1. FITNESS INSTRUCTOR SPECIALIST
WELCOME

2. Our Vision
As the leading global provider of fitness and wellness education, canfitpro empowers people to lead passionate and fulfilling lives through safe, fun, and effective physical activity.

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

4. 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!

5. 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

6. 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

7. 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.

8. Why be part of the register?
Mission Statement
The mission of repscanada is to increase the credibility of the fitness profession by providing a centralized location where consumers and employers can identify and verify fitness certifications and standards.
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.

9. PART 1 Fitness Theory and Application9

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

11. 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.

12. 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

13. 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.

14. 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.

15. 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 .

16. = 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.

17. 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.

18. Bioenergetics Concepts
Chapter 2
Chapter 2
Title: Bioenergetics

19. 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.

20. 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

21. 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

22. 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

23. 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

24. 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

25. 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

26. 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

27. 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

28. 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.

29. 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

30. 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

31. 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

32. 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

33. 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

34. 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

35. 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!

36. 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

37. 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.

38. 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.

39. 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

40. 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.

41. 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.

42. 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

43. Respiratory Anatomy Chapter 3 Title: Cardiorespiratory Concepts
Topic: Respiratory Anatomy
Time allotted: 8 minutes
Activity Type: Lecture
Tools Required:
PRO Trainer Notes

44. 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

45. 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.

46. 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

47. 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

48. 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

49. 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.

50. 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)

51. 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.

52. Skeletal Anatomy Chapter 4
Title: Skeletal Anatomy
Topic:
Time allotted:
Activity Type: Lecture
Tools Required:
PRO Trainer Notes

53. 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

54. 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

55. 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)

56. 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)

57. Classification of Bones
Chapter 4
Title: Skeletal Anatomy
Topic: Classification of Bones
Time allotted: 5 minutes
Activity Type: Lecture
Tools Required:
PRO Trainer Notes

58. 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

59. 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

60. 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.

61. 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.

62. 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.

63. 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

64. 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

65. 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

66. 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.

67. Muscular and Flexibility Concepts Chapter 5

68. 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.

69. 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)

70. 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

71. 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

72. 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

73. 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:

74. 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)

75. 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.

76. 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

77. 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:

78. 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

79. 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

80. 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.

81. 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.

82. 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.

83. 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

84. 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.

85. 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

86. 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)

87. 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)

88. 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)

89. 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)

90. 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)

91. 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)

92. 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.

93. 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.

94. 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

95. 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)

96. 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)

97. 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.

98. 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

99. 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)

100. 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.

101. 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.

102. 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.

103. 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.

104. 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.

105. 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.

106. 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.

107. 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.

108. 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

109. 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.

110. 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.

111. 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.

112. 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.

113. 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.

114. 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.

115. 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.

116. 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.

117. 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.

118. 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.

119. 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.

120. 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.

121. 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.

122. 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.

123. 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.

124. 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.

125. 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.

126. 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.

127. 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.

128. Pre-Exercise Screening Chapter 6

129. 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

130. 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.

131. 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.

132. 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

133. 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

134. 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

135. 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

136. 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

137. 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

138. 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

139. 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

140. ACUTE INJURIES 140 Chapter 6 Title: Injury Recognition
Topic: Acute Injuries
Time allotted:
Activity Type:
Tools Required:
PRO Trainer Notes
140

141. 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

142. 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

143. 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

144. 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

145. 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

146. 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

147. 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

148. 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

149. 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

150. 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

151. 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

152. 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

153. OVERUSE INJURIES 153 Chapter 6 Title: Injury Recognition
Topic: Overuse Injuries
Time allotted:
Activity Type:
Tools Required:
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153

154. 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

155. 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

156. 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

157. 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

158. 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

159. 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

160. VOICE CARE 160 Chapter 6 Title: Injury Recognition Topic: Voice Care
Time allotted:
Activity Type:
Tools Required:
PRO Trainer Notes
160

161. 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

162. 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

163. 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

164. 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

165. 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

166. 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

167. PUTTING THEORY INTO PRACTICE
167

168. 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

169. 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

170. 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

171. 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

172. Special Populations Chapter 8
172

173. 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.

174. 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.

175. 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.

176. PART 2 Practical Application
176

177. Group Fitness Design Fundamentals
Chapter 9
177

178. 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.

179. 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.

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

181. Class Format Newer Contemporary Model Warm-up Cardio
Pre-cardio
Cardio Recovery
Muscle Conditioning
Final Cool-Down
Flexibility
Relaxation

182. 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

183. 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

184. Components of a Fitness Class
Chapter 10

185. 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

186. 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

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

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

189. 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

190. 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

191. 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

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

193. 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)

194. 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

195. 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)

196. 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

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

198. 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.

199. 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

200. 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

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

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

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

204. 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

205. Teaching Group Fitness Chapter 11
205

206. Movement Patterns Elements of choreographed movement patterns: Balance
Variation
Movement Progression
206

207. Elements of Balance Physiological Balance (Intensity)
Biomechanical Balance (Safety)
Psychosomatic Balance (Integrity)
207

208. The Learning Curve for Executing Choreographed Movement Patterns
From mental and somatic stimulus
to intellectual processing
to movement
mastery
to kinesthetic understanding
208

209. Elements of Variation Range of Motion Lever Plane Direction Rhythm
Momentum
Symmetry
Mode
Learning
209

210. Elements of Movement Progression
A blueprint for constructing individual
blocks of movement patterns to
create a complete pattern.
210

211. Common Terminology Base Move Breakdown Movement Phrase
A Movement Block
Lead Leg
Arm Lines
211

212. 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

213. Breakdown
The process of breaking down a movement block into its most elemental components
Example:
base moves and/or segments
213

214. Movement Phrase A portion of movement predetermined by counts Example:
two, four, or, eight beat counts
214

215. Movement Phrase A phrase can be a single move or a short sequence
phrase= an eight beat count of movement
215

216. 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

217. 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

218. 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

219. Arm Lines The arm movements that go along with the movement pattern
219

220. 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

221. 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

222. Pyramid Repetition Repetitions that gradually increase Example:
1 a2 a4 a8a16a32
Demonstrate with a base move (ie Knee Lifts)
222

223. Reverse Pyramid Repetitions that gradually decrease Example:
32 a16 a8 a4a2a1
Demonstrate with a base move (ie Knee Lifts)
223

224. 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

225. 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

226. 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

227. 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

228. 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

229. 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

230. 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

231. 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

232. 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

233. 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

234. Essential Teaching Skills
Coaching
Cueing
Visual, Auditory , Kinesthetic
Integrating Cueing Techniques
Advanced Teaching Skills
Cross Phrasing
Tapless Movement Patterns
Mirror-Image Teaching
234

235. 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

236. Cueing Auditory Cueing: Effective verbal cues need to be clear and
concise
2, 3, or 4 beat cueing
236

237. 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

238. 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

239. Integrating Cueing Techniques
Combine different types of cuing
Effective for signalling directional changes and upcoming changes
239

240. Advanced Teaching Skills
Cross Phrasing
Tapless Movement Patterns
Mirror Image Teaching
Demonstrate with music
240

241. Music and Musicality Rhythm Beats Downbeat Bar/Measure Metre Phrase
Phrasing
BPM
Tempo
Lecture using fitness music
241

242. Recommended Music Guidelines
Music Tempo
Sound Level
Vocal Amplification
Legal Acquisition of Music
242

243. Relevant Research Regarding Exercise to Music
Stimulus
Performance
Motivator
Evokes pleasant associations
243

244. Musicality
Having an understanding and aptitude for applying musicality helps you create energy, motivation, and enthusiasm in your classes.
244

245. 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

246. Trends in Group Fitness Chapter 12
246

247. Demographics Who are our participants? How old are our participants?
What is the experience level of our
participants?
Brainstorm and review
247

248. 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

249. 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

250. PART 3 Leadership In Teaching Group Fitness
250

251. 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.

252. 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.

253. 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.

254. 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.

255. 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.

256. 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.

257. 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!

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

259. 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.

260. 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.

261. 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

262. 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

263. 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.

264. 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.

265. 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.

266. 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.

267. 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

268. 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

269. 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

270. 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.

271. 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

272. 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.

273. 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

274. 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.)

275. 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.

276. 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

277. 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

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

279. 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?

280. 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?

281. 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?

282. 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?

283. 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?

284. 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.)

285. 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.

286. 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.

287. 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

288. 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.

289. 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.

290. 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