognition Topic: Acute Injuries: Extrinsic Risk Factors Time allotted: 1 minute Activity Type: Lecture Tools Required: PRO Trainer Notes 151
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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 Chapter 6 Title: Injury Recognition Topic: Preventing Acute Injuries Time allotted: 5 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes 152
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OVERUSE INJURIES 153 Chapter 6 Title: Injury Recognition
Topic: Overuse Injuries Time allotted: Activity Type: Tools Required: PRO Trainer Notes 153
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OVERUSE INJURIES Often a result of:
Repetitive tissue loading over time Inadequate recovery time Muscle tightness / weakness Prior injury Altered biomechanics Chapter 6 Title: Injury Recognition Topic: Overuse Injuries – Risk Factors Time allotted: 3 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes 154
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OVERUSE INJURIES: Signs & Symptoms
Low-grade discomfort Discomfort during daily activities Stiffness Progression in intensity of pain Alteration of normal biomechanics to avoid pain Swelling Loss of pain-free motion with normal activities Tenderness Chapter 6 Title: Injury Recognition Topic: Overuse Injuries: Signs & Symptoms Time allotted: 5 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes 155
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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 Chapter 6 Title: Injury Recognition Topic: Immediate Management of Overuse Injuries Time allotted: 30 seconds Activity Type: Lecture Tools Required: PRO Trainer Notes 156
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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 Chapter 6 Title: Injury Recognition Topic: Overuse Injuries Time allotted: minutes Activity Type: Lecture Tools Required: PRO Trainer Notes 157
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Overuse Injuries: Prevention
Education Intensity / Duration of Exercise Progression Chapter 6 Title: Injury Recognition Topic: Preventing Overuse Injuries Time allotted: minutes Activity Type: Lecture / Group Work Tools Required: PRO Trainer Notes Divide participants into groups and have them brainstorm as to how they would: Educate their participants on how they can prevent/avoid overuse injuries Structure their class / workout in order to minimize the risk of overuse injuries 158
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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 Chapter 6 Title: Injury Recognition Topic: Responsibilities of an Instructor Time allotted: 2 minutes Activity Type: Lecture Tools Required: PRO Trainer Notes 159
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VOICE CARE 160 Chapter 6 Title: Injury Recognition Topic: Voice Care
Time allotted: Activity Type: Tools Required: PRO Trainer Notes 160
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What are Vocal Cords? 161 Chapter 6 Title: Injury Recognition
Topic: What are Vocal Cords Time allotted: 30 seconds Activity Type: Lecture Tools Required: PRO Trainer Notes 161
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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 Chapter 6 Title: Injury Recognition Topic: Causes of Vocal Cord Damange Time allotted: minutes Activity Type: Lecture Tools Required: PRO Trainer Notes 162
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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 Chapter 6 Title: Injury Recognition Topic: Preventing Voice Damange Time allotted: minutes Activity Type: Lecture Tools Required: PRO Trainer Notes 163
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Preventing Voice Damage (con’t)
Maintain good mobility of the neck and upper body Use non-verbal cueing whenever possible Use a microphone Chapter 6 Title: Injury Recognition Topic: Preventing Voice Damange Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes 164
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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 Chapter 6 Title: Injury Recognition Topic: Summary of Important Points Time allotted: minutes Activity Type: Lecture Tools Required: PRO Trainer Notes 165
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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 Chapter 6 Title: Injury Recognition Topic: Summary of Important Points Time allotted: Activity Type: Lecture Tools Required: PRO Trainer Notes 166
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PUTTING THEORY INTO PRACTICE
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How do you assist this person?
GROUP #1 A participant approaches you at the end of class complaining of mild knee pain during squats. How do you assist this person? Chapter 6 Title: Injury Recognition Topic: Putting Theory into Practice Time allotted: 10 minutes Activity Type: Group Work Tools Required: PRO Trainer Notes Divide class into 4 groups and assign a Case Scenario. Have them brainstorm and list how they would handle/approach the situation 168
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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? Chapter 6 Title: Injury Recognition Topic: Putting Theory into Practice Time allotted: Activity Type: Group Work Tools Required: PRO Trainer Notes 169
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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? Chapter 6 Title: Injury Recognition Topic: Putting Theory into Practice Time allotted: Activity Type: Group Work Tools Required: PRO Trainer Notes 170
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GROUP #4 During your high-intensity cardio class, a participant abruptly falls to the floor and is not moving. What do you do? Chapter 6 Title: Injury Recognition Topic: Putting Theory into Practice Time allotted: Activity Type: Group Work Tools Required: PRO Trainer Notes 171
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Special Populations Chapter 8
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Pre and Post Natal • consult with physician first • PARmed-X for Pregnancy form completed
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 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 Chapter 7 Title: Special Populations Topic: Pre & Post Natal Time allotted: 10 minutes Activity Type: In class discussion Tools Required: PRO Trainer Notes: Before putting up the slide, brainstorm together a list of what might be considered d Special Populations” Together review the PARmed-X form for Pregnancy, prescriptions on aerobic and muscular conditioning, and the Advice for Active Living During Pregnancy Discuss briefly, the points listed on Pre and Post t Natal considerations and cautions listed on slide.
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Older Adults • consult with physician first • complete PAR Q form
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 oordination, balance, stability exercises include stretching and range of motion exercises Chapter 7 Title: Special Populations Topic: Older Adults Time allotted: 10 minutes Activity Type: In class discussion Tools Required: PRO Trainer Notes: Before putting up the slide, discuss the term Older Adult - referring to adults over the age of 50, as per the World Health Organization Review Canada’s Physical Activity guide for the Older Adult referencing the FITT principle. Discuss briefly, the points listed on Older Adults - considerations and cautions as listed on slide. Recommend taking the Older Adult Specialist course for further knowledge if working with this population.
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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 Chapter 7 Title: Special Populations Topic: Newcomers Time allotted: 7 minutes Activity Type: In class discussion Tools Required: PRO Trainer Notes: Ask participants to reflect back to their very first aerobics class in a new gym/club. What did they feel like? How did the instructor make them feel ? Discuss the dos and don’ts often found in classes. Discuss points listed on slide.
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PART 2 Practical Application
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Group Fitness Design Fundamentals
Chapter 9 177
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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.
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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.
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Four Qualities of Sound Program Design
Safe Effective Efficient Enjoyable
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Class Format Newer Contemporary Model Warm-up Cardio
Pre-cardio Cardio Recovery Muscle Conditioning Final Cool-Down Flexibility Relaxation
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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-up 7 – 10 min. Cardio 20 – 30 min. Muscle conditioning 7 – 10 min. Flexibility/relaxation – 7 min. 60-MINUTE CLASS Warm-up – 12 min. Cardio 20 – 35 min. Muscle conditioning 5 – 20 min. Flexibility/relaxation 5 – 10 min. 75 - to 90-MINUTE CLASS Warm-up 10 – 15 min. Components* – 60 min. Flexibility/relaxation 10 – 15 min. *Combined components
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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
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Components of a Fitness Class
Chapter 10
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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
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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
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Primary Functions of a Warm-up
Movement Rehearsal Elevated Body Temperature Systemic Excitation Functional Preparation
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Phases of a Warm-up General Warm-Up Dynamic Range of Motion (ROM)
Specific Warm-Up Muscle and Skill Recruitment
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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
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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
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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
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Primary Functions of Cardiorespiratory Training
Aerobic Capacity and Endurance Systems Integration Movement Mastery
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Phases of Cardiorespiratory Training
Pre-Cardio Cardio Cardio Recovery Figure A Visual Interpretation of the Phases of Cardiovascular Training 2 – 3 minutes – 30 minutes – 5 minutes Pre-cardio Cardio Cardio Recovery (Steady State)
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Structure of Cardiorespiratory Training Participant Fitness Level
Class Level Participant Fitness Level Cardio Duration Beginner Novice and/or de-conditioned 15 – 20 minutes Intermediate Moderately fit and active 20 – 30 minutes Advanced Fit and well-conditioned 30+ minutes Table 10.1 Recommended Cardio Durations
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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)
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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
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Primary Functions of Muscle Conditioning
Muscular Strength Muscular Endurance Functional Performance
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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.
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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
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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
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Primary Functions of the Final Cool-Down
Flexibility Training Integration of Workout Benefits Relaxation
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Phases of the Final Cool-Down
Transition Flexibility Training Relaxation
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Structure of the Final Cool-Down
Transition 1 to 2 minutes Stretching 3 to 4 minutes Relaxation
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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
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Teaching Group Fitness Chapter 11
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Movement Patterns Elements of choreographed movement patterns: Balance
Variation Movement Progression 206
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Elements of Balance Physiological Balance (Intensity)
Biomechanical Balance (Safety) Psychosomatic Balance (Integrity) 207
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The Learning Curve for Executing Choreographed Movement Patterns
From mental and somatic stimulus to intellectual processing to movement mastery to kinesthetic understanding 208
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Elements of Variation Range of Motion Lever Plane Direction Rhythm
Momentum Symmetry Mode Learning 209
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Elements of Movement Progression
A blueprint for constructing individual blocks of movement patterns to create a complete pattern. 210
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Common Terminology Base Move Breakdown Movement Phrase
A Movement Block Lead Leg Arm Lines 211
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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
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Breakdown The process of breaking down a movement block into its most elemental components Example: base moves and/or segments 213
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Movement Phrase A portion of movement predetermined by counts Example:
two, four, or, eight beat counts 214
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Movement Phrase A phrase can be a single move or a short sequence
phrase= an eight beat count of movement 215
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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
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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
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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
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Arm Lines The arm movements that go along with the movement pattern
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Teaching Formulas Linear Movement Pyramid Repetition Reverse Pyramid
Pure Repetition Linking Add-On Add and Subtract Insertion Layering Holding Pattern (HP) Demonstrate each Teaching Formula 220
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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 221
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Pyramid Repetition Repetitions that gradually increase Example:
1 a2 a4 a8a16a32 Demonstrate with a base move (ie Knee Lifts) 222
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Reverse Pyramid Repetitions that gradually decrease Example:
32 a16 a8 a4a2a1 Demonstrate with a base move (ie Knee Lifts) 223
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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 Demonstrate with a base move (ie knee lifts) 224
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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 225
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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
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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 227
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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
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Layering Elements of Variation:
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
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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
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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
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Spatially Equivalent Progression
Phase 1 4-knee repeater 8 counts Phase 2 step touch X 4 Phase 3 & 4 V-step X 4 16 counts 32 counts 232
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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
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Essential Teaching Skills
Coaching Cueing Visual, Auditory , Kinesthetic Integrating Cueing Techniques Advanced Teaching Skills Cross Phrasing Tapless Movement Patterns Mirror-Image Teaching 234
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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
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Cueing Auditory Cueing: Effective verbal cues need to be clear and
concise 2, 3, or 4 beat cueing 236
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Auditory Cueing: 2-beat cue silent 8-7-6-5-4-3…
then say “knee” (count 2) – “up (count 1) then say “over (count 2) – “the top” (count 1) 3-beat cue silent …. then say “ham” (count 3) – “string” (count 2) – “curl” (count 1) 4-beat cue silent …. then say “left” (count 4) – “lead” (count 3) – “turn” (count 2) – “step” (count 1) Demonstrate with a base move pattern. Practical Teaching Activity (Cueing, Phrasing, Teaching Techniques) For the practical component, I break the class into smaller groups of 2-4, and have all the groups learn the same 4 line, 32 beat, base move choreography (so they can all practise cueing and phrasing together), and then we keep adding in different elements (ie lead leg changes, direction, intensity options, repetition/repetition reduce, and then other base move changes etc. In their small groups they begin cueing in front of the class as a group (while the other groups follow), and as they gain confidence, I have them still stand/lead as a small group, but they individually cue (to make it less intimidating). 237
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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 Make a 4 Base Move, 32 beat combo, and have students practice cueing. 238
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Integrating Cueing Techniques
Combine different types of cuing Effective for signalling directional changes and upcoming changes 239
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Advanced Teaching Skills
Cross Phrasing Tapless Movement Patterns Mirror Image Teaching Demonstrate with music 240
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Music and Musicality Rhythm Beats Downbeat Bar/Measure Metre Phrase
Phrasing BPM Tempo Lecture using fitness music 241
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Recommended Music Guidelines
Music Tempo Sound Level Vocal Amplification Legal Acquisition of Music 242
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Relevant Research Regarding Exercise to Music
Stimulus Performance Motivator Evokes pleasant associations 243
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Musicality Having an understanding and aptitude for applying musicality helps you create energy, motivation, and enthusiasm in your classes. 244
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Musicality Exercises Hearing the Downbeat (or Count #1)
Physically Finding the Downbeat (or Count #1) Play some fitness music and have students clap: Every beat, then every other beat, then every 4 beats, at the top of each 8 count phrase, then every 16 beats, and then at the top of 32 beats. 245
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Trends in Group Fitness Chapter 12
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Demographics Who are our participants? How old are our participants?
What is the experience level of our participants? Brainstorm and review 247
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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 Lecture 248
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A Typical Group Fitness Schedule
Aqua Martial Arts-Inspired Circuit Dance-Based Pre-Choreographed Indoor Cycling Step Fusion or “Hybrid” Mind-Body Pilates Yoga Group Personal Training Stability Ball Lecture and review 249
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PART 3 Leadership In Teaching Group Fitness
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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.
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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. BRAINSTORMING EXERCISE: Go around the room and each person identifies one quality they find appealing and/or important in a group fitness instructor. Write what is being said on the board and have one person write them down on a piece of paper (for future reference). When the course is done, the group’s list of important features/qualities fitness instructors should embody to the class. This will serve as a reminder to them in the future of what they (and their peers) thought was/is key. NOTE: Being a successful fitness instructor is a continuous process whereby one is constantly learning, growing and striving to become a better instructor. One will likely not embody all of the points right away, but new instructors can strive to get there with time.
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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 Certification and registration – write and pass your exams and obtain current CPR-A Get “on-floor” teaching experience – team teach with another instructor, sub classes and lead your own classes Self-appraisal and self-awareness – be aware of your strengths and weaknesses and work on both of them to get better. Ongoing learning and education – attend other instructor’s classes, take different fitness courses, obtain continuing education credits (CED’s), attend conferences, workshops and master classes. Regular feedback – ask your participants and fitness co-workers for honest feedback. A desire to improve Commitment to change MAIN POINT: Becoming a successful group fitness instructor requires a career path of continuous education, on-floor experience, and a desire to improve.
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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 MAIN POINT: A fitness instructor should maintain a strictly professional relationship with all participants and avoid crossing professional boundaries.
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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 Guidance: lead your participants through the workout. Cue them about safety. Teach them about why one does each component of fitness and what the benefits are. Influence: You have the power to influence participants in many ways. To do this, be a positive role model. Practice what you preach. Be a source of encouragement, positivity and information. Encouragement: Motivate and encourage your participants. Know several different methods to do this, as different participants respond to different methods. Achievement of Goals: Some participants come to fitness classes to socialize, some come to get fit, tone their body, or lose weight. Others still, are interested in increasing their cardio vascular ability while others are interested in something completely different. Understand that different people have different goals. Try to help your participants identify their goals and, as the instructor, help them meet them.
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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.
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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!
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Putting the Class Together
Introduction (INTRO) Motivation Effective Cueing Teaching Methods Options for different levels of participants Education Create a community
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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. To make your participants feel welcome, introduce yourself and the class type and reassure newcomers. Regardless of how many times you have taught a class, make participants feel comfortable and increase their rate of success by explaining the format of the upcoming workout. EXERCISE: Have each participant take 5 min to write out what they would say at the beginning of class for their INTRO. Have each participant share it with the class (or if the class is really big, share it with their group). Participants can write down points that others said that they liked or found useful.
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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!) If your classes are not as motivating as you would like them to be, go to a class taught an instructor you find motivating and take notes. Find out what works to motivate the class and incorporate those points into your class.
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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
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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
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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. EXERCISE: (written on power point slide) How can you as an instructor encourage this? With your group, list as many ways as you can and share them with the group. Examples: provide information about WHY we do the warm-up, cardio, cool-down, muscular conditioning, and relaxation/flexibility.
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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. EXERCISE: (written on power point slide) How can you as an instructor encourage this? With your group, list as many ways as you can and share them with the group. Examples: make classes fun, create a community of exercisers, help participants feel successful, etc.
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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.
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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.
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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
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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
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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
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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.
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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
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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. Other Examples: Giving participants notice of what is coming next in the class (movement or pattern change) Specific cues like: forward/back; right/left, names of moves, form, etc.
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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
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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. If participants don’t “get” the move, find another way to communicate it to them. IE – use a different teaching technique, verbalize the cue in a different way, use exaggerated form to clearly indicate proper posture, identify what they should not be doing (for example, if you see some participants using incorrect form, identify the incorrect form and name it as such then identify the correct form and name it as such. Sometimes that helps participants “get” it.)
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In groups, list why each of these sections are important.
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. - To ensure that you are able to impart correct and valuable information, stay current in all of areas of fitness. (attend conferences, workshops, read fitness magazines and research articles, etc) - Participants frequently ask questions and seek an instructor’s advice. Welcome questions and be available before and after class. EXERCISE: In groups, list why each of these sections are important.
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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? EXERCISE: Each group is to plan out a class section. Warm-up (standard warm-up – what are the main points that should be covered, even without having a combo to work with?) Cardio (What are the main points that should be covered, even without having a combo to work with? Group can create a mock-combo for one type of class – boxfit, step, hi/lo, etc) Muscular Conditioning – groups should identify and explain the what, where, when, why and how questions for exercises for 1 opposing muscle pair for upper body, one opposing muscle pair for lower body, and all of components of the core. Flexibility and Relaxation - list stretches one would guide class through based on the exercises picked for the muscular conditioning section as well as based on the type of class it was. Each group should identify all of these points, to the best of their ability then share them with the group. This exercise takes about min. Note to new fitness instructors: This may seem like a lot of planning and work. However, the more practice you get (and the more time you put in at the beginning) the easier it will become and the less planning you will have to do in the future. Being prepared will give you confidence and you will be prepared when a participant asks you a question. More info on p. 161
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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
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Motivation Skills Participants are motivated by various factors and they attend your fitness classes for different reasons. Common motivators: Growth Challenge Fun Achievement Recognition
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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?
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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?
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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?
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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?
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Recognition Ways to incorporate this type of motivation:
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?
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Can you think of any other motivational techniques?
involving your participants - add clapping and group counting ask open-ended questions, spread your energy around by getting off the stage (if the facility where you teach has one). Use your music Use your voice Use a holding pattern (marching or last move) and have everyone get involved (by shouting, clapping, counting, or some other way of letting you know that they are ready to move forward). This is a great way to build energy in the class. Participant work (partnered exercises.)
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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. Embrace the feedback you get. It will both let you know what you are doing right and what you can do to improve. Another option for hands on corrections – is to tell the class at the beginning of the class that you do hands on corrections and if someone is not okay with that, they can let you know quietly if you come to them to do a correction. Most people are okay with being corrected. They often like the attention.
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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. A “take home” exercise: Personal Magic List: Step 1: List the three top “personal magic” skills that you believe you possess. Step 2: Ask an instructor buddy to list what he or she believes to be your top three skills. Step 3: Ask a participant to also share the top three skills he or she feels you possess. Step 4: Review the three lists. Step 5: Make a master list of the key points. Answer the question, “What is your personal magic?” in a sentence or two. Step 6: Continue to hone your personal magic in each class. Check in with your response from time to time.
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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
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Finding a Mentor Mentors provide guidance or assistance to others and are willing to share their knowledge and experience. Tips of finding a mentor: Identify an instructor whom you would like to have as your mentor. Outline your needs and define what your commitment level would be in return. Meet with the potential mentor to discuss why and how you would like that person to mentor you. Be clear in your initial wishes an expectations, setting both short- and long-term goals and commitments. Follow up in writing. A sample mentorship letter can be found on page 167.
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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! The art of instructing goes beyond skills, movement patterns, and rhythm. The best leaders blend teaching with strong values, goals, and personal style. By acquiring and improving your instructing and leadership skills, you bring value to each class you teach and be an asset for any club.
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Summary of Important Points
Becoming a successful group fitness instructor requires a career path of continuous education, on-floor experience, and a desire to improve. A fitness instructor should maintain a strictly professional relationship with all participants and avoid crossing professional boundaries. 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. 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. The teaching strategies necessary for strong leadership include educating and motivating participants, accommodating diversity, providing feedback, creating a community of exercisers, and communicating effectively. Successful and “real” instructors are confident in themselves, are open to receiving and sharing feedback, and work on developing their own “personal magic.” Finding and working with a mentor is an excellent way for new
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