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AFAA Flashcards > AFAA Fitness Exam > Flashcards

AFAA Fitness Exam Flashcards

1
Q

A person with a BMI of 30 or above , or is at least 30 lbs over the recommended weight for their height

A

Obesity

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2
Q

What are the 5 AFAA Questions

A

PESAP - Purpose, Effectiveness, Safety, Accuracy, Participants

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3
Q

Purpose Question for AFAA 5 Questions

A

What is the purpose of the exercise - ie, strength, conditioning, flexibility, skill development, stress reduction

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4
Q

Effectiveness Question for AFAA 5 Questions

A

Are you doing the exercise effectively, ie with proper range of motion, speed, body position, efficient posture

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5
Q

Safety Question for AFAA 5 Questions

A

Does the exercise create any safety concerns - ie environmental concerns, potential stress areas

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6
Q

Accuracy Question for AFAA 5 Questions

A

Can you maintain proper alignment and form for the duration of the exercise - ie form, dynamic posture, stabilization, or balance

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7
Q

Participants Question for AFAA 5 Questions

A

For whom is the exercise appropriate - ie whether the participant is a beginner, intermediate, etc or any limitations noted by the participant

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8
Q

All components of class are created by a single person, business, or organization

A

Pre-Choreographed

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9
Q

Template that provides overall class direction while allowing instructors to manipulate other variables

A

Pre-Designed

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10
Q

A method of designing, developing, delivering movement to participants based on the instructor’s personal preferences, skill set, and knowledge of exercise selection

A

Freestyle Choreography

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11
Q

Form or mode of exercise that presents a specific stress to the body

A

Modality

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12
Q

Base organizational structure that connects components of a class with a particular outcome - ex: HITT, Cycling, Mind-body

A

Format

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13
Q

Interrelation of actions of nervous, muscular, skeletal systems to create movement

A

Kinetic Chain

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14
Q

The study of human movement

A

Kinesiology

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15
Q

Study of how forces affect a living body

A

Biomechanics

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16
Q

Standard reference posture where the body stands upright with the arms beside the trunk, and the palms and head both face forward

A

Anatomic Position

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17
Q

Toward or on the FRONT side of the body

A

Anterior

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18
Q

Toward or on the BACK side of the body

A

Posterior

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19
Q

Above a landmark or closer to the head

A

Superior

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20
Q

Toward the bottom part of the body, or closer to the feet

A

Inferior

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21
Q

Closer to the center of the body

A

Proximal

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22
Q

Farther from the center of the body or a landmark

A

Distal

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23
Q

toward the midline of the body

A

Medial

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24
Q

farther from the midline of the body

A

lateral

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25
Q

on the opposite side of the body

A

contralateral

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26
Q

On the same side of the body

A

Ipsilateral

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27
Q

Imaginary line that splits the body in halves

A

Midline

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28
Q

What are the three planes of motion

A

Sagittal, frontal, and transverse

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29
Q

What divides the body into a right half and a left half ? Think of walls that are parallel to the left and right side of a person, and only movement that can happen is forward and backward

A

Sagittal Plane

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30
Q

Example of sagittal plane movements

A

Walking, cycling, squatting

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31
Q

What divides the body into a front half and back half? Think of walls in the front and behind someone, and movement limited to side motions

A

Frontal Plane

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32
Q

What are example exercises in the frontal plane?

A

Jumping Jacks and Side Lunges

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33
Q

What divides the body into a top half and a bottom half?

A

Transverse Plane

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34
Q

What are examples of transverse plan movements?

A

Roundhouse kicks and lunges with rotation

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35
Q

Bending at a joint where the
relative angle between two
bones decreases

A

Flexion

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36
Q

Movement at a joint in which
the relative angle between
two adjoining segments
increases

A

Extension

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37
Q

Anterior flexion of the ankle,
where the top of the foot
moves up and away from the
ground

A

Dorsiflexion

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38
Q

Posterior extension at the ankle where the top of the foot moves down toward the
ground; pointing toes

A

Plantar Flexion

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39
Q

Body segment is moving away from the midline of the body

A

Abduction

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40
Q

Body segment is moving toward the midline of the body

A

Adduction

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41
Q

Bottom of the foot rotates outward (laterally)

A

Eversion

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42
Q

Bottom of the foot rotates inwards (medially)

A

Inversion

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43
Q

Movement of the shoulder blades closer to the spine

A

Scapular retraction

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44
Q

Movement of the shoulder blade forward and away from the spine

A

Scapular protraction

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45
Q

Turning of a limb or body segment toward the midline of the body

A

Internal rotation

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46
Q

Turning of a limb or body segment away from the midline of the body

A

External Rotation

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47
Q

Tri-planar movements like eversion, dorsiflexion and abduction

A

Pronation

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48
Q

Tri-planar movement like plantar flexion, inversion, adduction

A

Supination

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49
Q

Lateral-rotational movement
away from the midline of the
body.

A

Horizontal abduction

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50
Q

Medial-rotational movement toward the midline of the body

A

Horizonal adduction

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51
Q

Muscles that produce flexion of a limb or a joint

A

Flexors

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52
Q

Muscles that produce extension of a limb or joint

A

Extensors

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53
Q

Muscles that produce abduction of a limb or joint

A

Abductors

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54
Q

Muscles that produce adduction of a limb or joint

A

Adductors

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55
Q

Muscles that produce
pronation of a limb or
body segment

A

Pronators

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56
Q

Muscles that produce
supination of a limb or
body segment

A

Supinators

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57
Q

The starting point from which
an individual moves; a pose
in which the body is standing in its natural, relaxed
position

A

Static posture

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58
Q

Positioning of the body during any movement

A

Dynamic posture

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59
Q

Occurring in more than one plan of motion

A

Multi-planar

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60
Q

Body position where one is
lying on the back and facing
upward

A

Supine

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61
Q

Body position where one is
lying face downward

A

Prone

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62
Q

Production of tension of a muscle while shortening in length

A

Concentric Activation

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63
Q

Production of tension of a muscle while maintaining a constant
length

A

Isometric Activation

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64
Q

Production of tension of a muscle while increasing in length

A

Eccentric Activation

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65
Q

A muscle’s primary function

A

Isolated function

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66
Q

Action of a muscle when generating an eccentric contraction - example lowering an arm after a bicep curl to prevent gravity from pulling it off

A

Eccentric function

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67
Q

Division of the nervous system
comprising the brain and the
spinal cord; primary function
is to coordinate activity of all
parts of the body.

A

Central Nervous System

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68
Q

All of the nerve fibers that
branch off from the spinal
cord and extend to the rest
of the body

A

Peripheral Nervous System

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69
Q

Functional unit of the nervous system

A

Neuron

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70
Q

Sensory receptors responsible for sensing change of
position in body tissues.

A

Mechanoreceptors

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71
Q

Cumulative sensory input to
the central nervous system
from all mechanoreceptors

A

Proprioception

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72
Q

Receptors sensitive to
change in length of the
muscle, and the rate of that
change.

A

Muscle Spindles

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73
Q

Receptors sensitive to the
change in tension of the
muscle, and the rate of that
change.

A

Golgi tendon organs

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74
Q

Tubular component of muscle cells containing sarcomeres and protein filaments

A

Myofibrils

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75
Q

Slow-twitch that have high aerobic capacity. They are more resistant to fatigue. They do not respond well to muscle growth, are smaller in size, and produce less force

A

Type I

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76
Q

Individual contractile units
made up of actin (thin) and
myosin (thick) filaments

A

Sarcomeres

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77
Q

Meaning “with oxygen,” the
long-term energy production
cycle that occurs when
sufficient oxygen is present

A

Aerobic

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78
Q

Meaning “without oxygen,”
the short-term energy production cycle that occurs with
insufficient oxygen levels

A

Anaerobic

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79
Q

Muscle that works as the
prime mover of a joint
exercise. - example: gluteus maximus at the hip during a squat

A

Agonist

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80
Q

Muscles that assist the prime
mover in a joint action. Example - piriformis at the hip during a squat

A

Synergists

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81
Q

Fast-twitch that have less oxygen delivery due to less capillaries. Considered to be anaerobic and more susceptible to enlargement. Produce more speed and strength, but the burst of intensity is short-lived. Quick to fatigue

A

Type II fibers

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82
Q

Muscles that oppose the prime mover

A

Antagonists

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83
Q

Strong connective tissue that connects bone to bone

A

Ligament

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84
Q

Junction where two or more bones join to create motion

A

Joint

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85
Q

Portion of the skeletal system
consisting of the bones of the
skull, rib cage, and vertebral
column.

A

Axial Skeleton

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86
Q

Portion of the skeleton that
includes the bones that
support the upper an lower
extremities

A

Appendicular Skeleton

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87
Q

Joints held together by a
fluid-based capsule
and ligaments; the type of
joint most associated with
movement in the body

A

Synovial Joints

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88
Q

Muscles moving together to produce movement around a joint

A

Force-couple relationship

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89
Q

Simultaneous contraction
of one muscle and the
relaxation of its antagonist
to allow movement to take
place

A

Reciprocal inhibition

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90
Q

Process by which an overactive muscle decreases
neural drive to its functional
antagonist

A

Altered reciprocal
inhibition

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91
Q

Alignment of all parts of the
kinetic chain with the purpose of countering external
forces and maintaining structural efficiency.

A

Posture

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92
Q

The natural position of the
spine when the cervical,
thoracic, and lumbar curves
are in good alignment

A

Neutral Spine

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93
Q

Abnormal lateral twisting or
rotating of the spine

A

Scoliosis

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94
Q

Abnormal rounding of the
thoracic portion of the spine,
usually accompanied by
rounded shoulders - hunchback of Notre Dame

A

Kyphosis

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95
Q

Sway back, increased or excessive lumbar curve

A

Lordosis

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96
Q

System of the body composed of the cardiovascular
and respiratory systems

A

Cardioresperatory System

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97
Q

System of the body composed
of the heart, blood, and blood
vessels

A

Cardiovascular System

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98
Q

System of the body composed of the lungs and respiratory passages that collect oxygen from the external environment and transport it to the bloodstream

A

Respiratory System

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99
Q

Vessels that transport blood
from the extremities back to
the heart

A

Veins

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100
Q

Superior chambers of the
heart that receive blood from outside the heart and deliver it into their corresponding ventricle

A

Atria

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101
Q

Inferior chambers of the heart
that receive blood from their
corresponding atrium and, in
turn, force blood out of the
heart into the arteries

A

Ventricles

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102
Q

Vessels that transport blood
away from the heart.

A

Arteries

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103
Q

Valves that allow for proper
blood flow from the atria to the
ventricles

A

Atrioventricular (AV) valves

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104
Q

Valves that allow for proper
blood flow away from the
heart to the lungs and body

A

Semilunar (SL) valves

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105
Q

Specialized area of cardiac
tissue located in the right
atrium of the heart that initiates the electrical impulses
that determine the heart rate

A

Sinoatrial (SA)
node

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106
Q

Small mass of specialized
cardiac muscle fibers located
on the wall of the right atrium
of the heart that receives impulses from the sinoatrial (SA)
node and directs them to the
walls of the ventricles

A

Atrioventricular
(AV) node

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107
Q

Rate at which the heart
pumps; usually measured in
beats per minute (bpm)

A

heart rate (HR)

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108
Q

Amount of blood pumped
out of the heart with each
contraction

A

Stroke Volume (S)

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109
Q

Heart rate multiplied by
stroke volume; a measure of
the overall performance of
the heart; HR *S = this

A

Cardiac Output (Q)

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110
Q

A scientific unit of energy

A

Calorie

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111
Q

All of the chemical reactions that occur in the body that are required for life

A

Metabolism

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112
Q

Energy storage and transfer
unit within the cells of the
body

A

ATP

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113
Q

Organelle found in the cytoplasm of eukaryotic cells that
contains genetic material
and enzymes necessary for
cell metabolism, converting
food to energy

A

Mitochondria

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114
Q

A series of chemical reactions that either break down
or build up compounds in the
body

A

Metabolic Pathways

115
Q

Chemical reactions in the
body that require the presence of oxygen to extract
energy from carbohydrates,
fatty acids, and amino acids

A

Aerobic metabolism

116
Q

Chemical reactions in the
body that do not require the
presence of oxygen to create
energy through the combustion of carbohydrates

A

Anaerobic Metabolism

117
Q

Pathway to energy that occurs during the first 2-3 minutes of activity; glucose without the presence of oxygen to create ATP

A

Glycolysis

118
Q

Occurs during the initial 10-15 seconds of activity; used for the activities that require high power or strength

A

ATP-PC -ATP phosphocreatine

119
Q

Unconscious trained response of a muscle to a signal regarding dynamic joint
stability.

A

Neuromuscular control

120
Q

Flexibility technique focusing
on the neural and fascial systems of the body to decrease
receptor excitation and release muscle tension; common through foam rolling

A

Self-myofascial Release (SMR)

121
Q

A process of passively taking
a muscle to the point of tension and holding the stretch
for 30 seconds.

A

Static Stretching

122
Q

Flexibility exercises in
which agonists move a limb
through a full range of motion, allowing the antagonists
to stretch

A

Active Stretching

123
Q

Multiplanar extensibility
with optimal neuromuscular
control through a full range
of motion

A

Dynamic Stretching

124
Q

Drawing the navel back toward the spine without spinal flexion - like pulling the stomach in to button a pair of jeans

A

Drawing-in Maneuver

125
Q

Simulates teaching the body how to recruit the right muscle, at the right time, with the right amount of force

A

Proprioceptively enriched environments

126
Q

Ability to maintain equilibrium in place with no external
forces.

A

static balance

127
Q

Ability of the nervous system to gather and interpret
information to anticipate and
execute the proper motor
response.

A

Sensorimotor
integration

128
Q

Uses quick, powerful movements involving an eccentric contraction, followed
immediately by an explosive
concentric contraction

A

Plyometric training

129
Q

Ability of muscles to exert
maximal force output in a
minimal amount of time

A

rate of force production

130
Q

A forceful cycle of muscle
contraction that involves eccentric loading of the muscle,
isometric muscle contraction, and concentric muscle
contraction

A

integrated performance paradigm

131
Q

Ability to maintain center of
gravity over a changing base
of support while changing
direction at various speeds

A

agility

132
Q

Ability to react to a stimulus
with an appropriate muscular
response without hesitation

A

quickness

133
Q

The straight-ahead velocity
of an individua

A

speed

134
Q

Consists of an individual maintaining a training heart
rate of approximately 65–75% of his or her maximum heart rate (HRmax); known as recovery or base zone

A

Zone 1

135
Q

Close to a person’s anaerobic threshold at 76–85% of HRmax.

A

Zone 2

136
Q

The point during high-intensity
activity when the body can no
longer meet its demand for
oxygen and anaerobic metabolism predominates; also called the lactate threshold.

A

Anaerobic threshold

137
Q

Approaches peak exertion levels; a true high-intensity workout reaches 86-90% of HRmax,
which may require several short sprints

A

Zone 3

138
Q

Number of contractions of
the heart occurring in 1 minute while the body is at rest.

A

Resting heart rate

139
Q

Body’s ability to remain
stable and balanced over the
center of gravity in a changing environment

A

Stabilization

140
Q

A technique used to express
or validate how hard a participant feels he or she is
working during exercise.

A

Rating of Perceived Exertion (RPE)

141
Q

What is the RPE scale that is based on 6-20 ratings associated with heart rates? This allows participants to add a 0 to the end of their number, which is a subjective estimate of their heart beat

A

Borg Scale

142
Q

Average adult has a resting heart rate of this

A

70-80 bpm

143
Q

Perceived exertion is used by
participants to guide participants in subjectively defining
their training demands.

A

Perceived Intensity

144
Q

A self-evaluation of intensity
associated with the ability to
talk while exercising

A

Talk Test

145
Q

A method for recommending exercise intensity where the formula is: Target VO2 = VO2 max × intensity desired

A

Peak VO2

146
Q

Method for Recommending Exercise Intensity where: Target HR (THR) = HRmax × % intensity desired

A

Peak Heart Rate

147
Q

Method for recommending exercise intensity where: Target heart rate (THR) = [(HRmax–HRrest) × % intensity desired] + HRrest

A

Heart Rate Reserve

148
Q

Difficulty or troubled breathing

A

Dyspnea

149
Q

Overall of objectives if this are to reduce workout intensity to pre-workout levels and complete the experience

A

Transition / Cool Down

150
Q

Includes confirmation that workout is complete, compliments on effort, invite back, and request for feedback

A

Outro

151
Q

Instructor’s ability to create
a seamless experience from
start to finish

A

Flow

152
Q

The maximum force that
can be generated in a single
repetition

A

1 Rep Maximum

153
Q

5 Components of Class Design

A

1) Intro 2) Movement Prep 3) Body 4) Transition 5) Outro

154
Q

Instructor engagement with
participants and explanation
of the workout and class
expectations

A

Introduction

155
Q

Activities to increase body
temperature and prime the
body for workout demands

A

Movement Prep

156
Q

Majority of the fitness class;
activities with a singular or
integrated focus on
cardiorespiratory fitness, muscular strength, muscular endurance, flexibility, or mindfulness

A

Body of Workout

157
Q

Safely takes participants
through the gradual physiological change from exertion
to rest

A

Transition

158
Q

Final class segment to conclude the workout, praise
participants’ effort, and invite
participants back for the next
session

A

Outro

159
Q

Consists of simple, movements of integrated fitness
(such as flexibility, core,
and balance) to gradually
increase intensity

A

General Movement Prep

160
Q

Activities that initiate
body-of-the-workout
movements at a lower
intensity and/or complexity

A

Format-Specific Movement Prep

161
Q

An option that allows the
fitness class participant to
increase complexity, impact,
or intensity of a movement or
movement patterns

A

Progression

162
Q

An option that allows the
fitness class participant to
decrease complexity, impact,
or intensity of a movement or
movement patterns.

A

Regression

163
Q

Adaptions to movements in
order to accommodate specific requests, making moves
possible for individuals with
specific needs

A

Modifications

164
Q

Sitting in saddle, riders pedal with moderate resistance between 80-100 RPM

A

Seated Flat Cycling

165
Q

Standing out of saddle, riders pedal with enough resistance to support body weight at a cadence range between 80–100 RPM

A

Standing Flat

166
Q

Sitting in saddle, riders pedal with heavy to very heavy resistance at a cadence range
between 60–80 RPM

A

Seated Climb

167
Q

Standing out of saddle, riders pedal with heavy to very heavy resistance at a cadence
range between 60–80 RPM

A

Standing Climb

168
Q
  1. Pedaling seated with light to medium resistance
  2. Increase cadence to 110–120 RPM for short durations (e.g., a set of 30–60 second or shorter
    speed pickups while maintaining same resistance)
A

Seated Speed Drills

169
Q
  1. Pedaling seated with moderately heavy to heavy resistance.
  2. Stand up and accelerate hard to increase leg speed to 100–120 RPM.
  3. Then sit for 10–20 seconds
A

Sprints

170
Q
  1. While pedaling seated with moderately heavy to heavy resistance (60–80 RPM), stand
    and accelerate leg speed by 10–20 RPM out of saddle for short period of time.
  2. Return to saddle and slow leg speed while maintaining resistance.
  3. Perform in a series of 3–5 for approximately 15–30 seconds
    per “attack
A

Attacks

171
Q
  1. Starting in seated position, keeping leg speed (RPM) constant, lift hips out of saddle for a short period of time
  2. Return to saddle
  3. Repeat alternating sequence of sitting to standing to sitting
A

Jumps

172
Q

The first beat of a measure

A

Downbeat

173
Q

The audible, metrical division
that occurs within the foundational layer of music

A

Beat

174
Q

A common musical structure
used in group fitness where
there is an audible build up
and closure every 32 counts

A

32-Count Phrasing

175
Q

A pattern or repeated movement or sound

A

Rhythm

176
Q

Resistance Training recommended BPM range

A

125-135 BPM

177
Q

HIIT /Tabata recommended BPM range

A

150-160 BPM

178
Q

Boot Camp recommended BPM range

A

130-140 BPM

179
Q

Step recommended BPM range

A

128-132

180
Q

Barre / Pilates recommended BPM range

A

124-128 BPM

181
Q

Kickboxing recommended BPM range

A

140-150 BPM

182
Q

Aqua / Water /Seniors recommended BPM range

A

122-128 BPM

183
Q

Using tempo, lyrics or song
components to drive the
movements

A

foreground music

184
Q

Using music to set the mood
and support the atmosphere.

A

background music

185
Q

A subset of a genre or
classification of music from
certain eras or cultures.

A

Musical Style

186
Q

A form of exercise wherein the focus is on the ability of the neuromuscular system to
increase the rate of force
production

A

Power training

187
Q

Maximum music volume

A

85 dB

188
Q

Allows the instructor to teach from the front of the room while being able to view all participants. This may create some obstructed views of demonstrations

A

Staggered Arrangement

189
Q

Allows instructors to move through the room to coach participants using large
equipment. This may have some space limitations, and individuals at the ends may feel excluded. It is important to remember to visit those on the ends and ensure adequate space.

A

Row Arrangement

190
Q

Allows the instructor to move from station to station, coaching specific to the exercise at each one. This arrangement can create space and equipment constraints
and may reduce the quality of feedback if multiple exercises are being performed
simultaneously. Orange theory is an example

A

Circuit

191
Q

Allows circular jogging, as well as forward and backward movement toward the center of the room. This arrangement requires an instructor’s back to be turned to participants at times, which can complicate explanations and demonstrations. Additionally,
it can create unwanted competition or poor role modeling between participants watching one another. Instructors may have difficulty navigating among participants

A

Circle

192
Q

Common postural malalignments and muscle imbalances that individuals develop based on a variety of factors

A

Postural distortion patterns

193
Q

A postural distortion syndrome characterized by foot
pronation (flat feet) and adducted and internally rotated
knees (knock knees)

A

Pronation distortion syndrome

194
Q

A postural distortion syndrome characterized by an
anterior tilt to the pelvis
(arched lower back).

A

Lower crossed syndrome

195
Q

A postural distortion syndrome characterized by a forward head and rounded shoulders

A

Upper Crossed Syndrome

196
Q

Proportion and balance between two items or two sides

A

Symmetry

197
Q

Recommended air temperature for a facilities

A

68-72 Degrees F

198
Q

Amount of energy the human body expends as heat

A

70-80%

199
Q

When core temperature rises above 102 degrees fahrenheit, this happens

A

Heat Exhaustion

200
Q

When core temperature pushes over 104 degrees fahrenheit, the dangerous condition of this can occur

A

Heat Stroke

201
Q

this can occur if core temperature surpasses 107 degrees

A

Death

202
Q

this occurs if core body temperature goes below 95 degrees

A

Hypothermia

203
Q

VO2 Max reduces by 27% at this level of elevation

A

4,000 Meters

204
Q

Exercise should not take place when environments have an air quality index of this amount or higher

A

150

205
Q

Language that creates a
climate of trust, caring, and
acceptance.

A

Supportive Communication

206
Q

Communication other than
written or spoken language
that creates meaning

A

Nonverbal Communication

207
Q

When a communicator
(instructor) sends an audio,
visual, or kinesthetic signal
with no confirmation of
receipt from the receiver(s).

A

One-way communication

208
Q

When a communicator
(instructor) sends an audio,
visual, or kinesthetic signal
and the receiver communicates a response back to the
sender.

A

Two-way communication

209
Q

Use of continuous, reliable,
and precise verbal cues that
occur simultaneously with
movement

A

Cue-based teaching

210
Q

Demonstrating aspirational
form and technique while
providing a comprehensive
view of the movement or pattern from start to finish.

A

Visual Teaching

211
Q

Teaching technique in
which instructors face their
participants and perform
movements as if they are
the participants’ reflection
in a mirror

A

Mirroring

212
Q

Teaching technique in which
an instructor faces the same
direction as the participants
and uses a mirror’s reflection
to teach or cue movements

A

reflective Imaging

213
Q

Teaching technique in which
an instructor focuses on
verbal coaching and motivational phrasing in order to push the participants through timed movement sequences

A

timed coaching

214
Q

Cueing that incorporates
visual, auditory, and kinesthetic learning strategies

A

Three-dimensional cueing

215
Q

This method teaches one move or exercise in a combination (repeating as necessary) before teaching the second move (repeating as necessary). Then, the instructor cues participants to add the second move to the first. This is repeated with the rest of the combination

A

Part-to-whole teaching method

216
Q

This method teaches a combination of moves by first teaching the move and repeating it until participants have it mastered. This is repeated with
each additional move. Then, the instructor returns to the starting move and reduces the number of repetition with each move.

A

Repetition-Reduction Teaching Method

217
Q

This method teaches a combination of movements at
a basic level, and then adds additional movements, range, or intensity to build upon each movement for more complexity

A

Simple-to-complex layering teaching Method

218
Q

This method teaches an exercise or combination of exercises
at a slower rate or at half the speed at which it will be performed. Once mastered, the
instructor cues the participants to speed up to the appropriate tempo

A

Slow to fast teaching method

219
Q

A movement correction
technique that requires the
instructor to redirect the
participant through the use
of touch

A

Hands-on-cueing

220
Q

Used to technically set up
the movement or movement
pattern in a timely, efficient,
clearly stated way

A

Pre-cue

221
Q

Explains the intended movement, often as the instructor
is simultaneously demonstrating proper form of the
movement

A

Main Movement Cue

222
Q

Uses expression, gestures,
posture, or other nonverbal
forms of communication to
keep the class engaged

A

Nonverbal Cue

223
Q

Motivational Cue

A

Used to encourage participants during challenging
movements or to keep them
going when fatigue affects
performance

224
Q

(also known as positive cueing) Choosing words that cue
to the solution rather than
the problem

A

Positive-based cueing

225
Q

Coaching practice focused on
creating an environment that
emphasizes self-improvement,
rather than competing against
others

A

Autonomy-supportive Cueing

226
Q

Counting down from 8 and
providing verbal and/or visual cues on counts 4-3-2-1

A

4-beat Cueing

227
Q

Counting down from 8 and
providing verbal and/or
visual cues on counts 2-1,
or the last two counts of a
phrase

A

2-beat Cueing

228
Q

Movement selection that offers options in intensity and
complexity for a variety of
skill and fitness levels

A

Participant-centered instruction

229
Q

(also known as positive
correction) Using various
forms of verbal and nonverbal feedback to elicit a
corrective change in the
most encouraging manner
possible.

A

Positive-based Correction

230
Q

Chronically high blood pressure as defined by a systolic pressure above 140 mm Hg
and/or a diastolic blood pressure above 90 mm Hg

A

Hypertension

231
Q

Coronary arteries of the heart become narrowed due to fatty build-up along the walls of the arteries

A

Coronary Heart Disease

232
Q

A complex condition defined by impairment of the heart

A

Congestive Heart Failure

233
Q

Narrowing of the arteries due to a build-up of plaque along their walls

A

Atherosclerosis

234
Q

Condition in which blood flow to the extremities is reduced due to the narrowing of arteries

A

Peripheral Artery disease

235
Q

An acute condition in which blood supply to the brain or areas of the brain is greatly reduced or interrupted; individuals who have suffered a stroke may be left with chronic paralysis or physical dysfunction

A

Stroke

236
Q

Bones become thin, fragile and prone to fracture

A

Osteoporosis

237
Q

The loss of control of body movements

A

Ataxia

238
Q

What joint relaxes joints during pregnancy

A

Relaxin

239
Q

The balanced combination of
education and entertainment
used to deliver an instructional experience in the most
compelling way possible

A

Edutainment

240
Q

Influences from those
individuals or groups with
whom one interacts regularly

A

Interpersonal Influences

241
Q

Influence resulting from emotions

A

Affective Influence

242
Q

Physical feelings an individual experiences as they relates to behaviors involved in establishing a healthy
lifestyle

A

Sensation Influences

243
Q

Influences that are created
as a result of an individual’s
own behavior

A

Behavior Influences

244
Q

The practice of offering a
reward following a desired
behavior to encourage repetition of the behavior

A

Positive Reinforcement

245
Q

States that individuals
progress through a series of
stages of behavior change,
and that movement through
these stages is cyclical—not
linear

A

Transtheoretical Model

246
Q

Stage of change in the Transtheoretical Model in which
individuals do not intend to
change their high-risk behaviors in the foreseeable future

A

Precontemplation Stage

247
Q

The stage of change in the
Transtheoretical Model in
which individuals are contemplating making a change
within the next 6 months

A

Contemplation Stage

248
Q

The stage of change in the
Transtheoretical Model in
which individuals intend to
take action in the near future, usually within the next
month.

A

Preparation Stage

249
Q

The stage of change in the
Transtheoretical Model in
which individuals have made
specific, overt modifications
to their behavior within the
past 6 months

A

Action Stage

250
Q

The stage of change in the
Transtheoretical Model that
begins 6 months after the
criterion has been reached
until a time point at which
the risk of returning to
the old behavior has been
terminated

A

Maintenance Stage

251
Q

An evolving, growing, and
dedicated group of people
who follow, trust, and regularly communicate with a
Group Fitness Instructor

A

Fitness Community

252
Q

An inspirational statement
about what an instructor
wants to be in the future

A

Fitness Vision Statement

253
Q

An informative statement
about what an instructor
does (or wants to do).

A

Fitness Mission Statement

254
Q

A benefit statement or philosophy related to fitness.

A

Fitness Message

255
Q

Framework of dietary standards used to plan and evaluate diets.

A

Dietary Reference Intake

256
Q

The average daily nutrient intake level estimated to meet the
requirement of half the healthy individuals who are in a particular life
stage and gender group

A

Estimated Average Requirement

257
Q

The average daily nutrient intake level estimated to meet the
requirement of half the healthy individuals who are in a particular life stage and gender group

A

Recommended Dietary Allowance

258
Q

A recommended average daily nutrient intake level, based on observed (or experimentally determined) approximations or estimates of nutrient intake assumed to be adequate for a group (or groups) of healthy people. This measure is used when RDA cannot be determined.

A

Adequate Intake

259
Q

The highest average daily nutrient intake level likely to pose no risk of adverse health effects to almost all individuals in a particular life stage and gender group. As intake increases above the UL, the potential risk of adverse health effects increases

A

Tolerable Upper Intake Level

260
Q

Macronutrients

A

Nutrients that provide calories

261
Q

A carb with more than 10 carbon-water units; examples are fiber and starch found in whole grains and veggies

A

Complex Carb

262
Q

Complex carb stored in the liver and muscle cells

A

Glycogen

263
Q

Sugar transported in the
body to supply energy to the
body’s cells, including fueling
the brain and other cells in
the body that cannot use fat
as a fuel (e.g., blood sugar)

A

Blood glucose

264
Q

Group of compounds that
includes triglycerides (fats
and oils), phospholipids, and
sterols

A

Lipids

265
Q

Chemical or substrate form
in which most fat exists in
food as well as in the body

A

triglyceride

266
Q

Chain of carbons saturated
with all of the hydrogens it
can hold; there are no double
bonds

A

saturated fat

267
Q

The molecule that carries lipids throughout the body and
delivers cholesterol that can
accumulate on artery walls

A

LDPL - low density lipoprotein

268
Q

recommendation for fat intake from calories

A

20-35% of total calories

269
Q

Long chains of amino acids
that serve many essential
functional roles in the body

A

Protein

270
Q

Building blocks of proteins;
composed of a central carbon atom, a hydrogen atom,
an amino group, a carboxyl
group, and an R-group

A

Amino Acids

271
Q

Amino acids that cannot be
produced by the body and
must be acquired by food.

A

Essential Amino Acids

272
Q

Amino acids produced by the
body that do not need to be
consumed in dietary sources.

A

Nonessential amino acids

273
Q

Protein that provides all of
the essential amino acids
in the amount the body
needs and is also easy to
digest and absorb (e.g., a
high-quality protein)

A

Complete protein

274
Q

Food that does not contain
all of the essential amino
acids in the amount needed
by the body

A

Incomplete Protein

275
Q

Two or more incomplete proteins that combined together
provide all essential amino
acids

A

Complementary Proteins

276
Q

Recommendation for protein intake

A

10-35% of daily calories

277
Q

BPM Range for Kickboxing

A

140-150 BPM

278
Q

BPM Range for Barre/Pilates

A

124-128

279
Q

BPM Range for Step

A

128-132

280
Q

BPM Range for Boot Camp

A

130-140

281
Q

BPM for HIIT

A

150-160

282
Q

BPM for Resistance Training

A

125-135

283
Q

Division of a training program into smaller progressive steps, with built in recovery phases.

A

Periodization

AFAA Flashcards (1 decks)

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