Chapter 9 - Communication & Learning Styles Flashcards
Visual-Auditory-Kinesthetic Model
- Individuals learn through 3 methods:
- seeing (visual)
- hearing (auditory)
- moving (kinesthetic)
-see pages 170-171 for examples of visual cues
Supportive Communication
language that creates a climate of trust, caring & acceptance
- use “I” statements instead of “you”
- ask open ended questions - work to understand participant(s) feelings - use suggestions like "you might consider" or "you could try" - "we" statements - focus on solutions instead of mistakes
Effective Nonverbal Communication
- eye contact (helps show interest, keeps class engaged)
- body language
- facial expressions
One-way communication
a communicator (instructor) sends an audio, visual or kinesthetic signal and gets no response back from the receiver
Two Way communication
a communicator sends an audio, visual or kinesthetic signal, and the receiver communicateds a response back to the sender.
Effective communication practices for Instructors
- be specific and say exactly what you’d like the class to do
- avoid conflicting messages (focus on one message for the class at a time & give time for students to address it before moving onto another message)
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Own Your message (as an instructor)
- Use “I” phrases instead of saying “the club” or “you should”
- take responsibility for what you say
Use positive & supportive words
- give feedback right away if class members are doing movements incorrectly/unsafely
- tell them how to solve the problem, instead of saying “don’t do xyz”
- have a positive/supportive attitude (be open for feedback, be friendly, let them class know you are there for their benefit, dress professionally)
How to Make Students feel Welcome (show you value them)
- arrive early, start and end class on time
- learn/use names of class members, reach out to new members
- be available before & after class to speak with class members
- prepare equiment if needed
- ensure that room temps and sound are at appropriate levels for the class/participants
- help those who need it in finding equipment, towels, water, etc.
- communicate class objectives & equipment needed
How to build Rapport with Students
- meet your class members and learn about their goals
- make eye contact when conversing & during class
- taking an interest in your class member’s lives
- take music or exercise requests
- be available before & after class to allow them time to speak to you
Cue-based Teaching
instructor gives continuous, reliable, and precise verbal cues that occur simultaneously with music
Visual Teaching
instructor demonstrates correct form & technique while providing a comprehensive view of the movement or pattern from start to finish
Mirroring (mirror imaging)
instructors teach all or part of their class facing participants
Reflective Imaging
The instructor faces the same direction as the participants and uses a mirror’s reflection to teach/cue movements
Timed Coaching
An instructor focuses on verbal coaching and motivational phrasing to push participants through timed movement sequences.
Part-to-Whole Teaching Method
Instructor teaches one move/exercise in a combination (repeating as needed) before teaching the second move.
Both moves are then done in combination with each other. The process is repeated until the whole set of moves has been learned.
Repetition-Reduction Teaching Method
Instructor teaches a move combination, then repeats it until class members have it mastered. This is repeated with each additional move. Then, instructor returns to the starting move & reduces the number of repetition with each move.
Simple to Complex (layering) Teaching Method
Instructor teaches a combination of moves at a basic level, then adds additional movements, range, or intensity to build the complexity of each move.
Slow to Fast (Half-time) Teaching Method
instructor teaches an exercise or combination at a slower rate or at half of speed it’s usually performed. Once the exercise or move is mastered, the instructor cues the class members to speed up to the correct tempo
Three Dimensional Cuing
cueing that uses visual, auditory, and kinesthetic signals
Other types of Cues
- personal: instructor gives a personal story disconnected from class purpose; builds rapport
- safety: gives reminders of proper form to to correct improper movement
- motivational/inspirational: positive cues abut performance, effort, or completing exercises
- alignment: instruct correct body set up or execution
- respiration: cues reminding participants when/ how to breathe
- informational/educational explains reason for & potential benefit of a movement
- numerical: tells the number of sets, reps, or other counted parts of a movement
- anatomical: explain muscles/body parts involved
- directional: cuing direction of movement
- empowering: help class members see how the exercises will benefit them in other parts of their day/life
- spatial: gives reference to one’s body in relationship to other students, equipment, or both
- movement: describes the moves coming up or patterned to be performed
Hands-On cuing
instructor touches or moves part of the participants body to correct form or show how to move properly. Should only be done with permission from the student involved.
-instructor might show how the movement is done by doing a demo with their own body if student prefers not to be touched.
pre-cue
a cue given (generally before an exercise starts) to get students ready to move (keep it short and sweet)
Main Movement cue
explains intended movement while instructor simultaneously demonstrates proper form/movement
nonverbal cue
uses expressions, gestures, posture, or other nonverbal communications to demonstrate movments
Positive Based Cueing
using words that tell the class a solution to a problem rather than focusing on the problem itself.
Autonomy-supportive cueing
participants are encouraged to focus on their own progress and improvement instead of trying to compete with other exercisers.
4-beat Cuing
Counting down from 8 & providing verbal or visual cues on counts 4-3-2-1
2-beat cueing
Counting down from 8 & providing verbal/visual cues on counts 2-1, or the last two counts of a phrase
Participant - Centered Instruction
places the needs of the group above the desires of the instructor. Allows for a variety of student skills and fitness levels to be accomodated.
Positive Based Correction
when a correction is necessary, tell class students how to correct improper form or movement using positive language. example: instead of "don't slump" say "remember to stand up straight and pull the navel in"
