Chapter 8 - Adapting to Class Dynamics

Question 1

Pre-class set up

Answer 1

• instructor arrives 15 minutes before class
• puts room in order
• cues up the music
• arranges position of class members as needed

Question 2

Music Set up

Answer 2

• test music
• test music volume
• play some music before class starts
• set tempo to appropriate BPMs (if not already done)
• silence mobile devices
• bring back up music source

Question 3

Microphone check

Answer 3

• check battery life
• use a windscreen (foam cover)
• check volume - ensure instructor & music can be heard well
• position mic correctly on the body

Question 4

Equipment setup

Answer 4

• let class members know what equipment to set up
• give guidance as needed for optimal student arrangement
• check equipment for damage or improper function
• students adjust some equipment (like bikes) for proper fit, give help if needed

Question 5

Participant Arrangement

Answer 5

• instructor should be able to see all students in the room and be seen by them
• participants can be arranged in the following ways:
  * staggered: students randomly spread out in the room; instructor can easily see them from the front of the class
  * Row: students are lined up in a row, allowing teacher to move through room & monitor class. Great when students are using large equipment
  * Circuit: students work at & move to stations throughout the room.
  * Circle: students can move in a circular pattern, or forward and backward as needed.

Question 6

Adapting to Situations on the spot

Answer 6

• Unexpected participants: try to talk to person before class. If person should’ve signed up & didn’t, may have to turn them away if room is full.
• Space limitations: movement/equipment may need to be adjusted to keep everyone safe. Reduce the need for moving around the room and have participants exercise in place.
• Equipment changes: practice with new/unfamiliar equipment before class takes place
• Timing issues: may have to adjust class length if the one before it runs late; do the most important parts of the workout and omit others as needed.
• Conflicts: handle immediately. Offer suggestions to help class members who are in conflict with each other to get class on track.
• Managing class members: recognize that some folks towards the front of the class often seek attention & teacher engagement; those in the back tend to avoid it. Teacher should try to learn student preferences.

Question 7

Monitoring

Answer 7

watching movements of class members to ensure proper form, functioning of the kinetic chain, and safety.

     - teach moves on right side, then monitor the left.
     - watch a movement after it has been cued
     - start a countdown for reps, then watch during remaining time left.

Question 8

Physical Monitoring

Answer 8

• observing physical movement, checking to see if it’s being done correctly/safely
  
  • encourage proper range of motion
  • give motivation when student is giving low effort
  • encourage better form
  • check to see why someone has stopped exercising completely

Question 9

Emotional Monitoring

Answer 9

observing the participants emotional response to a workout

- student might express confusion or frustration
- student may look at the clock or refuse to look at instructor
- may be moving too fast or slow for the pace of the exercise/music

Question 10

Why Instructors should do posture assessments

Answer 10

Good posture supports effective & safe movement. Poor posture can cause injury or pain

Question 11

Postural Distortion Patterns

Answer 11

common postural malalignments/muscle imbalances that people develop because of a variety of factors,
which can include lifestyle or occupation.

see page 159 for charactaristics of each distortion.

Question 12

Pronation Distortion Syndrome

Answer 12

a distortion caused by flat feet (foot pronation) & adducted & internal rotated knees (knock knees)

Question 13

Lower Crossed Syndrome

Answer 13

postural distortion characterized by an arched lower back (anterior tilt)

Question 14

Upper crossed syndrome

Answer 14

postural distortion characterized by a foward head/rounded shoulders

Question 15

How to assess static posture

Answer 15

• check for proper alignment of kinetic chain key points, symmetry on each side of the body, and postural distortion patterns (foot/ankle, knee, LPHC, shoulders, head & cervical spine)
• if possible, assess posture from the front (anterior), the side (laterally), and the back (posterior)

Question 16

General Safety Considerations

Answer 16

• ensure participants are using equipment safely and correctly
• check that no one is overexerting themselves. Class may have to be stopped if participant(s) need medical attention
• seek immediate help for anyone with symptoms of dehydration (confusion, rapid heart rate/breathing, passing out, lack of sweat, or extreme thirst)
• Fatigue, which can include shortness of breath, chest pain, irregular/rapid heartbeat, dizziness, severe ab, pelvis or back pain
• room temperatures for fitness classes are generally between 68-72 degrees. Ensure it’s not too hot or cold for safety and comfort (hot yoga is an example of an exception to this rule)
• Sound Volume: no more than 85 db averaged over 8 hours. Avoid yelling & use a mic
• Clothing/footwear: suggest options to class members who may need suggestions for safety & comfort if needed
• Flooring: be mindful of the type of flooring; can be a hazard if on carpet, rubber, or cement. Wood floors are best
• Contraidiciated Exercises: some movements are not safe for students (straight leg deadlift, hurdler stretch, straight leg sit ups, overhead kettlebell swings, good mornings. Other exercises may not be safe for certain populations (pregnant women, children, seniors, etc.)

Question 17

Steps to Recognizing & Responding to Emergencies

Answer 17

• Check the area/environment to see what the emergency is; look for hazards
• Check the individual for injuries or trouble (position the person is in, skin color, bleeding, level of consciousness, pain/discomfort, any signs of distress)
• Call 911 as soon as environment/individual has been assessed
• administer CPR of the person has no breathing or pulse
• if person is conscious, ask questions to assess what is happening with them (what happened, any health conditions)
• follow the facility’s prearranged emergency plan

Question 18

Temperature Considerations for Exercising Outside

Answer 18

• Be prepared to move class inside or to a climate controlled space
• limit time in extreme weather conditions
• change exercises if weather related stress makes movement difficult
• have access to necessary emergency equipment just in case

Question 19

Exercising in heat/humidity

Answer 19

• be cautious of exercising in extreme heat - core body temperature above 102 degrees can result in heat exhaustion
• if core body temperature rises above 104, heat stroke can occur
• humidity can interfere with a person’s ability to sweat/cool down. Sweat doesn’t evaporate as readily in humid locations

Question 20

Exercising in Cold Temps

Answer 20

• keep skin covered in temps below freezing
• participants should dress in multiple thin clothing layers that can be progressively removed (including head coverings)
• hypothermia (core temp is 95 degrees or lower) can occur; if shivering stops and internal core body temp falls below 85-90 degrees, death becomes a risk factor.
• watch for pale skin, bluing of lips, hands, or feet & shivering - get medical help if person stops shivering in the cold

Question 21

Air/Breathing Concerns related to exercise

Answer 21

• breathing becomes more difficult at higher altitudes; oxygen capacity is reduced
• poor air quality also hampers breathing/decreases oxygen, dust & smoke irritate respiratory system
• bad air quality especially becomes harder for those with conditions like asthma
• exercise shouldn’t occur outdoors if AQI is higher that 150; those sensitive to pollution should avoid being outdoors if AQI is greater than 100

Question 22

How to Reduce Risks in Fitness Classes

Answer 22

• apply principles of integrated fitness:

- use good movement prep; match movements in the body of the workout by doing less intense but similar movements