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Group Exercise Program Design

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Group Exercise Program Design

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“Chapter Six Garol Kennedy, M.S., received her bachelor’s degree in leisure studies from the University oflinois and her master’s degree in exercise and sport sclence from Colorado State University, For 20 years she worked — inhealth clubs and recreational facities as a fitness instructor and manager. She is now a fulltime lecturer within the Depariment of Kinesiology's Fitness Specialist Undergraduate Curriculum at Indiana University: Kennedy teaches classes on group exercise leadership, one-on-one fitness training, and fitness manage- ‘merit, She has produced videos on aquatic exereise and functional exercise progression, and has recently. coauthored a research-based textbook, Methods of Group Exercise Instruction. IN THIS CHAPTER: —— Profession ana atinde ‘Sirdar centered Istnactor ‘Creating a Hea Emotion) Enarcrmment Pryscatiness Asoessirents Fness Ascossmonte a Hoathreated Components of fiiss Ft Tests for Group firess Insructers Caciorespiatory-finess Teng Mer Stag andt Enaurence Taxing sity Testing Prsarting ine suits (las Foret (eng Options Group Pre-cotss Praperation ‘Kew the Partisans ‘Orient New Participants ‘Choose Appropriate Attra Prepare Equiemont Acknowledge Class Partcipants Proview Class Format Warm-up ‘Appropriate Dynamic Movement Fefimarsal Moves Strotches, i Appia Use of Mase CCardiorespiratory Sagment Promote Saf responsibilty Gradual Increase dnt Inpact andlor Intanity Options Builsing Sequences Tage a Variety of Muscle Groups muse Methods of Monitoring Carstrespratary inearty Appiecaton of ntenty ifontoring to the Group Exercise Seting Incorporate a Past-cardio Gootoun and Sreten ‘Segment Muscular Sirength and Endurance Segment Encourage iuscle Balance, Functional Fess, and Proper Progression Exercise Program Design By Carol Kennedy Instructor Responsibties Verba, Visual. and Physical Cues on Posture! Alignment Usiize Equiament Safely and Efessively Create Matiational and Instructional Atmosarere Floiilty Segment Srerehing Relaxation and Vieuatzation summmary Cass Farmat Summary Checktst he overall purpose of group exercise program design is to help people live happier and healthier lives through exercise. The underlying goal is to enhance the health-related components of fitness, which include a participant's car- diorespiratory endurance, muscular strength and endurance, flexibility, and body composition. It has been proven that exercising in a group can enhance overall adherence to exercise (Carron, Hausenblas, & Mack, 1996). Obesity is an ever-increasing problem in the United States, with physical activity seen as essential in the fight to combat obesity (Jakicic & Otto, 2005). Therefore, it is increasingly important that group exercise program design revolve around these health-related components of fitness. 158 Group Exercise Program Design Group exercise has grown to include tradi- tional step, indoor cycling, kickboxing, sports con- ditioring, aquatic exercise, use of strength ‘and conditioning equipment for group exer- cise, mind/bedy classes such as yoga and Pilates, stretching-only classes, and more, ‘As these different types of group exercise ‘workouts continue te be created and stud- ied, the American Collage of Sports Medicine (ACSM) guidelines on exercise programming for healthy adults continue to be updated as well (American College of Sports Medicine, 2006). See Table 6.1 for a summation of the 2006 AGSM exercise pro- ‘gramming guidelines for healthy adults, It is interesting that these guidelines validate a typical group exercise class format dating back to the inception of group exercise in the 1970s. The guidelines include cardiores- piratory, muscular strength and endurance, ‘and flexibility recommendations, which have been a part of the group exercise experience for a very long time. A reminder: Cardiorespiratory duration still includes 20 to [Link] minutes or discontinuous 10-minute bouts that add up to 20 to 60 minutes total, Many group exercise class formats are set to be one hour In duration, with the cardiorespiratory segment being 20 to 40 minutes of continuous exercise to meet the old 1990 ACSM guidelines. Rethinking class schedules and offering a variety of times and activities is important for all successful fitness programs. Some experts believe that group fitness instructors will continue to bring the group exercise experience out of facilities in the form of walking classes, training for adventure maverent, and more (Hooker, 2003). Accord- ing to Tharrett and Peterson (2006), future pro grams for group exercise include group classes “in albox’ (e. g,, BODYPUMP” BODYFLOW), fusion fitness (blended styles such as spin/yoga or step/strengit), extreme fitness {boot camp, SWAT finess}, and core and fune- tional fitness classes. Many facilties offering ‘group exercise are finding success with classes ‘that are 20 minutes oF shorter to help accom- modate the busy schedules of participants. The Table 64 2006 ACSM Exercise Programming Guidelines for Healthy Adults Component Frequency Intensity Duration ‘activity fTraining Program (sessions per week) : Candorespiatry 35 AOS B5% 20-60 minutes Largarnuscle groups HRR ocVO.R Dynamic actly s5590658.-80%. HAMAX 12-16 APE Resistance 23 ‘otonalfaigue (MNF) One satof 8-10 crises hat eg. 13-20 APE) 5-20 reps inclode al major ‘oR (eg..95,6-10, — musclegeups Sop 2-Sreps belore valk 12-15) “inal aiqu (29, 18PE) Flexiity Miia: 2-3 Setch to tigress 15-20 seconds Static streteh a Weal: 5-7 atthe endl he range 2-4 repsper rajor mse rage ofrmotion, butnottapain stretch Noe: HAR = Hearaleezane; VO;R = Maxial oxygen ptake reserve; HRnax = Maximaliee le INE = Momartary nosclfabqu! RPE = Ratings of prcaved exertion ‘iain Conga o/Seo ache 08). ACSI Gunes br Eee Try & Prscpan (Th ec Pacer Lppect War kWh, "ACE GROUP FITNESS INSTRUCTOR MANUAL 2008 Fitness Trends survey (IDEA, 2005) ore conditioning, indoor eycting, small p classes, dance, and combination (or ctand step classes are on the decline. it's also important to consider the \Genera’s Report on Physical Activity (United States Department of fend Human Services, 1996). This report [Link] the importance of physical activity iy lite, such as walking the dog or taking Nstates, “Every U.S. adult should te 20 minutes or more of moderate physical activity on most, preferably ‘ofthe week.” It cannot be assumed ply the information in this manual, current Each factor helps establish a pro- ‘and caring attitude. A group fitness needs to be a (Kennedy & Yoke, 2005). ) classes as growing, while high- and low Group Exercise Program Design music, and state-of-the-art equipment, The ‘educational part of instructing includes having the knowledge of why certain moves are selected, making sure current research and knowledge are incorporated into the group ‘exercise session, and making educated choic- ‘eS and decisions about the information given to participants. Accorciing to Westcott (1991), the wee ‘and ranked by participants, is, “Rrowledge of physica fines itis important to compare and contrast a teacher-centered instructor with a student-cen- ee people are generally active. Guidelines for unattainable goals, and QUICK fixes (Table 6.2), clured exercise as well as the activities of The student-centered instructor, on the other Heneedtobe stressed. Thechallenge 's hand, stives to establish arvatmosphere os fe 6.3}. Learning to take 1 Dependence: You need me tobe able to exercise. Hewes ‘2 DVD of my class for when you go on vacation, 2. Intmidaio: It you ean do 20 pushups you dont belong inthis clas! 3. Unatiinabie goats: Youll see changes instananeously from this cass! 4. Quickies: 80 more outer shigh lag its and youl get rid ofthat extra "stored anergy" on your thighs ‘Tindependence: Remember to work al your own pace. wil show modifications, butt willbe your responsi to ‘anitor your intensity vel accordingly. Heres how to do thet 2. Encouragement: Awabome wor! Remember, i thea is pain hate wil be litte gan, Slay witht and yau' fost beter 4. Alainable goals: Learning to enjay movements a ‘Process that wil take fine Try adding entra acy ouside ‘of cass, lke tabing the sts or moving your yard. Those _aciviies coun as movement experiences also. 4. Really: Outer-tnigh eg its wil strengthen your outers ‘thigh muscles, but there ism such thing as "spat reducion’ ofa specific area. Group Exercise Professionalism and Attitude 159 ACE GROUP FITNESS INSTRUCTOR MANUAL Group Exercise 160 Group Exercise Program Design responsibilty for the health and well-being of participants starts with understanding the importance of establishing a positive attitude ‘and atmosphere. Creating a Healthy Emotional Environment ‘Another major factor in creating a comfort- able environment for participants is estabiish- ing a healthy emotional environment Education and mativation alone are not what keep participants coming back to group exer- cise < 7D c G € #2 a & So w ® 2 2 a One study concerning overweight women's perceptions of an exercise class revealed that the most powerful infuences affecting thelr ‘exercise behavior were concerns about ‘embarrassment and judgment by others (Bain, Wilson, & Chaikind, 1989). Fox, Rejeski, and Gauvin (2000) found that enjoyment during physical activity is optimized when a positive and supportive leadership style is coupled with an enriched and supportive group env ronment. Instructors spend many hours: preparing music, organizing the clas flow, and selecting equipment, when, in fac, working on establishing a comfortable atmosphere can be just as important to par- ticipants. Try greeting participants as they enter the class, learn their names, or move, the teaching platform to deren parts of the room. If mierors are utiized during the workout, it portant to face the partici- pants when possible throughout the class to make direct eye contact. Looking at peo- ple through a mirror does not promote true interaction, Instructors aiso need to realize that what they do and say has an impact on the class atmosphere. According to Goleman (2005), having “emotional intelligence” in any group | "ACE GROUP FITNESS INSTRUCTOR MANUAL, setting dictates the success of the group experience. Goleman believes that “the emo~ tional economy is the sum total of the exchanges of feeling among us. In subtle (or not so subtle) ways, we all make each other feel a bit bettor (or a lot worse) as part of any contact we have; every encounter can be ‘weighted along a scale from emotionally toxie to nourishing.” A specific example of this with- ina group exercise setting would be announc- ing before class how great it feats to bein a group exercise class to improve overall healt and well-being. Contrast this with teling an ‘avereating indulgence story and stating spect ic intentions to “work it off" during the olass. ‘The first statement leaves participants with a health-related sense of purpose for the werk: ‘out The second statement can send a mes- sage that punishment through exercise is reo ‘ommended after overindulging. Sending positive health messages throughout the (group exercise experienc is important for establishing the “emotional atmosphere" ofthe workout and utilzing the role-model aspect of teaching in a positive way. ‘An environment where instructors present “pody beautiful” can also be rather intimiat- ing. Crawford and Eklund (1994) compared similar video exercise routines, with the instructor wearing a thong inone and the same instructor wearing shorts and a T-shirt ‘another, “High physique-anxious™ parteipanis Instructors can help participants become more comfortable -with their own bodies and keep themn exerci ing by wearing a variety of exercise clothing. A study of 148 female fitness instructors at an instructor conference found that 6496 of instructors perceived an ideal body as one ‘was thinner than their curent body (Nardin Raglin, & Kennedy, 1999). The average ‘average for this age group is 23.19% body-image perceptions are just ons. Perceptions can be and this begins with the fitness sot awareness (Evans & Kennedy, G) IFinsiructors are to make an impact on ‘and well-being of participants, it will to address this issue ona per- Finally, be aware of the impact of cal environment. Ginis, Jung, and (2003) found that regardless of body- -worse after exercising than women ored environments, ‘lass situations, it is likely that ritness instructors will be teach- new participants or individuals who ically. These circumstances ficult to measure participants’ fit- physical assessments, the instructor has no control over program and follow-up testing. jmany instructors are unknowl- about physical-fitness testing jucting assessments is not a Furthermore, the format group fitness class does not ors the freedom to use valli- time for the performance of phys tests. challenges facing instructors practice of conducting physi- ents in their classes, all fitness should be aware of common procedures and their role @ exercise program skils in physical-ftness testing advantage because it will or understand how to mea~ Group Exercise Program Design sure the important components of health- related fitness (.2., cardiorespiratory endurance, flexibility, and muscular strength and endurance) and track participants’ progress during a program, These skills will also become more useful as the trend of short-term group exercise programming takes hold. Many commercial fitness facli- ties and recreational community programs offer classes limited to time frames lasting ssix to eight weeks. In these situations, itis very likely that the same group of partici ants who started the program will also fin- ish the program. These short-term programs lend themsetves to physical-fitness testing, as long as it is made clear to participants that pre- and post-program fitness assess- ments will take place, There are several good reasons to con- duct physical-fitness assessments in the group fitness setting. First, performing pre- program baseline measurements, followed by reassessments using the same testing protocols, is one of the best ways to devel- nin new exercise participants. Second, fitness tests act as feedback. That is, what can be measured can also be man- aged. Performance feedback from periodic fitness assessments provides valuable data that let a participant know if he or she is on track to achieve the exercise-program goals. Third, fitness tests act as points of reference for program design. Ifthe results of a battery of physical assessments reveal an area of fitness that is particularly lacking, the participant can work to improve the deficient area to enhance overall perfor- mance. Finally, being able to provide fitness- Physical-fitness Assessments 161 ACE GROUP FITNESS INSTRUCTOR MANUAL Assessments {NCE GROUP FITNESS| Group Exercise Program Design assessment services to participants sets an instructor apart from other group fitness instructors who do not have this skill sat and shows that the instructor is a professional concerned about the safety and effectiveness of the participants’ exercise programs. When administering a battery of physical- fitness tests within one class period, it is important to sequence the order of the tests 0 that the effects of the previous tests have minimal impact an the performance of the subsequent tests. For exampleythe ‘SPpropHmmanIOTDiSSe OCA, Alexibilitys Fitness Assessments and Health- related Components of Fitness ‘The following fitness-assessment tests are commonly utilized in a one-on-one set- ting, itis important to note that proper training is required to perform one-on-one assessments. This training is beyond the scope of this book and beyond the scope of practice of most group fitness instruc tors. However, being able to answer ques- tions about these tests is important. Body Composition Hydrostatic weighing, also known as under- water weighing, is considered the “gold stan- ard” of body-composition assessment. Body density is caloulated from the relationship of normal body weight to underwater weight, with percent fat being caloulated from body density, Though hydrostatic weighing is more precise and the choice of many researchers, it is often impractical in terms of expanse, tme; “and-equipment: Bioolectrical impedance is another popular method for determining body composition. Its ‘STRUCTOR MANUAL based on the principle that the conductivity of ‘an electrical impulse is greater through lean ts sue than through fatty tissue. Reliability using this method is problematic because erviron- mental issues, such as hydration state, tem- perature, and humicity, can have an impact on the results and are hard to standardize. ‘Assessing body composition via bioelectrical impedance requires minimal technical training with the analyzers, which range widely in price and quality Near-intrared (NIR) fight interactance is another method of assessing body compos tion, The FUTREX 5000 is the most popular ‘commercial NIR analyzer available. It emits near-infrared light at two frequencies into the biceps area of the dominant arm. At these fre: quencies, body fat absorbs the ight wile ean body mass reflects the light. Although conve- niet and easy to use, exercise physiologists have reported some problems with prediction errors (Neiman, 2003). Anthropometric assessments for measur- ing body composition include citcumference measurements using a tape measure, waist to-hip circumference ratio, and skinfold caliper measurements. Skinfold caliper mea- surements require special training and are not practical for a group setting, They are therefore recommended for use in a one-an- ‘one setting. itis important to keep in mind that there is a margin of error (plus or minus 9 to-496) with each skinfold test, and all tests must be compared to identical tests per- formed by the same tester under identical ‘esting situations for optimum results. General body-fat percentage categories ae listed in Table 6.4, Field tests for measuring body composition within a group exercise set- ting are discussed later in this chapter. These tests include waist-to-hip circumference and body mass index, Group Exercise Program Design mal tests, such as the Rockport walking test or 12-minute walk/run test, indirectly estimate maximum oxygen uptake. Tests may vary in ‘complexity from the relatively simple, such as re oe step tests, waking tests, 20% 619% eee cnn es: ae a. which estimate VO,rmax, to those that use 25-31% 18-24%, gas analyzers to measure oxygen uptake. ‘Submaximal bicycle ergometer tests area Popular clinical alternative, These tests use heart-rate response to a given work Intensity to predict VO,max. The direct measurement of VO,max using gas exchange can provide the most accurate results and is considered the gold standard. Direct VO,max tests may be prohibitive in cost and are generally not practical for instructors. Maximal oxygen con- sumption norms for men and women are. shown in Table 6.5. Se%and higher 25% and higher Relative Maximal Oxygen Uptake (mLIkg)? pein, rm ha Poa Tava vo Maral Tha apart, Oli, Ta, (ed 208) hr Pei aw eka we a leet. A ried Be Yeu st was ed Oman et oe et jew Tr own may be und cours tr he para rang wal sow a9, bow age 7, aap (50, bao to vege (1, Physical-fitness Assessments 163 ACE GROUP FITNESS INSTRUCTOR MANUAL ge ia co 2c 33 oO SB aw S et x Group Exercise Program Design Acquiring VO,max, whether it be from an indirect or direct method, is useful for quan- tifying percentage of workload by utilizing the metabolic equivalent (MET) system. Many cardiovascular machines (e.g., tread- mills, eliptical machines, upright bikes) lst METs on their display boards. With group exercise classes gravitating to this environ- ‘ment, itis important to have a basic under- standing of the use of METs, The metabolic equivalent system is a simplified system for classifying physical activities in which one MET is equal to resting oxygen consump- tion, which is approximately 3.5 millliters of oxygen per kilogram of body weight per minute (2.5 mL/kg/min). Maximal aerobic capacity is measured in mL/kg/min. Therefore, if WOzmax was estimated to be 42 mL/kg/min, this number could be divided by 9.5 to obtain maximum METS, or 12 METs. Working at 50% of 12 METS would be 6 METs. A cardiovascular machine could then be set at 6 METs to accomplish this workload. This is one practical example of why cardiovascular testing can be useful for training in a group setting using cardio equipment. An instructor can also use a step test. A step test would be a good group test to administer to educate group exercise participants about their cardiores- piratory-fitness level in a more typical group exercise setting, ‘Muscular Strength and Endurance Muscular strength and muscular ‘endurance are two components of muscu- lar-fitness testing. Muscular strength is the ‘amount of force a muscle can produce in a single maximal effort. Muscular endurance isa muscle's ability to exert a force repeat- ‘edly over time, Tests to measure muscular strength include the one-repatition maxi- mum (1 RM} test using weight equipment ta overload, and isometric strength tests, which are usually done in a one-on-one sel- fing. The grip-strength test using a hand dynamometer is also used to measure strength. The pull-up and the flexed arm hang are two muscular-endurance tests used by the President's Council on Physical Fitness. The YMCA also has a bench press test for muscular endurance. Muséuler: It would be appropri- ate to administer these tests in a group set= ‘ting to educate participants about the importance of muscular strength and endurance and ta compare results over time to assess improvement. Flexibility Flexibility is defined as the range of motion around a joint or set of joints. Flexibility affects both heatth and fitness. inflexibility increases the risk for joint and muscle injury, while excessive flexibility can lead to joint instability. There is no single flexibility test that predicts range of motion for all joints of the body, Therefore, each joint must be assessed individually. Flexibility testing Is usually performed in a ‘one-on-one setting using a goniometer to measure degrees of flexibility. These tests are often performed on an athletic training bench. The field tests covered in this ch ter—sit-and-reach, or low-back and ham- strings flexibility, and shoulder flexibilty— work well within a group exercise setting. Including field-test assessments in a g exercise setting is one way to establish an ‘atmosphere of care and concern for the participants, as well as help them identify the health benefits of group exercise. 164 ACE GROUP FTENESS INSTRUCTOR MANUAL {each participants about the risks with body-fat distritution. Jaibasic tape measure and instruct ‘On how to perform a waist-to-hip. is the smallest waist circumter- below the rib cage and above the muscles relaxed (not pulled in). appears to be no “smallest area” the waist, the measurement should at the level of the navel. Hip cir- is defined as the largest cir- of the buttocks-hip area taken the person is standing. The waist-to- is quick, easy, and focuses stu- jon Where they carry their body fat and this is a risk factor for diseases of Giabetes, and some types of can- 6.1 and 6.2; Table 6.6}, mass index (BMI) is another way to body composition that is quick, and does net require equipment or OF course, strictly speaking, BMI not estimate body composition. ,itattempts to determine whether an 's obese and how much their Fisks are increased with increasing It's calculated as follows: Bll'= Weight in kilograms aivicled by ‘height in meters squared #2 Tables 6.7 and 6.8 for an example reference chart. This test is a good one clude in a newsletter or handout for P exercise participants to do at home. ion should be used whenever using body weight instead of taking into itappropriately. The waist mea- Measured while standing with the | Group Exercise Program Design 2 B a & a a o g = x Figure 6.1 Abdominal crcumterence Figure 6.2 Hip creumterence Table 6.5 7 _ Walst4oip Ratios ana Associated Levels o Heath Risk enatton Mes Winer Hirt 210 eats Modeatalyhighrisk 090-10 08-08 Lower isk <08 — a ‘account fat and lean body weight. More ' Cardiorespiratory-fitness Testing Maximal and submaximal exercise tests using the treadmill or bicycle ergometer are not well-suited for measuring the cardiores- piratory fitness of groups. In the group fit- ness setting, field tests for measuring car- diorespiratory endurance, such as the YMCA Submaximal Step Test, are more "ACE GROUP FITNESS INSTRUCTOR MANUAL appropriate because they are easy to administer, practical, inexpensive, and less time-consuming than the treadmill and biey- cle ergometer tests. One important consid- ceration for administering a cardiorespiratoy field test with a group of individuals is that participants must be taught how to accu- rately measure their heart rates, which is covered later in this chapter. YMCA Submaximal Step Test Developed by Dr. Fred Kasch of San Diego State University, this three-minute step test reauires participants to step on and off @ 12-inch-high step bench to a stan- dardized cadence. Although this test does ‘not result in an estimation of maximal oxy- gen consumption, it gives an estimation of cardiorespiratory fitness in comparison to established norms. Required items: Step bench (12 inches in height) Metronome set at 96 bpm Stopwatch Procedure: Participants should perform a light warm Up prior to testing. Before beginning the test, demonstrate the correct stepping pro- cedure, Set the metronome to 96 bpm and start stepping to a four-beat eycle (up, up, ‘down, down). Both feet should come in complete contact with the top of the bench during the up portion of the cycle and touch the floor during the down portion of the cycle, Allow participants an opportunity to practice the movernent cycle along with the matronome. It is acceptable for participants to change the lead foot during the test, Just before administering the test, notify partici pants that they will step continuously for three minutes and be seated immediately afterward for a one-minute pulse count Group Exercise Program Design the metronome in a location where Muscular Strength and. 8 2 easily heard by all participants. Endurance Testing 26 class start by simply marching on Group fitness instructors can measure =z E in front of the bench to the rhythm —_ participants" dynamic muscular fitness using ad by the metronome. Remind partici _calisthanie-type strength and endurance ‘oon they may use either foot to start tests. These tests are based on specific Q od and instruct them to begin step- exercises, such as the half sit-up and the &E ‘stopwatch is started. Check push-up, and require the participant to per- rhythm throughout the test. form a maximum number of repetitions for ‘when one minute, two min- gach exercise during the assessment. wo minutes and 30 seconds has Immediately after completing three Push-up Test stepping, participants should be The push-up test is used to evaluate to-sitdown on their benches and ——_upper-body muscular strength and pulses for one minute. The one- endurance (e.g., pectoralis major, anterior exercise heart rateis used to _—_deltoids, triceps). The protocol calls for two test (Tables 6.9 & 6.10). different positions based on the sex of the ‘Heart-rate Norms tor the Three-minute Step Test (Men) L— a SRring | 8 |) 100 2 51 0 6 8 n 7 | 7% 7 0 ba 76 76 2 J 9 79 CJ a hooey | SISTA 1 a 6 |e % 70 oe a Ey 8 peean see rescrso efescrmta | page eaae ® w 4 36 ‘ot 5 % | 10 108 7 a 100 101 107 102 105 “it 104 108 113 06 | am "7 no | 13 119 14) tte) ta 118 1900 | tae wm 126 126) 100 131 sale 188 138 6 | ve | 183 159 154 181 MOA ress ey asset Mau). © 20 Ries sa wth aM De YCA USK, 01M em 16 167 "NCE GROUP FTNESS INSTRUCTOR MANUAL é aa = o 2 a > £ a 168 Assessments Group Exercise Program Design ‘Table 6.10 Post-enercise Heartate Norms forthe Three-minute Step Teet (Women) es tng ‘srateg 1828] wis | SS Excelent 100 52 58 1 @ 5 75 ™ n % 0 1 80 a at Goad 3% 85 85 0. | 85 0 «8 co @ 98 8 93 se % 01 Koeaeee | 70 | 96 95 100 "08 6 # 8 wo | 107 © 102 ot 108 110 ‘wage 5 108 104 107 113 50 108 107 wo | 15 ma 110 110 12 118 Bow neg | | Ta 113 115 120 eS 16 118 12 #0 120 119 120 ‘24 Poor 25 122 iz 124 126 20 128 128 128 128 15 ‘at 128 13 132 Verypoor ‘0 135 134 137 137 141 135 5 143, 141 142 143, ar a 0 168 171 169 m 17% 155 ‘Soave YMCA Fines Ting and Assesses © 200 Rape rd aap wth ernie cl he YMCA the USA, 01H Mata Dri ‘reap 0 participant. Men are required to perform the test In the standard position with the hands and toes in contact with the floor. Women a hands and knees in contact with the floor. Women who choose the standard push-up position (ie:, with the hands and toes in contact with the flaar) must be noti- fied that their scores will not be comparable to the standardized norms because the data represented in the norm table were produced from research using only the ‘modified position for women. Required items: Exercise mat Rolled towel (approximately 3 inches, in height) [ACE GROUP FETNESS INSTRUCTOR MANUAL Procedure: Participants should perform a light warm-up prior to testing. However, if this test follows @ cardiorespiratory-fitness test, participants may proceed without a warm-up. [Link] towel should be placed on the center of the mat. Review the correct counting procedure—the push-upis complete when the chest touches the towel and returns to the start position with arms fully extended. Inform them of the prop- er breathing technique—to exhale with the exertion (when pushing away trom the floor. Have participants assume the proper push-up position with the hands at, or slightly wider than, shoulder-width apart and their chests centered above the towel. Allow them to prac- tice the push-up if they would like. Instruct begin the test by flexing the elbows the chest to the towel. This modi- Which limits the depth of elbow 9 3 inches above the mat, has been dito alow participation by more individ ‘raditional protocol (.e.. lowering the p the floor) puts undue stress on the joints, especially for individuals ‘of shoulder dysfunction. The the total number of push-ups complet- rest belore the client reaches: on (Table 6.11). tup or Partial Curt-up Test half sit-up test is used to evaluate muscle strength and endurance. \Geveloped to replace the traditional p test so that potential low-back could be eliminated and to better abdominal muscle function. ‘should perform a light warm- orto testing, However, if this test fol- a cardiorespiratory-fitness test, particl- is may proceed without a warm-up, two strips of masking tape parallel to ch other on a mat 10 cm apart. Review idemanstrate the proper half sit-up tech- ‘Assume a supine position with the fat on the floor, shoulders relaxed, and flexed at approximately 80 degrees. arms are at the sides, palms facing with the middle fingers of each hand ching the first strip of masking tape. hand positions include: (a) having hands held across the chest or (b} placing Group Exercise Program Design Toble 6.11 Push-up Test Filnass Categories aa Oe oa 8 08 Gendee OPO OFOUM OF OUM OFOUM OF Enctet sor 0 OOOO more VoyGooi 35 2) COCMDCOSCSTCNG aa 2 0 7 6B 9 1 OM 2 Goad 2m 2 8 6 4 2 0 MH 2» vr 3 1 o 7 6 5 Fair a 4 6 2 2 0 9 6 7 4 7 0 2 8 © 6 7 2 §& BQ Neds or 9 «off 7 8 4 6 f 4 4 imgeonement sewer ‘su Th rasan Frys, Fines, List dopach (©2003. CSEP Wat Fines Progam Het etd Aaa and Gouri ray Rerted wn peieen fone Canada Set Echo Ph the hands on the thighs and curling up until the hands reach the knee caps. Instruct par- ticipants that regardless of the hand position chosen, elevation of the trunk to 30 degrees is the important aspect of the movement. Set the metronome to 50 bpm and instruct participants to perform siow, con- trolled curi-ups to lift the shoulder blades off the mat (the trunk makes a 30-degree angle with the mat) in time with the metronome (ie, 25 curl-ups per minute). I using the tape method, instruct them to curl the upper spine until the fingertips touch the second strip of tape. Finally, instruct them to return to the original posi- tion with the shoulders touching the mat. Place the metronome in a location where it may be easily heard by all participants, ‘Allow participants an opportunity to practice the movement along with the metronome, Inform participants of the correct counting pracedure—one curl-up is counted each time their shoulders return to the mat, Instruct participants to begin curling the trunk as the stopwateh is started. The score 169 Physical-fitness 170 Assessments "ACE GROUP FITNESS INSTRUCTOR MANU Group Exercise Program Design is the number of curl-ups performed in one minute (maximum of 25) without pausing (Table 6.12). Teble 6.12 Half Situ Test Fitness Categories Norns fr Men Ages 20-29 90-39 40-49 _50-59_ 60-68 Exoalont = 2507 Sor Bor ar SOF more meee or more more Mery Good 21-24 16-28 1-2 17-24 16-24 Good DO 1-17 SIT 1-16 11-15 Far 11-45 Mild G12 10 10 Needs 100r 100r Sor Tar Sor Irngrovement fener fewer fewer fewer fewer oo owns forWomen Ages 20-29 90-09 A049 S059 60-69 custo 5H HHS focmore of more ocrnore. ef more of Mare VeryGood 18-24 19-24 To24 TOD TTH2 Good HIT 10-18-18 1018 8-16 Fair $13 69 +10 69 OT Needs do So Sor Sar ot Improvement fewer fever fever fener fewer Scuce Tre Cuadon Py Act Fats. & ita Aad (Bess) 82000 CSEEHeat 6 Fess ropa Heated Api (peCatwning Stacy Feptrtat wr prison ror a Canaan Sek x Eerie Pro Flexibility Testing Evaluating participants’ ranges of motion using flexibility tests is a great way to deter- mine areas of the body that may need an ‘emphasis on stretching, Stif, inflexible mus cles and joints pose a risk for injury and may adversely affect the performance of the sim- plest tasks. inflexibility due to disuse, improper body alignment, or repetitive-task exposure is ‘commonly seen in the areas of the hamstrings, lower back, and shoulders, To address these areas, two tests, the sit-and-reach test and the shoulderflexibility test, will be covered. Sitand-Reach Test The sit-and-reach test is used to assessor back and hip-joint flexibility, Due to the possi bilty of injury to the low back and hamstrings participants should retrain trom fast, jerky movernents during this assessment. Instead, ‘hey should perform the test trials slowly and with control. Participants with a history of low: back dysfunction and/or pain should avoid performing this test. Required items: Exercise mat Tape Yarestick Procedure: Participants should perform a light warm up prior to testing. However, if this test fol lows a carciorespiratory-fitness test, partick pants may proceed without a warm-up. ‘Adaitional light stretching of the low back and hamstrings (@., modified hurdler stretch) s recommended before test administration. Place a yardstick on the floor and put a pioe of tape at least 12 inches long on the 15-inch mark on the yardstick, Review and demon- trate the proper execution of the test. With the shoes off, sit on the floor with the yard- stick parallel between extended legs. The zero mark of the yardstick should be toward the body, The feet should be placed approxi: mately 12 inches apart with the heels aligned swith the tape at the 15-inch mark. Extend the .amms in front of the chest and place one hand on top of the other, with fingertips aligned. Inhale in the upright position and exhale wile leaning forward, dropping the head toward of between the arms. The fingers should main tain contact with the yardstick and knees should remain in full extension Figure 6.3). Instruct participants to begin the test by slowly reaching forward with both hands as far as possible, holding this position for ‘ximately two seconds. Remind them p their hands parallel and not to lead jone hand. The score is the farthest on the yardstick reached after three {lable 6.13). his test measures the muttirotational com- is ofthe shoulder joints. Participants: aahistory of shoulder dysfunction ancyor should avoid performing this test. items: prior to testing. However, if this test fol- WS acardiorespiratory-titness test, partici- is may proceed without a warm-up. participants to sit or stand with the 4mm extended straight up, letting the bend so the hand comes to rest, down, between the shoulder blades. have them reach behind the back ithe left arm so the palm is facing up. pants should attempt to bring the fin- cf both hands together behind the Repeat the test an the other shoulder. ig is based on the distance, if any, en the fingertips (Table 6.14). ing the Results effective way to infor group fitness s participants oftheir physical-pertor- rankings is torhave charts displaying arcized norms for each test either ging on the wal in poster format or dis~ fed in the form of a class handout. This alows the individual to rank his or her ance without publicly discussing It the instructor, However, for students who [Link], publicly displaying their fe rankings and fitness goals can Group Exercise Program Design Figure 6.3 Sit-andreach flexibility test Tablo..13 Norms for Trunk-Fiexibiity Test Fitness Categories = Mee ‘ges. 1625 26-35 6S GSS SESE 4 Rating oo 2 1 a1 8 aa a 2 9 18 7 155 co ‘9 7 7 18 fer. 2 18 7 18 4 a o " 16 5 18 ie 40 18 4 13 1" 9 9 30 4 a 8 40 e 8 2 3 1 " 9 7 7 0 i 9 sy 6 5 4 Women Ages 10-25 76-35 ASSESSES BB Rating 90 24 23 20 at a 80 2 at a 2 ww 70 a 2 19 18 7 47 0 20 20 1@ 7 aa 50 18 19 17 16 B15 0 6 ” 16 4 ae 2 7 16 15 14 13013 20 16 5 i 12 rat 10 4 8 12 10 9 8 Table 6.14 Evaluation of Shoulder Flexibility Flxiblity Characteristics Goad The fingers can touch Fai Tha ngertps ate not touching, but are les than 2 inches apart Poor The fingertips are more than 2 inches apart Sauce: Adped tom rp, B&G, (184). vena: ec Book Owls Sar Roms House Fesrtes uth emis 171 ACE CROUP FINES INSTRUCTOR MANUAL. 172 Glass Format Group Exercise Program Design have a very motivating effect. [Link] In either situation, the instructor should educate the class about how to rank their performance scores based on normative data and what each ranking means. This facilitates effective goal-setting for both the instructor and the participant. Follow-up Testing Measurable fitness changes usually take minimum of four weeks. Therefore, the onset ofexercise training. Class Format he next challange is to take the stu- T dent-centered approach to group exercise instruction into the devel- opment of the overall class format, No sin- gle class format is appropriate for every type of group exercise class. In a step class it is very appropriate to warm up using the steps; however, in a kickboxing class it ‘would be more appropriate te practice kick= boxing moves during the warm-up segment than to use a bench. Thermoregulation is important in an aquatic exercise class, so performing static stretches ta enhance flexi- bility at the end of the workout may not be appropriate because participants can get cold. It may be suitable to perform some static stretching in the warm-up segment of a low-impact class for seniors, but nat nec- ‘essarily for young children. A1S-miinute, may not aven contain stretching, since the purpose of the class is confined to abdominal strengthening. These are just a few examples of why the same: "ACE GROUP FITNESS INSTRUCTOR MANUAL class format may not be appropriate forall group exercise classes. Here is a closer look at the general princi- plas involved in each segment of group exercise—pre-class preparation, warm- up, cardiorespiratory, muscular strength and endurance, and flexibility/cool-down. These general principles apply to all types of group exercise, including hi/lo impact, step, aquatic exercise, indoor eycling, kKickbox- ing, and sports cenditiening. Typically, most group exercise classes begin with pre-class preparation followed by a warm-up, which includes using speci- ie movements to prepare for the cardiores: piratory activity. These movernents are per= formed at a low-to-moderate speed and range of motion. They are also designed to specifically warm up the body for the activ ty to follow and to increase blood flow te the muscles. The cardiorespiratory segment that follows the warm-up is aimed at improving cardiorespiratory endurance and body composition and keeping the HR ele- vated for 10 to 30 minutes. Followingitney “the tower extremities. A muscular strength and endurance segment oan also be includ= ed elther before or after the cardiorespire- tory segment, depending on the activity. The class ends with a flexibility/cool-down component that includes stretching and relaxation exercises designed to further lower HR, help prevent muscle soreness, ‘and enhance overall fiexibility. In “fusion” classes, the segments might include 30 minutes of indoor cycling fol lowed by 30 minutes of strength work, These classes may be combined or offered individually, Regardless of format, the focus Group Exercise Program Design idbe on providing a safe and effective Pre-class Preparation 5 kout that addresses the health-related here are a few common principles in 5 ponents of fitness. [sees betty 5 group exercise class, They are listed o ering Options below and will be reviewed in this section, a tice how the four components—warm= Ideally, the instructor: 7 cardiarespiratory endurance, muscular ‘ Knows participants’ heaith histories and a ath and endurance, and flexibility—com- surveys new participants (see Chapter 5) 3 omost group fitness classes are similar _—_° Is available before class and orients new b health-related components of fitness. It participants. oo to note that the emphasis given ‘Discusses and models appropriate attire aspect will vary depending on the and footwear ‘of the class as well as the fitness * Has music cued up and equipment ready |. age, health, and physical skill of its par- before class begins ts Itis dificult to schedule a specific * Acknowledges the class and introduces group exercise class to meet every- him- or herself needs. For example, putting beginners * Previews class format and individual advanced participants can be challeng- responsibilities or instructors. Therefore, calling a yoga * Brings fluids to classes and encourages S that features 30 minutes of activity Participants to do the same 0" is helpful for beginners, while class called “yoga-60,” which fea- Know the Participants GOminutes of activity, will attract more Chapter 5 provided an in-depth review on iced participants. The number-one rea- acquiring health information and discussed people do nat exerciseis lack of time, so waivers. It is important to note that the: }good idea to let participants know the _information gathered from these sources bn of each session. Beginning classes needs to be transferred into making a safe id be shorter in duration and focus on and effective class. For example, if two par- movements; the skils needed fo _ ticipants say they have occasional lower= the cardiorespiratory segment alsa back pain, incorporating abdominal and Htobe basic. Using words like “complex low-back strengthening as well as ham- patterns” to describe longer-dura- string stretching inte the class format ona ions that contain mare skills for the regular basis would help their conditions, espiratory segment would help the Make sure participants are aware that the ed exerciser locate an appropriate time they took to fill out the health informa- Keep in mind that participants may tion form was worthwhile by asking ques- workin the morning and onty need a. —_tionsand informing them about any mocifi- lyormuseular strength and cendition- cations that have been made to the class as Offering different options and not @ result. Of course, some modifications will with the typical hour-long format that need to be explained directly to an individ= all components is likely to ual participant if it is nat appropriate to people's hearth goals. address the issue with the entire class, 173 ACE GROUP FITNESS PSSTRUCTOR MANUAL 74 Pre-class Preparation Group Exercise Program Design ‘Orient New Participants ‘A professional, student-centered group ft- ness instructor takes the time to meet and ori- -ent new participants as wellas be available if any participants have questions. Participants ‘tend to respond more sincerely to questions, such as, “Who has been to an indoor cycling class three times or less?" rather than, “Who has never been to indoor cycling?" This orien tation is such an important part of custamer service, and itis also a time when instructors get the most feedback about the class in gen- eral, Instructors need to learn to be open to- input and algo take the time to get to know ‘new participants. This is a part of continuing to establish a positive, comfortable class environ ment and is also essential to the adherence of the participant. Choose Appropriate Attire itis important that an instructor's attire be appropriate for the specific group exercise class, For example, when teaching a senior class, it would not be appropriate to wear & mit outfit, as it might be intimidating. Observe what the participants weer to class and 50 they will ee! ‘more comfortabl However, as. fitness professional, try to bal- ‘ance the comfor level of the class with fune- tional wear. Correct spinal alignment and form should be visible with each movement that an instructor demonstrates. Make sure to notice and discuss appropriate footwear for the vari- ous group exercise classes. For example, some indoor cycles have cageless pedals that requite specific cycling shoes for the work- out. Encourage first-time step-class partici- pants to wear cross-training shoes with adequate cushioning rather than running shoes that may catch on the tracked plat- form. Finally, in aquatic exercise, itis impor- [ACE GROUP FATNESS INSTRUCTOR NANUAL tant to note that a rogular swimsuit often does not provide adequate support to per form water exercise effectively. Be ready to supply new participants with information on Where to locate appropriate shoes and aitire for your classes. Prepare Equipment With all the different "#698 available for group exercise (e.g, stability bals, handheld weights, resistance bands, balance devices, weighted bars, yoga blacks}, it's important to bbe prepared ahead of time and inform partici pants about what equipment will be used. Posting a note close to the entrance of the room to inform participants which equipment ‘will be used also works well. Consider playing welcoming music before the beginning of class and always make sure to have music ‘cued and the microphone ready to go. Itis. also important to use good quality tapes/CDs _and plan for minimal changes to have a better class flow. Prior preparation can make the actual class run much more professional. Acknowledge Class Participants Creating a positive attitude and atmos- phere begins with the instructor making sure to welcome people before class begins and introdueing him- or hersetf, especially when teaching in a facility where different people come to class every week and there is no- sot class list. For example, “Hi, my name ls Mary. Welcome to the 45-minute strength class. Always check out the board to see what equipment we will be using in class." This concept may sound minor, but it estab lishes an attitude of "we're in this together.” Aso, if participants are aware of the instruc- tors name, they willbe mare likely to come up and ask questions afterward. New peo- ple coming to a group exercise class are often afraid to ask questions or may feel out ofplace. Understanding this and asking for feedback will create a more open, safe envie ronment for all participants, not just the ‘ones who came to class every week. Preview Class Format An overview of the specific class format should accompany the instructor intvodue- begins. For example, “This is a 30 te stretching class. There will not be an Obie component to it” After previewing lass format, itis also important that the uctor makes participants understand individual responsibilities. There is othing worse than having a participant eup after class and say, “That workout "hard enough.” Intensity is the onsibilty of the participant, not the ctor. It is your responsibility to make ‘that modifications are given for various sities to allow participants to make a Encourage, demonstrate, and pro- 2 various exercise choices so partici- igare comfortable working at their own ce. This is-one of the most important 18 of a group exercise class. -up =ihere are a few common principles behind the warm-up for any group exercise class. They are listed below wilbe reviewed in this section. Tha beginning segment must include an ppropriate amount of dynamic movement. warm-up should focus largely an Group Exercise Program Design *# All the major muscle groups (if appropri- ate) must be stretched after a dynamic Warm-up: stretches are held briefly (five to 10 seconds). * Verbal directions should be clear and the volume, tempo, and atmos- phere created by the music must be appropriate. Warm-up Appropriate Dynamic Movement The purpose of the warm-up is to prepare the body for the more rigorous demands of the cardiorespiratory and/or muscular strength and conditioning segments by raising the internal temperature, For each degree of temperature elevation, the meta~ bolic rate of cells increases by about 139% (Astrand & Rodahl, 2003). In addition, at higher body temperatures, bload flow to the working muscles increases, as does the release of oxygen to the muscles. Because these effects allow more efficient energy production to fuel muscle contraction, the, an that sweating occurs.” Increasing body temperature has other effects that are beneficial for exercisers as well ‘The potential physiological benefits of the ‘Increased metabolic rate ‘* Higher rate of oxygen exchange between blood and muscles ** More oxygen released within muscles ** Faster nerve impulse transmission * Gradual redistribution of biood flow to working muscles: * Decreased muscle-relaxation time follow | ing contraction «© Increased speed and force of muscle contraction + rereased muscle sty | as ACE GROUP FITNESS INSTRUCTOR MANUAL Warm-up 176 {ACE GROUP TSE Group Exercise Program Design « Increased flexibility of tendons and | ligaments | + Gradual increase in energy production, wich limits lactio-aeid buldup abnormal Many af these physiological effects may reduce the risk of injury because they have the potential to increase neuromuscular coordination, delay fatigue, and make the tissues less susceptible to damage (Aer, 2004), Therefore, the overall focus of the warm-up period should be to increase core body temperature, which can be acoom- plished by inctuding appropriate dynamic movement Rehearsal Moves Blahnik and Anderson (1996) define rehearsal moves as “movements that are iden tical to, but less intense than, the movements your students will execute during the workout phase," Anderson (2000) believes rehearsal moves should make up the majority of the ‘warm-up, thus preparing participants mentally ‘and pitysically for the challenges of the work ‘out ahead. Examples of rehearsal moves include utilizing the bench to warm up during a step class, teaching participants how to hill climb briefly in an indoor eyeling class, per- forming one water interval segment to prepare {for the cardiorespiratory water interval-training segment, oF using light weights in the warm-up to propare for a muscle-concitioning class. ‘The whole concept of rehearsal maves relates to the principle of specificity of training. This principle states that the body adapts specif- cally to whatever demands are placed on it. Durstine and Davis (American College Sports Medicine, 2006) believe that specificity applies not only to energy systems and muscle ‘groups, but also to movement patterns. Since ‘motor units used during training demonstrate TRUCTOR MANUAL the majority of physiological adaptations, movement patterns must also be specifically ‘rained, In a group exercise session, one of the main reasons participants become frustratedis that they are not able to perform the move~ ments effectively. Introducing these movement patterns in the warm-up will assist with waking up associated motor units. Utilizing rehearsal moves in the warm-up not ‘only specifically warms up the body for the movement ahead, but also can serve as a time to set down some neuromuscular pattems by introducing new skills. For example, in a illo ‘class where a grapevine half-tum movernentis ‘performed, use the warm-up ta break dovin the move, identify the directional landmarks in ‘the room, and name the specific move. Thus, when a grapevine halt-turn is referred to in the cardiorespiratory segment, the class partic pants will knaw what to-do. The same idea applies to-a difficult ekilin a kickboxing class such asa side kick movernent pattem. Practice this side kick slowly, using the muse ‘at hatf tempo in the warm-up when maintain- ing a higher level af intensity is net the main focus, When the side kick comes Up in the routine, it will have been “rehearsed,” and this will make i easier for participants to maintain their carciorespiratory intensity level (moves, therefore, ought to make upalarge ‘paar Stretches, if Appropriate To stretch or not to stretch during the ware upis a much-debated issue, and there is consensus in the curent scientific literature. ‘Taylor et al. (1990) found that gains in flexibility were most significant when a stretch was held for 12 to 18 seconds and repeated four times per muscle group. Another study found that stretching the hamstrings for 30 seconds pro- duced significantly greater flexibility than Stetching for 10 seconds (Watter, igor, & Acres, 1965). these two studies were the Complete story, stretching in a group exercise \warn-up would probably not be recommend- 1, sinoe its impossible to stretch a muscle ‘up four times and hold it for 30 seconds ‘nd aill accomplish the goal of warming up, Yet, another study looking at strength and flexi- bilty taining in okder adults found that stretch- Ingbetore and after strength training did not inovease flexbilty when resistance training was Invovved (Girouard & Hurley, 1895). Finally, alt= review conducted by the Centers for ‘Control and Prevention (CDC) in 2004 insufficient evidence to conciude that ise stretching prevented injuries. tthe CDC stated that ‘the evidence is of sufficient strength, quality, and general to recommend altering or eliminating ise stretching’ (Thacker et al, 2004), prominent exercise-leadership books 2003; Howley & Franks, 2003; Katch, & Katch, 2006) and stretching (Ater, 2004) recommend an active with rehearsal moves followed by stetching with a focus on the warm-up; ig exibilty should be reserved for the Portion of the workout. While there seonclusive evidence showing any inhar- "eo stretching during the warm-up, jae no studies to show that itis danger th this in ming, the warm-up shoul mostly warm-up movements. If static are included, they ought to be held (five to 10 seconds) to lenathen the in preparation for activity. ‘of organizing a group exercise class Hor the warm-up segment, perform sev- movements and, if static stretch- wy to focus on active move- -well For example, while performing a hamstring stretch, keep the upper Group Exercise Program Design body moving with triceps extensions to stay warm, In a eycting class, keep the legs pedal- ing and perform some upper-body streiches. ‘When teaching a 20-minute session, it might ‘be better to save the stretching for the end ‘when it will be most beneficial in teers of ‘enhancing flexibility. In this situation, it might not be appropriate to do static stretching. When teaching a 60-minute class, in which there is more time for the warm-up segment, actively contract the hamstrings and then ‘stretch them briefly for optimum effectiveness, ‘A goup of seniors, however, might prefer warming up and then performing several min- Utes of static stretching. For seniors, balance is also an issue. After they have warmed up, they ccan hold a stretch for increased flaxility. By the end of the class, fatigue may keep them from being able to perform static stretches appropriately. Instructors are in the best position to know their participants and determine what is best for them, The decision on how to go about warming up and stretching is an individual one, tis definitively known that flexibility ‘Ise health-related component OF FREES! _ and needs to be included in the workout. Whether itis at the end of the workout, in the middle, or during the warm-up should be a choice made by the instructor based ‘on feedback from the participants until more: ‘definitive research on the topic has been ‘conducted. wn that optim: ty is achieved at the end of the workout, anid Warm-up Use of Music Many group exercise classes utilize music as a way to Motivate participants and create _ More overall enjoyment in the experiente, Several research studias have validated the 177 AACE GROUP FTINESS INSTRUCTOR MANUAL. Segment Cardiorespiratory 178 Group Exercise Program Design idea that music is beneficial rom a motivation- al standpoint (Giller, 1988; Boutcher & Trenske, 1990). In toms of using music to cre~ ‘ate a beat to follow, research has found that extemal auditory cues, such as rhythmic music and percussion pulses, favorably affect coordinated walking and proprioceptive con- trol (Staum, 1984). Kravitz (1994) found that subjects regularly report that they believe their performance is better with muske accompani- ment. Moving to the beat of the music is not ‘always necessary in a group exercise setting. In fact, some yoga and outdacr group exercise sessions de not even use music. However, \while using the beat is important in most kick= boxing, step, and hi/lo classes, music is often used as background sound to help motivate or set amood in lasses such as cycling, boot camp, and aquatic exercise, Keep in mind that ‘even ina “beat-driven” step class, participants: may benefit by'singralong, less beat-criven music during the strength or stretching sog- ‘ments. Also, in an indoor cycting class, the \warm-up music might be something to-sing ‘along with that does not contain a lot of hard drums or fast-paced ternpos. The mood the music establishes helps create and control the individual segments of the olass. It is important to balance music and ver- bal cueing. Music that is so loud that the verbal cueing is not heard can be a problem : IDEA (1997) pub- lished an opinion statement an the volume ‘of music based on standards established by the United States Occupational Safety and Health Administration (OSHA). It stated that music intensity during group exercise classes should measure no more than 90 decibels (dB) and, since the instructor's "AGE GROUP FITNESS INSTRUCTOR MANUAL voice needs to be about 10 dB louder then the music to be heard, the instructor's voice should measure no more than 100 dB.A decibel meter can be purchased at a local electronics store for less than $50. It is ‘worth the investment because music vo ume is a common source of complaints for Participants, According to Long and col- Teagues’ (1998) study on voice probiers among group fitness Instructors, 44% of instructors surveyed experianced partial or ‘complete voice lass during and after instructing. They also had increased episodes of voice loss, hoarseness, and sore throat unrelated to iliness since they began instructing. Towprotect the Volowof i Cardiorespiratory Segment here are a few common principles behind the cardiorespiratory seg- ment of most group exercise class es. They are listed below and will be reviewed in this section. [Link] fitness instructor should: + Promote independence’se-responsibty + Gradually increase intensity * Give impact and/or intensity options, * Build sequences logically and progressively * Incorporate exercises that target a variety of muscle groups * Use music to create a motivational atmosphere ‘+ Monitor intensity through HR and/or vat- ings of perceived exertion (RPE) checks: + Incorporate a post-cardia cool-down! stretch segment Promote Self-responsibility ‘Whether teaching a Pilates, group tread- mill, or a boot camp class, it is impossible tobe everywhere or help everyone simulta- neously. Each participant is working ata dit- ferent fitness level and has different goals. lly it would be nice [Link] classes could be aganized according to intensity and ion levels. The reality is that many par- isinants come to a class because the time convenient, not necessarily because the length or intensity lave is suitable. pants try to exercise at the instruc- level or another participant's level, they work too hard and sustain an injury or may not work hard enough to meet her goats. fahelp promote independence and salf- ponsibilty, encourage participants to work wn pace, use HR monitoring or RPE and inform them how they should be ng throughout the class. For example, g the peak portion of the cardiorespira- segment, let them know that they should out of breath. During the posteardio tel them that they should fee! HAs slowing down. Beas descriptive as . it is impartant to demion= high, medium-, and low-intensity 40 teach the class at various levels, participants achieve the level of effort to each and continually remind that this is their responsibility —the eannot be responsible for partici- ‘exercise intensity levels, Pointing out ts who work at higher or lower can also help. It is recommended that a medium intensity most of the ‘that you also present other options sities as the need arises. Mastering is the true “art” of group exer- ton and the reason why group leadership is more difficult than one- training Group Exercise Program Design Gradually Increase Intensity Even though the human bedy adapts to exercise very efficiently, gradually increasing intensity is necessary for the following physiological reasons: * It allows blood flow to be redistributed from internal organs to the working muscles, +t IRallows the heart muscle time to adapt to the change from a resting to a working level. The hardest and most dangerous time for changes in the heart's rhythm isin the transt- tion from resting to high-intensity wark or from high-intensity activity back to resting levels, At rest, the cardiovascular system cir- cculates about 5 liters of blood per minute, Imagine the contents of two-and-a-half 2-iter soft drink containers circulating through the body every minute. At maximal strenuous ‘exercise, the increase in workload requires ‘2s much as 30 to 40 liters per minute to accommedate working muscles, * It allows for an increase in respiratory rate. Remember that the diaphragm, the major muscle involved in breathing, s ike any other muscle and needs time to shift gears. Without time to warm up properly, a rapid increase in breathing results in side aches and hyperven- tilation (rapid, shallow breathing). Some hyperventilation is a part of beginning exer- cise, but sudden increases in breathing mean that the transition into the cardiorespiratory segment was not gradual enough. For example, to gradually increase intensity during a hilo class, reduce the size of the Tovements in the first few minutes, and trav- el less, In a step class, kaep moves less intense by avoiding propulsion-type moves. In an aquatic exercise class, use moves that have.a smaller range of motion or shorter lever length. Finally in an indoor cycling lass, keep the flywheel tension set ata lower resistance for the first few minutes. iorespiratory Segment Card 179 AGE GROUP FITNESS INSTRUCTOR MANUAL pe Bs @wE =D $8 2 oS gz @ oO 180 Group Exercise Program Design Impact and/or Intensity Options In most group exercise classes, movement selection can increase impact and/or intensi- ty, Its your job to make sure that this increase is balanced and appropriate for the participants. For example, in a boot camp or sports-conditioning class, you may elect to jump with both feet back and forth over lines (on the floor. This is a high-impact mavement. The next movement selection might then be ‘amore moderate-impact movement ike a brisk walk around the room. Impact is not as much an issue in an indoor cycling class, where intensity options become mare impor- tant. For example, a hill climb out of the sad- dio at a high resistance that lasts longer than three minutes is considered a higher-intensi- ty option. This might be followed by a lower- resistance seated movernent. All group @xer- cise sessions have movements that ean vary impact and intensity, It is important to take this into consideration wher choosing move- ment combinations and segments Building Sequences Building sequences invotves taking complex moves and breaking them dawn into smaller parts. Ina hiflo class, for example, building sequences logically would Include teaching @ group a grapevine move far the first time by breaking down the movement. Perform two. ‘step touches to the right followed by two step touches to the laf. Then perform the same step ‘touches, only this time step behind to make a grapevine move. Ina complex choreography step class, this might mean teaching a com- plex series by breaking it dawn into segments ‘of eight counts and then adding on until.a series of four groups of eight caunts is com- pleted. Progressing properly iin an aquatic exer- cise clase would mean marking a specitic move by performing it, then increasing the ACE GROUP FTENESS INSTRUCTOR MANUAL speed of movernent, traveling with the move, and then resisting the movernent. If sequences are logically and progressively put together, there isa certain “flow’ to the class that makes participants want to come back. Participants know when the flow is not there —they usually end up standing and watching, feeling con- fused while doing the movernent, oF executing it improper, ‘Target a Variety of Muscle Groups Instructors often have base moves (a series ‘of movements that appear over and over again iin ther routine) within the carciorespiratory ment. These base moves often involve the use ‘of the quadriceps and hip flexor muscle ‘groups, Examples include the basic march it place, walk around the room, and the basic step, Many participants use these muscle groups exclusively in daily ving activities; therefore, continuing to use the quachiceps and hip flexors repeatedly during exercise is une. essary, Striving to batance daily flexion with ‘other movements is important Although itis impossible to individuaize within a group exercise setting, understand: ing how the body functions in daily move- ment car help instructors determine which muscles are stronger and which muscles ‘need to be focused on during group For example, walking forward works the hip flexors. Focusing on movement selection Utlizes the hamstrings (the oppasing musde group to the hip flexors) would help with m cle balance. The abductors are important bilizer muscles for posture. Incorporating ‘some abductor moves within the cardi ratory segments recommended. in aquatic exercise, muscle balance is automatically achieved since there is no gravity If the ig flexed in water, the ilopsoas and rectus femoris perform the work. When the hips, dedin the water, the hamstrings per- ‘the work. On land, this movernent would eccentric contraction of the quadri- With the exception of aquatic exercise, Jmportant to analyze what movements. ‘which muscle groups and vary the ction to promote overall muscle batance. rou exercise classes that contain a jory segment use music to moti- Bice participants, Always ask partic jabout their preference for music, Just as personal vainers make the mistake of thelr” personal workout to potential group fitness instructors aften choose that is motivating to them. Although itis fet musi meshote tho nsrcn te White wide aray of commerialapes0Ds ‘valable, itis easy to find a variety of music, Take formal and informal surveys of patici pants’ preferences to get feedback on music, Probably one of the most time-consuming prtsof teaching group exercise is finding good music. However, it is worth the time, since ‘music can make or break the experience for ‘he participants. itis recommended that an instructor use pre-arranged fitness-specific workout tepes/CDs for group exercise classes. Methods of Monitoring Cardiorespiratory Intensity Monitoring exercise intensity within the carsiorespiratory segment is important. Participants need to be given instruction regarding the purpose of monitoring HR dur- ing exercise and information on how to obtain pulse rate. Proper instruction on how to take the HR js the first step to monitoring intensity effectively, The following are a few: recommended sites for taking the heart rate: Group Exercise Program Design Carotid pulse site. This pulse is taken from the carotid artery just to the side of the laryrs. using light pressure from the fingertips of the first two fingers, Remember, never palpate both Carotid arteries at the same time and aways press lightly (Figure 6.4a). Radial pulse site. This pulse is taken from the radial artery at the wrist, in line with the thumb, using the fingertips of the first two fingers (Figure 6 4b). ACE GROUP FIT tory Segment g a @ 2 Figure 6.4a Carotid heart rate monitoring Figure 6.40 Radial heart rate monitoring Figure 6.4¢ Temporal heart rale monitoring 181 [SS INSTRUCTOR MANUAL Cardiorespiratory 182 Segment Group Exercise Program Design “Temporal pulse site. This pulse can some- times be obtained from the left or right ternple With ight pressure from the fingertips of the ist two fingers (Figure 6 4c). Understanding the effective use of HR, RPE, the dyspnea scale, and the talk test is the next step in effectively monitoring exercise intensity, One method is not advocated over another, as all have applications depending on the type of activities participants will be per- forming during the group exercise class. However, research on group exercise has determined that HR taken in hivlo classes represent a lower relative exercise intensity (VOpmax) than that of running (Parker et al., 1989), Other research on different forms of group exercise (step, interval hiflo, and pro~ gressive treadmill training) concluded that HR may not be an appropriate predictor of exer- cise intensity and that RPE is the preferred method (Roach, Croisant, & Emmett, 1994). ‘Many HR research studies were performed on runners and cyciists rather than group exer- cise participants. In a treadmill class or an indoor cycling class, use of HR monitors can be effective. However, in a kickboxing class, Where arms and legs are moving in many dif- ferent directions, RPE might be a better choice. Finally, there is research suggesting that utllzing HR in aquatic exercise in which the chest is submerged is not an appropriate technique (Frangolias & Rhodes, 1995). There is noone method that works for all different group exercise sessions or participants. It may be appropriate to utilize HR monitoring for beginners of advanced participants, but to use RPE more on a day-to-day basis. Mary group fitness instructors have stopped using manual HR monitoring because it disrupts the flow of the class. Using HR monitors is aways an ‘option as well. There are no hard-and-fast ules for monitoring intensity other than that it "ACE GROUP FITNESS INSTRUCTOR MANUAL ness instructor, Not monitoring intensity cr ing to give constant intensity-monitering gauges shows a lack of empathy for partic: pants and may compromise their safety. A summary of how to use target HR, RPE, rea scala, and the talk testis given below. Percentage of Maximal HR The percentage of maximal HR methadis a very common and easy-to-calculate way to determine target HR, To use this met maximal heart rate (HRmax) must frst be determined from either a maximal stress| ‘of the age-adjusted maximal HR formula: re $i Estimated maximal HR = 220 age in years ee “The validity of the "220 - age" formula been questioned, and its use as the sole method of determining HRmax should be avoided. Instead, use this formula in combi: nation with the perceived exertion scale, Also, if a participant is taking medication that alters HR (e.g., beta blockers), mea- sured maximal HR and/or RPE should be used. Target heart rate (THR) is calculated by taking a percentage af HRmax and Table 6.15 Using Percentage of Maximal HR to Determine Target Haart Rate (THR) Range Example: 38,yoar-old participant who wants to exereiso al 60-80% of HAmae: Maximal HR =220 —age 220-98 = 182 msl HA «06010090 = THR rage 182 12 xoso 40.90 1091638164 THR = 109-164 (Corroetod THR: range = 4.45 (TH) = 1.15 (109-164) = 125-189 6.15). The formula iss ‘of HR Reserve sea percentage of HA reserve, which is bby using what is commonly known as HR reserve (80 to 85%) comesponds 0 85%). This method differs from the into account when determining THR. the Hmax method, the measured method when the participant is taking erbed medications that ater HR. Key to this method is to take a parcent- HA (Le, the heart-rate reserve), then resting HR to identify the THR. The capacity of the heart reflects its ability ‘above resting levels to maximal intensity 4.16). Current ACSM quidelines state 220-38 years old=182 nearrate(220-ape) 182 182 12 112 Diones 10 x85 56 952 HR range 128 (185.2818 ‘Target HR range = 126-165 pic capacity or maximal oxygen uptake R = (HRmax x percent intensity desired) method to determine THR range is formula. The recommended per- similar percent of maximal oxygen uptake axmethiad in that the resting heart rate ate response and/or RPE must be used ofthe difference between maximal HR and se the rate of beating and cardiac out- esting beat rate (RHR) 70 (RHA) 70 (RHA 470(RHA) 470 (RAR Group Exercise Program Design that HR reserve is only a “guideline” used in setting exercise intensity (American College of Sports Medicine, 2006). That is why itis important to give participants an appropriate range of intensity to work within, Ratings of Perceived Exertion (RPE) Using RPE is another common method of determining exercise intensity, Based on sub- jective perceptions of intensity, clients rate the level of steady-state work, using the 6 to 20 RPE scale or 0 to 10 RPE scale developed by Borg (1998). Interestingly, RPE is both vaiid and reliable andiis closely associated with increases in mast carciorespiratory pararna- ters, including work, maximal oxygen uptake, and HR (Dunbar et al, 1982; Robertson et a, 1890). Ina group exercise setting, APE can be used independent of, or in combination with, HR to monitor relative exercise intensity of most participants. it must be understood that participants on medication that alters HA can usa the RPE scale to monitor relative exercise intensity. The verbal description that reflects the intensity of work is important when using ether numerical RPE scale (Table 6.17). For ‘example, on the 6 to 20 scale, sitting at a desk is considered a 6 or ?, walking to the store is, an 11, while beginning to breathe hard is a 13, and chasing a dog down the street is a 15, Relating reall tasks in Ie with RPE helps partic pants understand how they should feel. Dyspnea Scale Dyspnea refers to cificulty in breathing or shortness of breath. The dyspnea scale is a subjective score that refiects the relative dif culty of breathing as perceived by the partici- ant. Accordingly, this numerical scale can assist in monitoring exercise intensity: +1 Mild, noticeable to participant, but not to observer Cardiorespiratory Segment 183 "ACE GROUP FITNESS INSTRUCTOR MANUAL Group Exercise Program Design Table 6.17 Gategory and Gategory-atio Scales for Ratings of Perceived Exertion Erle Sele Catagory ati Sele? 6 © Nething tal No ntsaty Tergveryigtt 03 8 05 Exremey weak stnooatio 9 Verio o7 ‘a 1 Very weak 11 Fat ight 15 2 2 Weak Light 13 Sommtathad = 25 14 3 Moverate 18 Had “ 6 5 Sioa Hey 17 Very had 6 8 Tory song 19 Veryveyhard 8 2 8 10 Extemelystrong Strongest intensity "1 ‘+ Absclile maximum Hishest possible ‘Sac: Gav By Raps We amen For eves ape ole Bog Isc ow haart and anus phon B96 (188. Bay wail Emo and Pa Si Chapa I: Huan ei. +2 Mid, some oifficutly that is noticeable to observer +43 Moderate difficulty, participant can continue to exercise +4 Severe difficulty, participant must stop exercising 184 The use of this scale is for participants who have pulmonary conditions (asthma, emphyse- ma) and those who feel limited due to breath lessness. Participants should be instructed to use the scale as 2 guide to their exercise intensity and in conjunction with HR and PE. Instructors should caution participants who use this scale to reduce their intensity lev- els when breathing becomes labored (+4). Ifthe severity of the pulmonary condition seems to worsen over time, instuctors should consult with the participant's physician and recom- mend a more appropriate exercise setting. ‘AGE GROUP FTINESS INSTRUCTOR MANUAT. Talk Test The talk test is another subjective methad of gauging exercise intensity that can be used as an adjunct to HR and APE. When participants exercise, itis highly recom mended that breathing be rhythmic and comfortable. Particularly for newer clientele, talking while exercising can indicate whether an appropriate intensity Is being achieved, If the participant is “winded” and gasps for breath between words when con- verging, then the exercise intensity is too high and should be reduced. As higher- intensity activities are performed, itis expected that breathing rate will become faster and shallower. For higher fitness lev- els, the use of the talk test may not be appropriate. Application of Intensity Monitoring to the Group Exercise Setting Whether using target HR, RPE, the dysp- nea scale, of the talk test to monitor exere cise intensity, there are a few practicale application points to remember: * IFusing music and measuring HR, turn off the music so the music beats do nat influence the counting of heart beats, « Peripheral pulses are encouraged over the use of the caratid pulse; if using the carotid pulse, press lightly. * Check intensity toward the middle of the ‘workout so the workout can be modified * Keep participants moving to prevent blood from pooling in the lower extremi- ties when checking intensity (a slight stepping motion is enough), * Utilize a 10-second pulse count if using target HR, * Give modifications based on results and encourage participants to work at ind vidual levels. corporate a Post-cardio Cool- and Stretch Segment last few minutes of any group exercise nthat contains cardiorespiratory work oui be less intense, to allow the cardiores- ‘system to recover. Because metabolic products get trapped inside the muscle f\ many people experience increased ping and sttiness if they do not coal gradually, Cooling down enables waste to disperse and the body to return ting levels without injury. It is also impor 0 e001 down to prevent blood from pool the lower extremities and ta allow the lar system to make the transition intense workioads. This is especially ifsome type of muscle work will the cardiorespiratary segment, age participants to relax, slow down, pthearms below the level of the heart, less effort into the movernents. Using 9 Music, changing the tone of voice, ing the transition to the partici- can create this atmosphere. Performing static stretches at the end of this seg- dso works well. Participants often nun heir next commitment or go into the /-canditioning area to perform pwork, $0 they may risk missing the segment of the class if tis not ded inthis portion of the class format, here are a few common principles in the muscular strength and endurance segment of mast group exercise They are listed below and will be in this section, Group Exercise Program Design + Maintain proper forn and observe partici pants! form and suggest modifications for injuries and special needs “Give verbal, visual, and physical cues on posture/align body mechanics * Use ly and effectively '* Create a motivational and instructional atmosphere Encourage Muscle Balance, Functional Fitness, and Proper Progression Meeting the muscular strength and endurance needs of participants in a one-on- one personal-training setting is relatively easy. The program can be tailored directly to the participant, which gives personal trainers a distinct advantage. How, then, does a group fitness instructor determine which muscle -grupS fo work and why during the muscular ‘strength and endurance segment of the class format? Knowing how the body functions in dally movernent can guide appropriate exer- ‘cise selection for muscle groups that are not normally used in the daily routine, Think of the group exercise class as an ‘opportunity to balance out work from day iv- ing. Stretching and strengthening muscles that are not regularly used can help improve partici- pants’ overall muscle balance. This approach bbrings the group fitness instructor's role closer to that of individualized trainar (Yoke & Kennedy, 2004) Fora summary of what muscles need strengthening and stretching for improved health, see Table 6.16. This table was created bby analyzing the muscles most peaple use for routine living. For example, people normally: pick things up using elbow flexion, which works the biceps concentrically (on the up phase}. They then put things down working the biceps eccentrically (on the down phase) Muscular Strength and Endurance Segment 185 IP HTTNESS INSTRUCTOR MANUAL Group Exercise Program Design RPE against gravity. Because of gravity, the triceps o 2 do not get worked a lot in daily living. In acjuat- & > ic exercise, however, the samme example would 23 produce a concentric contraction of the biceps, So ‘on elbow flexion and a concentric contraction a e of the triceps on elbow extension due to the need to be reserved for one-on-one training. 3 s relative absence of gravity in the water. Keep in If one person cannot perform the: exercise $3 rmind that thelist in Table 6.18 is for functional properly, be sure to move claser and offer oe daily ving for participants who are exercising _ assistance ar change the exercise, Select a for health and fitness, This doasnot mean the exercises that are more intermediate and = stronger muscles should not be workedina then give options on the lower and higher group exercise setting; however, the instruc- end to make them easier or more difficut. tor's focus needs to be on balancing the use of weaker muscle groups and stronger Instructor Responsibilities muscle groups. Instructors are often selected because they Selecting exercises during the muscular naturally have excellent form. For example, strength and endurance segment can bea —_potential hia instructors are often picked from: challenge. The wide variety of equipment ‘among the front-row participants who regulary and innovations available make it easy to —_attend class. Cyclists often instruct indoor get creative with exercise selectian, but

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