Ch. 9 - Understanding Learning And Communication

Question 1

Three types of learning in Group fitness

Answer 1

Instructors should implement a combo of all teaching methods to meet needs of a diverse group
—styles may change based on task or as efficiency improves

Learning styles are best explained using the visual-auditory-kinesthetic model (VAK)
—VAK asserts that people learn through 3 methods
1. Seeing (visual)
2. Hearing (auditory)
3. Moving (kinesthetic)

Question 2

Visual learning

Answer 2

—by seeing or watching
—visual learners prefer to see things displayed and demonstrated
—find value in observation of body language
—instructors accommodate visual learning through demonstration of correct and incorrect movement in exercise and use of gestures for direction

Question 3

Auditory learning

Answer 3

—prefer to learn by listening to clear, spoken, orderly directions
—avoiding unnecessary, wordy statements is an important skill
—verbal cues must be anticipated with precise timing
—means info. Must be heard and understaff by class immediately before movement occurs

Question 4

Kinesthetic learning

Answer 4

—learn through movement or touch
—usually these learners will be coordinated in their movement and react quickly to changes
—instructors accommodate by demonstrating exercises for the class, especially those with complex movements, before asking everyone to execute them
—should encourage participants to try a few reps themselves before performing with intensity

Question 5

Communication

Answer 5

Process of gathering inputs (such as sounds, signs or behaviors) and interpreting them into a meaning
—meaning is conveyed through various methods of verbal and nonverbal comm.
—it is imp. To comm. in a way that all participants can understand - avoid technical jargon

Question 6

Verbal communication

Answer 6

—one of the most important verbal comm. skills for a GFI is the ability to speak clearly and succinctly
—effective use of voice in the classroom is a learned skill
—both what is cued and how it is cued are equally important
—through variations in how something is spoken, an instructor can alter the meaning of a message without changing the words themselves

Question 7

Supportive word choice

Answer 7

Language that creates a climate of trust, caring and acceptance
—words represent an idea, concept or object, each person can interpret them based on his / her personal contexts
—be careful to select words that avoid bias towards race, ethnicity, nationality, religion, gender, sexual orientation, age, etc.

To facilitate supportive comm. use
—“I” statements rather than “you” statements
—ask open-ended questions rather than critical statements
—work to understand how someone is feeling and engage with them
—avoid making rigid pronouncements by softening statements with qualifiers like, “you might want to consider” or “perhaps you could try”
—work together and use “we” statements
—look to provide new approaches or solutions rather than focus on mistakes

Question 8

Nonverbal communication

Answer 8

Comm. other than written or spoken that creates meaning
—facial expressions, emotions, eye contact, posture, gestures and signals

Ways it alters meaning
1. Nonverbal messages comm. feelings and attitude through facial expressions or body positioning
2. Nonverbal messages are more believable than verbal ones - critical to successful relationships
—present authentic message - welcoming body lang. and facial expressions - gain trust
3. Can substitute for verbal messages or complement, contradict or reiterate verbal cues

The most powerful form of nonverbal comm. in GF setting is eye contact
—means of making participants feel acknowledged
—avoiding eye contact gives impressions instructor is disinterested or inexperienced
—helps build community and helps participants feel present and engaged in the experience

Question 9

One-way communication

Answer 9

When a communicator (instructor) sends an audio, visual or kinesthetic signal with no confirmation of receipt from the receivers
—occurs in classes due to ratio of one instructor to multiple participants
—appropriate when giving broad direction about class, workout or movement patterns, however, it should not be the primary type of comm. from an instructor

Question 10

Two-way communication

Answer 10

Communicator (instructor) sends an audio, visual or kinesthetic signal and the receiver comm. a response back to sender
—participants comm. in various ways, imp. To allow adequate time for two-way comm.

To implement two-way comm. try this “I’m going to count our burpees down from ten. When we get to five, join in to let me know you’re on board with finishing strong!”

Question 11

Communication expectations

Answer 11

Instructors with superior comm. skills are much more likely to make positive connections with their classes
—engaging, effective comm.
—5 ways

Question 12

1. Be specific

Answer 12

—specific, straightforward comm. encourages positive change and empowers participants to move correctly
—in a diverse group setting, there will likely be one participant who is new or inexperienced
—practice consistent specificity and explain exactly what to do and how it should feel

Question 13

2. Avoid conflicting messages

Answer 13

—due to dynamics of having multiple fitness levels in one class, it is easy for instructor to send conflicting messages
—becomes imp. To focus on one message at a time
—do participants need to work harder?
—do they need correction?
—motivation?
—instructors should focus on are of improvement before moving on to another - telling class how to fix it or cont. their positive actions

Question 14

3. Own your message

Answer 14

—try phrases “I” and “my” instead of “the club” or “you should”
—instructors disown their messages when they do not take personal responsibility for them
—participants want to know that their chosen instructor is qualified and confident before they incorporate the instructor’s education and methods into their own daily lives

Question 15

4. Deliver messages at time of occurrence

Answer 15

—when GFI see incorrect or dysfunctional movements, specific feedback should be provided immediately
—this allows participant to better understand and comprehend change, as well as reduce risk for injury
—it is better to take a few seconds to quickly fix improper movement than to let a participant neurologically process or learn improper patterns they then have to unlearn later

Question 16

5. Be positive and supportive

Answer 16

—engaging comm. should never be threats, negative comparisons, sarcasm or judgment
—sarcasm can sometimes lighten the mood, but only when instructor has established rapport and knows each participant
—threats many seem fun, “every one give me 10 more push-ups or we start over!” - but can quickly alienate participants who do not have capacity to keep up with group expectations

Question 17

Attitude

Answer 17

Make conscious effort to have a positive, inviting attitude in group fitness setting
—be open for feedback or criticism
—remind themselves, and class, they are there for the participants benefit, not their own
—friendly
—leader
—look the part

Question 18

Demonstrating value

Answer 18

Form of 2-way comm. that helps participants feel welcome, understood and cared for
—build value-based connections

1. Punctuality - arriving early, starting class on time and ending on time
2. Learning and using names of participants - set goal to met and remember someone new each class
3. Being available - make time before or after class to answer questions
4. Equipment prep - make sure equipment is accessible and ready for class
5. Class env. - make sure temp. And sound are at levels appropriate fro class format and demographic
6. Cater to classroom - help participants locate equipment, towels, or water quickly - give struggling indiv. Positive attention
7. Minding manners - polite and courteous
8. Clear comm. - openly explaining class objectives and equipment needed at beg. Of class

Question 19

Building rapport

Answer 19

Rapport-building is fostered before class and in the opening, cont. throughout class and may be reinforced as leaving

1. Meeting participants and learning their goals
2. Making eye contact in conversation. And during class
3. Learning and using names
4. Taking an interest in participants lives and families
5. Taking music or exercise requests

2 of the most crucial times for more focused connection, preparation and recognizing are before participants start moving and as class comes to an end
—most focused on instructor during these times
—opp. For instructor to use a more conversational tone than short coaching cues

Question 20

5 main teaching styles
1. Cue-based teaching

Answer 20

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

Question 21

5 main teaching styles
2. Visual teaching

Answer 21

—demonstrating correct form and tech. While providing a comprehensive view of the movement or pattern from start to finish

Question 22

5 main teaching styles
3. Mirroring

Answer 22

—Teaching tech. In which instructors face their participants and perform movements as if they are the participants reflection in a mirror
—it is a professional standard to be able to mirror image a class - imp. To master!!

Question 23

5 main teaching styles
4. Reflective imaging

Answer 23

—tech. In which an instructor faces the same direction as the participants and uses a mirror’s reflection to teach or cue movements

Question 24

5 main teaching styles
—5. Timed coachgin

Answer 24

—instructor focuses on verbal coaching and motivational phrasing in order to push the participants through timed movement sequences

Question 25

4 Other teaching methods
1. Part to whole

Answer 25

This method teaches one move or exercise in a combo (Repeating as necessary) before teaching the second move
—then the instructor cues participants to add the second move to the first
—this is repeated with rest of combo

Question 26

4 Other teaching methods
2. Repetition-reduction

Answer 26

This method teaches a combo of moves by first teaching the move and repeating it until participants have it mastered
—this is repeated with each additiaonl move
—then instructor returns to starting move and reduces the number of repetitions with each move

Question 27

4 Other teaching methods
3. Simple to complex (layering)

Answer 27

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

Question 28

4 Other teaching methods
4. Slow to fast (half time)

Answer 28

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

Question 29

Cueing techniques video

Answer 29

—when spoke cues become repetitive, participants may lose connection btwn words and movement s
—must use a variety of cuing techniques

The main points of observation are the 5 kinetic chain checkpoints
1. Feet and ankles
2. Knees
3. LPHC
4. Shoulders and upper back
5. Head and neck

Question 30

The main points of observation are the 5 kinetic chain checkpoints
1. Feet and ankles

Answer 30

—most common dysfunction is for get to turn out during squat
—as participants move down into bottom of squat, tight muscles in lateral portion of calves tend to pull the feet outward to allow for the movement to be completed through relative flexibility
—one way to correct is to ask participants to imaging they are skiing and to keep skis nice and parallel while they move up and down through exercise

Question 31

The main points of observation are the 5 kinetic chain checkpoints
2. Knees

Answer 31

—might see knees caving inward during squat
—creates stress on the knee joint
—best way to get participants to think about their knee alignment is to direct them to focus on keeping their knees tracking in line with the second and third toes on each foot

Question 32

The main points of observation are the 5 kinetic chain checkpoints
3. LPHC

Answer 32

—the biggest scent to look for is excessive arching of lower back
—long days in dress shoes and heels, and sitting at desk all day - can lead to overactive hip flexors and underactive glutes…leading to an arch
—excessive curvature puts an overly compressive force on lumbar vertebrae and is one of primary causes of chronic lower back pain
—first verbal cue is to tell group to squeeze glutes while they perform exercise
—then drawing maneuver cued by saying to tense muscles btwn your hips and rib cage while pulling in your belly button toward the spine

Question 33

The main points of observation are the 5 kinetic chain checkpoints
4. Shoulders and upper back
5. Head and neck

Answer 33

—working at computer all day takes its toll, causing shoulders to hunch over and head to move forward as force of gravity pulls down
—here you should tell participants to lift the chest and tuck the chin
—doing these motions helps put cervical spine into optimal alignment

Question 34

Cuing video library
—overhead medicine ball slams video!!

Answer 34

—feet straight ahead - don’t let them turn out w/ more reps
—ball btwn legs (but keep in shoulder width stance)
—throw overhead but be careful not to ARCH YOUR BACK - Common mistake
—overhead and then drop down with it and slam - rate of force production
—often with more reps…feet start to turn out - so cue a reminder to straighten feet out

Medicine balls - notice as he throws down, it bounces back up - be careful w/ it bouncing back to hit face
—sand balls when you throw them down, they land and don’t bounce

Depends on focus too
—if want just to focus on shoulder extension and slamming - do slam, catch, rest, slam again
—if want to focus on getting heart rate up - have them catch and go right back into it to repeat at faster rate

If its power phase goal - ultimate goal is to increase force production - not just a constant rate to get HR up - goal to increase power output
—lift up heels come off ground and then dig in

Question 35

Cueing video library
—multiplanar lunges cueing

Answer 35

Bodyweight lunges
—working a lot of knee extensions to get you back to balance
—front and side

Side lunge
—make sure foot doesn’t turn out
—also have ankle, knee and hip stacked on top of each other - keep in alignment
—if start to lose balance, put foot down and then come back up
—Watch out for - if you step too far - ankle and knee are over to side and hip is off to the side - no longer stacked on top

Rotate into transverse plane lunge (rotate to front lunge)
—control pivot and return

Reverse lunge
—slight forward lunge as you bend down - slightly leaning fwd at the hips

Question 36

Cueing video library
—prone iso-abs cueing

Answer 36

Prone iso-abs - another name for plank! Bc isometric hold in prone or face down position
—goal is straight line from head, shoulders, hips, knees and feet
—biggest thing we see is ARCH in lower back!
—had her stop so he could show her how to tuck her pelvis rather than arch back
—lock out knees so quads are tight
—squeeze glutes
——sometimes diff. To activate glutes in plank - imp. For our hip flexors to fire - which is imp. But makes inhibits glute activation - so maybe do hip bridge exercises to warm up/activate glutes so they are ready before plank
—shoulders stacked over elbows
—also think about shoulders - don’t want scapular winging - but also don’t want curved /hunched shoulders - lift chest up a little to fix
—keep head down to keep alignment of head shoulders hips - shouldn’t be looking up

With hands! Sometimes people lock their hands together in plank
—AVOID DOING THAT
—that is internal rotation of upper extremity / shoulders
—we prefer to keep neutral, train track position with your arms

Question 37

Cueing video library
—push-up

Answer 37

Push-up is a moving plank
—get in neutral position - using all of our cues from prone iso-abs (plank)
—minimize the rounding of back / lower back arch (cue by saying tuck your hips)
—straight line head shoulders hips knees
—can say tuck belly button in, but that is not a spine movement - best to say tuck hips - abs tight
—don’t let scapular winging happen - put finger btwn shoulders and say push up into it (in btwn middle of shoulders) to fix winging issue
—don’t let head sag down and also don’t look up

Every time you come up from push-up - should return to this neutral position

DO NOT CRISS CROSS LEGS IF PUSH-UPS ON KNEES
AND KEEP FEET ON FLOOR
—lifting feet up activates the hamstrings which should not be leading this exercise
—also w/ feet on ground can quickly progress into push up on toes and are already in neutral position for it

Question 38

Cueing video library
—scaption cueing

Answer 38

Shoulder scaption
—upward rotation of shoulders
—kinda like a front raise - palms face in to each other - lifting above head and then dropping
—make sure you don’t let head jut forward as arms come up
—also often as arms come up, back begins to arch - try to engage core and stay tight - tuck pelvis forward

Question 39

Cueing video library
—single-leg RDL

Answer 39

RDL - Romanian dead lift
—hinging pattern at hips
—reach down to deadlift - then go into PDF pattern (bending with arm reaching across and then lifting to upper corner across)
—squeeze glutes as bend fwd
—it you have stability issues, put your foot down
—if you see rounding in back - tell them not to go down as low - goal isn’t to touch toes, goal is to complete exercise in proper form

Question 40

Cueing video library
—single-leg squat

Answer 40

Single-leg squat
—can be used to look for potential muscle imbalances or dysfunction
—strength and stabilization in lower body
—place hands on hips
—keep toes straight ahead - don’t let them turn out
—knee shouldn’t be wobbling (if they are, know you should focus on strength and stabilization there going forward - work to build that)
—hips should stay nice and level
—elevated leg doesn’t need to be high - just floating so all balance is on supporting leg
—check stabilization on right side vs. left side
—keep chin tucked

Question 41

Cueing video library
—speed skaters

Answer 41

Speed skaters - or ice skaters
—one leg hop from one side to another
—when we land, we need to absorb our forces, make sure we stay aligned and then use force to push to other side
—when you land - make sure knee doesn’t go out to the side or doesn’t bend inside
—also make sure you absorb landing and then push off with supporting hip to jump to other side
—looking in line with her torso as opposed to looking straight ahead
—chest is nice and tall
—not flexing spine - meaning when she lands she is not rounding her back
—feet are always pointed straight ahead and knees in line with them

Question 42

Cueing video library
—step up to balance - multiplanar

Answer 42

Combine all 3 movements into one exercise, or can break them up to be used as separate exercises
—lower body strength and balance

Step up to balance in sagittal plane - front to back bench and bring knee up nice and high
—toes should be straight ahead, underneath the knees
—Should be about hip width apart
—lifted knee - foot straight ahead
—drive lifted hip down to be in line with supporting hip
—shoulders nice and straight
—pull ears back so in line with shoulders
—tuck chin
—shoulders should be straight and in-line

Step up to balance on frontal plane
—stepping to the side and balancing
—toes and knees straight
—shoulders straight
—drive lifted hip down - in line
—pull toe up strong - should be flexed straight angle on foot

Last one was standing to the side of box like you are going to do a frontal step up, but you actually rotate hip and come up to balance in sagittal plane
—so this is now transverse plane with full rotation
—rotate with hip, plant it - then rotate with rest of body

Question 43

Cueing video library
—tuck jumping

Answer 43

Plyometric activity
—stretch out muscles - release rubber band and shoot up into air
—land softly and absorb that energy
—have to have strong core before everything else - stability in these movements
—arms should be used to propel you forward and upwards in jump
—feet should be straight ahead
—MAKE SURE KNEES IN LINE - can be very painful for knees if they come inwards towards each other when you land

Question 44

Cueing video library
—inchworms

Answer 44

Really good to stretch out posterior chain while working anterior chain
—and working the scapular stabilizers
—crawl forward into plank and then walk backwards
—can walk forwards with hands and walk back with hands OR walk forward with hands and then walk forward with feet to meet hands and keep moving forward - either way
—as hands reach down - can see how much flexibility has in body
—if bends knees or does more rounding in lower back - know hamstrings are probably tight
—as walks forward - keep neutral spine, keep head down..don’t look up and arch neck
—one way to progress is to reach hands extra fwd to stretch scapular extension and core strength, while keeping feet planted
—walk back slowlyyy minimize the shifting and rocking in hips - keep core stability

Question 45

Cueing video library
—jumping lunges

Answer 45

—works glutes, quads, hamstrings and calves
—takes a lot of control to stabilize upon landing
—focus on landing first and then can focus on height in jump
—want to look controlled and stable
—want to make sure you have full extension in legs - common mistake is to CHEAT extension and keep a slight bend in legs!!
—allow torso to lean forward a little throughout
—with each jump - use arms to help drive off ground

Question 46

Cueing video library
—kettlebell swings

Answer 46

—think of it more as a deadlift than squat
—leaning forward and hinging at hips
—drop down and use hips to drive weight forward

Set up
—go wider with stance than in squat - create a triangle with your legs
—arms are creating a triangle as well
—swing up high as hips drive forward
—feet are slightly turned out here with the knees
—bend at knees and let hips push arms forward
—as you come up - hips and knees straighten at same time - should pop up nice and
—kettlebell should come to about chest level
—not LIFTING - should use hips to drive kettlebell forward - don’t lift with arms or shoulders
—then control it as you decelerate on the way down
—use glutes to drive hip extension and quads are doing knee extension

Question 47

Cueing video library
—band lateral walking

Answer 47

—mini band around ankles
—drop down into ready position - slight bend to activate glutes - want abductors / glute medius to be engaged and driving this exercise - not TSLs which kick in if legs are straight
—step side ways and then step back with other leg - back and forth to stay in place
—can have them walk side to side - but easier to stay in place with large groups and space constraints
—feet need to be straight ahead - will tend to turn out
—should be on skis or train tracks with feet
—as step to side - tendency to let band swing or jerk other leg in - should control the leg that steps in
—knees to be aligned - don’t let knees turn inwards - knees in line with feet
—hip position - don’t lean body sideways to step - hips over knees

Called band tube lateral walking

Question 48

Cueing video library
—bent over dumbbell cobra cueing

Answer 48

Goal is to work scapular retractors and depressors while also working external rotation at shoulders
—to get our of this protracted internally rotated position (hunched - bad posture)
—bend knees and hinge forward at waist
—don’t let them arch back - little bit of scared dog? Hah
—lower head down until in neutral position - should not be looking up
—in hinge position you push shoulders back behind hips on both sides and externally rotate (so thumbs face up) - holding dumbbells
—like tricep kick back but straight arms and wide circle rotation back to work shoulders - turning thumbs upwards
—lower arms down to focus on area btwn shoulder blades
—will feel it slightly in triceps
— but want to feel it in shoulders - scapular rotation for our posture

Question 49

Cueing video library
—dumbbell Romanian deadlift

Answer 49

In deadlift we drop down all the way into a squat
—in RDL - we hinge at knees to and bend fwd at the hips
—from front - keeping feet about shoulder width apart
—when you come down look first at head - head usually wants to look ahead in mirror…follow finger down to look down - keep neck in line - neutral position
—keep chest lifted - facing down but not hunched over
—when you come up - have FULL KNEE EXTENSION
—keep shoulders retracted - can slightly protract but not too much
—drive from hips to upright position
—primarily a glute exercise but as you get down low will feel it in hamstrings - the more you come up, the more it transitions to glutes
—glutes are primary movers, and hamstrings are synergists

Question 50

Cueing video library
—dumbbell renegade row

Answer 50

Iso prone position (plank)
—difficult for core stability
—can add pushup as well
—alternating rows
—lift up and avoid hips shifting side to side
—with arm that is rowing - really drive that same leg/foot into ground to stabilize hips (planted side)
—hands can hurt from holding weight on hard part of dumbbell - can do one weight on ground and one weight or add a cushion
—keep shoulders stable - no scapular winging
—keep feet lined up

Question 51

Cueing video library
—dumbbell squat to overhead press

Answer 51

Lower extremity and upper extremity - connected by core

Start with dumbbells up on shoulders
—squat down and then push up to shoulder press

Feet shoulder width or slightly wider (on skis) - avoid letting the feet turn out
—drop down into squat - don’t let knees go over toes - keep knees in line with CENTER of foot…not big toe

—as you press up overhead and have weights in front of you - it creates a counterbalance to body and allows you to become more upright
—WATCH FOR ARCH IN BACK - tuck hips
—as you press up - straighten legs and tighten core
—keep head in neutral position
—keep knees in line

Question 52

Cueing video library
—glute activation (LAST ONE)

Answer 52

Go to for glute activation is the GLUTE BRIDGE
—sometimes people will say they don’t feel it - make sure form is correct
—lift up into the bridge - don’t roll spine
—if feel it in hamstrings too much (more than glutes) - walk feet out (a little too close or too far in)
—if feel it in low back more than glutes - you are probably arching your back - tuck pelvis forward
—might feel hip flexors stretch

If feeling all of these muscles and NOT GLUTES - have them stand up and practice glute activation
—stand up - tuck hips and forcefully squeeze glutes while youre standing in neutral position — basically standing with feet shoulder width and practicing tucking pelvis forward and squeezing glutes tightly (do it 3-4 times to practice squeezing and activating)

Next series - lay down on stomach
—put hands under chin or out to side
—lift one leg up and out to side - oblique and glute pattern (half Superman)
—also rotate foot out a little to active side glute
—do a couple repetitions on each side

Then flip over back into glute bridge position
—will feel glute working a little more now since we have fired them up

People list a bunch of exercises that are good for glutes - squat, deadlift, bridges, etc.
—but if the synergist muscles are taking over on these exercises to where you are not feeling your glutes…then it is technically not a glute exercise??
—need to sometimes warm up and activate your glutes so that they are the prime movers in these exercises where you want to target them!!

Question 53

Three-dimensional cueing

Answer 53

Cueing that incorporates visual, auditory, and kinesthetic learning strategies
—should be used in most group fitness classes bc you will have a variety of participants

1. Visual learner - most likely to think “show me what to do and i will follow” - learn best from demonstration
2. Auditory learner - most likely to think “tell me precisely how to do it, and I will follow” - require clear, concise verbal description of the movement
3. Kinesthetic learner - most likely to think “tell me where and how I should feel it, and I will follow” - connect with words like sense, pretend, imagine, feel, and touch

Remember to vary your volume, pitch and emphasis in your verbal cues
—sometimes instructors turn into tellers and shout at participants - vary cues and vary how you say them in order to keep class excited and engaged

Question 54

Appeal to all learners through shown tell and do method

Answer 54

Show: demonstrate what you’re expecting participants to do

Tell: tell participants what you’d like them to do and how

Do: give them the opp. To perform the action themselves

Question 55

Many types of cues
1. Personal
2. Safety
3. Motivational/inspirational

Answer 55

1. Personal
   —a short, personal anecdote disconnected from class purpose; builds community and rapport
2. Safety
   —cues remind participants of proper tech. And correct improper movement
3. Motivational / inspirational
   —positive cues about performance, effort, or ability to complete the exercise

Question 56

Many types of cues
4. Alignment
5. Respiration
6. Rhythmical

Answer 56

4. Alignment
   —descriptions of body set-up or execution
5. Respiration
   —cues reminding participants when and how to breath
6. Rhythmical
   —cues related to timing of movements or upcoming timing changes

Question 57

Many types of cues
7. Informational / educational
8. Numerical
9. Anatomical

Answer 57

7. Informational / educational
   —explanations of the reason for and potential benefit of a movement
8. Numerical
   —comm. of the number of sets, repetitions and other counted portions of movement
9. Anatomical
   —explanations of the muscles or body parts involved

Question 58

Many types of cues
10. Directional
11. Empowering
12. Spatial
13. Movement

Answer 58

10. Directional
    —cues indicating direction of movement, such as left, right, front, and back
11. Empowering
    —cues to help participants understand how movements empowers their lives beyond the gym
12. Spatial
    —cues that reference one’s body in relationship to other participants, equipment or both
13. Movement
    —cues to describe the movement or pattern to be performed

Question 59

Hands-on cueing

Answer 59

A movement correction tech. That requires the instructor to redirect the participant through the use of touch
—kinesthetic learners may find this guidance helpful
—but always obtain permission before offering this type of corrective feedback

If not receptive to this type - can show them the correction on instructor’s body or verbally cue them to move towards instructors hands to participant makes contact with instructor only upon reaching correct position

Question 60

Verbal cue tips

Answer 60

Some research recommended using same verbal cue up to 3x per class - then changing what would become a habitual cue to an inspirational cue

Habitual cue
—one used repeatedly and commonly

Switching from habitual to inspirational (or another type) instantly commands attention as it sounds and feels very different

Redundant cues that are not attached to any particular behavior or participant can become inefficient and irrelevant
—work at being mindful when calling out cues
—pay attention to what is being said, how often and at what volume

Question 61

Timing of cues

Answer 61

Best cues are short and to the point, yet detailed enough to ensure participant success

1. Pre-cue - used to tech. Set up the movement or movement pattern in a timely, efficient and clearly stated way
   —must be fast, efficient, clear and offer info. Necessary to perform movement before it begins
2. Main movement cue
   —explains intended movement, often as instructor is simultaneously demonstrating proper form of movement
   —encourage safety, instruct proper tech., cue correct body positioning and describe precise form
3. Nonverbal cue
   —uses expression, gestures, posture, or other nonverbal forms to keep class engaged
   —mirror image participants, smile, make direct eye contact, nod your head, clap your hands, or emphasize the energy and beat of music
4. Motivational, educational or personal cue
   —breaks up monotony of “do this” instruction and helps participants realize the benefits that may come as a result of their time and effort in class
   —encourage them to keep going when fatigue affects performance

Question 62

Positive-based cueing

Answer 62

Also known as positive cue-ing
—choosing words that cue to the solution rather than the problem
—speaks only to the behavior desired so all participants hear, understand, process and immediately implement the correction, saving time and avoiding any possible injury
—relies on fact that brain cannot process a negative thought without first positively understanding all words used in the sentence or command

Ex. If instructor says “don’t hold your hand weights wrong so your wrist bends backwards” - the words focus on the negative and emphasize an incorrect movement
—to process the thought and convert words into movement, the brain must positively identify a movement that corresponds to the opposite of the command - which still might not promote he correct movement
—holdings weights with wrists bent fwd for ex. Would be just as incorrect as holding them so wrists bend backward, yet is a reasonable response to negative commend

Positive command that gets correct result would be “keep your wrists in a neutral position to help activate muscle engagement”

Question 63

Autonomy-supportive cueing

Answer 63

Coaching practice focused on creating an env. That emphasizes self-improvement rather than competing against others
—recommended by sport and exercise psychologists

Do this by
—providing choices within limits
—offering rationales for activity structures
—avoiding overt control and criticism
—providing informational feedback
—limiting participants ego involvement throughout their program (focus on self-improvement instead of comparison with others)

Question 64

Musical cueing
—4 beat and 2 beat

Answer 64

Beat of music can help instructor cue on time and sits the participants in anticipating upcoming changes
—bc movements are typically changes or started on downbeat (count 1 of an 8-count phrase) - instructors can use 4-beat or 2-beat cueing to help participants perform movements with proper form and tech.

Question 65

4-beat cueing

Answer 65

When instructor counts down from 8 and provides verbal or visual cues on counts 4-3-2-1
—ex. “8, 7, 6, 5, squat, to, the, right” - spoken over counts 4,3,2,1
—then participant is able to squat to the right on the downbeat (first beat) of the next phrase

Question 66

2-beat cueing

Answer 66

—counting down from 8 and providing verbal and or visual cues on counts 2-1 or the last 2 counts of the phrase
—ex. “8, 7, 6, 5, 4, 3, squat, right!”

Question 67

Participant-centered teaching approaches

Answer 67

Movement selection that offers options in intensity and complexity for a variety of skill and fitness levels
—places the needs of group above desires of instructor
—through rapport building, effective comm., and positive interaction - create value for participants

Facilitated by:
1. To connect verbally, should use words that INCLUDE rather than EXCLUDE the greatest number of participants

2. To visually engage, may wish to use frequent eye contact, provide visual reassurance (thumbs-up) and walk around the room
3. To engage in kinesthetic way, use lang. that focuses on how movement should feel or encourage participants to imagine scenarios that help facilitate the intended behavior

Question 68

Positive-based correction

Answer 68

—provide positive feedback that helps build confidence, motivation, education, and empowerment
—learn how often to provide feedback and how and when to make corrections

Positive based correction - also known as positive correction
—uses various forms of verbal and non-verbal feedback to elicit a corrective change in the most encouraging manner possible
—main goal in providing feedback

After class, participants may request specific feedback on their performance or answers to questions
—instructors should only respond to questions w/in their scope of practice and areas of expertise
—keep questions related to completed class
—if questions are health or medical related - should refer to a licensed medical professional

Question 69

Positive-based correction vs. negative cues

Answer 69

Common negative first and then positive correction replacement

1. “Don’t forget to breath” - “keep breathing”
2. “Don’t go that way” - “go right”
3. “Don’t let your shoulders round in” - “Pull your shoulders back and down”
4. “Don’t let your hips sag in plank position” - “raise your hips up”
5. “Don’t stop!” “Keep going!”

Question 70

Which of the following best describes positive cueing?

Answer 70

Choosing to use words that cue to the solution

NOT choosing to focus on motivational, inspirational, and empowering cues

Question 71

In order to facilitate supportive communication, Group Fitness Instructors can implement which of the following approaches into their teaching style?

Answer 71

Using “I” statements rather than “you” statements

Question 72

Which of the following is an example of an instructor owning their message?

Answer 72

“I love bodyweight exercises like push-ups and lunges! They are effective, and you can do them almost anywhere!”

Question 73

Which of the following best describes the cue: “This plank is going to activate your oblique muscles on the right side”?

Answer 73

Anatomical

Question 74

Which type of learner might ask an instructor: “Can you tell me how hard this push-up should feel?”

Answer 74

Kinesthetic learner

Question 75

Which of the following are the best ways for Group Fitness Instructors to demonstrate value?

Answer 75

Help class participants locate equipment, towels, and water quickly

Question 76

Which of the following auditory cues is the most effective way to implement two-way communication?

Answer 76

“It’s time for biceps curls. I’ll know you’re ready when I see you standing up with your dumbbells, palms facing up, and a big smile on your face”

Question 77

When using three-dimensional cueing, which of the following is most appropriate for an instructor to provide?

Answer 77

A combination of visual, auditory, and kinesthetic cues

Question 78

Which types of cues work best to facilitate efficient movement execution for the participants?

Answer 78

Alignment and safety

NOT anatomical and informational

Question 79

Which of the following best describes one-way communication?

Answer 79

Participants remain standing after instructor tells them to lunge