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AFAA - GFI > Ch. 7 - Class Planning & Preparation > Flashcards

Ch. 7 - Class Planning & Preparation Flashcards

1
Q

Planning begins with

A

A defined vision of the intent of the class
CLASS VISION - a clearly defined intention of a class experience from the participant perspective that drives the outcome and components of a complete class
—class outcome is derived from a defined class goal
—objectives - milestones that lead up to and support the overall goal

Class vision is realized by instructor’s movement order, music planning, equipment, prepped exercise modifications and overall teaching style

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2
Q

Planning helps the instructor

A

—create safe and effective workouts
—maintain variety
—maximize use of time
—engage participants of all types
—incorporate class “performance”
—create reusable experiences

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3
Q

Identifying class outcomes and objectives

A

Systematic process starting with class vision, identifying objectives to support vision
—intensity, duration, movements, equipment, sequencing

  1. Process of achieving objectives begins by looking at intensity
    —ex. Intensity of yoga varies compared to strength class
    —identify intensity goals to ensure you are maximizing effectiveness
  2. Duration - consider intensity and how long participants can sustain chosen intensity
    —consider timing for each component of workout
  3. Movements - choose exercises, dance moves, positions, and modifications to match intensity and duration
  4. Equipment - knowledge of modalities and what is available in facility
  5. Sequencing - looking at movements and organizing in a way that flows as safe and easy to learn, but also keeps intensity at desired level
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4
Q

In order to identify outcomes and class objectives, instructors should ask themselves

A

—What do participants expect to get out of this class, based on the title and description?
—What type of movement supports this outcome?
—What equipment is available?
—How much time is available to achieve the class vision?
—How can I manipulate intensity to accomplish the class goals?
—How should I arrange or sequence the class elements?

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5
Q

Instructor checklist

A
  1. Pre-class planning: design class blueprint
  2. Intro
    —greet participants
    —be available to orient
    —have background music cued
    —provide equipment recs
    —introduce self and class format
    —explain modifications
  3. Movement prep
    —demonstrate movement selection with proper tech.
    —transition into body of workout
  4. Body
    —build movement sequences logically, gradually and progressively y
    —use all 3 planes of motion and balance muscle groups
    —monitor intensity using training zones, the talk test, or RPE scales

Transition
—create a motivating and educational atmosphere
—conduct the transition w/ body awareness exercises

Outro
—specific praise to group on effort and progress
—invite participants to come back
—request feedback or questions after class

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6
Q

Sample planning sheet included

A

Vision
Format
Music
Equipment needs
Pre-class setup
Intro
Movement prep
Body
Transition
Outro

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7
Q

Music selection and planning

A

Use music to set pace, drive timing of verbal cues, enhance motivation, and support overall outcome
—supports mood and atmosphere

Overall benefit to participant is improved exercise performance and experience
—can also assist instructors in creating, planning, teaching and organizing class content

Up-tempo music helps participants push harder w/o a corresponding inc. in RPE
—down-tempo (slow) music promotes faster HR recovery and reduced blood lactate levels

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8
Q

Dissociation
Synchronization
Motor learning

A

Dissociation - diverting the mind from feelings of fatigue and lowering perception of effort

Synchronization - moving to music results improves movement efficiency

Motor learning - music replicates forms of human locomotion

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9
Q

Beat and downbeat
Measures

A

Beat
—the audible, metrical division that occurs w/in the foundational layer of music
—foundation upon which everything works together to create sonic experiences

Downbeat
—the first beat of a measure
—often when someone is off beat, its bc they missed the downbeat and did not start a movement on count

Measures
—grouped together to form phrases

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10
Q

32-count phrasing

A

8-count phrasing - there is an audible emphasis every 8 counts

32-count phrasing - a common musical structure used in group fitness - audible emphasis every 32 counts
—audio emphasis starts a few counts before 32nd to cute to begin new 32-count phrase

32-count provides steady, clear and distinct beats that are easy to follow
—create movement patterns that are 32 counts to make movements feel connected and complete
—also used to count or track reps
—at 128 BPM (common tempo in group fitness), one 32-count phrase will take about 15 seconds to complete

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11
Q

Tempo and rhythm

A

Musical tempo is the speed or pace of a piece of music and is denoted by beats per minute (BPM)
—number of beats in one min.

Rhythm - pattern or repeated movement or sound
—repeated pattern structures the count

Shifting tempo can cause us to go too fast, which compromises form and inc. risk of injury
—always test movements with planned tempo to ensure full range of motion can be performed safely

Pre-chorus is the build - obvious inc. in intensity - transitions to a dramatic release w/ chorus

Tempo is important to promote safe movement patterns - should allow proper time for full range of motion of intended movement

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12
Q

Foreground music

Background music

A

Foreground music
—using tempo, lyrics or song components to drive the movements
—if music plays a central role in movement cueing and exercise selection

Background music
—using music to set mood and support atmosphere
—if music is not central to support atmosphere (yoga, bootcamp, etc.)

Can use music as both - strength class may use music to direct movements and others may choreograph and ignore beat

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13
Q

To quickly find tempo of your music…

A

To quickly find tempo of your music, you can tap the # of beats you hear in 10 seconds and multiply by 6

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14
Q

Recommended BPM for common formats

A
  1. Resistance training - 125-135 BPM
  2. High-intensity / tabard - 150-160 BPM
  3. Bootcamp - 130-140 BPM
  4. Step - 128-132 BPM
  5. Barre, Pilates - 124-128 BPM
  6. Kickboxing - 140-150 BPM
  7. Aqua/water/seniors - 122-128 BPM
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15
Q

Musical style

A

A subset of a genre or classification of music from certain eras or cultures
—sound, rhythm and lyrical structure should support objectives of class

Consider:
—Tempo - is music right tempo for class?
—non-stop mix - does music need to be non-stop or need gaps?
—style - right genre/style to support activity?
—energy - music energy support intended music
—variety - does music match variety of participants attending class
—audience - appropriate and engaging to entire audience

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16
Q

Music genres/styles recommended for class types
—weight training or sculpting
—HIIT/TA at a
—bootcamp
—cardio dance/Latin
—step

A
  1. weight training or sculpting
    —top 40 pop, alternative, classic rock, deep house, progressive house
  2. HIIT/Tabata
    —electronic (house techno), fast top 40 pop. Alternative, indie rock
  3. bootcamp
    —dubstep, alternative, indie rock
  4. cardio dance/Latin
    —Latin, dance, pop, hip-hop, R&B
  5. step
    —Pop, thematic or decade compilations
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17
Q

Music genres/styles recommended for class types
—barre, Pilates
—kickboxing
—aqua/water/seniors
—yoga

A
  1. Barre, Pilates
    —tropical house, classical, jazz, soul, soft rock
  2. Kickboxing
    —techno, progressive house, dubstep
  3. Aqua/water/seniors
    —oldies, Motown, dance, top 40 pop
  4. Yoga
    —down-tempo (exotic or ambient), world, indie or alternative
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18
Q

Exercise modality

A

Equipment is an example of a MODALITY
—a form or mode of exercise that creates a challenge to its user by presenting a specific stress to the body
—instructors must be familiar with various modalities, know how to best incorporate into workout regimen and understand when a given modality is most valuable

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19
Q

There are several factors which may determine what modalities are incorporated

A

Best choices depend on class vision and participant-related factors such as
—age
—fitness level
—fitness goals
—personal preference

Class vision - intended outcome - needs of participants

Potential progressions or regressions of an exercise may directly affect the choice to implement a new modality for a participant

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20
Q

10 exercise modality categories commonly used in group fitness

  1. Body weight training
A

One of the simplest and most basic modalities - no equipment needed
—leverages body weight and position to create a challenge w/ wide variety of movements and positions
—can be used for strength, balance (single leg squat), plyometrics (speed-skaters), and yoga (crow pose)

Plyometrics should be chosen with caution as they require higher levels of conditioning to safely perform, specifically on the deceleration of movement

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21
Q

10 exercise modality categories commonly used in group fitness

  1. Weighted equipment
A

Dumbbells, barbell, kettlebell, medicine ball
—medicine balls are common tools used for POWER TRAINING (a form of exercise where the focus is on ability of the neuromuscular system to increase the rate of force production)
—medicine ball is leather/rubber and can bounce back - slam ball is sand-filled, supple, and will not bounce

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22
Q

10 exercise modality categories commonly used in group fitness

  1. Elastic resistance
A

Bands, tubing, figure-8 tubes, looped bands
—provide resistance to body when stretched
—tubes are hollow, circular elastic material that usually have handles

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23
Q

10 exercise modality categories commonly used in group fitness

  1. Balance
A

Stability balls - large, inflated “exercise ball” (what I sat in on mission or dad has in office)

Balance devices - half-dome balls

Sliding discs

24
Q

10 exercise modality categories commonly used in group fitness

  1. Reactive, SAQ, and Power
A

Battle ropes, boxes, ladders, cones, dots, etc.
—plyometric boxes are square or rectangular boxes used in plyometric training
—some of these modalities can be classified into more than one category

25
Q

10 exercise modality categories commonly used in group fitness

  1. Self-myofascial release
A

Foam rollers, rolling sticks, massage balls

Self-myofascial release (SMR) is flexibility tech. That focuses on body’s neural and facial systems by decreasing excitation of receptors and releasing the tension of muscles

26
Q

10 exercise modality categories commonly used in group fitness

  1. Suspension training
A

Fixed straps, portable straps
—the combined use of straps and the body’s weight to place a stress load on the neuromuscular system
—like a TRX

27
Q

10 exercise modality categories commonly used in group fitness

  1. Aquatic
A

Belts, noodles, webbed gloves, paddles, water dumbbells
—aquatic belts are used in deep water workouts to keep participants afloat and challenge the core
—webbed gloves or water dumbbells are designed to inc. drag. Velocity, and overall resistance in water
—noodles are used for floatation and support during travel movements

28
Q

10 exercise modality categories commonly used in group fitness

  1. Mind-body
A

Mats, blocks, straps - yoga
—flexibility, strength, range of motion - cushion, comfort, support

29
Q

10 exercise modality categories commonly used in group fitness

  1. Skill mastery
A

Cycle bikes, step benches, mini-trampolines, ballet barres, boxing gloves, kick/punch bags
—specific pieces of equipment used for longer periods of time (an entire class) that require mastery of a skillset

30
Q

Modality logistics

A

When planning modalities in a class, it is imp. To include options that vary in weight or resistance level to allow for adjustments In size or intensity
—ex. Set up instructor station the same way participants will set up their stations - so participants have a visual of what is needed

Instructors should be familiar and practiced in equipment usage and safety guidelines
—ensure equipment is in sufficient quantities and good working condition before starting class

31
Q

Planning movement modifications

A

—modifications, progressions and regressions for all movements in class
—in any class format, guidelines regarding modifications for intensity and complexity should be included in workout planning
—choose of two+ exercises to better match skill sets, fitness goals or preferences
—plan class modifications one class at a time to keep planning effective

The exact exercises or equipment used in a workout should reflect the specific type of class and should be consistent w/ class description provided to members
—have options to level up or level down for every exercise you do
—using heavier weight, moving at faster speed, inc. range of motion, creating more challenge by standing on unstable surface/one leg

Most important thing is that you have a tool kit to support your class from movement prep to cool down

32
Q

Section 2 summary video
—5 components of workout

A

5 components to create a connected holistic workout experience - each varies in time and complexity
—introduction, movement prep, body, transition, and Outro
1. Intro - capture attention and introduce workout, equipment, and goal of class - 60 seconds

  1. Movement prep - imp. To reduce risk of injury and move participants from resting to steady state
    —choose exercises that will prepare everyone physically and mentally
    —inc. core body, temp, blood flow, breathing rate - use all 3 planes of motion
  2. Body of workout
    —full intensity - designed w/ specific goal in mind
    —takes most effort and planning
    —focus on HR, choreographed pattern, sets or reps, timed activities, calorie burning, dissipating stress, practicing targeted athletic skill
  3. Transition - steady, gradual change on a downward trajectory
    —reduce intensity and make start to finish connection w/ participants
    —stretch, flexibility, range of motion - relaxation and recovery
    —transition also called cool-down
    —should be same length as movement prep
  4. Outro - few moments, but final impression you leave on participants
    —praise, positivity, feedback, questions, invite back
33
Q

Section 2 summary video
—class flow

A

Class flow
—creation starts w/ vision - GFI should work backwards, starting w/ vision for class then determining how vision will be accomplished
—destination = overall purpose of class
—journey = experience that flows, motivations and makes sense to participants
—req. structured plan

Flow = GFI’s ability to connect all 5 components of workout design to accomplish a goal

Instructors can master class flow with the following tech.
—planning
—practice,
—preparation
—modifications
—presentation personality

Creating flow takes practice!!

34
Q

Section 2 summary video
—music

A

Music selection and planning
—tempos, energy, and if music is foreground or background
—set mood and make sure music supports message of class

Tempo plays into safe movement patterns
—should allow proper time for full range of motion of intended movement
—music can be used as both foreground and background tool
—strength class - some movements may be choreographed to music tempo or some may ignore the beat

35
Q

Section 2 summary video
—equipment / modality

A

—form of exercise that creates a challenge to its user by presenting a specific stress on the body
—know how to use pieces of equipment and understand when a given modality will be most valuable for the class

Planning tip - document equipment types and recommendations on resistance
—then you have record of which equipment and settings were used
—best modality choices will depend on class vision and participant factors - age, fitness level, fitness goals and personal preference

Modifications are critical - progressions or regressions can directly affect the choice to implement a new modality for a participant
—familiarity with variety of equipment will assist an instructor in adapting to unforeseen circumstances

36
Q

Which type of music makes it easier to track repetitions, time, match choreography, and create patterns that resonate both physically and emotionally with participants?

A

32-count phrasing

37
Q

Which of the following is a physiological or psychological benefit that music brings to the participant?

A

Dissociation
—disconnection and lack of continuity btwn thoughts, memories, surroundings, actions and identity

38
Q

Which of the following is an appropriate BPM for an aqua or seniors class?

A

122 - 128 BPM

39
Q

Which musical style best supports the intended class mood and objective in a boot camp class?

A

Dubstep

40
Q

Speed or pace of music

A

Tempo

41
Q

Which of the following are the milestones that lead up to and support the overall class goal?

A

Objectives

42
Q

Which term refers to a pattern of repeated movement or sound?

A

Rhythm

43
Q

Which of the following is associated with diverting the mind from feelings of fatigue and lowering the perception of effort?

A

Dissociation

44
Q

Which of the following best represents the downbeat of a song?

A

Starting a movement on count 1

45
Q

The first beat of a musical measure, and often the starting point for a movement, is referred to as which of the following?

A

Downbeat

46
Q

Which of the following is a purpose of aquatic tools such as webbed gloves?

A

Increased drag

47
Q

Which best describes 32-count phrased music?

A

There is an audible build up every 32 counts

48
Q

Self-myofascial release is a flexibility technique that alters the tension of muscles in which of the following ways?

A

Releasing

49
Q

Which type of music makes it easier to track repetitions, time, match choreography, and create patterns that resonate both physically and emotionally with participants?

A

32-count phrasing

50
Q

Instructors can use 32-count phrasing to track time and reps during class. At 128 BPM, how many seconds will a single 32-count phrase take to complete?

A

15

51
Q

Which is an appropriate BPM range for a HIIT class?

A

150 - 160 BPM

52
Q

Which of the following is appropriate BPM range for a resistance training class?

A

125 - 135 BPM

53
Q

A class vision helps Group Fitness Instructors identify the components needed to support which of the following?

A

Outcomes

54
Q

Which teaching method is very time-efficient after a certain level of experience has been obtained?

A

Freestyle

55
Q

Which of the following is the most appropriate music BPM for a boot camp class?

A

130-140 BPM

56
Q

When an instructor creates a new workout for a specific class, they should define the class objectives by considering which of the following first?

A

Title and description

AFAA - GFI (15 decks)

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