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PART 1

Fitness Theory and Application

Principles of Principles of Fitness, Health,Fitness, Health,

and Wellness Conceptsand Wellness Concepts

Chapter 1Chapter 1

Components of Fitness

Primary Components

• Cardiorespiratory Capacity• Muscular Capacity• Flexibility• Body Composition

Secondary Components

• Balance• Coordination• Agility• Reaction Time• Speed • Power• Mental Capacity

Health and Wellness

Mind Spirit

Body

Benefits and Principles of Physical Activity

• reduce risk of premature death• reduce risk of cardiovascular

disease• decrease resting heart rate• normalize resting blood pressure• improve heart efficiency• decrease body fat• increase HDLs, decrease LDLs• lower risk of developing diabetes

• promote joint stability• increase muscular strength• strengthen bones• increase muscle mass, decrease

body fat• increase resting metabolism• improve core strength• improve balance, coordination,

agility• improve body image, self-esteem• reduce depression & anxiety• assist in stress management

Canada’s Activity Guidelines

Accumulate up to 60 minutes of activity each day.

Endurance - 4 to 7 days per weekStrength - 2 to 4 days per weekFlexibility - 4 to 7 days per week

Training Principles

FITT PrincipleIndividualization

SpecificityProgressive Overload

RecoveryReversibilityMaintenance

SMART Goals

= Specific= Measurable = Action Oriented= Realistic= Timely

SMART

Nutrition

How to Eat BetterPortion Sizes

Healthy Food ChoicesReading Food LabelsEat Every 3-4 Hours

Food VarietyWater Intake

Bioenergetics Bioenergetics ConceptsConcepts

Chapter 2Chapter 2

DefinitionsDefinitions

Bioenergetics

Energy

Homeostasis

Metabolism

Energy SystemsEnergy Systems

Anaerobic (without Oxygen)•The ATP-CP System•The Glycolytic System

Aerobic (with Oxygen)•The Aerobic Glycolysis•The Fatty Acid Oxidation System

Adenosine Triphosphate (ATP)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

ATP-CP Phosphagen SystemATP-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

Glycolytic SystemGlycolytic 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

Aerobic GlycolysisAerobic 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

Fatty Acid OxidationFatty 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

Lactate ThresholdLactate 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.

Lactate Threshold con’tLactate Threshold con’t

• When does this occur?• What is the resulting by-product?• What does this mean for more

conditioned/fitter clients?

Interaction Of The SystemsInteraction Of The Systems

• At rest• At the beginning of exercise• During steady-state exercise• During strenuous exercise• During recovery

Oxygen DemandsOxygen Demands

• Oxygen deficit The volume of oxygen missing in the first few

minutes of exercise

• Oxygen debt When we stop exercising we still have an elevated

oxygen delivery and this extra oxygen is used to rebuild needed supplies of CP and ATP as well as to assist the liver in the breakdown of left over lactic acid

EPOC

• Excessive post oxygen consumption• Used for the recovery of both anerobic

and aerobic metabolism

Developing The Energy SystemsDeveloping The Energy SystemsWith Interval TrainingWith 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

Cardiorespiratory Cardiorespiratory ConceptsConcepts

Chapter 3Chapter 3

Cardiorespiratory ConceptsCardiorespiratory Concepts

• Heart• Arteries• Veins

Cardiovascular System FunctionsCardiovascular System Functions

• Transportation of nutrients, oxygen, carbon dioxide, metabolic waste and hormones

• Maintaining core temperature of the body

Cardiovascular AnatomyCardiovascular Anatomy

The Anatomy of the Human Heart

Circulation Of Blood Through The Circulation Of Blood Through The BodyBody

• Veins carry blood towards the heart• Arteries carry blood away from the

heart• Right side before left• Atrium before ventricle

Blood PressureBlood Pressure

• Systolic pressure• Diastolic pressure• Average resting BP is 120/80

What happens to blood pressure during exercise?

Heart RateHeart 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

Stroke VolumeStroke 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

Cardiac OutputCardiac Output

• Q = SV x HR

How does Cardiac Output change during exercise?

Respiratory SystemRespiratory System

• Made up of left and right lungs and air passage way

• Allows gas exchange between blood and the environment

Respiratory AnatomyRespiratory Anatomy

Exercise ResponseExercise Response

• Cardiovascular system ↑ in HR, SV, Q Vasoconstriction,

Vasodilation BP

– ↑ in systolic pressure

– Diastolic remains same or slightly decreses

• Respiratory System ↑ Rate of

respiration– Pulmonary

ventilation • at rest = 10 L/min

• First few minutes of exercise it can ↑ to 45 L/min

– After 2 min, once client has reached homeostasis it can ↑ to 60 L/min

Distribution of Cardiac Output at Rest and During Heavy Exercise

Physiological BenefitsPhysiological Benefits

• Summary ↑ SV ↑ blood delivery ↑ red blood cells ↑ capillary density ↑size and number of mitochondria ↑aerobic enzymes

System IntegrationSystem 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

Cardiorespiratory RecoveryCardiorespiratory 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

Benefits of Cardiorespiratory Benefits of Cardiorespiratory TrainingTraining

• What are they?

Exercise PrescriptionExercise Prescription

• Cardiorespiratory Training FITT Considerations

– Number of sessions a participant is able to commit to

– Participants current fitness level– Participants goals for cardiorespiratory training

Summarize

• Review summary of important points• Putting theory into practice

Skeletal AnatomySkeletal Anatomy

Chapter 4Chapter 4

Skeletal OverviewSkeletal 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

Skeletal Overview con’tSkeletal 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

The Human SkeletonThe Human Skeleton

Classification of BonesClassification of Bones

Parts Of The SkeletonParts Of The Skeleton

• Axial Skeleton Includes 80 bones

– Skull– Spine– Ribs– sternum

• Appendicular Skeleton Includes 126 bones

– Shoulders– Pelvis– Bones in limbs

Anatomical PositionAnatomical Position

• What is anatomical position?

Anatomical TerminologyAnatomical Terminology

• Anterior/Posterior• Medial/Lateral• Superior/Inferior• Supine/Prone• Dorsal/Plantar• Proximal/Distal

Joint Movement TerminologyJoint Movement Terminology

• Joint = place where bones meet Flexion / Extension Hyperextension Abduction (protraction) / Adduction

(retraction) Circumduction

Joint Movement Terminology con’tJoint Movement Terminology con’t

• Medial Rotation / Lateral Rotation• Supination / Pronation• Inversion / Eversion • Elevation / Depression

Joint ClassificationJoint ClassificationClassification 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

Types of Synovial JointsTypes of Synovial Joints

Connective Tissue

• Ligaments – connect bone to bone• Tendon – connect muscle to bone• Fascia – connective tissue surrounding each

muscle.

Lets Put Theory into Practice

• Label Diagram of skeleton• Complete chart and demonstrate

movements of joints

Muscular and Flexibility Concepts

Chapter 5

Sliding Filament TheorySliding Filament Theory

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.

Types Of Muscle ContractionsTypes Of Muscle Contractions

• Isotonic → concentric• Isotonic → eccentric• Isometric

Nervous SystemNervous 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)

Organization Of The Nervous Organization Of The Nervous SystemSystem

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

Organization Of Nervous SystemOrganization Of Nervous System

Muscle Fibre TypesMuscle Fibre Types

• Slow twitch• Fast twitch

Adaptations to Resistance Training

• Muscular strength• Muscular power• Muscular endurance

Muscular strength and endurance are related:

Benefits Of Resistance TrainingBenefits Of Resistance Training

• What are they?

Resistance Training FITT Formula

• FITT• Considerations

Number of sessions client is able to commit to

Clients current fitness level Clients goals for resistance training

Flexibility Training and FITT

• FITT Frequency Intensity Time Type

Flexibility TechniquesFlexibility Techniques

Static Stretching• What is it?• Goal

Example Advantage/Disadvantage

Dynamic Stretching• What is it?

Goal Example Advantage/Disadvantage

Flexibility GuidelinesFlexibility Guidelines

• What are they?

Muscle ActionMuscle Action

• Muscles pull on bones to create movement at a joint

• Prime movers/agonists• Antagonists• Synergists

Major Muscles Of The BodyMajor 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

Muscle Anatomy And ActionMuscle Anatomy And Action

• Muscles pull on bones to create movement at a joint

• Prime movers/agonists• Antagonists• Synergists

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

Muscles Of The Shoulder GirdleMuscles Of The Shoulder GirdleTrapeziusTrapezius

Upper Trapezius

Middle Trapezius

Lower Trapezius

Trapezius con’tTrapezius con’t

Muscle Origin Insertion Function

Trapezius•1, 2 upper fibres•3 middle fibres•4 lower fibres

Base of skullVertebrae C1 to T12

ClavicleScapula (upper medial and medial surface)

1, 2: elevation3: adduction or retraction4: depression and upward rotation and stability of scapula

Levator ScapulaeLevator Scapulae

Levator Scapulae con’tLevator Scapulae con’t

Muscle Origin Insertion Function

Levator Scapulae Vertebrae C1 to C4 Scapula (upper medial surface)

Elevation of scapula

RhomboidsRhomboids

Rhomboids Minor

Rhomboids Major

Rhomboids con’tRhomboids con’t

Muscle Origin Insertion Function

Rhomboids•Major•Minor

Vertebrae C7 to T5 Scapula (medial surface)

Adduction or retraction of scapula

Muscles Of The Shoulder Muscles Of The Shoulder Pectoralis MajorPectoralis Major

Pectoralis Major – Clavicular head

Pectoralis Major – Sternal head

Pectoralis Major con’tPectoralis 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

DeltoidDeltoid

Medial Deltoid

Anterior Deltoid

Posterior Deltoid

Deltoid con’tDeltoid 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

Latissimus DorsiLatissimus Dorsi

Latissimus Dorsi con’tLatissimus Dorsi con’t

Muscle Origin Insertion Function

Latissimus Dorsi Vertebrae T6 to S5

Upper humerus Extension, adduction, medial rotation

Rotator CuffRotator Cuff

Supraspinatus

Infraspinatus

Rotator CuffRotator Cuff

Teres Minor

Subscapularis

Muscle Of The ElbowMuscle Of The ElbowBiceps BrachiiBiceps Brachii

Biceps Brachii con’tBiceps Brachii con’t

Muscle Origin Insertion Function

Biceps Brachii•Long head•Short head

Scapula Radius Elbow flexion, supination of forarm

BrachioradialisBrachioradialis

Brachioradialis con’tBrachioradialis con’t

Muscle Origin Insertion Function

Brachioradialis Humerus Radius Flexion

Triceps BrachiiTriceps Brachii

Triceps Brachii – Lateral head

Triceps Brachii – Long head

Triceps Brachii con’tTriceps Brachii con’t

Muscle Origin Insertion Function

Triceps Brachii•Lateral head•Long head

Upper humerus, scapula

Ulna Extension of elbow

Muscles Of The TorsoMuscles Of The TorsoRectus AbdominusRectus Abdominus

Rectus Abdominus con’tRectus Abdominus con’t

Muscle Origin Insertion Function

Rectus Abdominus

Pubis Ribs 5 to 7, sternum

Spinal flexion, posterior pelvic tilt

External/Internal ObliqueExternal/Internal Oblique

External Oblique

Internal Oblique

External/Internal Oblique con’tExternal/Internal Oblique con’t

Muscle Origin Insertion Function

External Oblique Lower 8 ribs Pelvis Spinal rotation, lateral flexion, posterior pelvic tilt

Internal Oblique Pelvis Lower ribs Spinal rotation, lateral flexion, posterior pelvic tilt

Erector SpinaeErector Spinae

Erector Spinae

Erector Spinae con’tErector Spinae con’t

Muscle Origin Insertion Function

Erector Spinae Lower thoracic vertebrae, lumbar spine

Cervical and thoracic vertebrae, ribs, base of skull

Spinal extension

Muscles Of The HipMuscles Of The HipAdductor GroupAdductor Group

Pectineus

Gracilis

Adductor Magnus

Muscles Of The HipMuscles Of The HipAdductor GroupAdductor Group

Adductor Brevis

•Adductor Longus

Adductor Group con’tAdductor Group con’t

Muscle Origin Insertion Function

Adductor longus Adductor magnus Adductor brevis GracilisPectineus

Base of pelvis Length of femur (medial edge)

Adduction

Psoas Major And IliacusPsoas Major And Iliacus

Psoas Major And Iliacus con’tPsoas Major And Iliacus con’t

Muscle Origin Insertion Function

Psoas Major Thoracic (bottom few) and lumbar vertebrae

Femur Hip flexion

Iliacus Pelvis (iliac crest) Femur Hip flexion

Muscles Of The Knee - HamstringsMuscles Of The Knee - Hamstrings

Biceps Femoris

Semitendinosus

Semimembranosus

Hamstrings con’tHamstrings con’t

Muscle Origin Insertion Function

Hamstrings•Biceps femoris•Semitendinosus•Semimembranosus

Base of pelvis Upper tibia, fibula Knee flexion

QuadricepsQuadriceps

Vastus Intermedius Vastus Lateralis

Rectus Femoris

Vastus Medialis

Quadriceps con’tQuadriceps 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

Muscles Of The Ankle - GastrocnemiusMuscles Of The Ankle - Gastrocnemius

Gastrocnemius con’tGastrocnemius con’t

Muscle Origin Insertion Function

Gastrocnemius Base of femur Heel (Achilles tendon)

Knee flexion, plantar flexion

SoleusSoleus

Soleus con’tSoleus con’t

Muscle Origin Insertion Function

Soleus Top of tibia and fibula

Heel (Achilles tendon)

Plantar flexion

Tibialis AnteriorTibialis Anterior

Tibialis Anterior con’tTibialis Anterior con’t

Muscle Origin Insertion Function

Tibialis Anterior Top 2/3 of tibia Metatarsal Dorsiflexion, inversion

Summarize

• Review summary of important points• Putting theory into practice

Pre-Exercise Screening

Chapter 6

Pre-Exercise Screening1Pre-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

Pre-Exercise ScreeningPre-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.

Pre-Exercise Screening cont...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.

Pre-Exercise Screening must be Pre-Exercise Screening must be able to identify 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

PAR-QPAR-Q

• Take a look at the PAR-Q form on page 106 – 107

• You can find these online at www.csep.ca/forms

If someone answers yesIf 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 :www.csep.ca/forms.asp

Injury Recognition Injury Recognition ConceptsConcepts

Chapter 7Chapter 7

Scope of Practice 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

PAINPAIN

A message originating from somewhere in the body that indicates a lack of normal

function of homeostasis

Types of PainTypes of Pain

MECHANICAL PAIN• A result of damage to the

musculoskeletal system

• Caused by mechanical action or motion

Twisting ankle during step class

SYSTEMIC PAIN• A result of a disease,

infection, or medical condition

Rheumatoid arthritis, heart disease

Types of Musculoskeletal InjuryTypes of Musculoskeletal Injury

ACUTE INJURIES• Results from the application

of a single force or load creating tissue damage

• Leads to immediate pain and dysfunction Broken bone, sprain, contusion

OVERUSE INJURIES• Results from repetitive loading or

movements• Leads to gradual onset of pain

and dysfunction over days or weeks

• Tendonitis, bursitis, stress fracture

ACUTE INJURIESACUTE INJURIES

Acute Injuries: Signs & Acute Injuries: Signs & SymptomsSymptoms

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

Acute InjuriesAcute Injuries

SYMPTOMS• Immediate pain• Stiffness• Muscle Spasm

SIGNS• Immediate swelling• Bruising• Redness/Increased warmth• Tenderness • Loss of normal function• Loss of muscle strength/motion

ACUTE INJURIES …ACUTE INJURIES …

• Fracture – injury to a bone• Sprain – injury to a ligament• Strain – injury to a muscle• Rupture – injury to a tendon

IMMEDIATE MANAGEMENT OF IMMEDIATE MANAGEMENT OF ACUTE INJURIESACUTE 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

RESTREST

• Discontinue any activity known to aggravate the condition

• Length of rest depends on type and severity of the injury

ICEICE

• 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

COMPRESSIONCOMPRESSION

• Assists in decreasing blood flow to injured tissue

• External compression stocking or wrap recommended for lower body injuries

ELEVATIONELEVATION

• Elevate injured tissue above the heart (lower body injuries)

PREVENTION OF ACUTE PREVENTION OF ACUTE INJURIESINJURIES

RISK FACTORS

INTRINSIC RISK FACTORSINTRINSIC RISK FACTORS

Affect the tensile strength of a tissueduring exercise and include:

Muscle weaknesses

Muscle imbalances

Muscle inflexibility

Joint laxity

State of mind

Previous injuries

Degenerative changes

Surgery

Medication

EXTRINSIC RISK FACTORSEXTRINSIC RISK FACTORS

• External to participant’s physical and psychological status and include:

TemperatureHumidity

Exercise equipmentFitness apparel / shoes

PREVENTING ACUTE INJURIESPREVENTING 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

OVERUSE INJURIESOVERUSE INJURIES

OVERUSE INJURIESOVERUSE INJURIES

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

OVERUSE INJURIES: Signs & OVERUSE INJURIES: Signs & SymptomsSymptoms

SYMPTOMS• Low-grade discomfort• Discomfort during daily

activities • Stiffness • Progression in intensity of

pain

SIGNS• Alteration of normal

biomechanics to avoid pain• Swelling• Loss of pain-free motion

with normal activities• Tenderness

IMMEDIATE MANAGEMENT OF IMMEDIATE MANAGEMENT OF OVERUSE INJURIESOVERUSE 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

Once medical clearance is Once medical clearance is obtained…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

Overuse Injuries: PreventionOveruse Injuries: Prevention

• Education

• Intensity / Duration of Exercise

• Progression

Responsibilities of an InstructorResponsibilities 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

VOICE CAREVOICE CARE

What are Vocal Cords?What are Vocal Cords?

What Causes Damage?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

Preventing Voice DamagePreventing 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

Preventing Voice Damage (con’t)Preventing Voice Damage (con’t)

• Maintain good mobility of the neck and upper body

• Use non-verbal cueing whenever possible• Use a microphone

SUMMARY OF IMPORTANT SUMMARY OF IMPORTANT POINTSPOINTS

• 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

SUMMARY OF IMPORTANT SUMMARY OF IMPORTANT POINTS (con’t)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

PUTTING THEORY PUTTING THEORY INTO PRACTICEINTO PRACTICE

GROUP #1GROUP #1

A participant approaches you at the end of class complaining of mild

knee pain during squats.

How do you assist this person?

GROUP #2GROUP #2

A participant approaches you at the end of class complaining of mild

heel pain during plyometric lunges.

How do you assist this person?

GROUP #3GROUP #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?

GROUP #4GROUP #4

During your high-intensity cardio class, a participant abruptly falls to

the floor and is not moving.

What do you do?

Special PopulationsSpecial Populations

Chapter 8Chapter 8

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

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

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

PART 2

Practical Application

Group Fitness Design Group Fitness Design FundamentalsFundamentals

Chapter 9Chapter 9

Group Fitness DesignGroup Fitness Design

• Group Fitness Rationale• Develop general fitness levels• Improve and optimize physical structure,

function and capacity.• Increase participation and program

adherence through camaraderie.

Group Fitness Design cont.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.

Four Qualities of Sound Program Four Qualities of Sound Program DesignDesign

•Safe•Effective•Efficient•Enjoyable

ClassClass FormatFormat

Newer Contemporary Model1. Warm-up2. Cardio

• Pre-cardio• Cardio• Cardio Recovery

3. Muscle Conditioning4. Final Cool-Down

• Flexibility• Relaxation

ClassClass FormatFormat

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 5 – 7 min.

60-MINUTE CLASS

Warm-up 10 – 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* 45 – 60 min.

Flexibility/relaxation 10 – 15 min.

*Combined components

Summary of Important PointsSummary 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

Components of a Components of a Fitness ClassFitness Class

Chapter 10Chapter 10

Warm-upWarm-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

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

Warm-upWarm-up cont. cont.

•Movement Rehearsal•Elevated Body Temperature•Systemic Excitation•Functional Preparation

Primary Functions of a Warm-upPrimary Functions of a Warm-up

PhasesPhases of a Warm-upof a Warm-up

•General Warm-Up• Dynamic Range of Motion (ROM)

•Specific Warm-Up• Muscle and Skill Recruitment

Structure of a Warm-upStructure 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

Cardiorespiratory TrainingCardiorespiratory 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

Benefits of Cardiorespiratory Benefits of Cardiorespiratory Training cont.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

Primary Functions of Primary Functions of Cardiorespiratory TrainingCardiorespiratory Training

•Aerobic Capacity and Endurance•Systems Integration•Movement Mastery

Phases of Cardiorespiratory Phases of Cardiorespiratory TrainingTraining

•Pre-Cardio•Cardio•Cardio Recovery

•Figure 10.1 A Visual Interpretation of the Phases of Cardiovascular Training

2 – 3 minutes 20 – 30 minutes 3 – 5 minutes

Pre-cardio

Cardio

Cardio Recovery

(Steady State)

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

Structure of Cardiorespiratory Structure of Cardiorespiratory TrainingTraining

Muscular ConditioningMuscular 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)

• Increased core stability, posture, and spinal health

• Enhanced performance in sports, recreation, and everyday activities

• Reduced risk of skeletal injury• Improved self-esteem, body image, attitude,

and confidence

Benefits of Muscular Benefits of Muscular Conditioning cont.Conditioning cont.

Primary Functions of Muscle Primary Functions of Muscle ConditioningConditioning

•Muscular Strength•Muscular Endurance•Functional Performance

Phases of Muscle ConditioningPhases 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.

Structure of Muscle Structure of Muscle ConditioningConditioning

•Varies depending on• Training emphasis (function)• Time allotted• Targeted body parts

•Recommendations• Balanced• Symmetrical with respect to body parts, muscle

groups and function

Final Cool-DownFinal 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

Primary Functions of the Final Primary Functions of the Final Cool-DownCool-Down

•Flexibility Training

•Integration of Workout Benefits

•Relaxation

Phases of the Final Cool-DownPhases of the Final Cool-Down

•Transition

•Flexibility Training

•Relaxation

Structure of the Final Structure of the Final

Cool-DownCool-Down

•Transition• 1 to 2 minutes

•Stretching• 3 to 4 minutes

•Relaxation• 1 to 2 minutes

Summary of Important PointsSummary 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

Teaching Group Fitness

Chapter 11

Movement Patterns

Elements of choreographed movement patterns:• Balance

• Variation

• Movement Progression

Elements of Balance

• Physiological Balance (Intensity)

• Biomechanical Balance (Safety)

• Psychosomatic Balance (Integrity)

The Learning Curve for ExecutingChoreographed Movement Patterns

From mental and somatic stimulus

to movement mastery

to kinesthetic understanding

to intellectual processing

Elements of Variation

• Range of Motion• Lever• Plane• Direction• Rhythm• Momentum• Symmetry• Mode• Learning

Elements of Movement Progression

A blueprint for constructing individualblocks of movement patterns to

create a complete pattern.

Common Terminology

• Base Move• Breakdown• Movement Phrase• A Movement Block• Lead Leg• Arm Lines

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

Breakdown

The process of breaking down a movement block into its most elemental components

Example:base moves and/or segments

Movement Phrase

A portion of movement predetermined by counts

Example:two, four, or, eight beat counts

Movement Phrase

• A phrase can be a single move or a short sequence

• phrase= an eight beat count of movement

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

A Movement Block

Movement Blocks can also measure blocks in other ways

Example:two 16-count phrases also add up to 32

total counts

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

Arm Lines

• The arm movements that go along with the movement pattern

Teaching Formulas

• Linear Movement• Pyramid Repetition• Reverse Pyramid• Pure Repetition• Linking

• Add-On• Add and Subtract• Insertion• Layering• Holding Pattern (HP)

Linear Movement

A series of movements thatprogress from one to the next without anydiscernable pattern emerging.

Example:Teach A Teach B Teach C Teach D

Pyramid Repetition

Repetitions that gradually increase

Example:1 2 4 81632

Reverse Pyramid

Repetitions that gradually decrease

Example:32 16 8 421

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

Linking

Segments of movement that are taught separately then linked together to create a combination

Example:Teach A Teach B Combine A+B = ABTeach C Teach D Combine C+D = CDLink AB to CD= ABCD

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

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 = ABTeach C (Drop A) Link C to B = BC Teach D (Drop B) Link D to C = CD

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

Layering

Once a base combination is established, the instructor integrates variations to increase the complexity or intensity of the combination

Elements of Variation:– ROM, lever length, plane, direction, rhythm,

momentum, symmetry, mode, learning curve

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) BRemove HP = AB

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

Spatially Equivalent Progression

Phase 1 4-knee repeater 8 counts

Phase 2 step touch X 4 8 counts

Phase 3 & 4 V-step X 4 16 counts

32 counts

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

Essential Teaching Skills

• Coaching• Cueing

Visual, Auditory , Kinesthetic

• Integrating Cueing Techniques• Advanced Teaching Skills • Cross Phrasing • Tapless Movement Patterns• Mirror-Image Teaching

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

Cueing

Auditory Cueing:• Effective verbal cues need to be clear and

concise • 2, 3, or 4 beat cueing

2-beat cue

silent 8-7-6-5-4-3…

then say “knee” (count 2) – “up (count 1)

2-beat cue

silent 8-7-6-5-4-3…

then say “over (count 2) – “the top” (count 1)

3-beat cue

silent 8-7-6-5-4….

then say “ham” (count 3) – “string” (count 2) – “curl” (count 1)

4-beat cue silent 8-7-6-5…. then say “left” (count 4) – “lead” (count 3) – “turn” (count 2) – “step” (count 1)

Auditory Cueing:

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

Integrating Cueing Techniques

• Combine different types of cuing• Effective for signalling directional

changes and upcoming changes

Advanced Teaching Skills

• Cross Phrasing• Tapless Movement Patterns• Mirror Image Teaching

Music and Musicality

• Rhythm• Beats• Downbeat• Bar/Measure• Metre• Phrase• Phrasing• BPM• Tempo

Recommended Music Guidelines

• Music Tempo• Sound Level• Vocal Amplification• Legal Acquisition of Music

Relevant Research RegardingExercise to Music

• Stimulus• Performance• Motivator• Evokes pleasant associations

Musicality

Having an understanding and aptitude for applying musicality helps you create

energy, motivation, and enthusiasm in your classes.

Musicality Exercises

• Hearing the Downbeat (or Count #1)• Physically Finding the Downbeat (or

Count #1)

Trends in Group Fitness

Chapter 12

Demographics

• Who are our participants?• How old are our participants?• What is the experience level of our

participants?

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

A Typical Group Fitness Schedule

1. Aqua2. Martial Arts-Inspired3. Circuit4. Dance-Based5. Pre-Choreographed6. Indoor Cycling7. Step8. Fusion or “Hybrid”9. Mind-Body10.Pilates11.Yoga12.Group Personal Training13.Stability Ball

PART 3

Leadership In Teaching Group Fitness

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.

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.

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

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

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

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.

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!

Putting the Class Together

•Introduction (INTRO)

•Motivation

•Effective Cueing

•Teaching Methods

•Options for different levels of participants

•Education

•Create a community

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.

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!)

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

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

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.

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.

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.

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.

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

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

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

Teaching Strategies forStrong 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.

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

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.

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

Verbal cues combined with at least one nonverbal cue increase the effectiveness of the cue

(ie: Using arm signals to indicate a directional change while vocalizing a right or left cue, reinforces the verbal information in a visual way.)

By observing your participants, you can tell if they have processed information correctly

(ie: they either “get” the move, or they don’t.

Communication Tips

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.

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?

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

Motivation Skills

Participants are motivated by various factors and they attend your fitness classes for different reasons.

Common motivators:• Growth• Challenge• Fun• Achievement • Recognition

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?

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?

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 instructorscan incorporate this type of motivation?

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?

RecognitionPeople 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?

Can you think of any other motivational techniques?

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.

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.

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

Finding a Mentor

Mentors provide guidance or assistance to others and are willing to share their knowledge and experience.

Tips of finding a mentor:1. Identify an instructor whom you would like to have as your mentor.2. Outline your needs and define what your commitment level would

be in return.3. Meet with the potential mentor to discuss why and how you would

like that person to mentor you.4. Be clear in your initial wishes an expectations, setting both short-

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

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!

Summary of Important Points1. Becoming a successful group fitness instructor requires a career path of continuous

education, on-floor experience, and a desire to improve.2. A fitness instructor should maintain a strictly professional relationship with all

participants and avoid crossing professional boundaries.3. Key components of strong leadership include continually striving to improve personal

confidence, being attentive to the needs of participants, and setting a positive example by being motivating and engaging.

4. Through understanding the importance of regular exercise (cognitive learning), developing a positive attitude (affective learning), and acquiring the necessary skills to participate (motor learning), participants can learn and change their behaviours.

5. The teaching strategies necessary for strong leadership include educating and motivating participants, accommodating diversity, providing feedback, creating a community of exercisers, and communicating effectively.

6. Successful and “real” instructors are confident in themselves, are open to receiving and sharing feedback, and work on developing their own “personal magic.”

7. Finding and working with a mentor is an excellent way for new