AFLCA Cycle Designation Course

Transcription

1 AFLCA Cycle Designation Course Lisa A. Workman M.A., B.P.E AFLCA Trainer November 2010

2 Indoor Cycling Basics

3 Indoor Cycling Basics Section #1 Overview Bike Set-up Body Position Safety Pedaling and Muscle Recruitment Cadence

4 Bike Set-up

5 Bike Set-up Saddle Height: Crude estimate - line up the saddle with hip bone (top of the iliac crest). Have participant sit on the saddle and complete a few revolutions. When the foot is extended the knee should be slightly bent. Knee angle is approximately 25 degrees less than a fully extended leg (180 degrees).

6 Bike Set-up Handle Bar Height: Have participant lean forward to the handle bars and set the height at a 45 degree angle from their hips. Beginner - place handle bars at the same height as the saddle. Experienced - prefer a lower setting as compared to beginner participants. Participants may have a preference for handle bar height.

7 Bike Set-up Saddle Forward (fore) or Backward (aft): Determines the knee position over pedal. Ideal position participant s knee directly above pedal axel. To determine this position, look at participant s leg and imagine a straight line from the knee to pedal axel. If the line is forward (/), the seat needs to be moved backward. Conversely, if the line is backward (\), the seat needs to be moved forward. Use a plumb line from the knee to the pedal axel.

8 Bike Set-up Saddle Forward (fore) or Backward (aft):

9 Bike Set-up Handle Bar Forward (fore) or Backward (aft): For different torso lengths. Determine if participant is too far forward to reach the handle bars or too cramped (i.e., elbows hugging body) in their body position. Based on participant s comfort and preference.

10 Body Position

11 Body Position Partner work (5 min to summarize, 2 min to present) Each pair is provided two different body positions to consider during a cycle class Head and Neck Shoulders Arms and Hands Upper Torso (chest and back) Mid-to-Lower Torso (abdominals, low back) Hips and Legs On chart paper provided, describe what needs to be considered for the body area during a cycle class

12 Body Position Head and Neck Head and neck are forward and extended. Look slightly over the front wheel and/or handle bars as if riding on the road. Minimize looking down at legs. Shoulders Ensure shoulders are relaxed, lowered. Have participants depress and retract scapulas to minimize shoulder elevation. Drop your shoulder blades into your back pockets Lower your shoulders from your earlobes let them have their space!

13 Body Position Arms and Hands Ensure participants maintain a slightly bent elbow (minimizing hyperextension). Keep your elbows soft Maintain straight alignment with the wrist and forearm (limited flexion and extension). Hands should be firmly holding the handle bars; limiting death grip Avoid the white knuckles! Upper Torso (chest and back) Keep chest lifted in upright position. As in the shoulder section, have participants depress and retract scapulas to minimize shoulder elevation. Avoid having the shoulders and upper back rounded forward.

14 Body Position Mid-to-Lower Torso (abdominals, low back) Cue participants to tighten abdominals during the entire class. Pull abdominals to your spine Contract abdominals as if someone were to punch you in the stomach Ensure low back is in neutral spine/flat. Hips and Legs Participants should focus on maintaining a straight alignment between the hip, knee and ankle. Avoid knees falling in towards the frame of the bike or out to the side of the bike. Make a straight line between the hip, knee and ankle

15 Body Position Feet and Ankles Keep feet parallel to the floor. Avoid pointing your toes like a ballerina

16 Body Position Body position reminders are essential throughout the class. Participants tend to allow their bodies to fall back into poor body positions and thus need to be reminded frequently.

17 Body Position There are various hand positions on the bike. 1. Upright 2. Hook 3. Extended 4. Time Trial position

18 Body Position Seated, Basic Standing, Hover positions. To maintain the same resistance as seated, must add resistance when we stand up. Standing position = full body weight on the pedals. Additional body weight generates more downward force into each stroke. When standing, if initial resistance (seated) is kept, it will feel like less resistance (i.e., easier, less control) and puts the knees and hips at risk.

19 Body Position

20 Safety The bike s wheel is a weighted fly wheel which will continue to move forward even without pedalling. Unlike your regular bike, you cannot coast on these bikes! If participants feel like they need to stop, encourage participants to slow their legs down and continue to pedal to a stop rather than stopping abruptly in the middle of a pedal stroke. Adding resistance with the lever/knob can slow the weighted fly wheel.

21 Pedaling and Muscle Recruitment

22 Pedaling and Muscle Recruitment Each lower extremity muscle plays a role in generating force to move the pedals and thus the bike. Pedals follow circular pattern, engaging different lower extremity muscles at various times during one revolution. Cueing participants: Push and Pull (Back versus Front) Right versus Left

23 Pedaling and Muscle Recruitment

24 Pedaling and Muscle Recruitment

25 Pedaling and Muscle Recruitment

26 Cadence

27 Cadence Leg Counts: Briefly explain that leg counts will provide each person a number that represents the number of revolutions (or RPM) Ask participants to pick one of their legs and counting how many times that leg makes a revolution. Participants count every time their foot is in the down position (i.e. at 6 o clock ) or by placing their hand over their leg and allowing their knee to tap their hand with each revolution. Most efficient cadence ranges between RPM. Try to have participants cycle within this range. Each participant will find their most comfortable cadence (lower or higher than your recommendation).

28 Cadence As the instructor you can vary amount of time to measure leg counts. The following are some examples based on approximately RPM: 10 seconds revolutions (multiply by 6 to get RPM) 15 seconds revolutions (multiply by 4 to get RPM) 30 seconds revolutions (multiply by 2 to get RPM)

29 Individual Task

30 Individual Tasks Design one warm-up drill and one cool-down drill Each to be 2-3 min Provide music if possible To be presented during practise session

31 Planning and Implementation Section #2 Overview Clothing and Equipment Planning and Implementing Outdoor Cycling Elements

32 Clothing and Equipment

33 Clothing and Equipment As the instructor ensure you have some knowledge about what participants require for clothing and equipment to be comfortable in class. 1. Clothing: Cycling shorts Cycling shoes/cleats or hard soled shoes Cycling jersey or fitted shirt 2. Equipment: Water bottle Heart rate monitor Sports watch

34 Clothing and Equipment Where to buy cycling clothing and equipment: Local cycling or sports stores Mountain Equipment Co-op Additional equipment suggested for Instructors: Microphone foamie/windscreen Microphone belt Headband or bandana

35 Components of Cycling Class

36 Components of Cycling Class Warm up Dynamic movements and rehearsal moves Preparation for cardiorespiratory workout Cueing appropriate tempo and body position Light resistance; enough resistance on flywheel for participants to stay in control Body position check (e.g., scapula retraction) Discuss intensity, cadence and purpose of the class Ensure music and microphone volume are balanced Light upper extremity range of motion (optional) Shoulders, chest, neck, back

37 Components of Cycling Class Cardiorespiratory Component Classes are divided into several segments or drills Designed to simulate aspects of outdoor rides Drills and Skills

38 Components of Cycling Class Resistance Training Not always part of the cycling class Exercises on the bike were once common; however, not as typical today E.g., push ups on bike Functional movements Combination or Fusion classes Resistance exercises off the bike (e.g., hand weights, Therabands, body weight exercises) Spin and Strength Cycle Circuit

39 Components of Cycling Class Cool-down Approximately last 5-8 minutes of class Assists in dispersing waste products and avoiding blood pooling in lower extremities Encourage participants to slow down and put less effort into pedaling (i.e., low resistance, slow cadence) Encourage relaxation; change to calmer music and change your tone of voice Inclusion of flexibility exercises

40 Components of Cycling Class Flexibility: Stretching Exercises Individual task Stretching Exercises for a Cycle Class Example of stretching exercises, which you will need to match with the appropriate muscle group Determine five (5) additional stretching exercises that could be used in a cycle class

41 Monitoring Intensity

42 Monitoring Intensity Intensity is determined through resistance and cadence (speed of revolution). Both resistance and cadence can be manipulated during the workout to give participants challenges and rest periods. A couple ways to check intensity: 1. Technology: Heart rate monitors Power Output (Joules or Watts as unit of measurement) 2. Talk Test 3. Subjective Assessment: Rating Perceived Exertion (modified) (RPE) Instructor initiated assessment (questions and hand signals) Use a combination.

43 Monitoring Intensity Rate of Perceived Exertion (RPE)Cards Describe to participants how to use the RPE scale Subjective perceptions of intensity Rate your level of intensity based on 0-10 point scale Add resistance to mimic a 5, 3, 7, 4 out of 10 Maintain cadence between rpm Change cadence to mimic a 5, 3, 7, 4 out of 10 Maintain same resistance throughout Note colour options on cards and how to incorporate E.g., Three groups; 1 group sprints at a 8/10 while the 2 other groups rest

44 Skills and Drills

45 Skills and Drills Spin out (RPE = 2-3) resistance is low and participants can cycle at their leisure. Good for breaks and cool-downs. Steady state or Time Trial (RPE = 5-6) A resistance that can be maintain for a long duration such that you were cycling a long distance (i.e., road trip to Calgary). Maintain revolutions to (80-88 RPM). Sprints (RPE = 7-9) Hold a resistance slightly above Time Trial but not as high as a Hill. Increase revolutions to a sprint pace. Make sure that there is enough resistance so that the legs and body are not out of control (i.e., back side jumping up and down on the saddle). Revolutions may increase to 100+ RPM.

46 Skills and Drills Hills (RPE = 7-9) Add resistance to simulate hill; Cadence slows to ~ 60 RPM Seated or standing Watch participants technique Visualisation! Speed/Downhill (RPE = 6-7) Reduce resistance; increase revolutions to RPM fast legs as if you were going down a hill Important that participants remain in control!

47 Skills and Drills Power (RPE = 8-10) Equals increased speed (RPM) with increased resistance (tension) Break away from the pack Fine line between too much speed or too much resistance Short in duration (< 60 seconds each) 1. Seated Power 2. Standing Power

48 Skills and Drills Jumps (RPE = 8-10) using gravity and body weight, more pressure can be applied to the pedals to provide a burst of speed under constant tension or to keep up constant speed when tension increases weight is entirely on the feet when standing, then primarily relocated to the saddle while in the seated phase of the movement Avoid bouncing up and down quickly so that movement and posture are compromised four, eight, or sixteen beats of the music or using stop watch every 10 seconds

49 Outdoor Cycling Elements

50 Outdoor Cycling Elements Using information provided: 1. Define the type of outdoor cycling Road Bike Cycling, or Track Cycling 2. Provide examples of races for each type of outdoor cycling 3. Discuss factors which may impact outdoor riders versus indoor cycling participants 5 minute task

51 Outdoor Cycling Elements Wind resistance (Drag) forces that oppose the relative motion of an object through a gas (air) Drafting a technique where two vehicles or objects align in a close group reducing the overall effect of drag due to exploiting the lead object's slipstream

52 Outdoor Cycling Elements

53 Outdoor Cycling Elements Road Bike Cycling bicycle racing sport held on roads following the natural terrain of the area "road racing" is usually applied to events where competing riders start simultaneously (unless riding a handicap event) with the winner being the first at the end of the course individual and team time trials are another form of cycle racing on roads

54 Outdoor Cycling Elements Simulation of Road Race Develop a race situation using different terrain (resistance) and cadence Possible options include: Flats; typically seated Sprints; seated/standing Hill climbs; seated/standing Power (Break away from the pack); seated or standing Speed (Down hill); seated

55 Outdoor Cycling Elements Example #1 Flat (60 sec) Hill climb ( 60 sec) Downhill (30 sec) Flat (30 sec) Breakaway from the pack (30 sec) Flat (30 sec) Sprint finish (60 sec) Example #2 Progressive hill (4 min) 4 part hill with increasing resistance Flat (60 sec) Seated Power (30 sec) Flat (60 sec) Standing Power (30 sec) Sprint finish (60 sec) 5 min total 8 min total

56 Outdoor Cycling Elements Track Cycling bicycle racing sport held on specially-built banked tracks or velodromes using specialized track bicycles Track bicycles have fixed gears (i.e., only one gear) Local velodromes: Edmonton Concrete, outdoor, shallow slope (33 ), 400m Calgary Concrete, outdoor, shallow (37 ), 333m

57 Outdoor Cycling Elements Standing Starts Riders ability to start racing for track events Explosive and powerful; 100% effort Participants slow pedal stroke and come to standing position Ensure short duration between standing and start of drill Foot placed = 3o clock and 6 o clock

58 Outdoor Cycling Elements Standing Starts cont. 30 sec drill (1 lap of track) 15 sec stand & 15 sec sit Vary time seated and standing (e.g., 10/20 sec or 5/25 sec) Repeat with each leg in forward position Fixed resistance = > time trial Cadence = rpm (View first 2 min and last 2 min)

59 Outdoor Cycling Elements Individual Pursuit Race Two riders (partner participants to race) Each start at a point marked half way along opposing straights of the track Purpose to catch the other rider 4km race = 12 laps of the track Each lap = sec each (4-6 min drill) Fixed resistance = time trial or slightly higher Cadence = rpm (race pace)

60 Outdoor Cycling Elements Points Race Longest track race (# of laps between 20-40) Group of riders sprint for points at the end of each lap or given number of laps (e.g., every 5 laps) 1 st place = 5 points; 2 nd place = 4 points, 3 rd place = 3 points, etc. The rider with the greatest points at the end wins event Each lap between sec; laps Fixed resistance = time trial or slightly higher Cadence = rpm on rest laps & rpm on sprint laps

61 Indoor Cycling Basics Section #3 Overview Choreography design Cardiovascular conditioning/drills Use of music Movement combinations

62 Choreography Design

63 Choreography Design Class Set-up and Design Assignment: Cycle Class with 10 bikes Cycle Class with 20 bikes Cycle Class with 30 bikes How would you set-up bike layout? How does this set-up impact class design?

64 Choreography Design Class Set-up and Design Lines Circle Partners Semi-circle Groupings

65 Choreography Design Setting focus or goal for class Factors of consider when setting focus/goal Group dynamics and population Timing of class (beginning of a 10 week session versus mid to late part of 10 week session) Participant preferences Instructor preferences Example: Focus on hills ( heading to the mountains ) Example: Introductory class (describe basic moves and drills) Example: Sport specific training (drills mimic demands of sport)

66 Cardiovascular Conditioning

67 Cardiovascular Conditioning Determine goal(s) for each class Classes can consist of drills that focus on specific physiological goals Use your knowledge of the energy systems to determine the resistance, cadence, and Work-to- Rest Ratios (W:R) for drills Keep in mind the fitness level of participants

68 Cardiovascular Conditioning Exercise Theory Text

69 Cardiovascular Conditioning Exercise Theory Text

70 Cardiovascular Conditioning Anaerobic Power ATP-CP 1:3 Work-to-Rest Ratio Example: 15s Sprint with 45s break Anaerobic Capacity Glycolysis/Glycogenolysis 1:2 Work-to-Rest Ratio 1:3 Work-to-Rest Ratio Example: 30s Seated Power with 1min break

71 Cardiovascular Conditioning Aerobic Power 1:1 Work-to-Rest Ratio 1:0.5 Work-to-Rest Ratio Example: 3 min flat time trial with 1.5 min break Maximum Aerobic Power V0 2 max Lactate Threshold exercise intensity at which lactic acid starts to accumulate in the blood stream; lactate removal fails to keep up with the rate of lactate production

72 Skills and Drills

73 Skills and Drills Spin out (RPE = 2-3) resistance is low and participants can cycle at their leisure. Good for breaks and cool-downs. Steady state or Time Trial (RPE = 5-6) A resistance that can be maintain for a long duration such that you were cycling a long distance (i.e., road trip to Calgary). Maintain revolutions to (80-88 RPM). Sprints (RPE = 7-9) Hold a resistance slightly above Time Trial but not as high as a Hill. Increase revolutions to a sprint pace. Make sure that there is enough resistance so that the legs and body are not out of control (i.e., back side jumping up and down on the saddle). Revolutions may increase to 100+ RPM.

74 Skills and Drills Hills (RPE = 8) Add resistance to simulate hill Watch participants technique Visualisation! Hill 1 Increase resistance; legs slow down (~60 RPM); slight incline Groat Road up to traffic circle on University Avenue Hill 2 Seated Increase resistance; legs slow down (~60 RPM); grinding; if legs were to stop, you wouldn t be able to start again Emily Murphy hill

75 Skills and Drills Hill 2 Standing Stand up from Hill 2 seated; legs slow down (~60 RPM); similar to Hill 1 but standing McKinnon Raven hill up to 142 Street Hill 3 Increase resistance; legs slow down (~60 RPM); grinding; if legs were to stop, you wouldn t be able to start again 101 Avenue hill up to Jasper Avenue Speed Reduce resistance; increase revolutions; fast legs as if you were going down a hill Important that participants remain in control!

76 Skills and Drills Power (RPE = 8-10) Equals increased speed (RPM) with increased resistance (tension) Break away from the pack Fine line between too much speed or too much resistance Short in duration (< 60 seconds each) 1. Seated Power 2. Standing Power

77 Skills and Drills Drill#1 - Playing with Cadence Good for a warm up drill Time Trial resistance (80-88 RPM) - 60s Increase revolutions to revs (88-96 RPM) - 30s Increase revolutions to revs ( RPM) - 30s Repeat 4-6 times

78 Skills and Drills Drill #2 Playing with resistance (maintain RPM) Time Trial resistance (80-88 RPM) - 60s Increase resistance by ~ 1 increment - 60s Increase resistance by an additional increment - 60s Increase resistance by an additional increment - 60s Repeat drill but reverse drill by starting at the highest resistance and working back to Time Trial resistance. NOTE: May want to use Wattage to gauge increments. For example, beginners can increase by 5 watts and more advance cyclists can increase by 10 watts.

79 Skills and Drills Drill #3 Sprint Work At a Time Trial resistance or slightly higher LEVEL 1 Keeping you pace (80-88 RPM) LEVEL 2 Increase pace (90+ RPM) LEVEL 3 Sprint (100+ RPM) Each level for 15s; Recovery for ~60-90s Each level for 30s; Recovery for ~2-3 minutes

80 Skills and Drills Drill #4 Visualizing Sprints At a resistance slightly higher than Time Trial Visualize a RACE 1. Someone you grew up with 2. A family member 3. Your greatest competitor 4. Same as #3 but racing for last spot on National Cycling Team (Head Coach is watching!) Each sprint 1 minute; Recovery 2 minutes

81 Skills and Drills Drill #5 Add on Hills Hill 2 Stand Hill 2 Stand Hill 2 Stand Hill 2 Stand Speed Hill 2 Seated Hill 2 Seated Hill 2 Seated Speed Hill 3 Hill 3 Note: Each Hill is 60 seconds Speed Hill 2 Stand Speed

82 Skills and Drills Drill #6 Take off Hills Hill 2 Stand Hill 2 Stand Hill 2 Stand Hill 2 Stand Hill 1 Hill 1 Hill 1 Speed Hill 3 Hill 3 Speed Hill 2 Seated Speed Speed Note: Each Hill is 60 seconds

83 Skills and Drills Drill #7 Combination Power Seated Power + Standing Power + Speed (15s) (15s) (30s) Standing Power + Seated Power + Speed (15s) (15s) (30s) Recover for ~ 60s; Repeat

84 Skills and Drills Drill #8 Birthday Power Pick 4 birthday months at a time to do seated power for 30s Other birthday months maintain a time trial resistance Complete all 12 months (3 sections) Recovery ~ 30s-60s Repeat with Standing power

85 Skills and Drills Drill #9 Jumps Up and down: Every 4 beats Every 8 beats Every 16 beats Every 10 seconds Maintain same resistance but increase cadence Increase resistance and maintain cadence

86 Music

87 Music What are the reasons for using music in a cycle class? What is the relationship between music and motivation? How is music different in a cycle class compared to other group exercise classes?

88 Music One of the most important elements of a spin class and/or fitness class Music can be used as a way to assist participants find a particular RPM Example:160 bpm = 80 RPM It is recommended that songs used for spin classes be 130bpm 160+bpm

89 Music Matching music to the type of workout (i.e., drills) and pick appropriate music Hills = ~130 bpm; Power = ~140+ bpm; Sprints = ~150+ bpm Warm up = ~135+ bpm Cool down = ~ bpm Pre-made fitness music (set to a 32 count phrase) Grouping of songs that have a common theme, ones that you enjoy, ones that participants enjoy Variety

90 Indoor Cycling Basics Section #4 Overview Instruction, Cueing and Leadership Practice Leadership Course Summary Course Completion Form and Feedback Evaluation Form Questions and Comments

91 Instruction, Cueing & Leadership Class participants rely on verbal instructions as the primary mode to guide them in their workouts (e.g., setting intensity) Changing the inflection of your voice will help guide participants as to, for example, how fast to pedal, how hard to work, etc. When using music, it is ideal to have a microphone to help accentuate your voice

92 Instruction, Cueing & Leadership Cueing can also be achieved non-verbally Using your body to demonstrate a move (e.g., how fast the legs are moving) will allow participants to mimic your movement Hands signals can also be an effective way to communicate with participants For example, counting down with your hands without speaking forces participants to look forward to see when they need to change their resistance

93 Instruction, Cueing & Leadership Pick a resistance that challenges you This it your workout Push yourself to your limit Watch me at the front, what are my legs doing? Match your resistance to your neighbour s Can you add more resistance? Smile you are having fun!

94 Instruction, Cueing & Leadership Educating your participants during dead air Take opportunity to educate your participants about health and fitness During hard drills, motivation is key however distraction works well too For example, talk about the muscle usage during each revolution, explain why your core needs to be activated during a spin class, tell them about a new class being offered at your facility, etc.

95 Games Follow the Leader Revolution Competitions Chain Reaction Wave Karaoke Rock-Paper-Scissors Give out prizes, use interactive props, imagination!

96 Websites

97 Websites

98 Resources and References

99 Resources and References Alberta fitness leadership certification association. (2001). Group exercise leader manual. Anderson, B. (2000). Stretching. Bolinas, CA: Shelter Publications, Inc. Baker, A. (1997). Smart Cycling. New York, NY: Fireside. Barber, H. (1994). The better bicycling book. Australia, Silver Gum Press. Burke, E. (2002). Serious cycling. Champaign, IL: Human Kinetics Publishing Inc. Kennedy, C.A. & Yoke, M.M. (2009). Methods of group exercise instruction. 2 nd Ed. Champaign, IL: Human Kinetics Publishing Inc. Kory, K. & Seabourne, T. (1999). Power pacing for indoor cycling. Champaign, IL: Human Kinetics Publishing Inc. Marcus, B.H. & Forsyth, L.H. (2003). Motivating people to be physically active. Champaign, IL: Human Kinetics Publishing Inc.

100 Acknowledgements

101 Acknowledgements Mentor Kelly Mackenzie Editor Cameron Brown

102 Contact Lisa A. Workman M.A., B.P.E., CSEP-CEP AFLCA Trainer