CONTRIBUTORS

Emma Barry B Phys EdCreative Director, Les Mills International Ltd

Maureen Baker ISTD, MBBO, Dip CRTraining Director, Les Mills International Ltd

Sacha Coburn LLBTraining Consultant, Les Mills International Ltd

Bryce Hastings Adv Dip Phys, MNZSPLes Mills International Technical Consultant

Dr Jackie Mills B Phys Ed, MBCh B, Dip ObstetricsCreative Director, Les Mills International Ltd

Phillip Mills BACreative Director, Les Mills International Ltd

Bridget Armstrong MHSc (Hons), Postgrad Dip Phys, MNZSP, MNZMPAEducation Manager, Les Mills International Ltd

Steven Renata MComAgency Support Manager and International Master Trainer, Les Mills International Ltd

Lynne Brick BSNPresident of Les Mills Mid-Atlantic and owner of Brick Bodies

Lee ParoreNaturopath, CHEK Level 3 Personal Trainer, Fitness Consultant and author

Sandy LeoPersonal Trainer, Fitness Consultant. CHEK and Pilates (UK) certified

Kili Marti Trainer and Program Coach, Les Mills West Coast Inc.

Kathryn Cullen Master Trainer, FitPro (UK)

The design of this program has been guided in part by reference to recommendations published by: ICAA (International Council On Active Aging), Canadian Center for Active Aging, Coopers Clinic, US Surgeon General, WHO, ACSM, Arthritis Foundation, National Institute of Aging, IDEA, IHRSA and ACE (American Council on Exercise).

© 2006 Les Mills International Limited. All rights reserved. No part of this document may be used, stored or reproduced in any form or by any means without prior written permission from LMI International Limited. Requests and enquiries concerning reproduction and rights should be addressed to Les Mills International Limited, 150 Victoria Street West, Auckland, New Zealand, PO Box 91137, Auckland Mail Centre. Telephone +64 (9) 366-9900.First published 2006Report Coordinator: Tina Kittelty

© 2006 Les Mills International Limited i

Word Processing Software – This document has been created using Word 2000.

© 2006 Les Mills International Limited ii

Table of contents

Message from Phillip Mills................................................................................................................................ 1

Les Mills’ Culture.............................................................................................................................................. 2

Welcome to Les Mills........................................................................................................................................ 3

The 5 Key Elements to packing classes...........................................................................................................4

SWOT Analysis................................................................................................................................................. 6

What is BODYVIVE™?..................................................................................................................................... 8

1. Choreography to WOW! Your Classes......................................................................................................9

Choreography Worksheet............................................................................................................................... 14

2. Role-Model Technique.............................................................................................................................. 16

BODYVIVE™ Technique................................................................................................................................ 17

Technique Worksheet..................................................................................................................................... 22

3. Coaching Mastery..................................................................................................................................... 24

Coaching to Pack BODYVIVE™ Classes.......................................................................................................26

BODYVIVE™ Scripting Sheet......................................................................................................................... 32

Coaching Worksheet....................................................................................................................................... 36

4. Connecting................................................................................................................................................ 38

Connecting Worksheet.................................................................................................................................... 42

5. Creating Fitness Magic............................................................................................................................. 44

Fitness Magic Worksheet................................................................................................................................ 50

Les Mills Quality Assessment......................................................................................................................... 52

Program and Quarterly Launches................................................................................................................... 59

Launch Plan.................................................................................................................................................... 61

Launch Class Plan.......................................................................................................................................... 62

BODYVIVE™ Introductory Classes................................................................................................................63

Exercise in Pregnancy and Post-natal Considerations...................................................................................66

Instructor Action Plan...................................................................................................................................... 68

Day 1 Recap................................................................................................................................................... 69

Day 2 Recap................................................................................................................................................... 70

Day 3 Recap................................................................................................................................................... 71

BODYVIVE™ Getting Started Brochure.........................................................................................................73

BODYVIVE™ Tip Cards................................................................................................................................. 75

© 2006 Les Mills International Limited iii

© 2006 Les Mills International Limited iv

Message from Phillip MillsBeen there. Done that. Got the T-shirt. Baby boomers have indeed experienced much of what life has to offer and, far from settling back, many of them are hungry for more.

More action. More sport. More music. More fun. You name it, and members of this lucky and often affluent population cohort are probably demanding more out of life than any previous group in their 40s, 50s and 60s.

Not all boomers are so demanding, of course, and for some, ‘getting more’ can be done from a sitting position – the average age of Harley Davidson motorcycle owners has risen dramatically in recent years. Overwhelmingly, however, active adults are recognizing that physical exercise holds the key to personal fulfillment and to avoiding the health issues that will diminish their enjoyment of life.

More boomers are joining gyms than any other age group and this trend can only increase as facilities adapt to their needs and they discover attractive exercise options for them. In developing BODYVIVE™, Les Mills has produced just such an option. Our new program offers a distinctive take on the ‘exertainment’ experience that has driven our programs into more than 10,000 clubs around the world. Furthermore, extensive research and trialing has ensured it’s closely in tune with boomers’ exercise tastes and needs. Now it’s over to our instructors to add the final ingredient to the BODYVIVE™ formula with your skill, passion and commitment to teaching excellence.

I know you will enjoy bringing the BODYVIVE™ experience to life and creating fitness magic in your classes. In doing so you will be delivering a precious gift.

Kia ora tena koutou.

Arohanui.

Welcome and good luck.

Phillip Mills

Les Mills International Limited

Haka and Hongi – Maori traditions in the Les Mills’ culture

Many of the original Les Mills’ trainers have Maori heritage

and have enriched the culture of Les Mills’ with their traditions and customs.

For example, many countries have Les Mills’ newsletters called “Kia Ora”

– a common Maori greeting.

Two of the most popular Maori traditions are the Haka and the Hongi. The haka is an ancient warlike

challenge with fierce movements performed to a Maori chant. It is famously used by New Zealand’s

national rugby football team – the All Blacks, and other national representative teams at the start of their

matches.

It is now also a regular custom at Les Mills’ events to symbolize the global challenge for our ‘warrior-like’

instructors in the war against obesity.

Also part of the Les Mills’ culture, the hongi is the Maori welcome expressed by the pressing of noses,

something akin to the Western custom of kissing someone by way of greeting.

The literal meaning of hongi is the ‘sharing of breath’. In the hongi (traditional greeting), the ha or breath

of life is exchanged and intermingled. Through the exchange of this physical greeting, you are no longer

considered manuhiri (a visitor) but rather tangata whenua, one of the people of the land. When Maori

greet one another by pressing noses, the tradition of sharing the breath of life is considered to have

come directly from the gods.

In Maori folklore, woman was created by the gods molding her shape out of the earth. The god Tane

(meaning male) embraced the figure and breathed into her nostrils. She then sneezed and came to life.

Her name was Hineahuone (earth-formed woman).

Trainers and instructors often greet each other with a strong Roman-style handshake incorporating the

hongi into their greeting.

LES MILLS’CULTURE

It’s about you…

Creating life-changing fitness experiences everytime, everywhere

Said another way, you are responsible for the environment to promote positive change for your

participants. And change can come in many forms – big and small. Getting a result, caring for health,

feeling great, escaping everyday life or simply enjoying music and movement with others.

Your job is to make sure this happens every time you teach, every place you teach, wherever you are in

the world.

Never been on stage? Just started teaching? Have courage. You are beginning an exhilarating journey and you will be supported every step of the

way.

Been teaching a while? Months? Years? Decades! Become a beginner again. Take a risk. Step outside your comfort zone. Explore new ways to become

better at your craft.

Regardless of your background, you are joining a passionate group of people committed to health,

fitness and fun.

Welcome to Les Mills.

WELCOME TOLES MILLS

Be a LeaderChanging the world takes bold people, leaders. And the best leaders don’t talk about it, or even do it –

they live the path. We share an ethic in the LES MILLS™ Creed:

We are the warriors in the battle against sedentary lifestyle

We are here for the people in our classes

We honor our program, our peers and our club

We keep ourselves in peak physical condition

We love music and exercise

We welcome feedback

We create magic fitness experiences

We strive to be star performers and remain team players

By inspiring positive change in our classes we can change the world

To change the world you need to teach from a place of strength. Our job is to help you get there.

Together we can make great things happen. Are you ready?

Your measure of successLet’s face it – the ultimate test of successful group fitness teaching is big class numbers. Your job is to

grow class numbers, reaching as many people as possible – one class at a time, one person at a time.

You’ll know you’re there when your classes are packed!

The 5 Key Elements to packing classes1. Choreography to WOW! your class

2. Role model Technique

3. Coaching mastery

4. Connecting

5. Creating Fitness Magic

Nail the basicsLES MILLS™ programs deliver a result. Your specific role is to deliver safe, effective classes. To do this

you must satisfy some basic teaching skills. These form your criteria for assessment.

Find your way to greatnessYour road to great teaching is a personal one. You have unique strengths and must teach from these.

But don’t stop there – take the many opportunities within the LES MILLS™ System to stretch yourself.

Great instructors have a huge repertoire of skills they draw from. Build yours so you can bring more of

yourself on stage.

Use this resource to develop your skillsThis book is the beginning of a conversation. Inside you’ll find concepts that have served many

instructors over the decades and can help you become a powerful instructor.

This is a great resource to revisit. Your career unfolds in many ways. Sometimes you’ll just need a

reminder of the basics. Other times you’ll be ready to extend your skills. Or simply remember why you

love what you do!

So grab a pen and fill in the gaps…

TARGET MARKET: ____________________________________

What are the strengths of BODYVIVE™?

What are the weaknesses ofBODYVIVE™?

What are the opportunities of BODYVIVE™?

What are the threats to BODYVIVE™?

s wo T

I think the biggest challenge for me out of the 5 Key Elements will be…

BODYVIVE™ is the low-impact group fitness workout

that lets you choose just how hard you work. Using the

VIVE™ balls, tubes and optional hand-weights you’re talked step-by-step through the entire class by a

skilled instructor, all the while listening to uplifting and inspiring music. Best of all, you finish feeling

thoroughly rejuvenated ― and fizzing with energy.

BODYVIVE™ Essence ― fizzing with energy

BODYVIVE™ is supported by an online space. For more information please visit www.lesmills.com

WHAT ISBODYVIVE™?

Grow your class numbers by becoming such a fantastic role modelyour participants aspire to move like you.

Your job is to be an example of perfect technique.

Your recipe for successBecause two vital ingredients of a fantastic class are quality music and movement, we provide you with

original music and choreography created by experts who focus on nothing else.

Now you are free to inject all your energy and creativity into delivering a life-changing fitness experience.

Everything you need every three monthsEach quarter you’ll receive a Program Kit containing all the teaching resources you need:

Fresh new music

Class footage and education

Choreography and education notes

Do what great live performing artists doDancers, musicians, public speakers and actors all know their material intimately, allowing them to focus

completely on its delivery.

The better you know your choreography, the freer you are to teach. The better you know your music, the

more you can bring it to life and connect with your class. The better you understand the supporting

education, the closer you can move yourself and your class toward mastery.

CHOREOGRAPHYTO WOW! YOURCLASSES1

Each release is predictable yet different Every program follows a standard structure and delivers on a promise. This makes sure your participants

get the experience they came for, regardless of time-slot or instructor.

The variety within each class is shaped by the musical journey and the training objectives. You’ll notice

that each release has its own special focus, innovations and magic moments. This spice keeps it

interesting for participants over time.

Music is a key motivating force in creating fitness magic. Choreographers typically select a release from

over 2000 songs.

Every song in a release is deliberately placed to create a journey.

Know that decades of development sit behind each new releaseLes Mills has been creating safe, effective programs since 1980. Each release is navigated through

industry standards, tested and trialed by movement experts and injects the most magic per minute. The

marketing tools provided to your club support this.

Move toward masteryLike anything new, learning choreography can be difficult at first. With focus and practice, it becomes

easier over time.

Find your formula to learning choreographyFind the best way you learn choreography: usually it’s a mix of see, hear, feel and do. Find the formula

that allows you to learn choreography quickly and accurately.

Attend as many Quarterlies as you can to experience great role models…

Watch, listen and do your DVD several times…

Look for patterns in the choreography notes and visualize them…

Take notes…

Listen to your music in the car… in the shower… anytime…

Get actively involved in Club Launches…

Set aside preparation time before every class…

BODYVIVE™ class formatBODYVIVE™ is a 45 or 55-minute integrated workout that incorporates cardio for heart fitness,

resistance work for strength and balance, and mobility work.

It is fully optioned so you can teach to a wide array of fitness and functionality levels. Less and more

intense options are offered throughout the class. These options allow you to tailor the workout for your

clients and deliver on the promise of participants being able to “work at their own pace”.

Using choreography notesResearch tells us the choreography notes are the most commonly used resource for instructors. Let’s

take a look at how to decipher them.

The top of the page gives you information on the track number, name, song title and artist, equipment

needed for the track and song duration. The columns below are divided into three main topics: music,

movement and cues, and BODYVIVE™ Chat.

Music columnThe music column gives you simple guidelines to match the notes to the cues in the music.

Verse, Chorus, Instrumental and Bridge are identified on the immediate left.

The first beat of the musical bar is indicated by a bolded word or a _ where the beat happens before the lyric.

The counts follow this and are generally in lots of eight.

Movement and cues columnThe movement and cues column offers information about what you are doing and any options that may need to be offered.

Option: are options with less intensity or when carrying certain restrictions or limitations, eg blood pressure issues or restricted range of movement (ROM).

Option: are more intense options for more conditioned participants or those looking for more challenge.

Cues to express the coaching of each movement follow. This column is rich in photos to assist visual learners.

BODYVIVE™ Chat columnThis offers information to share with your class.

Coaching focus at the top is imperative to understanding how to deliver the track to your participants in the most powerful way. Always look at this first when preparing to learn the track.

Music Tips include trivia you may wish to share with your class or to quiz them on.

Health Tips provide some general health information that can provide a source of benefits-based coaching or motivation for your participants.

Safety Tips highlight any concerns to look out for in the track.

Motivational Tips are little gems you may like to use during class or in your communication with your class. Add your own.

There is plenty of space to add your own cues and notes.

How long should I teach the new release for?Once your club has launched the new BODYVIVE™ release and you’ve been cleared to teach, you

should begin to use it immediately. Teach the entire new release for a minimum of two weeks and a

maximum of four weeks and then start to integrate other releases.

Guidelines for mixing and matching releases When integrating tracks from previous releases, pay special attention to:

The overall length/duration of the class. This should not run longer than 50 music minutes with the equipment transition times required in BODYVIVE™.

Possible repetition of movements or muscle groups.

Providing contrast in the music to appeal to a wide audience.

Consider the flow of your class. Smooth transitions down and up from the floor. If you’re using multiple releases, have your CDs arranged so you’re minimizing the time taken to change tracks.

Push Play and GoLes Mills’ fitness experiences are designed to flow so the class gets an effective workout and a great

experience. We do this by letting the music run unless there are equipment transitions or key points to

highlight in an upcoming track.

YOU KNOW YOU’RE THERE WHEN…

You learn choreography quickly and effectively

You feel confident and excited about delivering a new class

You can play any song on the release and your body knows the moves

ASSESSMENT GUIDE

Do I know my choreography for each track?

Am I following the correct format?

Is my track selection balanced?

Choreography Worksheet

Let the music speakPlay the music for your track and write down all the words that come into your head.

How does it make you feel?

How would you describe it?

I learn best by (circle) seeing hearing doing

My formula for learning this track is:

Notes and aha moments!

Grow your class numbers by becoming such a fantastic role model your participants aspire to move like you.

Your job is to be an example of perfect technique.

You are a powerful role modelPeople come to class to get results. The main way they achieve them is by following you. The way you

look and the quality of your movement determines their physical experience. Great technique forms the

foundation of your teaching.

You can build class numbers by executing crystal-clear movement with energy. This will bring the best

out of your class physically.

Transcend to inspirational movementConsider some of the best physical performances in the world – Olympic gymnasts, professional dancers

and athletes, the Cirque Du Soleil. Not only are they awesome examples of precision and power but you

also feel the emotion of their movement – their sense of flow or connectedness. The difficult appears

easy… you can achieve this too.

Move toward masteryA great way to improve is to do what successful instructors do. Try some of the following tips.

Get fit to teachNo excuses here – you need to be in shape! To execute every repetition, every track for the entire class

and to coach well you need to train specifically for your program.

Because your participants generally work at a lesser movement quality and intensity than you, you have

to be ‘larger than life’ to get more from them.

Be a perfectionist with your technique

ROLE MODELTECHNIQUE2

Review your execution fanatically and eliminate the habits that keep you from perfect movement.

Practise in the mirror and film your class on a regular basis. Demand peer review. Become your own

harshest critic.

Practice, practice, practiceDiscipline and practice will get you there but the practice has to be perfect. Perfect practice! Perfect

practice! Perfect practice!

Become an active member of your Club Launch team and take the opportunity every three months to tidy

up your technique with your peers.

Bodyvive™ technique

Technique assessmentTo be an outstanding role model, you need to be an expert in technique. Your technique is assessed

under these areas.

1. Position

Aligning your body correctly in the movements creates the foundation for safe, effective movement. With

or without equipment it is your job to continually reinforce postural integrity through a simple checklist of

alignment. We call this GREAT POSTURE. Feet hip-distance apart, tummy drawn in and lifted, butt

tucked under, shoulders in a soft ‘V’, chin in, top of head lifted.

2. Execution

Execution refers to the way we demonstrate the movements, and includes range of movement (ROM)

and control.

Movement executed in the correct planes will not only look and feel better but they are more effective

and safe for us. All BODYVIVE™ movements have pre-set ROMs that offer specific intensities to ensure

maximum results and safety. Lack of flexibility, mobility, strength and fitness may affect ROM and options

are provided throughout to avoid impingement of joints. As a general rule, execute all movements within

a pain-free range.

Control is an important part of execution because it tempers any ballistic movement. By controlling our

movements we minimize the risk of injury.

3. Timing

Every movement in BODYVIVE™ is set to a musical beat. This brings rhythm to the workout and

familiarity to the class over time. The magic of a group fitness experience occurs because of the junction

between music and movements. Your role is to bring these two aspects together.

4. Fitness

Perfect form requires maintenance of competent technique execution for the duration of the class. Often

instructors begin with a high level of execution but fatigue as the class goes on.

As a role model for BODYVIVE™, it’s your job to demonstrate great movement throughout the entire

class and this will require additional training.

5. Feel

BODYVIVE™ draws from many exercise techniques including low-impact movement, resistance work

with small equipment, balance and fall prevention work, Tai Chi, and functional stretching.

To be true to the essence of BODYVIVE™ each aspect must contain the ‘feel’ of each modality with the

overall objective of energizing the participants.

BODYVIVE™ great posture

BODYVIVE™ GREAT POSTUREThis is a body position that has your participants and yourself in optimal alignment and engagement of

postural stabilizers. It is vital to set this up before class and constantly revisit the key points throughout

the class.

Rationale for BODYVIVE™ great posture

Encourages efficient biomechanics in a static and dynamic position

The agonist and antagonist muscles are balanced

Targets key stabilizers

Activates hip muscles and gluteals to maintain hip alignment

Encourages co-contraction of the transversus abdominis, obliques and back stabilizers to achieve neutral spine

Encourages high chest position and stimulates contraction of the thoracic extensors

Stimulates cervical stabilizers to maintain correct alignment of the head and neck

Great Posture Cues to use: Feet under hips for optimal alignment. Cue – “Feet hip-width apart” and “Toes

slightly turned out”

Knees soft to activate the quadriceps and help absorb shock through the knees, hips and lower back. Cue – “Soft knees”

Tail bone sinks down to lengthen the spine and create an optimal back position. Cue – “Draw your tail bone down”

Navel drawn in and up to activate inner core muscles and support the spine. Cue – “Gently draw the navel in and up to tighten the mid-section”

Shoulders back and down into a soft ‘V’ to create stability for the shoulders, head and neck. Cue – “Roll the shoulder blades up, back and down, in towards the spine”

Chest is open to promote length through the chest muscles and create optimal head, neck and spinal alignment. Cue – “Lift the chest to engage the back muscles”

Chin drawn in to activate neck stabilizers and create optimal head and neck alignment. Cue – “Chin in”

Crown lifted to bring length to the spine, activate neck stabilizers and create optimal head and neck alignment. Cue – “Top of head lifted”

BODYVIVE™ Equipment

The VIVE™ ballMake sure the VIVE™ ball has enough ‘give’ so you can hold it in one hand. The VIVE™ ball helps us to

connect to the core. When we press the palms to create tension through the ball we also engage the

muscles of the torso and bring focus to our workout.

VIVE™ ball technique

Set GREAT POSTURE first

Hold the ball in the palms of the hand

Release fingers

Press through the palms to gently engage the muscles of the torso and core

Sholders back and down into a soft ‘V’

Elbows drawn in and back to reinforce GREAT POSTURE

The VIVE™ tube and optional hand-weightsWe use the VIVE™ tubes and optional hand weights as part of our functional strength training. They add

resistance to the workout. While the Launch DVD and choreography notes are your main reference for

learning role model technique and correct coaching cues, here are some important guidelines to get you

started:

To decrease the tension in the VIVE™ tubes take one foot out and/or lengthen the arms.

To increase the tension in the VIVE™ tube, set the feet wider and/or pull the arms up higher.

VIVE™ tube and hand-weights technique

Set GREAT POSTURE. Aways work from a strong and stable base:

Keep feet hip-width apart and knees slightly bent

Activate the inner core muscles to support the spine

Shoulders back and down into a soft ‘V’ to create stability for the shoulders, head and neck

Open and lift the chest to create optimal head neck and spinal alignment

Keep wrists strong and in natural alignment when working the upper body and release the fingers

Work through correct range of movement (ROM)

Transition up and down from floorAs part of falls prevention work, your transitions up and down from the floor must be coached in a safe

and effective way.

a) Lift front arm over head. Lift back knee up b) Roll onto side c) Side seated position

d) All fours (Horse Stance) e) Step through, take support, hand to thigh

YOU KNOW YOU’RE THERE WHEN…

Your participants start to move with great technique

Your participants tell you they’re inspired by the way you move

A peer, trainer or manager tells you that your technique is perfect

ASSESSMENT GUIDE

Position: Do I demonstrate correct alignment and posture?

Execution: Do I demonstrate safe, effective movement and range?

Timing: Do I move in time with the music and on the correct beat?

Fitness: Do I demonstrate cardiovascular fitness, strength and mobility?

Feel: Do I demonstrate the appropriate feel and look of BODYVIVE™?

Technique Worksheet

ROLE MODEL TECHNIQUE TO PACK CLASSESGive yourself an honest appraisal of your technique and include feedback others give you.

Move

Posi

tion

Exec

utio

n

Tim

ing

Fitn

ess

Feel Comment

HEART FITNESSExample: Ball Squat Timing still too quick on way up.

FUNCTIONAL STRENGTH

CORE & RESTORE

Notes and aha moments!

Grow your class numbers by mastering the art of coaching.

People will come to your class if they can follow you easily and you lead themto a place they couldn’t get to on their own.

Your job is to make sure your class can follow successfullyand get the results they came for.

Give the right information at the right timeGreat coaching includes everything you say and do to help your participants follow the class correctly

and reach their goals.

Lead by exampleYou must lead from the front – visually and verbally. Your number one goal is to have everyone doing the

right thing at the right time in the right way. Options need to be given as necessary. The quality of your

cues determines the quality of the workout. The timing of them determines the success.

Coach them to masteryPeople want more from you. They expect to work harder, understand more, be corrected and know how

to get the most from their workout. In class, your participants want you to help them achieve their goals.

They want to feel successful, both in the short and long term. Your job is to add value – to be the catalyst

between your participants’ abilities and their desired results.

Always teach as if there’s someone new in classEven if there isn’t a new person in class, cover the basics well. Great instructors send and continue to

send consistent messages of support. Give enough guiding tips to provide the first-timer with a well-

informed and successful experience. Even long-term participants appreciate the basics being covered in

a fresh and interesting way.

COACHINGMASTERY3

Be organizedA well-organized room makes a well-organized workout. Always check your microphone, sound system,

ventilation and lighting. Prepare for each class and expect the unexpected.

Move toward masteryDo what great coaches do to get the best from their players:

Think back to an old sports coach, a school instructor or music tutor who helped you succeed. It is most

likely they used one or some of the following principles to encourage you. You too can be remembered

as a mentor in years to come by incorporating the following:

Believe in your participants’ abilities to succeed and always be positive

Trust and respect that each person has a unique motivation to be in your class and find ways to challenge and inspire them individually

Understand that learning is a process so be patient and look for progress over time

Measure your success by their success

Constantly ask questions of yourselfIn which ways will you treat your participants as individuals? When can you catch them doing things

right? How will you show them you believe in them? What do you say and do to make this real? How do

you inspire and challenge your class?

Your role as coach is to make sure your participants can easily understand and follow you, and

receive the benefits of the BODYVIVE™ workout. This means you need to role-model technique and

have great coaching skills. The following information is designed to help you understand and achieve

this in the simplest and most effective way. Before we look at specific coaching for BODYVIVE™ it’s

important to understand how our clients absorb information differently.

Learning stylesOur participants are so different and this requires you to vary your language so that your communications

touch, motivate and challenge all the different personality types in your class. There are three main

learning styles and knowing what they are is the key to giving the most effective cues that work for your

class.

Visual learners

VISUAL learners like to watch. They’re the ones who say “Don’t tell me, show me!” Visual learners

remember most of what they see, and not much of what they hear. They just need to see you do the

move perfectly, and they’ll soon follow. So use:

Your head to help express direction

Your face to express animation, silence, concentration, emotion, motivation and relaxation

Your arms to express direction, energy, extension and feeling

Aural learners

AURAL people learn by listening. They benefit most from clear, precise coaching that tells them exactly

what to do – because they will do exactly what you say. You must choose your Initial Setup Cues

carefully – say what you mean, and mean what you say.

COACHING TO PACKBODYVIVE™

CLASSES

Kinesthetic learners

KINESTHETIC learners are hands-on, practical types. They want to ‘do’ whatever it is they’re learning.

You need to explain to them how it feels to do a move correctly, and then they’ll work at finding that

feeling. Effective Follow-up Cues are essential for these people. If they know how the right and wrong

positions feel, they’ll be able to adjust their technique so it is right.

Although everyone favors one of these three learning styles, everyone relies to some extent on all of

them. So you have to role-model perfect technique as well as verbally coach the class to get it right.

Coaching languageWe divide coaching language into three aspects – Initial Cues, Follow-up Cues and Motivational Cues.

These help create a successful and motivating environment for your classes to learn how to move better.

Initial Cues

Coaching our class members toward safe, effective technique and a great experience begins with Initial

Setup Cues. We have to choose words that create instant understanding, which means words that are

meaningful to your class members. They are simple, clear and concise and they tell your members

exactly what to do. Cue the body part and the direction of the movement. This tells people what to move

and where to move it. Our Initial Cues should pay attention to the safety of joints, spine and options to

reduce intensity and if appropriate, movement benefits.

Follow-up Cues

These create positive change. They further coach your class, extending or enhancing the feel of their

movement. There are a variety of these cues outlined in your choreography notes. They appear in italics.

Add your own in the spaces provided.

Follow-up Cues also use imagery and visualization techniques such as “imagine a belt being tightened

around your waist” and so on. By keeping our cues in ‘feel mode’ rather than ‘think mode’, our class

stays connected to their bodies and the workout. Use these cues once you have set up with Initial Cues.

Motivational Cues

These extend participants beyond what they would normally do and are generally used towards the end

of a track when the class is starting to fatigue and lose focus, or in a sequence or position that places

higher strength or intensity demands on the body. They challenge… refocus… entice… drive… spur…

coax… and encourage the class to achieve better results. They also provide the opportunity to use

contrast in your vocal delivery, language and execution, which is fundamental to an inspiring and results-

orientated workout.

Use everyday language

Remember that everyday people do BODYVIVE™ so we need to use everyday language; then they can

clearly understand the concepts you are delivering and the expectations of them. People understand

“tighten tummies” and “strengthen legs” but not necessarily “engage Transversus Abdominis” and “train

the quadriceps and gluteal muscles.” Teach in a friendly and informative way rather than a barrage of

technical commands. Think of it as ‘spending some time with your friends’.

CRC CRC is a method we use to effectively improve client technique. The best way to successfully rectify

unsafe or incorrect technique is to do it in a positive way. It works best if you have created an

environment of respect and trust.

Connect with the individual (eg eye contact, using a name if appropriate, addressing the group).

Recommend a change to improve technique.

Commend by praising the class or individual.

Become an expert at identifying poor technique

Observe and act quickly. Begin by offering correctional cues to the entire class or groups within the class

and then to selected individuals. As a general rule, personalized correctional cues should be delivered

with direct body, face and eye contact and supported by a caring and sincere tone of voice.

Remember that technique correction requires personal awareness by the person, acceptance and time

to review. For some people it is a matter of understanding all three elements before change occurs.

Give the right information at the right time

The BODYVIVE™ Sequence of Coaching

The ‘BODYVIVE™ Sequence of Coaching’ is a great tool to assist in the correct ordering of all coaching

cues during a track. It helps you to give the right amount of information at the right time, using three

phases. Timing is everything.

Setup – Initial Cues

In the first phase you need to coach correct setup and execution of moves – introduce the track objective

if appropriate, offer safety tips, desired intensity and timing etc. This is the time that your Initial Cues are

most effective.

Follow-up – Follow-up Cues

Once you have set up the moves, you need to pause for a moment and look out at your clients to see

what you next ‘need to say’. It might be that technique needs adjusting (CRC) or options to reduce

intensity are needed. If the class is moving as one, then you need to continue to evolve, extend or

enhance the move to maximize the benefits. This is when your Follow-up Cues are most effective.

Motivate – Motivational Cues

This third phase requires you to focus, motivate and inspire the class to the end. Reinforce correct

technique or posture at the start of this phase so they finish with great form.

Voice qualityTeach with a natural conversational voice. Simply speak to your class members with no affectation. This

will help you to be real and to teach more authentically. The following points will help you deliver your

coaching cues effectively:

Clarity – you need to really use all the muscles in your face to clearly articulate what you are saying.

Contrast – sometimes calm, sometimes more assertive.

Pitch – making sure you project a voice that is natural – your OWN voice.

Speed – speaking at a BODYVIVE™ pace – slow enough that the class can understand you.

Film your class and just listen to what you say. This will highlight your vocal strengths and weaknesses.

Maintain a complete class focus

Class-focused objectives

It is important to deliver an experience that serves your participants’ needs. To do this you need to stay

focused and connected to them throughout the experience. One of best ways to do this is to create

class-focused objectives – these give us a powerful purpose when we teach.

So how do you create powerful class-focused objectives? In preparation for each class ask yourself:

“What do I want my class to experience or feel? What is my goal for them?” Having clarity around the

answer means you can now draw from all the Key Elements to provide this experience powerfully. It also

promotes contrast and freshness as you teach over time. These objectives are tools and not necessarily

stated to your class. Use the choreographer’s Coaching Focus at the top of each track as a guide to

setting a class-focused objective every time you teach.

Scripting – the key to effective coaching

Includes both verbal and visual cues

Scripting is the preparation of verbal and non-verbal cues to use when you teach. This means you are

preparing to coach your class clearly and will teach with more confidence. To begin, most people use the

cues provided in the choreography notes. As you gain experience you can build your own library of cues

from other instructors, courses you attend, reading you do and general inspiration you get from life.

Be organized and keep track transitions timelyA well-organized room sets the scene for a well-organized workout:

Be efficient in your transitions. Plan ahead the information you need to give your participants between tracks and keep your class flowing.

Only stop the music where absolutely necessary. Remember, Push Play and Go!

YOU KNOW YOU’RE THERE WHEN…

Your whole class is following successfully

They understand why they’re doing the moves

They improve over time

ASSESSMENT GUIDE

Do I deliver the right information at the right time?

Am I easy to understand and follow?

Do I use effective coaching language?

Am I organized?

BODYVIVE™ scripting sheet

Name:_______________________________Track:______________________________Track Introduction (include necessary previews):______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Track Objective: _______________________________________________________________________Safety and/or Health Tip:_________________________________________________________________

MOVES CUES

BODYVIVE™ scripting sheet

Name:_______________________________Track:______________________________Track Introduction (include necessary previews): _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Track Objective: _______________________________________________________________________Safety and/or Health Tip:_________________________________________________________________

MOVES CUES

BODYVIVE™ scripting sheet

Name:_______________________________Track:______________________________Track Introduction (include necessary previews):______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Track Objective:________________________________________________________________________Safety and/or Health Tip:_________________________________________________________________

MOVES CUES

BODYVIVE™ scripting sheet

Name:_______________________________Track:______________________________Track Introduction (include necessary previews):______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Track Objective:________________________________________________________________________Safety and/or Health Tip:_________________________________________________________________

MOVES CUES

Coaching worksheet

MIND MAPDraw a picture or a mind map or write a list of words to help you remember what you have learnt about

the Key Elements of Coaching.

Highlight the areas you think you need to develop to become a master coach.

Notes and aha moments!

Grow your class numbers by developing powerful relationships with your participants. When you create an atmosphere that allows them to tune in with themselves, the workout and you, you create connection.

Your job is to engage your participants.

The art of connectionPeople have a basic need to belong. Deepen your relationship with them over time and you will not only

have big classes but friends for life.

Be realRather than ticking a series of boxes, connecting is a state of being. It’s about sharing. When you

connect, information, feelings and experiences flow freely in both directions. There is a dialogue rather

than a monologue.

Fake smiles, unnatural teaching styles and false praise do not open communication channels with your

class. In fact they shut them down.

You need to be you! Create a warm and welcoming environment. Respect the needs of each person in

class and engage them in your experience.

Know what you are doing You cannot focus on your participants if you don’t know what you’re doing. Know your music and

choreography intimately, master your technique and put aside any drama in your day to meet the needs

of your class. The more you prepare for class, the more confident and free you will be to connect

during it.

Choose the right approachAcknowledgement is a personal thing. Not everyone likes their name bellowed out in class but a

comment before class, a smile or some praise can do wonders. And sure, some people just want to be

left to their workout – and that’s fine. Make sure you don’t get in the way of that!

CONNECTING

4

Practise your skills in real lifeWhen you meet or greet someone look them in the eyes. Really look at them – don’t glance them over or

pierce them with a stare – just hold nice warm eye contact for a few seconds.

Catch your participants doing things rightEveryone loves a kind word and hates being told off. Praise your class often. Be assertive without being

negative. Never single a person out for criticism. This sends a strong message to them as well as

everyone else in the room. Trust and connection can be broken in a single moment and takes a long time

to rebuild.

If participants look away from you don’t lose confidence – remember, they may just be shy or

concentrating or not even realize you’re looking at them.

People vote with their feet. Honor that.

Set the scene Your introduction is your first opportunity to connect with the group. At some level you are being judged.

What is this person going to be like? How is this class going to be? So keep your tone positive and

upbeat. People are relying on you to engage them in the workout.

Move toward masteryBelow are some tips from instructors who connect well at many different levels. Use the ones you feel

comfortable with and add your own.

Treasure your class slot like gold – be there every week and make each week special

Get to know and remember people’s names

Have genuine conversations with your class members

Involve them – request song suggestions and welcome feedback

Prepare your class from your participants’ perspective. Use the sentence starter: “Today I want the

people in my class to feel/experience…”

Practise warm sincere eye contact for a good few seconds in class… at home… at the supermarket…

Notice all sections of the room: front, back, left and right, near and far. We all have sections we

naturally look to – make sure you reach everyone

Host your own party, catering to your participants’ needsTreat your class like a set of friends. Enjoy their company, build their trust and share experiences with

them. The more you know your class members and love teaching, the more they enjoy being with you.

Be more than just the 10:00am instructor!

Be openOn stage or off, people are looking for your message. How approachable are you? Do you look like a

good person to workout with? Is this a good time to approach you with a question?

From the moment you park the car, walk through reception or enter the studio, you are sending a

message. What is your message?

Use the magic of silenceBefore class, between tracks and after class are special opportunities when you are not competing with

the music. Use these times to exchange feelings and deepen your dialogue. How can you make them

feel special? How will you engage them in the program… the music… and your company?

Go the extra mileYou are in a position that serves others. Find new ways to go beyond the call of duty – to add value to

your participants. Change lives every day. It makes their day and the satisfaction for you is unlimited.

“Fail to honor people, and they will fail to honor you.”Lao Tse, 2500 BC

“Be the change you want to see in the world.”Gandhi

YOU KNOW YOU’RE THERE WHEN…

People spontaneously come up to talk to you before and after class

They respond to you by replying, smiling back, and working hard for you

The same people keep coming back AND they bring their friends

ASSESSMENT GUIDE

Do I engage my participants in the workout, the music and ME?

Am I open and approachable?

Do I cater to the needs of my class participants?

Connecting Worksheet

CONNECTING MIND MAP

Notes and aha moments!

Captivate your class by creating a memorable experience that people hate to miss.

Your job is to teach with the look and feel of the program and to do this in a natural way.

So what is magic? Magic is everywhere if you look.

Recall the last time you were captivated by an experience. Maybe you were buried in a good book?

Standing in awe of a sunset? Watching your favorite artist perform? Crying at a movie? Dancing?

Laughing uncontrollably with friends?

How did it make you feel?

That’s right, regardless of your specific feelings you were swept away on a journey weren’t you? Your

senses were heightened; you actually stopped thinking and started feeling.

This is magic. And we can create it in our classes. Let’s look at why.

People need to feel humanHaving feelings is what it means to be human, and experiences that evoke these feelings make us more

human – more compassionate toward others, more motivated to be better at what we do; sometimes just

happier and more alive.

What we do fits right into this category. Aside from the health benefits people get from exercise,

movement therapy studies have for decades shown that letting people experience different emotions

through dance and other forms of creative movement has major psychological benefits.

Songs and movies are great because they help us experience all sides of our nature, instead of

suppressing some emotions until we go crazy.

Think back to some famous movie moments; Mel Gibson making his speech to lead his troops into battle

in “Braveheart”; Ewan McGregor and Nicole Kidman singing the duet at the end of “Moulin Rouge”; or

how about when Robin Williams’ breasts catch on fire in “Mrs Doubtfire”!

CREATINGFITNESS

MAGIC5

We find ourselves living the moment, experiencing their intensity. The hairs on the back of your neck

rise. Your heart beats a little quicker. You sigh. You laugh out loud. You are utterly compelled by them in

that moment.

So many people these days have jobs that make them behave like machines, that they crave any

experience that lets them feel human again.

We can give them the release they seekWe are in the business of creating fitness experiences. The magic is already there in the music and

movements – a lot of the time all we have to do is move out of the way and let it happen.

When the other four Key Elements begin to come together you’ll begin to see magic. The biggest thing

we can do as instructors is let the music, movement and essence of the program create this and just

hang on for the ride!

Create the ‘buzz’ of your classThe people in our research groups say over and over again that while they may have chosen a class for

mainly practical reasons like its physical benefits, it’s the unique ‘buzz’ of a particular class that keeps

them coming back for more.

The secret is to identify exactly what the unique experiential elements are that people love in each class,

and how to make sure that they’re maximized in our own classes.

We know their main desire right now is for better coaching. They still place very high value on the unique

experience of each of our programs. But they say they want this delivered in a way that is authentic,

adult and in keeping with the style of the program – not superficial, patronizing and unnatural. They

essentially reject the ‘cheerleader-style’ teaching approach, which they associate with 1980s’ ‘aerobics’.

The modern generation of classes is based on activities like cycling, Martial Arts, Yoga and weight-

training. It talks to a much wider set of audiences and it requires a whole new vocabulary of teaching

styles.

So what teaching styles are in keeping with these modern classes? How do we, as instructors,

appropriately interpret the unique experience of these activities?

Look to the essence of the program. Is it strong and athletic? Fun and uplifting? Focused and centered?

What really ‘goes off’ about a teaching style? What creates the buzz? Where is the magic?

The joy people get from our programs is often the feeling of strength and empowerment. We don’t have

to bang them over the head with it though. It’s already there in the choreography. Honor that and you’re

over halfway there!

Don’t obstruct the experienceA big part of being successful is simply not obstructing the feelings that will come naturally with the music

and the movements if we let them. So let’s explore what we mean by ‘obstructing’ the natural feel of a

specific class.

If your program or track asks for focus, silence and serenity but you teach like Mel Gibson leading his

troops into battle in “Braveheart”, there is an obvious disconnect. Similarly, if you take a ‘Barbie Doll’

approach to teaching a strong and athletic program you make a spoof or hoax of the experience.

You irritate participants if you interrupt the natural flow of the experience. Stopping too long between

tracks, being unfit, diluting the power of a song by teaching over the top of it or not knowing your

choreography are common barriers to creating magic.

Be relaxed and naturalKeep it real – don’t adopt a persona or voice that isn’t your own.

Think about when you attend other people’s classes. Doesn’t it feel great when they teach in a relaxed

and natural way rather than ‘acting’?

Acting is just that – acting. Being is something very different.

Shakespeare said:

“This above all to thine own self be true. And then it must follow as the night, the day,

that thou canst be false to any man.”

In other words, be true to yourself. It’s not about putting something on over the top. It’s what’s on the

inside.

“To be or not to be,” said Shakespeare.

“To do is to be,” said Socrates.

“Do be do be do,” said Frank Sinatra.

While it might be fun to do, out-of-character presentations don’t feel good when you’re on the receiving

end, and especially over the length of an entire class.

No one is exclusively one-dimensional so don’t teach that way. Take Braveheart and Barbie as

examples. Even Braveheart would have a gentle side if he was talking to his baby daughter. Even Barbie

would have a tough side if her child was trapped under a car or Ken was being beaten up by bad guys!

In the Advanced Instructor Module (AIM), which is your next module in teaching mastery, we do some in-

depth work around the disguises we each put up in public, and deconstruct some of the fears and social

conditioning responsible for them.

This way we build a stronger, more authentic teaching persona through greater honesty and multi-

dimensionality.

Commit to strong goals for each trackThe key to creating great experiences is preparing strong goals that you can commit to for each track.

You need to really think about this and plan it into your teaching for it to work. Until you’ve completely

mastered it, writing your objectives out will help you get your thoughts clear.

One focus word may represent your objective. Remember: the key to an objective’s success is that it is

class-focused – it’s about them, not you. When you go into a class or a track with strong enough class-

focused objectives, you lose your self-consciousness and the words or your character just comes

naturally.

Strong class-focused objectives are a way for us to channel magic. But remember, we don’t want to be

dialed up to the max all the time. The key to creating great experiences, to making the magic, is to find

the Braveheart in our own characters from time to time, but always to be ourselves.

When you set strong class-focused objectives make sure you:

Decide on the feelings you’re going to interpret

Plan in the track where and how you’ll bring the feelings in

Know that some songs can have a number of different feelings and experiences

Understand we become boring if we portray only one feeling

Let the music inspire you and shape the experience

Create a journey of contrast Magic lives in diversity. In the same way bands alternate up-tempo songs with slow ballads to create

contrast – so do we. You’ll find contrast in the music selection, tempo, intensity and style as well as the

movements. We crave the polarities and enjoy relief from sameness.

Great instructors develop diversity in the way they execute movement, coach and connect.

Sometimes we may be loud and motivating, other times silent or minimalist in our cues. Contrast is a

crucial part of being multidimensional and capable of delivering an authentic experience.

Develop your stage skillsConsider the power of a fantastic cabaret singer. Everything she does contributes to her performance –

the sway of her body, the expression on her face, the soul in her voice. From this we receive so much

more than just the song. And it can be the same when you teach.

You are in the ‘exer-tainment’ business. From the moment you step on the stage until the moment you

step off you are in charge of the experience. There are numerous stage skills from the performing arts

that you can master over your teaching career and these will make your class delivery even more

powerful.

Some basic skills are introduced during initial training and you’ll receive continuing education with each

new release. Learn from the Quarterly Workshops, through team-teaching, by attending live theater,

stand-up comedy and improvisation, watching movies, taking courses and trying new things.

Take every opportunity to sharpen your tools:

Build your stage presence

Train your voice

Master musicality

Work contrast into your delivery

Create impacting moments on stage

Improve your improvisation skills

WOW the crowd!

Ask why you are hereThinking about the reason we’re here will help us find the passion and the energy to create powerful

experiences for people. It’s part of giving them what they pay their money for and bringing some magic

into their lives.

The best instructors who constantly create magical class experiences have a passion or unswerving

belief in what they do. They express an infectious love for the movement, the music and the program.

Love what you do and show it!

YOU KNOW YOU’RE THERE WHEN…

You teach from the program essence

Your class is addicted to your workout experience

They give back to you at the end of each track or class

ASSESSMENT GUIDE

Do I capture the program essence?

Do I create a journey of contrasts?

Is my teaching style natural?

Am I living the BODYVIVE™ brand?

Fitness magic Worksheet

A MAGICAL LIVE PERFORMANCEWrite about the best live performance you’ve ever attended. Explain why it was so memorable for you.

ME IN A STATE OF FLOWExpress how you feel when you are in a state of flow – that feeling of bliss and effortlessness where you

can do no wrong…

Notes and aha moments!

To maintain the high standards expected of BODYVIVE™ instructors, Les Mills International has

established firm guidelines for the training, assessment and the ongoing development of all

BODYVIVE™ instructors.

This section details the BODYVIVE™ module assessment outcomes as well as providing guidelines that

explain in detail what each instructor will be required to present for their module clearance and

Certification Assessment.

Prior trainingThere is an online education prerequisite for BODYVIVE™ due to the knowledge required to teach

mature adults in a small equipment class.

There are different rules in different countries relating to minimum standards of entry for instructors

wishing to pursue a career in group fitness. In most cases, instructors require a minimum national fitness

certification or qualification.

As there is a level of assumed group fitness knowledge in Les Mills’ training, all instructors undertaking

training and assessment are expected to have some group fitness experience and skill.

Assessment and feedback are integral to the Les Mills’ instructor-training model.

In order to achieve a full qualification, BODYVIVE™ instructors are formally assessed at module training

completion and again whilst teaching a full class (at three months).

During the module, instructors present specified tracks, and receive feedback on their progress via a

video camera and the trainer.

Following final presentations, instructors receive a form to take back to the club representative, which will

indicate one of the following:

PASS

WITHHELD

RESIT

LES MILLS’QUALITY

ASSESSMENT

BODYVIVE™ module clearancePASS: To achieve a PASS, an instructor must show that they know the choreography of their

presentation track, can role-model correct technique and ensure their class is doing the right thing at the

right time.

After team teaching a minimum of four classes, an instructor can begin working towards Assessment by

teaching classes on their own in a licensed center.

WITHHELD means that understanding and demonstration has been achieved in most of the above Key

Elements. However, some attention is still required before a PASS can be awarded.

Receiving a WITHHELD allows an instructor to teach three consecutive tracks with another instructor

who has either achieved a PASS or is already BODYVIVE™ qualified.

It is recommended that this instructor team-teach in a licensed center for a minimum of eight classes.

To achieve a PASS and begin working towards Assessment, a Quality Assurance notification (which

verifies when the required competency levels have been achieved) is to be received by the Agency

Assessment Department from a club representative.

A RESIT means the required level of understanding and demonstration of choreography knowledge,

technique and ensuring the class does the right thing at the right time has not yet been achieved. A

PASS can be awarded after resitting Module Two. It is recommended that an instructor receiving a

RESIT continues to work under the supervision of other qualified BODYVIVE™ instructors.

BODYVIVE™ certification assessment To become BODYVIVE™ qualified, all instructors achieving module clearance are required to pursue

certification within three months of completing BODYVIVE™ module training.

In Assessment, certain minimum standards must be met, with competency achieved in a defined number

of compulsory elements.

A DISTINCTION is awarded when an instructor shows Mastery has been achieved in all 5 Key Elements.

A PASS is awarded when all compulsory skills listed on the Assessment are achieved.

A WITHHELD is awarded if sufficient elements have been identified to warrant the recognition and

assistance of the club group fitness representative.

It is recommended that the instructor work on the areas required for a minimum of four weeks before co-

signing a Quality Assurance form with the club representative.

To obtain a PASS, both the instructor and club representative must acknowledge and ensure all areas

within the compulsory criteria are addressed.

A RE-SUBMIT is awarded when sufficient elements have been identified to warrant the recognition and

assistance of the club representative and another Assessment to be submitted.

When receiving this outcome, both the instructor and club representative must ensure all areas within the

compulsory criteria are addressed.

Instructors receiving this outcome need to work with other qualified BODYVIVE™ instructors until they

have been cleared by the club representative and are ready to re-submit the assessment. A minimum

four-week timeframe is recommended.

A Quality Assurance form must be co-signed with the club representative and presented with the re-

submitted Assessment.

Ongoing instructor developmentAfter achieving an assessment PASS, instructors are required to maintain a high standard of skill by

regularly attending Les Mills’ workshops and ensuring the quarterly education material is integrated into

each new release.

It is also recommended that instructors seeking further development attend the LES MILLS™ Advanced

Instructor Module (AIM), Program Intensives and the Group Fitness Management (GFM) module when

available.

The training and assessment procedures provided within the LES MILLS™ System in no way negate the

necessity for additional courses to be undertaken by instructors.

ASSESSMENT self-analysis form

Assessment Due Date: _________________________The self-analysis form can assist in helping you work more from your strengths. Use the checklist below

to identify elements that you are doing really well and those that require your ongoing attention.

When preparing for Assessment, work through the following checklist to ensure your presentation has

met the compulsory requirements (indicated in bold).

Information obtained here can be included on the Cover Sheet that is sent with your Assessment.

ASSESSMENT CHECKLIST: Have I recorded the whole class, including pre and post-class interaction?

Have I ensured there are some participants visible in the recording?

Have I viewed the entire class to check that I can be seen and heard clearly throughout?

Did I show that I knew my choreography 100%?

Did I follow the correct class format?

Position: did I demonstrate the right alignment for each movement?

Execution: did I demonstrate safe, effective movement and range?

Timing: did I move in time with the music?

Am I easily understood and followed by my class?

Did I plan objectives and script my coaching language for every track?

Did I appear to be open and approachable?

Did I capture the essence of BODYVIVE™?

Did I provide a journey of contrasts?

Circle any areas requiring ongoing attention:

Choreography Knowledge / Track Selection / Class Structure

Position / Execution / Timing / Fitness/ Feel

Initial Cues / Follow-up Cues / Pre-cueing / Voice

CRC - Technique Correction / Visual Instruction / Appearing Organized / Push Play and Go

Engaging Participants / Being Open and Approachable / Catering to your Classes’ Needs

Capturing the Program Essence / Contrasting the Journey / Natural Teaching Style

Assessment cover sheet

This cover sheet is to be fully completed and submitted with your Assessment.

Instructor Name:_________________________________

Address: __________________________________________________________________________

______________________________________________ Post / Zip Code: ______________________

Phone Contact: ___________________________ Email: ____________________________________

Club Name:_________________________ Club Representative: ______________________________

Please tick ():

ASSESSMENT ASSESSMENT RE-SUBMITTED

Please indicate the BODYVIVE™ release you are submitting for Assessment: ______________________

Self-analysis Summary:How did you feel about the class you taught?

Detail any instructing goals you are striving to achieve right now:

List any areas that you have identified as having done really well:

List any areas that you have identified as requiring your ongoing attention:

List any information that you would like your Les Mills’ Assessor to take into consideration:

_______________________________________ ______________________________________

Instructor’s Signature Club Representative’s Signature

BODYVIVE™ key elements ASSESSMENT form

This form provides a ‘snapshot’ of the areas requiring immediate attention. Any compulsory elements (indicated in bold) are to be addressed as a priority. Refer to your Program Manual to continue to develop the skills/elements highlighted below.

Choreography COMPETENT DEVELOP THE HIGHLIGHTED SKILLSCorrectly delivers the choreography? Yes / No Choreography KnowledgeFollows the correct class format? Yes / No Class StructureBalances track selection? Yes / No Track SelectionComments:

Technique COMPETENT DEVELOP THE HIGHLIGHTED SKILLSDemonstrates correct alignment and posture? Yes / No Position Demonstrates safe, effective movement and range?

Yes / No Execution

Moves in time with the music and on correct beat? Yes / No TimingDemonstrates strength and flexibility? Yes / No Fitness Demonstrates the appropriate feel, look and attitude? Yes / No FeelComments:

Coaching COMPETENT DEVELOP THE HIGHLIGHTED SKILLSDelivers the right information at the right time? Yes / No Sequence of CoachingIs easily understood and followed? Yes / No Initial Setup Cues, Follow-up Cues

(includes CRC) & Pre-cueingUses effective coaching language? Yes / No Voice / Visual Instruction / Motivational

Cues Is organized? Yes / No Appearing Organized / Push Play and GoComments:

NUMBER OF COMPULSORY SKILLS: 6 ACHIEVED:

Connecting COMPETENT DEVELOP THE HIGHLIGHTED SKILLSEngages participants? Yes / S-T / No Engaging ParticipantsAppears open and approachable? Yes / S-T / No Open and ApproachableCaters to the needs of the class? Yes / S-T / No Catering to Your Classes’ NeedsComments:

Fitness Magic COMPETENT DEVELOP THE HIGHLIGHTED SKILLSCaptures the essence of the program? Yes / S-T / No Capturing the Program EssenceCreates a journey of contrasts? Yes / S-T / No Contrasting the JourneyHas a natural teaching style? Yes / S-T / No Natural Teaching StyleComments:

BODYvive™ Technique assessment form

To achieve a competent score in Position, Execution and Timing you must achieve success in these 3 key areas of technique in 8 of the 12 BODYVIVE™ tracks (indicated in bold), below. To ‘achieve success’ in a track requires approximately 70% of the moves in the track to be assessed as competent. All areas requiring attention are indicated with a (X).

BODYVIVE™ Moves Position Execution Timing Fitness FeelRise & Shine Connect & Go Dance Cardio Balance & Leg Strength Upper Body Strength Interactive Cardio Fitness Cardio Hip & Upper Body Strength Tai Chi & Yoga Ab Strengthener Back Care Release & Restore Total Achieved:Competency Achieved: Yes / No Yes / No Yes / No Yes / No Yes / NoComments:

Program LaunchA great launch is vital to the success of BODYVIVE™ in your club. EVERYONE at the club needs to get

behind it and instructors need to be totally prepared to teach awesome launch classes. The Les Mills’

Launch Guide is available on eClub and is a great guide to success. Practising how to teach as part of a

team is really important.

Here’s the list of things to do pre-launch:

In-house training – regular training sessions for choreography rehearsal, fitness and peer assessment

Marketing – posters, new members, guest passes, banners, brochures, personal trainers

Staff classes – full dress rehearsals to internal staff

Club support – educate and involve all instructors, staff, personal trainers, and membership consultants/sales staff

Inter-club meetings

Building up to the Launch:

– Launch dates

– Orientation classes and timetabling

– Strategies for overcrowding and flexible timetable

– Booking, registration and payment systems

Quarterly Launches These launches should be treated as major events in your club.

Use the posters and materials provided.

Make a big deal out of Quarterly Launches to keep the program new and fresh and to keep the passion alive.

You need a BODYVIVE™ club representative that keeps the BODYVIVE™ culture alive in your club and works with the GFM or Club Manager to keep the profile of the program high.

PROGRAM ANDQUARTERLY

LAUNCHES

To keep momentum in the program and to build a following of loyal members you must invest in the product and facilitate four fabulous launches per year and encourage the excitement that comes from new releases. It’s just like a James Bond movie – we know what to expect but we’re totally excited about seeing the new love interest, the new baddies and the new stunts.

Hand out free passes to participants to bring friends along to Club Launch day.

Use a theme for Quarterlies

Super Saturday – all of the classes are launched on a Saturday.

Open Day

Bring a friend

Theme classes

Team Teaching

Choose the right number of people for the size of the stage – sometimes two is all that will fit; however, if there is room, three instructors is aesthetically better.

Each instructor must be able to role-model perfect technique and not compromise the intensity of the tracks in any way.

When three instructors are working together, one must be the leader and the others, the shadows:

– The leader LEADS the session and FOCUSES attention

– The leader is the one who SPEAKS

– The leader gives basic instructions and makes the most of the corrections

– The leader is positioned slightly to the front, in clear view of everyone

– The leader establishes the energy, intensity and feel of the tracks

– The shadow(s) follows the leader’s instructions and does whatever the leader says

– The shadow(s) can show intensity options and provide a profiled angle for participants to view correct posture and position

– The shadows and the leader can swap roles but only during a transition that fits with the flow of the BODYVIVE™ structure.

Team teaching is not a competition between instructors but, instead, it’s a team effort and with instructors being well prepared and practised it can really enhance the whole BODYVIVE™ Launch experience for participants.

LAUNCH PLAN

Sell the sizzleFor example:

Promotion

Club Countdown

Plan the dayDraw your BODYVIVE™ Launch Dance

Welcome Essence Must-Knows Previews

Who is doing what?

Class Plan.

Brainstorm to create a great experience – Dream Ride.

Follow up – create the community Each person feels welcome and has a great experience.

Everyone encouraged back three times.

Follow-up details noted.

LAUNCH CLASS PLAN

DATE_________________________PROGRAM_______________________________________________

CLASS-FOCUSED OBJECTIVE____________________________________________________________

SONG PRESENTER STAGE SETUP PLAY CUE NOTES

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Let’s dive into the world of the beginner, into the world where people experience BODYVIVE™ for the

first time. These people want to feel the fun and effectiveness of the class and we want them to keep

coming back so they can.

But imagine what it feels like to be completely new coming into the studio for your first class. Often

people have no idea what to wear, bring with them or expect from the class. We as their instructors can

ease their first-time experience and this helps to keep building our class numbers.

To do this, we need to lead everyone through the workout in an informative and motivating way. There

are three ways we can do this:

1) We have a “Getting Started” brochure.

2) We have a 30-minute technique/introductory class.

3) We can maximize the effect of our introductions and teaching.

1. The BODYVIVE™ “Getting Started” brochureLes Mills has designed a great BODYVIVE™ brochure for clubs and instructors to give to new people. It

explains what they need to know about the class. It covers how to find and establish their own personal

space in class, what to expect during the class, and understanding of the benefits of BODYVIVE™ and

how they might expect to feel afterwards. There is also a great section on frequently asked questions.

You need to make sure the brochure is placed in a highly visible area of your club – like the reception

desk or by the mirrors in the changing rooms. You can keep copies in your gym bag, and give them out

to all new participants who come to your classes.

The BODYVIVE™ brochure is available to download from eClub, the Les Mills’ website for club

resources, which is accessed from the homepage of www.lesmills.com. The club you teach for will have

been given the login and password required to access eClub. The brochure can be found in the

BODYVIVE™ section under the Campaigns menu option. An example of the brochure is at the end of

this manual.

BODYVIVE™INTRODUCTORYCLASSES

2. Introductory or technique classOur second resource is a suggested format for an introductory or technique class. This class can

introduce people of all ages to the enchanting world of BODYVIVE™ and minimize any fear.

A good introductory class should take 30 minutes, and if possible it should be scheduled just before a regular

class. It’s essential that it’s informative but streamlined, so people don’t get bored and not come back.

There are five easy steps to a good technique class:

Step 1 – Create a warm atmosphere, welcome and give out the brochure (2 minutes)

Make your class space as welcoming and calm as possible. Turn off fans and air vents and turn on your

music softly in the background. Welcome each newcomer personally and give them the brochure. Let’s

create an experience of harmony for new people as soon as they step in the door.

Step 2 – Explain the structure of a BODYVIVE™ class (3 minutes)

Step 3 is to explain briefly the structure of the class. Let them know the basics, the modalities used. Start

with the Rise & Shine Track, then explain the working tracks and the equipment change-outs for

Functional Strength Tracks, and finally introduce them to our Core & Restore section.

Step 3 – Coach correct equipment use (5 minutes)

Teach them how to hold and use the VIVE™ balls, hand-weights and tubes. Choose two to three

exercises for each modality from the latest release and coach them in correct body position and ROM.

Step 4 – Teach tracks from each section (15 minutes)

Now teach them nine tracks, from Heart Fitness, Functional Strength and Core & Restore from the new

release or the class you will teach afterwards. This will help to give them confidence. Explain the benefits

of the moves as you go. Explain that it usually takes three classes to feel fully comfortable. Take some

time to assist with any difficulties and ensure safe execution and ROM.

Step 5 – Discuss future classes with them (5 minutes)

Next, let them know the way forward:

How many classes a week they should do.

How they should feel after class.

Identify any potential injuries or niggles.

Use the brochure as a guide; it contains all of the information that they may need.

3. Class information

The third and most important resource is the information YOU give in class. The reality is that most new

people will just arrive at class, maybe with a friend. So as their instructors we need to help them feel

welcome and orientated.

Before classTry to connect with each person individually. Remember your BODYVIVE™ Launch Dance to help you

remember key information your class needs.

Welcome everyone and introduce yourself. Keep it brief, and remember we don’t usually get ‘buy-in’ until we are moving. Script your introduction and make sure it’s relaxed, friendly and natural.

Give a brief essence statement about the program, eg “BODYVIVE™ is a 55-minute workout where we work heart fitness, functional strength and mobility work to leave you fizzing with energy.”

Briefly explain the class format. Research tells us it takes at least three classes to get used to the movements so let them know they’ll feel more comfortable over time. If it’s their first class, encourage them to relax and take the easier options as needed.

Preview any movements they need know, such as GREAT POSTURE or how to press the VIVE™ ball.

During classDuring class, remember to give your class members directions on where to stand or which way to face.

They also like to know why we are doing each track.

Give simple Initial Setup Cues to set up moves and then follow up with cues that help to get the most out

of it. At the end of each track, we want new people to feel more confident about the best way to execute

the moves.

Remember, we are both leaders who direct and inform and coaches who educate, motivate and inspire.

Three things for happiness:

BODYVIVE™ regularly.

Smile soulfully.

Love untiringly.

General adviceWomen need to seek medical clearance from their doctor or lead caregiver before exercising in

pregnancy. There are some health conditions and pregnancy conditions that make exercise unsafe or

uncomfortable.

Pregnant women in class should be encouraged to monitor their own intensity. We recommend that they

work at a moderate intensity. This can be achieved by reducing ROM and taking the lower-intensity

options offered by the instructor.

Invite them to discuss their progress with you. Use the guidelines outlined below and if you are unsure of

how to answer questions, ask them to seek advice from their pregnancy caregiver.

Listen to their body first – if it doesn’t feel right, then don’t do it.

Things to avoid Dehydration

Keep well hydrated – frequent sips of water throughout the class is advised.

Hypoglycemia (low blood sugar) Have small complex carbohydrate snacks.

OverheatingKeep cool for greater comfort.

Overly fatigued or tiredEncourage them to rest when they need to.

Overstretching (can strain muscles and cause discomfort) Hold stretches at a ‘maintenance’ level.

Compressing the babyModify prone positions.

EXERCISE IN PREGNANCYAND POST-NATALCONSIDERATIONS

Pregnancy and exercisePregnancy hormones begin to cause changes in women immediately. From an early stage of pregnancy

some women opt out of exercise. Others may need to change the intensity and duration of training due to

symptoms of fatigue, light-headedness, nausea and vomiting and tachycardia or breathlessness. Once

this phase is over (0–12 weeks) and women rejoin class, they need to begin at low intensity and build up

until they are comfortable with the mainstream again.

However, other women feel fine carrying on ‘as normal’ and this can be encouraged without worry if they

have no contraindications to exercise in early pregnancy (as advised by their pregnancy caregivers). This

advice is consistent with the recommendations of the ACOG (American College of Obstetricians and

Gynecologists).1

Participants will vary as to what stage of their pregnancy will require that they stop doing BODYVIVE™

prior to childbirth. Again, this will need to be discussed with their caregiver.

Doing BODYVIVE™ while pregnant is a personal choice. There are many benefits of continuing exercise

while pregnant and it is generally accepted that providing pregnant women are sensible with their

exercise regime, they should be able to continue with existing programs well into their pregnancy.

Reference:

(1) Artal, R and O’Toole M, Guidelines of the American College of Obstetricians and

Gynecologists for exercise during pregnancy and the post-partum period. British Journal

of Sports Medicine, 2003. 37 (1): p6-12.

Instructor Action Plan

Short Term (Next week):___________________________________________________________________Medium Term (3 months):_________________________________________________________________Long Term (12 months):____________________________________________________________________

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Day 1 recap

Feedback I received today included:

Put a tick () beside every statement that is true for you and highlight the ones that you’ll need to spend

more time working on.

DAY 1 CHECKLIST

I understand the essence of BODYVIVE™

I know how the 5 Key Elements make a great BODYVIVE™ instructor

I can identify the target markets for BODYVIVE™

I am starting to find my formula for learning choreography

I know my track’s choreography 100%

I have good technique for the movements in my presentation track

I know what Initial Setup Cues and Follow-up Cues I am using tomorrow

I know that I’ll be assessed on the 3 Key Elements: Choreography, Technique and Coaching

I feel supported by my fellow instructors

I am looking forward to tomorrow’s presentation!

Day 1 JournalTake a few moments to record any thoughts or reflections about your first day of BODYVIVE™:

Day 2 recap

Feedback I received today included:

Tick () each statement that is true for you and highlight areas you’ll need to spend more time working

on.

DAY 2 CHECKLIST

I took on both sets of formal feedback I received today

I understand the training concepts underlying resistance training

I can correct technique using the CRC model

My Functional Strength technique is good

I am finding it easier to script my tracks

I enjoyed being an angel today

I know what my strengths are in teaching BODYVIVE™

I know what I need to do to improve as a BODYVIVE™ instructor

Day 2 JournalHaving presented twice now, how are you going?

Day 3 recap

Feedback I received today included:

Tick () each statement that is true for you and highlight areas you’ll need to spend more time working

on.

DAY 3 CHECKLIST

I have some great ideas of how to organize a successful launch in my club

I am confident I can do a good job learning all the Core & Restore Tracks

I have some tools to help build my class numbers

I have set my video assessment date

I know what my short, medium and long-term goals are in mastering the BODYVIVE™ program

I am happy with my progress in this workshop

I have met some great new friends

I am ready to go and make positive change in my own backyard!

Day 3 JournalMy reflections after three days are…

Notes and aha moments!

BODYVIVE™ Tip Cards

1. Cut around the edges

2. Fold down the middle

3. Laminate