Chapter 6 Group Exercise Program Design

Transcription

1 ACE Group Fitness Instructor Manual Chapter 6 Group Exercise Program Design 1

2 Participant-centered teaching approach This approach involves designing a class based on the specific needs of the participants. Many group fitness classes are composed of participants with varying levels of fitness, skills, and abilities. Ideally, instructors should obtain a health history from each participant to develop modifications to exercise if necessary. 2

3 Participant-centered teaching approach When a health history is not available, instructors should ask new participants if they have any health limitations. This approach requires the instructor to become interactive with the participants during the class. For example, observing and giving feedback to participants from different areas in the room This takes the focus off of the instructor s workout and places it on the safety and effectiveness of the participants performance. 3

4 Participant-centered teaching approach Characteristics of the participantcentered instructor Promotes participant independence Provides consistent encouragement Has knowledge of attainable goals Is centered on reality Characteristics of the teachercentered instructor Promotes participant dependence Influences participants through intimidation Presents unattainable goals Focuses on quick fixes 4

5 Class format Class design should reflect applied exercise-science principles and appropriate exercise techniques. Class components Warm-up (5 10 minutes) Conditioning (20 45 minutes) Cool-down (5 10 minutes) Stretching (7 10 minutes) The intensity and duration of each class component varies depending on the general skills and abilities of the class participants. 5

6 Purpose of the warm-up Prepares class participants for more rigorous activity by raising internal body temperature Potential physiological benefits Increased metabolic rate Increased blood flow to active muscles Increased rate of oxygen exchange between blood and muscles Increased rate of nerve transmission Decreased muscle relaxation time following contraction Increased speed and force of muscular contraction Increased muscle elasticity Increased flexibility of tendons and ligaments Rehearsal effect Reduced risk of abnormal heart rhythms Decreased risk of injury 6

7 Warm-up exercise selection Specificity Warm-up movements should mimic movements that will be used later in the conditioning portion of class. This allows the involved motor units to rehearse movement patterns slower or at a lighter intensity prior to training. Elevating core body temperature Begin with small, isolated movements and progress to larger, full-body movements. Exaggerated movements using many muscle groups will aid in increasing internal body temperature. Dynamic flexibility Research on the benefits of stretching prior to exercise is inconclusive. Stretching in the group fitness class warm-up should be dynamic in nature. Range-of-motion exercises should focus on important postural muscle groups (i.e., anterior shoulder, hip flexors, low-back, hamstrings, calves) and those that will be used later in class. 7

8 General categories of conditioning Cardiorespiratory training Traditional aerobics High impact Low impact Step aerobics Kickboxing fitness Group indoor cycling Aquatic exercise Muscular strength and endurance conditioning Group strength training Stability ball training Medicine ball training Circuit training Mind-body exercise Yoga Pilates Tai chi 8

9 Three phases of the conditioning component Post-warm-up phase Prepares the cardiovascular, cardiorespiratory, and musculoskeletal systems for more intense activity Emphasizes continuous, large-muscle movements that further increase body temperature and heart rate Peak phase Intensity and heart rate build gradually. This is the target training zone for class participants. Cool-down Allows the body to gradually re-establish equilibrium at a lower intensity Intensity and heart rate should reach the lower end of the target range. Cardiac complications are more likely to occur with the cessation of exercise. Therefore, an appropriate cool-down may: Prevent excess pooling of the blood in the lower extremities for at-risk individuals Promote faster removal of metabolic wastes 9

10 Stretching Primary goal is to enhance flexibility (range of motion) Stretching warm muscles reduces tissue damage and increases the potential for the muscle elongation to remain after the stretch is removed. Static stretching of low force and long duration is recommended. Stretches should emphasize commonly tight postural muscles (i.e., anterior shoulder, hip flexors, low-back, hamstrings, calves) and the major muscle groups used during class. Stretching in combination with slow, deep breathing may also offer stress reduction and relaxation benefits. 10

11 Exercise equipment Equipment should be assembled and stored per the manufacturer s instructions. A schedule of regular service and repair should be established. Group fitness instructors should instruct class participants on equipment safety and proper use. Participants and instructors should check equipment prior to use. 11

12 Functional Applications and Group Exercise Functional training places the neuromuscular and skeletal systems under a variety of physical demands with an emphasis on multiplanar, integrated movements. The goal is to safely enhance: Activities of daily living Occupational performance Exercise and/or sport performance 12

13 Functional training Interdependent physical demands managed by the neuromuscular system Acceleration requires force production Deceleration requires force reduction Dynamic stabilization occurs in all three planes of motion 13

14 Functional training Functional demands can be seen in a task as simple as standing up and sitting down: Standing up requires the quadriceps, gluteals, and hamstrings to concentrically contract to produce enough force to overcome gravity to pull the body up from the chair (accelerate). Sitting down requires the quadriceps, gluteals, and hamstrings to eccentrically contract to resist gravity and lower the body down in the chair (decelerate). Throughout the actions of standing up and sitting down, the hip abductors and adductors work to stabilize the pelvis so the movement is performed efficiently and in the appropriate plane of motion (dynamic stabilization). 14

15 Exercises that promote function Squats and lunges Presses Reaches Planks Balance movements Progression: Begin with the least challenging movements and progress to more advanced exercises. Move from most stable to least stable positions. Always provide modification options for balance-challenged participants. 15

16 Health-related fitness components Frequency Intensity Time Type Aerobic 3 5 (55/65) 90% HRmax, (40/50) 85% HRR or VO 2 R Or RPE Resistance 2 3 Volitional fatigue (19 20 RPE) or stop 2 3 reps before volitional fatigue (16 RPE) Flexibility 2 3; ideally 5 7 Stretch to tightness at the end of the ROM but not to pain; mild discomfort continuous minutes or 10- minute bouts accumulated throughout the day 1 set of 3 20 reps Or 1 set of reps if older than 50 years seconds; 2 4 reps Large muscle groups; dynamic activity 8 10 exercises that include all of the major muscle groups Static stretch for all of the major muscle groups 16

17 Health-related fitness components Body composition a favorable ratio of body fat to lean mass Improvements in body composition are best accomplished through: Regular aerobic exercise Consistent resistance training Proper nutrition Group fitness may be an important part of one s total body-composition management program. 17

18 Skill-related fitness components Speed ability to react and move quickly Power ability to move a load through space quickly and explosively Agility ability to change position and direction rapidly without losing balance Balance ability to maintain equilibrium while stationary or while moving Coordination ability to move efficiently and smoothly while executing a task Not all group fitness class participants need or want to enhance skill-related fitness. Understanding the appropriateness of skill-enhancing activities within specific class formats is important. 18

19 Established human performance principles Specificity a specific demand on the body will produce a specific result Progressive overload beneficial adaptations occur in response to demands applied to the body at levels beyond a certain threshold, but within the limits of tolerance and safety Reversibility the body will lose its adaptations if the demand is not constant A group fitness instructor must take into account these principles when designing and implementing each class. 19

20 Incorporating modifications Group fitness classes often consist of participants with varying levels of fitness and skill. Instructors must be aware of specific modifications for varying the intensity to accommodate all class participants. Music tempo In a class with multiple participant skill levels, bpm should accommodate the least fit. The more advanced participants can use larger arm and leg movements to increase intensity. The size of arm and leg movements Longer lever-based movements increase intensity. Shorter lever-based movements decrease intensity. Instructors should demonstrate different levels of intensity each time a new move is introduced. Instructors should spend most of their time performing the less-intense versions of the exercises in a class with varying participant skill levels. 20

21 Exercise equipment Instructors must be able to demonstrate varying levels of intensity using a variety of exercise equipment. Instructors should be familiar with basic non-equipment exercises that replace those that are performed with equipment. Knowledge of common group fitness exercise equipment is important, such as: Exercise bands Stability balls Medicine balls Hand-held weights Weighted bars Step benches 21

22 Exercise progression Progression in every class Rarely does an instructor introduce a new class and continue to have the same participants time after time. Intensity needs vary from one participant to another. Gradually building complicated movements in a step-by-step manner in each class will ensure that participants of varying levels of skill and fitness will be successful. Progression over time For situations when an instructor starts with a beginner-level class and progresses the participants to a more advanced level, knowledge of appropriate progression principles is important. 22

23 Cardiorespiratory exercise progression guidelines Duration is increased by no more than 20% weekly until participants are able to exercise at a moderate to vigorous intensity continuously for 20 to 30 minutes. Initially, increases in duration and/or frequency are tolerated better than increases in intensity. Once the target duration and frequency are achieved, adjustments in intensity of no more than 5% of HRR every 6th exercise session are recommended. 23

24 Resistance exercise progression guidelines When participants no longer feel challenged by their current resistance-training stimulus, they should be encouraged to increase intensity. An increase in intensity can be brought about by varying any one of the following variables, while keeping all other variables constant: The weight (resistance) The number of repetitions Reducing speed of movement Reducing rest periods between sets or between exercises Maintaining muscular tension, as opposed to locking out the joint during compound exercises, promotes safer and more effective exercise. 24

25 Monitoring aerobic exercise intensity: percentage of maximum heart rate (MHR) To determine an exerciser s target heart rate (THR), use a percentage of MHR. MHR may be determined by a VO 2 max test or estimated by the age-predicted maximal heart rate formula. 25

26 Monitoring aerobic exercise intensity: heart rate reserve (HRR) HRR is the result of subtracting RHR from MHR. HRR represents the working range between resting and maximum HR within which all physical activity occurs. The Karvonen formula is an equation that uses HRR to determine THR. A common mistake is forgetting to add back in the RHR. 26

27 Monitoring aerobic exercise intensity: rating of perceived exertion (RPE) Developed by Dr. Borg, the RPE scale provides a standard means for subjective self-evaluation of exercise intensity level. Original scale: 6 to 20 Revised category ratio scale: 0 to 10 27

28 Monitoring aerobic exercise intensity: talk test The talk test is based on the concept that exercise participants should be able to breathe comfortably and rhythmically, avoiding hyperventilation. If breathing is labored and difficult, intensity is too great. Especially useful for beginners Higher-functioning exercisers may find this subjective technique too conservative. 28

29 CLASSIFICATION OF EXERCISE INTENSITY FOR CARDIORESPIRATORY ENDURANCE Intensity %HRR or RPE VO 2 R %HR max (6-20) Light <40 <64 < Moderate Vigorous/ Hard Very Hard >85 > >9 RPE (1-10 ) Talk Test METS Comfortable speech is possible Speech possible with some difficulty Speech limited to short phrases Speech is very difficult Sources: Swain, D.P. & Leuthoholtz, B.C. (2007). Exercise Prescription: A case study approach to the ACSM Guidelines -2 nd edition (2007), p38 ACSM s Resources for the Personal Trainer (2nd ed), Lippincott, Williams & Wilkins Publishers, pg 414. Webster, AL, Aznar-Lain, S. (2008). Intensity of physical activity and the Talk Test : A brief review and practical application. ACSM s Health & Fitness Journal, 12:3 p Haskell, WL, et al. Physical Activity and Public Health: Updated Recommendation for Adults from the American College of Sports Medicine and the American Heart Association. Med. Sci. Sports Exerc., Vol. 39, No. 8, pp , < > 6.0

30 Monitoring aerobic exercise intensity: dyspnea scale Dyspnea refers to difficulty breathing or shortness of breath. Subjective numerical scale +1 mild, noticeable to participant, but not to observer +2 mild, some difficulty, participant can continue to exercise +3 moderate difficulty, participant can continue to exercise +4 severe difficulty, participant must stop exercising Well-suited for use by participants who have pulmonary conditions, such as asthma and emphysema, and for those who feel limited due to breathlessness 30

31 Assessing heart rate Carotid pulse site The carotid artery is just to the side of the larynx. Use light pressure from the fingertips. Never press on both carotid arteries at the same time, as doing so will blunt the heart-rate response. Radial pulse site The radial artery is in the wrist, in line with the thumb. Use light pressure from the fingertips. Temporal pulse site Temple area Use light pressure from the fingertips. Never use your thumb to assess a participant s heart rate, as the thumb has its own strong pulse. 31

32 Monitoring intensity in the group exercise setting If using music and measuring heart rate, turn off the music so the beats do not interfere with pulse counting. A peripheral pulse (e.g., radial) is encouraged over the use of the carotid pulse; if using the carotid pulse, press lightly. Check intensity during the middle of the conditioning segment so it can be modified if necessary. When checking a pulse, keep participants moving to prevent pooling of the blood in the lower extremities. Use a 10-second pulse count if using target heart rates. Give modifications based on results, and encourage participants to work at their own pace. 32

33 Conditions that may affect resting and exercise heart rate Medications Participants who take substances that may affect heart rate (e.g., beta blockers, cold medications with sympathomimetic activity, nicotine, caffeine) should use RPE as the method for monitoring exercise intensity. Pregnancy The heart works at a higher capacity to pump more blood volume throughout the body. The oxygen cost of weightbearing activity is greater due to increased body weight. RPE should be used as the method for monitoring exercise intensity. 33

34 Conditions that may affect resting and exercise heart rate Disease In general, disease conditions require the body to spend more time adapting to the demands of exercise. Warm-ups and cool-downs should be extended. The intensity of exercise should be reduced. RPE in conjunction with heart-rate monitoring is recommended for monitoring exercise intensity for many types of disease. Very light to fairly light intensity exercise (i.e., 9 11 on the 6 20 scale, or 1 2 on the 0 10 scale) is recommended for the initial stage with participants who fall in the special populations category. 34

35 Appropriate heart-rate responses Warm-up The warm-up includes specific movements to prepare the body for the upcoming conditioning activities. Heart rate gradually increases to the low end of a participant s target zone (e.g., 40 50% HRR). Cardiorespiratory segment Goals are to increase cardiorespiratory endurance and improve body composition. The participant s heart rate remains elevated for 10 to 30 minutes in his or her target zone (e.g., 50 85% HRR). 35

36 Appropriate heart-rate responses Post-conditioning cool-down Prevents excessive pooling of the blood in the lower extremities Heart rate decreases toward resting levels. Muscular strength and endurance segment Heart rate may increase, but not to the same extent as in the cardiorespiratory conditioning segment. Stretching segment Designed to further lower heart rate Promotes relaxation and enhanced overall flexibility 36