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Lecture 1

Kinesiology 2907Q/R/S/T Lecture 1: 1 Group Exercise Program Design

7 Pages
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Department
Kinesiology
Course Code
Kinesiology 2907Q/R/S/T
Professor
Sarah Langford

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Description
Group Exercise Program Design  Purpose of a group exercise class  enhance all health related components of fitness FITT: 1. Frequency- balance between providing just enough stress for the body to adapt to and allowing enough time for healing and adaptation to occur 2. Intensity- amount of effort that should be invested in a training program or any one session; need balance 3. Type- what type/kind of exercise you should choose to achieve the appropriate training response 4. Time- how long you should be exercising for; fitness levels Group Exercise Professionalism/Attitude  Need to be a motivator (having new moves, music) and an educator (knowledge of moves selected)  The most important characteristic of an instructor is knowledge of physical fitness Student/Teacher-Centered Instructor Teacher Centered Student Centered Dependence: I know they way- do what I do Independence: remember to work at your own pace. I will be and you’ll look like me! teaching an intermediate class but will show modifications. It will be your responsibility to monitor your intensity level accordingly. Here’s how to do that… Intimidation: this is an easy exercise: come on, Encouragement: You’re doing great! Keep up the good work. 10 more! No wimps in my class Remember if there is pain, there will be little gain. Stay with it, you’ll achieve your goals Unattainable goals: one more week and you’ll Attainable goals: learning to exercise regularly is a process that start to see some changes will take time. Adding extra activity outside of class, like taking the stairs or mowing your lawn, will help you reach your goals faster Quick fixes: 20 more crunches will flatten Reality: Abdominal exercises will strengthen your abdominal those abdominals muscles, but you will not be able to spot-reduce Pre Class Preparation The instructor’s responsibilities:  Creates a healthy emotional environment o Ex. greeting people, learning names, talking to everyone, face the participants (looking at someone through a mirror does not promote true interaction) o Leave people with a health related sense of purpose for the workout not a punishment for overindulging  Knows participant’s health histories and surveys for new participants o Information gathered is transferred into making a safe/effective class o Letting participants know about modifications of exercises during the class  Available before class/orients new participants o Available for questions o Asking questions to the class “who has been to a step class 3 times or less”  feedback about the class in general o Have to be open to input  Discusses/models appropriate attire/footwear o Observe what the participants wear and try to match their attire so they will feel more comfortable o Correct form should be visible with each movement you demonstrate o Have information available at all times on where to locate shoes and attire for a new participant  Has music cued up and equipment ready before class begins o Be prepared ahead of time and inform about what will be used o Play welcoming music, having music cued and ready to go o Plan for minimal changes in order to have good class flow  Acknowledges class and introduces self o Welcome people o Establishes attitude of “were in this together” o If participants are aware of your name they are more likely to come up and ask questions o Ask for feedback  create a more open, safe environment (especially for new people)  Previews class format and individual responsibilities o Overview of class should accompany the instructor’s introduction o Intensity is the responsibility of the participant, not the instructor  give options/modifications in order to allow participants to make a choice  Brings, and encourages participants to bring water to classes Warmup  The beginning segment is designed to “break a sweat” o Prepare the body for more rigorous demands by raising internal temperature to cause sweating o Blood flow increases as well as release of oxygen to the muscles o Physiological effects of warmup may reduce the risk of injury  The warm-up focuses on rehearsal moves as a large part of the movement selection o “moves that are identical to, but less intense then, the movements your students will execute during the workout phase” o The body adapts specifically to whatever demands are placed on it o Specificity also applies to movement patterns o Utilizing rehearsal moves in the warmup not only specifically warms up the body for the movement ahead, but can also serve as a time to set down some neuromuscular patterns by introducing new skills not yet used o Make up a large part of the warmup  Stretches, if appropriate, are done after “breaking a sweat” and performing rehearsal movements o Recommend: not stretching in a group exercise warmup, since it is impossible to stretch a muscle group four times and hold it for 30sec and still accomplish the goal warming up o Flexibility  “multiple benefits including improving joint range of motion and function in enhancing muscular performance” o Not sure where to put them in the class format for group exercise o Focus on active movement stretches in warmup o In shorter classes, save the stretching until the end o The decision is up to the instructor and how well they know their participants o What is known is that it should be included into the workout at some point  Verbal directions should be clear and volume and tempo of music and atmosphere created appropriate o Used to motivate participants and create more overall enjoyment o External auditory cues favourably effect coordinated walking and proprioceptive control o The mood the music establishes helps to create and control the individual segments of the class o Balance music and verbal cueing (want to be able to hear the instructor
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