Ch. 5 - Teaching Basics

Question 1

Today’s GFI need to be prepared to

Answer 1

Teach movement, demonstrate proper form, and deliver appealing classes to a variety of fitness levels and formats

Question 2

AFAA recommends incorporation of 5 components that work together to create a connected, holistic workout experience

Answer 2

1. Introduction
2. Movement prep
3. Body of workout
4. Transition
5. Outro

Time and complexity varies by class type - but implementing all are important

Question 3

1. Introduction

Answer 3

Instructor engagement w/ participants and explanation of the workout and class expectations
—should be succinct, yet informative, to capture attention of class

Should be no more than 60 seconds and include:
—a warm welcome
—instructor’s name and class title
—overview of workout and equipment
—motivating seque into a movement prep

Question 4

2. Movement Prep

Answer 4

Activities to increase body temp. And prime the body for workout demands
—to reduce the risk of injury, preview upcoming movements, and move participants from resting to steady state
—should be applied after intro.
—also could be called a warm-up

Efficient movement prep should:
—increase core body temp.
—inc. blood flow and breathing rate
—prime body for class movements

Question 5

3. Body of workout

Answer 5

Majority of class - classes with singular or integrated focus on cardio, muscular strength, muscular endurance, flexibility or mindfulness
—at this point exercises can be executed at full intensity
—should be designed with specific goal in mind, but must be adjusted to meet needs of actual participants
—this step takes the most effort in planning

Focused on:
—achieving or maintaining a certain Heart rate or rating of perceived exertion (RPE) level
—completing a specific choreo
—performing a certain number of sets, reps or intervals
—burning ~ # of calories
—dissipating stress
—practicing athletic skills

Question 6

4. Transition

Answer 6

Safely takes participants through the gradual physiological change from exertion to rest
—offers a steady, gradual change in intensity
—focused on a downward trajectory, sometimes called a cool-down
—flexibility is a common component in transition section
—should include static or SMR based movements to improve joint range of motion, increase muscle length, and promote relaxation and recovery

Overall objectives are
—reducing workout intensity to pre-workout levels
—complete the experience (Start to finish connectivity)

Question 7

Outro

Answer 7

Final class segment to conclude the workout, praise efforts, and invite back for next session
—only takes moments and should leave an impression
—confirmation the workout is complete
—compliments or positive statements
—invitation to come back
—request for participants to provide feedback and ask questions

Question 8

Monitoring intensity

Answer 8

Specifically in the body of the workout
—participants need benchmarks of how hard they should be working at diff. Points in class so they can pace themselves and complete the experience
—several ways to educate group on how to self-monitor intensity

Question 9

RPE

Answer 9

Rating of perceived exertion (RPE) - a tech. Used to express or validate how hard a participant feels he or she is working during exercise
—subjective based on physical sensations during activity, increased HR, respiration rate, sweating, and muscle fatigue

Question 10

There are 2 versions of RPE scale
1. Borg Scale

Answer 10

Based on a 6-20 rating scale associated with Heart rates
—based on the rating, participants add a 0 to the end of their number
—creates a subjective estimate of their heart beats per minute
—the avg. adult has a resting HR of 70-80 bpm - making this a representation of where a participant’s HR might have been before workout began

6 - no exertion at all
7 - extremely light
9 - very light
11 - light
13 - somewhat hard
15 - heavy / hard
17 - very hard
19 - extremely hard
20 - maximal exertion

Question 11

Modified Bord Scale

Answer 11

it may be easier for a participant to use a modified borg scale using the numbers 0-10

0 - nothing
1 - very light
2 - fairly light
3 - moderate
4 - somewhat hard
5/6 - hard
7/9 - very hard
10 - very, very hard - maximal

Question 12

Perceived intensity

Answer 12

Perceived exertion is used by participants to guide them in subjectively defining their training intensity

Question 13

Talk test

Answer 13

A self-evaluation of intensity associated with the ability to talk while exercising
—if working so hard they can’t speak, intensity is too high
—number of studies have reported a correlation among the talk test, oxygen consumption (VO2), the ventilator threshold (Tvent), and hR during exercise
—summary below

Question 14

Table: Methods for recommending exercise intensity

Answer 14

Peak VO2: target VO2 = VO2nax * intensity desired

Peak HR: target HR (THR) = HRmax * % intensity desired

Heart rate reserve (HRR): target hart rate (THR) = [HRmax - HRrest) * % intensity desired] + HRrest

Ratings of perceived exertion (RPE): 6-20 point scale

Talk test - The ability to speak during activity can identify exercise intensity and ventilatory threshold

Question 15

Dyspnea scale

Answer 15

Dyspnea - difficulty or troubled breathing
—this method uses a subjective scale to represent. How participants perceive their relative difficult in terms of breathing

+1 - mild and noticeable to participant, but not to an observer

+2 - mild, with some difficulty noticeable to an observer

+3 - moderate difficulty, but participant can cont. to exercise

+4 - severe difficulty and participant must stop exercising at that level

Question 16

Dyspnea scale 2

Answer 16

This scale is helpful for participants who may have pulmonary conditions (asthma, emphysema), who feel limited bc of breathing difficulties
—scale should be used in conjunction with RPE and HR
—participants should reduce intensity if breathing becomes more labored (+3)

Question 17

Observation

Answer 17

Observing participants in class is another way to monitor intensity levels
—normal physical reactions incl. increased breathing rate, sweating, and red face from inc. blood flow to the surface of skin
—signs of overexertion incl. rapid breathing, becoming disoriented, dizzy, lightheaded, losing color in face, and lack of sweating - these physical signs could indicate a medical issue and should be addressed immediately

Question 18

Maintaining class flow

Answer 18

Flow - instructor’s ability to create a seamless experience from start to finish
—cohesive GFI should have a plan - should work backward, starting w/ class vision and then determining how vision will be accomplished
—-create a structured plan and implementing it in a smooth, connected manner
—flow refers to ability to connect all 5 components of workout to accomplish goal

Question 19

Instructors can master flow with following techniques

Answer 19

1. Planning - gives you opp. To go back and adjust after learning from each class
2. Practice - allows you to see if you are performing with correct technique
   —allows you to feel confident to deviate from plan if something unexpected happens
3. Preparation -
   —pre-class preparation - having playlist ready and testing the mic
   —in-class preparation - telling participants what weights and equipment they will need
4. Modifications - have these prepared - teach these every time to keep new participants cont. engaged
5. Presentation personality
   —who you are and what you represent
   —this will fall into place as you work on the 4 other steps

Flow takes practice - doesn’t start with initial design - have to maintain flow even when things don’t happen as planned

Question 20

General considerations for a strength and resistance workout

Answer 20

Goals of endurance and stabilization, general strength, power, or a combo

General considerations
1. Kinetic chain alignment (foot and ankle, knee, shoulders, LPHC)
2. Core engagement
3. Proper foot positioning (wide, staggered, single leg)
4. Controlled speed and tempo
5. Adequate time under tension in muscle
6. Movement coaching from start to finish

Question 21

Training intensities for strength

Answer 21

Intensities will vary depending on the goal
—intensity is thought as a % of one’s ONE-REP MAXIMUM (1RM) - the maximum force that can be generated in a single repetition

Most participants won’t know their 1RM so generally
—a strength class focused on endurance or stabilization should have a low intensity with lighter resistance and inc. reps
—a class focused on overall strength or muscular development will have higher intensity, using more resistance and fewer reps

Question 22

Table for endurance training in strength classes

Answer 22

Movement prep
—flexibility - 1 rep, 1-3 sets, tempo: 30 sec. Hold, NA intensity, NA rest
—core - 12-20 reps, 1-4 sets, tempo: slow, NA intensity, 0-90 sec. Rest
—balance - 12-20 6-10 SL, 1-3 sets, tempo: slow, NA intensity, 0-90 sec. Rest

Resistance
—12-20 reps, 1-3 sets, tempo: slow, 50-70% 1RM intensity, 0-90 second rest

Question 23

Table overall strength or muscular development strength classes

Answer 23

Movement prep
—flexibility - 5-10 reps, 1-2 sets, tempo: 1-2 sec. Hold, NA intensity, NA rest
—core - 8-12 reps, 2-3 sets, tempo: medium, NA intensity, 0-60 sec. Rest
—balance - 8-12 reps, 2-3 sets, tempo: medium, NA intensity, 0-60 sec. Rest

Resistance
—6-12 reps, 3-5 sets, tempo: medium, 75-85% 1RM intensity, 0-60 second rest

Question 24

Common movement prep exercises for strength-based classes

Answer 24

Attention should be given to improving muscle imbalances, activating the core, and incorporating balance (as needed)
—to prep for greater intensity

Common exercises
—kneeling hip flexor stretch
—lat stretch
—floor planks
—floor bridges
—single-leg squats

Question 25

Seque into body of workout for resistance training classes

Answer 25

—alternate upper and lower body exercises (peripheral heart action training)
—total body movements
—alternate opposing muscle groups, such as a push exercise followed by a pull exercise
—use industry-standard methods, such as circuit training

Question 26

Common exercises in body of strength-oriented class

Answer 26

—squat to overhead press
—push-ups
—bent over rows
—biceps curls
—lunge variations

Transition and Outro will mirror general workout considerations

Question 27

General considerations for HIIT and Interval Classes

Answer 27

HIIT can enhance performance, change body composition, and support overall improvements in health and fitness

—one imp. Consideration is joint impact, as many movements require high-impact, repetitive actions
—kinetic chain alignment
—control based on intended intensity
—systematically challenging heart rate zones

Question 28

Training intensities for HIIT and interval

Answer 28

High-intensity interval that is short and preceded and followed by a moderate-intensity time period to allow the body to recover

Zone 1:
—65-75% of HRmax
—RPE = 12-13
—warm-up 5-10 minutes and cool down 5-10 min
—usually spend 3 min training here and then immediately transition to zone 2

Zone 2:
—76-85% of HRmax
—RPE = 14-16
—1-minute interval

Zone 3
—HRmax 86%-95%
—RPE = 17-19
—when teaching advanced class, can go here but NO MORE than 1 minute

Then go back to 1-3 min. Active recovery work in zone 1

Question 29

General movement prep in HIIT workouts

Answer 29

—static stretch calves and adductors
—abdominal crunches
—push-ups
—walking lunges
—squat jump to stabilization

Question 30

Intervals for HIIT workouts

Answer 30

—body can alternate btwn low and high intensity intervals (work to rest)
—20:10 seconds
—60:30 seconds
—60:60 seconds
—120:60 seconds

Question 31

Common exercises to be used in body of a strength-oriented HIIT class

Answer 31

—jogging
—burpees
—shuffles
—repetitive squat jumps

Question 32

General considerations for boot camp classes

Answer 32

Often incorporate HIIT and other interval tech. With an aggressive but team-oriented approach
—opp. To be creative in exercise selection, equipment use, circuit flow, location

Participants usually attend boot camps bc they want to be pushed to new levels or feel competitive
—consider kinetic chain alignment
—core engagement
—strong motivational focus

Question 33

Training intensities for Bootcamp classes

Answer 33

Follow recommendations for strength and HIIT classes
—intensity level is usually determined by the vision and goal of class, rather than format, with a focus on completions (x minute mile, 150 push-ups, etc.)
—helpful to bring whistles, visible timers, other props

Question 34

Movement prep for bootcamp classes

Answer 34

Participants should be informed of class level and effort expected
—preview unique moves with equipment or reduced load in order to learn movement pattern before body of workout begins
—instructors should emphasize core endurance and strength for safe movement execution

Movement prep exercises
—ab crunches
—push-ups
—walking lunges
—prisoner squats

Question 35

Body of a bootcamp class

Answer 35

Varies by location and equipment
—workout should have clear direction and flow

Ex. Exercises
—high rep goals - motivate class to complete 100, 200 reps w/ structured rest
—poker cards - number on card designates number of reps or type of exercises
—group tasks - group has to stay at a specific station until every participant has completed task before moving on
—pyramid circuits - circuits gradually get harder, then peak, then gradually get easier

Transitional moves should consist of stretches that inc. joint mobility at hip and shoulder
Outro should recap goals accomplished in class

Question 36

General considerations for yoga classes

Answer 36

Yoga primarily works muscles isometrically
—concentric and eccentric movements exist when moving into and out of postures, but most traditional yoga classes emphasize holding stability within posture, to train balance and improve range of motion

Consider
—kinetic chain alignment
—postures begin at pelvic floor to inc. core stability and balance
—intra-abdominal pressure and core bracing
—grouping postures according to spinal movement
—differing training intensity based on outcomes

Question 37

Movement prep yoga

Answer 37

Intro should include what participant should feel coming out of class
—focus on current state and bring awareness to one’s mind, body and breath

Common poses and flows for movement prep
—child’s pose
—cat/cow flow
—spinal balance
—chair pose

Question 38

Body of yoga class

Answer 38

Movements appropriate to goals of class being taught
—sun salutation A
—warrior 1, 2 and 3 (warrior series)
—mountain pose to goddess pose
—plank flow

Transition costs of meditation, breathing or other methods that reduce stress and improve clarity of thought
—Outro should be gentle shift for those in a relaxed state, be spoken lightly, and include validation of work performed

Question 39

General considerations for cycle classes

Answer 39

Usually 45-60 min. And include various drills, work sets, and intervals to drive intensity and proper recovery
—manipulate leg speed (RPM), bike resistance, body position to meet class objectives

General considerations
—kinetic chain alignment
—potential overactivity in hip flexor complex
—proper bike fit (seat at hip height, handlebar should support proper upper body alignment)
—core engagement
—proper foot position

Question 40

Training intensities for cycle

Answer 40

Instructors must decide if workout will focus primarily on the aerobic or anaerobic energy systems
—if goal is aerobic, intervals and work sets are longer in duration
—if anaerobic, then shorter, high-intensity intervals with proper recovery ratios will be focus
—similar to HR zones in HIIT section

Question 41

Intro and movement prep for cycling class

Answer 41

Intro: brief overview of bike fit and how to inc. or dec. resistance
—also incl. goal of workout so riders can best manage energy

Movement prep
—avoid undue fatigue on legs or prematurely spiking HR
—give time to get comfortable with bike and resistance changes

Question 42

Body of cycling class

Answer 42

—body may include steady-state efforts, aerobic intervals, lactate threshold intervals, and various drills that focus on speed, strength or power, and utilize both seated and standing postures
—intensity is created by manipulating resistance, speed (RPM), and body position

Common exercises
—seated or standing flats
—seated or standing climbs
—sprints
—attacks
—jumps

Question 43

Outro of cycling class

Answer 43

—After HR recovers and pre-class physical state is achieved, flexibility like SMR and static stretching can be performed off bike
—Outro should congratulate class and tell how to clean and care for equipment
—invite to chat while everyone packs up

Question 44

Which of the following safely takes participants through a gradual physiological change from exertion to rest?

Answer 44

Transition

Question 45

Which of the following is a clear sign a participant is overexerting themselves?

Answer 45

Losing color in the face
—NOT red color in the face or excessive sweating or slow, heavy breathing

Question 46

What is the maximum amount of time a good introduction should take?

Answer 46

60 seconds

Question 47

Which of the following should be included in the movement prep segment of a resistance class focused on the lower body?

Answer 47

Stretches for the hip flexors to facilitate glute activation

Question 48

Which of the following is an example of format-specific movement prep?

Answer 48

Punch combo breakdown

Question 49

Which of the following equations represents the heart rate reserve (HRR)?

Answer 49

THR = [(HRmax − HRrest) × desired intensity] + HRrest

Question 50

The outro should include which of the following elements?

Answer 50

Opening the door for participants to provide feedback

Question 51

Which statement best describes rate of perceived exertion?

Answer 51

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

Question 52

Which of the following represents the ability of a Group Fitness Instructor to create a seamless experience from start to finish?

Answer 52

Flow

Question 53

In a cycle class, intensity is best created by manipulating which of the following factors?

Answer 53

Body position

Question 54

In a HIIT class with repetitive jumping activities, which of the following exercises would be most important to include as movement prep?

Answer 54

Static stretching of the calves and adductors

Question 55

Which component of a workout is designed to increase the core body temperature?

Answer 55

Movement prep

Question 56

Which of the following is appropriate for the movement prep segment of a cycle workout?

Answer 56

Single-leg pedaling

Question 57

Which of the following set ranges is most appropriate for the resistance segment of a strength-based class focused on muscular development?

Answer 57

3-5