Principles of Planning and Delivering Group Exercise

Manual

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Principlesof Planning and Delivering Group Exercise Manual

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Principles of planning and delivering group exercise | Manual | Version 1.0 © YMCA Awards 2018

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This manual will help provide you with the knowledge required to complete the ‘Principles of Planning and Delivering Group Exercise’ unit for your YMCA Awards group exercise qualification.

This manual will also help you to digest your learning and develop your revision skills. The manual includes opportunities to check your understanding and test yourself. You can also use our unique ‘Create your own’ section to design your own glossary.

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Principles of planning and delivering group exercise | Manual | Version 1.0

Principles of Planning and Delivering Group Exercise

In this manual you will learn:

• how to plan a group exercise session for different participants

• how to use participant information for planning a session

• how to use music to enhance group exercise

• how to safely prepare for and introduce group exercise sessions

• how to safely and effectively instruct group exercise sessions to participants

• how to reflect on and review group exercise sessions you have conducted.

Section 1: Introduction to group exercise

In recent years, instructing studio-based classes has become a profession for many exercise instructors. In the 1980s the majority of instructors used classes to boost their income or simply to teach for fun. Nowadays most instructors rely on regular teaching as their sole source of income, and the competition is high for freelance instructors. Sessions need to be well planned and organised.

Today, there are numerous types/genres of group exercise classes available to suit a wide range of interests and goals. Some of these types are listed below but there are also others.

Group exercise types/genres

Approach Description

Circuit training

Circuit training is a form of cardiovascular, strength and endurance training. Exercises are set at stations and will be a mixture of cardiovascular, weight training and body weight exercises. Between each station and planned exercise there is often a rest given before moving onto the next station/exercise. Circuits can cover a whole body workout or they can be designed to target specific areas. In one complete session you can meet the needs of a variety of individuals as each person can work at their own pace.

A great group class which can cater for all. Circuit training promotes healthy heart and lungs plus it’s known to have a high calorific output.

Exercise to music (ETM) (freestyle and prechoreographed)

Exercise to music classes, known traditionally as ‘Aerobics’, are a form of exercise where you work major muscle groups in patterns rhythmically to music. Utilising each beat of music.

Each exercise is taken through a full range of movement whilst improving the cardiovascular and respiratory systems during the aerobic curve. Thus giving the benefit of a whole body workout.

Most classes will also provide exercises for muscular strength & endurance and a stretch section to increase flexibility. There are two main types:

• Freestyle classes are where the instructor has control over preparing the class. This includes all choreography and all the exercises. It allows you to be creative while taking different skill levels into consideration. Freestyle

Group indoor cycling

group exercise to music allows you to create your own individual/personal style whilst delivering a balanced safe and effective class.

• Pre-choreographed classes are prepared classes where you follow a specific routine and format. They are also for a specified amount of time. Sometimes you must also use the music that comes with the programme and you will also pay for the updates (an example of a pre choreographed programme would be Les Mills –BODYPUMP, BODYCOMBAT, BODYATTACK etc.).

Dance based classes

Yoga/Pilates classes

Group indoor cycling is an organised activity with a group fitness format. Classes focus on endurance, strength, interval, and high intensity training using the stationary bike. There are many different class formats, for example, those that focus on using the music to simulate an ‘outdoor journey’ with varying profiles and others that might focus on heart rate training or more specific fitness goals.

Dance based classes such as Zumba or Street Dance are mostly aerobically focussed and choreographed classes.

Mat-based Yoga and Pilates classes are an organised activity with a group fitness format. Classes are mind-body focussed with an emphasis on strength and mobility/flexibility together with breath control. With both Pilates and Yoga there is a focus on quality of movement and posture. With a more spiritual focus, postures/movements tend to be held for longer periods of time with Yoga (dependent on the types – ranging from Ashtanga to Hatha) whereas in Pilates they tend to be more dynamic

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Section 2: Preparing to deliver group exercise sessions

“By failing to prepare, you are preparing to fail.”

Whilst there is some truth in the above statement, failures in the sense of not getting precisely the desired results can be a positive experience if you learn from your mistakes.

Your session plans provide you with an excellent basis for evaluation and the implementation of any improvements. More importantly, the session plan helps to ensure that the session is properly structured, balanced and fulfils its aims and objectives. It also provides a written record of what you planned and how you planned to do it. The busy exercise to music instructor does not have time to write lengthy plans but thorough planning in the beginning will pay off later.

The main purpose of this section is to provide you with an insight into the processes involved in preparing for and planning a session.

Screening and informed consent

This section cannot prepare you for all of the possible health contingencies that might occur in an exercise session. However, the screening process presented here will help you identify individuals who can safely participate in exercise sessions and identify those individuals who need medical clearance or special adaptive classes.

Pre-exercise screening

For the majority of the population, engaging in an exercise programme should not pose any major problems or hazards. However, for a few people exercise can involve a substantial degree of risk and may be inappropriate without medical advice concerning the type, frequency, duration and intensity of physical activity most suitable for them.

Observation and interview

When someone new walks into a session there is a certain amount of information that can be assessed visually. This includes:

• posture

• injuries

• possibly confidence.

It is important not to make final judgements based on appearance but it can be a good indication when assessing their needs

Verbal screening (interview) allows an instructor to build rapport with a client. It indicates that the instructor is interested in their wellbeing and gives an opportunity to ask questions prior to the session. Privacy is an important factor when sharing personal information.

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The purpose of pre-exercise screening is to evaluate an individual’s health status and identify any existing medical conditions or risk factors that could be exacerbated by the proposed physical activity. It is advisable that all clients undergo some type of pre-exercise screening.

The American College of Sports Medicine (ACSM) states that the purpose of pre-exercise screening includes identification of:

• Individuals with medical contraindications to exercise and exclusions where necessary. Individuals with disease symptoms and risk factors for disease development who should receive medical evaluation before starting an exercise programme.

• Persons with clinically significant disease considerations who should participate in a medically supervised exercise programme.

• Individuals with other special needs

Interview

The structure of an interview can take different forms. The instructor could follow a set script and complete a questionnaire or ask questions while taking notes.

This may depend on the experience and confidence of the instructor. Interviewing provides an opportunity to discuss personal goals and activity preferences. Some people prefer to chat and the instructor may find that they gain more information taking this approach with some people.

Observation

An instructor should develop effective observational skills during the induction and when instructing a class. Good observational skills enable the instructor to identify unsafe exercise technique and act accordingly.

Written screening

The Physical Activity Readiness Questionnaire (PAR-Q) is a simple, valid and time efficient tool for assessing an individual’s readiness for exercise. Problems during physical activity may be significantly reduced when individuals are first screened with a PAR-

How to use the PAR-Q

If a client ticks ‘yes’ to any question on the PAR-Q: that person should be referred to the appropriate medical specialist for advice. If a client ticks ‘no’ to all of the questions, that person can then proceed into the fitness programme.

An example of a PAR-Q can be found in the Learner Assessment Record (LAR).

There are advantages and disadvantages to both written and verbal screening. Some clubs insist on written screening that is updated annually or when changes in information occur. Non membership centres (pay as you go) will often avoid using written screening forms as the process can be difficult to manage. It would be impossible to check who had completed PAR- Qs and for the instructor to check them all. Instructors who run classes in their local

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halls will often use written screening as it’s easier to manage and allows them to collect contact details etc.

It’s important that the instructor always verbally screens at the start of the class. This provides participants with the opportunity to inform the instructor of any illness or injury. It also helps identify if the participants are beginners. Often the instructor can address the whole group with general advice, such as work within your limits, drink plenty of water and how to leave the session should they need to for any reason.

Health Commitment Statement (HCS)

Whilst the PAR-Q is a useful screening tool, it is not used by all health and fitness clubs. The Health Commitment Statement (HCS) is another tool for seeking agreement of an individual to use a club The HCS outlines the club’s responsibility to the individual. It covers areas such as confidentiality and safety. In turn, the individual agrees to adhere to rules and regulations and inform the health club of any changes to their health or disability.

The HCS is not a legally binding document and is designed to avoid barriers to participation that may be created by a ‘yes’ response on a PAR-Q.

The benefits of screening

The pre-exercise screening process is not just about who can and cannot participate in an exercise session. From an instructor’s perspective the pre-exercise screening has many positive benefits. These include:

• Provides an excellent opportunity to find out essential information about the client’s health status, wants, needs and activity preferences.

• Provides a chance to take account of any health or fitness related problems that do not necessitate medical referral, just the adaptation of certain activities

• Can help protect against potential legal problems, because it does indicate a concern with the client’s safety and an attempt to manage risk

• Provides a written record of evidence.

• Can enhance an instructor’s credibility as a concerned professional.

• Can open lines of communication between doctors, healthcare professionals, physiotherapists and instructors.

Deferral

If there is any uncertainty concerning the health and safety of an individual and whether or not it might affect whether they can participate in an exercise session then it must be checked with the individual’s doctor. If the participant is already having treatment from a physiotherapist it is advisable to get advice from them prior to allowing the participant to join in the session.

Referral

A referral may be necessary if there are complications identified in the screening process. For example, if a 55 year old has arthritic joints then a Level 2 instructor would need to refer the client to a Level 3 instructor (or someone qualified in exercise referral). These people will be trained to work with older adults.

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Preferably an instructor should get to know other professionals working in their local area. Setting up a network of Level 2 and Level 3 instructors allows for a professional service to be offered across the board.

Medical clearance

If an individual is identified by the PAR-Q as having a condition or risk factor that could be aggravated by the proposed physical activity, that person must be referred to their doctor or medical specialist for approval and/or advice prior to participation. To help communication between the participant, doctor and instructor, a medical clearance form (see following page) can be given to the doctor to complete.

A medical clearance form should describe the content of the session. It should inform the doctor about the type, duration and intensity of the activity. This information will help the doctor to accurately assess the risks of participation in the session and provide the participant with the relevant advice.

Medical clearance forms received from the doctor should be filed along with the PAR-Q and any other relevant client information.

Class preparation screening

Check that participants have the appropriate footwear and clothing and that they do not have any recent injuries or illness that might affect participation in the exercise session.

Pregnancy is not an illness; however, it is a condition that does affect exercise activity. Ante and postnatal women must be screened to ensure they:

• are a regular exercise participant

• are experienced in the discipline

• do not have any complications.

Level 2 instructors can allow the following fit and healthy people into their planned adult class:

• pregnant and postnatal women

• older adults (50+)

• disabled clients

• children aged 13 to 18 years (accompanied by an adult).

The guidelines indicate that if the instructor only needs to make reasonable adjustment for the individual then that individual can participate in the session. But if there are complications the instructor must recommend they attend a specialist class taught by an appropriately qualified instructor.

Exercise history

Participants should be screened for their exercise history In particular, there is a need to establish whether the participant has previously taken part in a group exercise session. It is

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also a good idea to ask them about the intensity level of the classes that they have attended and how longs it has been since they last took part.

Goals and wants

Different people have different motivations for attending an exercise class. Some people may go for social reasons and to feel part of a group. Others may have specific fitness or weight loss goals.

Whatever the reason, it will affect a participant’s attitude towards exercise. In a group exercise situation; it is not possible to work on individual goals. However, it is important to establish the participants’ reasons for exercise and their expectations. This will help the instructor address as many of the participants’ needs as possible. A great deal of this information can be found out from a casual chat at the start or end of the class.

The participants’ fitness levels

Occasionally group exercise classes e.g. exercise to music are simply divided into beginners, intermediate and advanced categories. These categories often only mean three things:

• the motor skills become progressively more complex

• the exercise moves get faster and bigger

• a combination of the above.

When planning a class, it’s important to make sure you gather enough information to determine the participants’ skills and fitness levels. The majority of clubs and fitness centres often timetable mixed ability or general level classes. These are usually peak time classes.

Participants tend to choose these classes as the time fits in with their lifestyle. Because of this, instructors should plan both easier and harder options to accommodate the range of fitness and skill levels.

Informed consent

There is always a degree of risk associated with taking part in physical activity. Individuals should be in a position to make informed decisions relating to participating in an activity where there could be a risk to their wellbeing.

It’s the role of the exercise professional to identify the risks as well as the benefits of the activity. When the individual has all the facts they are in a position to make a judgement based on sound evidence. The instructor is not advising; they are simply supplying information.

An informed consent form is a record of the information given. As previously stated, it highlights the possible advantages and risks associated with the individual participating in the activity. Signing the informed consent form is confirmation that the individual feels they have enough information to make a judgement and are accepting responsibility for making the decision to participate

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An example of an informed consent form can be found in the Learner Assessment Record (LAR).

Duty of care

An instructor has a duty of care to ensure they take every precaution to protect the wellbeing of their class participants. A duty of care is when an individual is responsible for an activity where there is a risk of potential physical, mental or economic harm. It’s designed to protect against unreasonable suffering or loss to an individual. If there is a breach of duty then a legal liability could be imposed against the duty of care owner.

Group exercise instructors have a duty of care to ensure participants are taught safe and effective exercise. Simply leading without giving teaching points or making corrections to bad technique means there is a breach. Allowing participants to join in after missing a warm up or leaving prior to cooling down appropriately could also land an instructor in court.

Risk stratification

The key factor for determining participation in activity should be the extent to which the potential or actual risks are outweighed by the benefits. This is called risk stratification. Usually, the benefits of being more active will outweigh the risks.

Risk stratification will:

• Identify people who may be at risk during exercise or during a physical assessment or test.

• Assess the level of risk (low, moderate, high) to the participant and the likelihood and severity of risk attached to a client becoming more active.

• Assist with exercise prescription and recommendations.

• Enable the development of a suitably informed, safe and effective exercise programme, where the level of risk is acceptable and minimised.

• Ascertaining the appropriate level of monitoring and supervision.

Risk stratification models provide some guidance that can be used by an instructor to identify the participant’s Cardiovascular Disease (CVD) risk factors and other lifestyle factors that could increase risks. The client can usually be assigned to one of following categories:

• Medical referral participant has a serious condition or serious medical risk factor for CVD. They should always be referred to a medical professional for clearance. The majority of participants’ in this group will benefit from a regular exercise programme but need to be supervised by an appropriately qualified instructor.

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• Special attention participant may have several factors that contribute a higher risk for CVD. Many factors have to be taken into consideration. Two or more risk factors place the client at low to moderate risk and multiple factors will increase the risk. These clients should be referred to a medical professional for clearance and might be best suited to an exercise referral instructor.

• Normal (fit and healthy) participant has no health problems, no identified risk factors for CVD and have been following a regular exercise programme for at least two months.

Risk stratification methods

In the UK, there is no single model used for risk stratification and therefore no standardised approach within the fitness industry.

Risk stratification pyramid

The risk stratification pyramid is one of the earliest UK models for risk stratification. This model identifies four levels of client:

• Apparently healthy populations at the bottom of the pyramid

• Followed by low-risk populations

• Moderate-risk populations.

• High-risk populations at the top.

At each stage of the pyramid the qualifications that an instructor needs in order to work with these groups are stated (based on the qualifications available at the time it was developed) along with the type of exercise environment/ activity setting.

The logic model

The ACSM model for risk stratification states that the health and medical history of the person should be reviewed to check for:

• The presence of diagnosed CVD conditions.

• Signs and symptoms to indicate the presence of CVD, pulmonary disease and/or metabolic disease.

• CVD risk factors.

Clients who show more than two signs and symptoms should be signposted to a GP prior to participation and may then be referred for a more specialist programme depending on other factors e.g., current activity levels and overall health status. See appendix.

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Irwin and Morgan risk stratification tool

This tool takes the form of a simple traffic light system highlighting the categories of risk as low, medium and high. See appendix.

Preparing to teach – space, equipment and environment considerations

It’s your responsibility to risk assess the exercise environment. The instructor should be aware of how many participants can comfortably fit into the space. Participants should be able to walk two steps forward and two to the side without interfering with another participant. An occasional obstacle you will face as an instructor will be pillars and columns in undesirable places. For safety reasons these might require you to adapt you group exercise class e.g. if you are including travelling routines, or if you need your participants to be able to see you/your demonstrations. The number of participants will affect the shape and structure of the exercise class. Preferably this will be known prior to the class; some centres insist participant’s book in advance which assists the instructor in organising the space with consideration to numbers

The type of flooring in the studio should be considered when planning. If it’s a sprung wooden floor (compared to a solid concrete surface) you can incorporate impact into the routines as the wood allows for some of the impact to be absorbed.

For body conditioning classes you might consider using body bars, dumbbells, barbells, benches, steps and rubber tubes. The key point here is to check that you have enough equipment for the participants and that you have considered the implications of people performing the exercises freely without interfering with other participants.

Exercise mats need to be checked for cleanliness and must be in good condition. In an ideal situation, participants bring their own mats or place a towel over the top.

It’s the instructor’s responsibility to ensure that all the equipment is in a safe working condition. It is advisable that the manufacturer’s manual is adhered to for each piece of equipment (particularly music machines). All equipment should be periodically inspected for cleanliness and damage. Any unsafe equipment should be marked, or preferably removed.

The sound equipment should be easily accessible and in good working order. The instructor must ensure that any trailing cables are kept away from the class. Water bottles should be placed away from all electrical equipment.

Music should be prepared before the class. There is nothing more frustrating than having come prepared for a class only to be delayed while the instructor is frantically sorting CDs. Many instructors are now using MP3 players as all the music can be stored in one place and playlists can be managed easily.

Part of being professional is ensuring that the environment is left in an acceptable condition after use. The instructor should ensure that all equipment used is left in a clean and tidy state. Mats should be rotated to ensure the same ones are not being used all the time. Damaged equipment must be taken out of use and reported to a manager or appropriate person.

Revision test

TEST YOURSELF

Question. Why is it important to plan classes? Write your answer here:

Question. Describe the types of screening tools that can be used for screening participants. Write your answers here:

Question. Why is it important to plan for easier and more challenging options in group sessions?

Write your answer here:

Question. List three considerations in preparing to teach a class with regard to space and environment Write your answers here: 1. 2. 3.

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Section 3: Planning group exercise sessions

Aims and objectives

The instructor should have a clear vision of the aims and objectives for the class. The instructor may be aware of individuals’ specific goals but usually they have to make a judgement. The majority of the class will want a safe and effective session that will be fun, motivating and achievable as well as a little challenging.

In order for the instructor to meet these goals their objectives will be as follows:

Deliver regular teaching points

To make the class safe they must teach correct technique. Standing at the front and simply cueing is not teaching. Participants need teaching points to ensure correct alignment. They also need to be observed and in some cases require individual correction.

Offer alternatives and adaptations for participants

For the session to be effective the instructor must know the fitness and skill level of the group. Some exercises may need to be modified for certain clients to ensure that they are performing according to their potential.

Deliver effective content

The session should be planned around the advertised level descriptor. If it’s a beginners’ class then warm ups and cool downs may be longer in duration than in an advanced class. For effectiveness the intensity must again match the level of the group’s needs. This will also meet the objective for the session to be achievable.

Ensure the class is motivating and fun

For a class to be fun the instructor must spend time working on effective communication and practicing the session. They must look relaxed and in control rather than panicking about what is coming next. If using music then the choice should reflect the objective i.e., fun, motivational tunes.

Specific arrangements

If an instructor is working for a centre then the organisation usually takes care of advertising the class to the members. They will update timetables, write class descriptors and indicate the level of the class.

Equipment is accessible and provided by the centre. There will usually be a reception where bookings and payment take place. In the case of a privately run class in a local hall it’s the responsibility of the instructor to ensure all of these areas are covered.

Applying the principles and variables of fitness to a group exercise session plan

When planning a group exercise session some or all of the following principles and variables of fitness should be incorporated:

• Specificity (class must be matched to the needs of the participants’ to improve fitness).

• Overload (Show progressions in the plan in order for individuals to gain improvements by working hard as required).

• Progression (planning and delivery should show a class starting slowly and gradually increasing the amount of intensity and with overloading as appropriate).

• Reversibility (probably won’t show this as such, however the principle states unless there is progressive overload over the course of sessions then over a period of time adaptations may not be made or fitness gains could be reversed)

AND use the FITT principles to add in detail:

• Frequency (how often participants should take part in sessions)

• Intensity (how hard the sessions should be – probably based on a mixed ability group with progressions/adaptations planned as required).

• Time (for each component and session as a whole).

• Type (what type of group exercise session it is and if it will focus purely on cardiovascular fitness or incorporate resistance/strength training or other components of fitness).

Methods of adapting group exercise

In planning and delivering group exercise, it is essential to understand methods of adapting exercises to increase or decrease intensity. This is to allow for the abilities of a mixed ability group. Using the principles of FITT (as highlighted above) adaptations can include changes to the following (dependent on class type):

• impact

• length of levers (for example arms overhead during an abdominal curl would increase intensity)

• range of movement

• repetitions

• speed of music

• rest (active)

• complexity

• changes of direction

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• resistance.

Agreeing goals and objectives for a group exercise session with participants

It is important to agree goals and objectives with participants of your group exercise session for a number of reasons, most importantly to ensure the session is suitable and effective for them. When planning, the session goals should be SMART (specific to participants’ goals, measurable, agreed with participants, realistic for all participants and with a time frame i.e., short, medium or long term).

Objectives of a session should be relayed to participants at the start of class and they should be encouraged to adhere to the session programmes. For example the instructor may explain consistency will achieve greater results. Participants should also be encouraged throughout and at the end of class.

A group exercise instructor should ensure they review their planned sessions at regular intervals with participants in order to reflect on how they might improve upon their teaching and assist participants further. Reviewing sessions can:

• Allow for amendments to be made – future session plans should be based on feedback from participants. This will help participants’ enjoyment and adherence to future sessions.

• Assist in the progression towards individual participant and group goals

• Prevent plateau

Using participant information to plan a group exercise session

Participant information affects planning the:

• Overall aims of the session.

• Adaptations to be made to any session plans or exercises including alternative progressions/regressions

Programming for different participants objectives

Participant fitness levels, age, demographics, specific goals and experience can all affect the overall type, aim and intensity of sessions For example, a group over the age of 50 may require a lower intensity session compared with a group of experienced athletes. They might focus on motor skills and gentle movement patterns with less high impact activity.

In other words there might be a ’health’ focus over say an athlete who wishes to improve in their performance via higher intensity circuit training or indoor cycling. A different session or certain adaptations would certainly have to be planned for young people (13-18) or antenatal/postnatal participants. You should always work within scope of practice however and at times these participants may need to be referred to instructors with specialist qualifications.

As mentioned earlier, gaining of participant information may lead to their deferral from the group exercise session or referral to another professional prior to commencing the sessions.

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Session structure and components

The components of a safe and effective group exercise session should include (dependent on type/genre):

• Warm up

• Mobility and pulse raiser.

• Preparatory static and/or dynamic stretching.

• Main workout.

• Muscular Strength and Endurance (MSE) (dependent on session type/genre)

• Cool down and flexibility.

The session plan should also include:

• Appropriate timings, intensity (repetitions, range of motion, resistance, rate, type) to meet the needs of the participants.

• Activities to improve specific components of fitness (as appropriate to genre) that are balanced and incorporate functional and motor skills

Choreography and music could be used (as appropriate to genre) and should be relevant to the session as a whole and the participants themselves.

The instructor should also think about the teaching style to be adopted and adaptations for mixed ability group objectives or individual goals.

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Revision test

TEST YOURSELF

Question. Describe 4 variables of fitness that can be applied to a session plan. Write your answers here: 1. 2. 3. 4.

Question. List 4 methods of adapting the intensity of an exercise during a group exercise class. Write your answers here: 1. 2. 3. 4.

Question. Why is it important to set SMART goals for a planned session?

Write your answer here:

Question. What are some of the considerations when planning sessions for individuals with different objectives?

Write your answer here:

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Section 4: Instructing group exercise sessions

Pre class preparation

Prior to the class starting, the instructor must conduct a final visual and verbal screening. General advice relating to intensity, complexity, likes and dislikes should be addressed. There should be an opportunity for participants to speak privately to the instructor prior to the class starting. Participants may have concerns relating to their health or abilities; their previous screening information may have changed and they might like advice.

The instructor must ensure that newcomers are aware of the emergency procedures. Some instructors remind the whole group at every class; others simply check that participants are aware of the emergency exits and evacuation procedures when they first join the group.

To create a friendly atmosphere the instructor should welcome everyone and state their name. This may seem repetitive if they do it every week but it’s a good way to build rapport with new class members and it’s unlikely that the regulars will mind you taking a few seconds to do this at the start of the class.

It’s a good idea to give a brief outline of the session especially for individuals attending for the first time.

1. Warm-ups and mobility components (pulse raiser)

The warm up section of the class is an important component as it sets the scene and prepares the participants both physically and mentally. It’s a time to gradually increase intensity ready for the workout and potentially (for some class types) to introduce the participants to choreography which will be incorporated into the class. If not it can prepare participants for movements and exercises they will be performing during the main session. In Yoga/Pilates there is still a preparation phase where the body and mind are prepared for what is to come. Quite often, principles and fundamentals of Yoga/Pilates with be introduced during the warm-up/preparation phase by practicing specific movements.

If using music for the mobility pulse raiser component, it needs to be lively and motivating (suited to class type and participants) as it sets the scene for the workout ahead. The exception to this rule is for yoga/pilates classes where if music is used, it should assist in enabling the participants to focus.

The mobility pulse raiser must include exercises that will encourage a full range of movement. Mobility and pulse raising activities should be low impact and gradually increase in intensity.

The warm up is an appropriate time to practise choreography combinations (for exercise to music classes) that feature in the main workout but at a lower intensity. If not an exercise to music class then movements to be featured in the main workout can still be practiced or prepared for.

As fitness and skill levels increase it may be appropriate to decrease the duration of the warm up component. However, a gradual increase in intensity should still take place as it’s important that joints are fully mobilised and the muscles are warm.

Approx. warm up time: 4-5 minutes (dependent on class type and participant level - a longer duration may be required).

2. Static/dynamic stretch

There is currently no conclusive evidence which states that stretching reduces the risk of injury. However, some kind of stretching is still highly recommended as part of the preparation process for any group exercise class. Static stretching can affect the amount of power a muscle can release; that’s why athletes tend to perform dynamic stretches. In the case of exercise to music the slight loss of power is not relevant.

For Yoga or Pilates-type classes, by their nature there will be some form of stretching during the class as a whole, however mobility and dynamic stretches are helpful to include during the preparation phase of the class.

Including a static stretch allows the instructor to spend time teaching and correcting technique. It’s good for beginners as they can spend time getting into the correct position.

Dynamic stretching means the intensity can stay at a moderate level. The warm up can flow because a dynamic warm up is a mixture of pulse raising, mobility and dynamic (moving) stretches. The entire routine can flow from one move to another without having to stop and stretch. The transition into the main workout is smooth and continuous. It is important that the stretches feature towards the end of the warm up once the muscles are warm (regardless of whether they are static or dynamic).

Considerations for planning:

• Music (if being used) for the preparatory stretch component needs to be lively to keep the atmosphere (appropriate to class type and participants); however, if static stretches are being incorporated the volume may be turned down slightly to discourage bouncing to the beat.

• The preparatory stretch section needs to be relatively short in duration but effective.

• Preparatory stretches can be dynamic or static (dynamic being preferable to prevent the heart rate from decreasing). It’s important to ensure all muscles that are going to be used during the session are stretched. If incorporating static stretches they should be held for 6-10 seconds.

• Dynamic stretches should be performed with control. Muscles should be taken through the full range of movement without bouncing.

• Static stretching should not be performed before any pulse raising activities.

The following example session plans cover static and dynamic stretch components. It’s possible to mix the two but only one type is necessary for each muscle group

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Preparatorystretchplan(staticstretches)

Name: Marie Johnson Exercise Component: Preparatorystretch

Time: 4minutes Duration of hold: 10seconds foreachstretch Aim: To prepare all the major muscle groups for the main circuit workout

Exercise Teaching points Progressions/regressions/

alternatives (P/R/A)

Latissimus dorsi & Obliques Feet hip width apart and knees slightly bent

Avoid leaning forwards or backwards

Reach up and over

Place the supporting hand on the thigh.

P=lean over further.

R=lean over less.

A=can be performed on the floor by using a stability ball under the side of the torso.

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Trapezius & Posterior Deltoid

Feet hip-width apart and knees slightly bent

Round the arms (like you are hugging a beach ball) Separate the shoulder blades.

P=protract shoulder girdle more.

R=protract shoulder girdle less.

A=cat pose – on all fours gently round the thoracic spine and hold

Triceps

Adopt a stable stance.

Take care not to hyperextend the lumbar spine.

Maintain an upright posture

Support the arm from the front easing lightly on the upper arm.

P=reach the hand further down the back.

R=bring the hand further up the back.

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Exercise Teaching points

Pectorals & Anterior Deltoid

Stand with the feet wider than hip-width and bend the knees.

Maintain a neutral lumber spine.

Squeeze the shoulder blade together

Progressions/regressions/alternat ives (P/R/A)

P=move hands closer to one another.

R=separate hands slightly.

A=stand with arms horizontal, palms facing forward and retract the shoulder girdle.

Stand with the feet wider than hip width and bend the knees

Place both hands between the knees.

Round the spine and drop the head.

P=roll down a little further R=roll down partially

A=cat pose – on all fours gently round the thoracic spine and hold.

Keep the back in alignment

Keep the chin lifted Maintain a slight knee bend on the support leg.

P=raise knee closer to chest.

R=use a wall for support A=perform the same stretch lying on the floor.

Avoid arching the spine. Don't twist the knee.

Keep the knees together Press the hips forward.

P=pull the heel up closer to the glutes.

R=use the wall for support.

A=perform lying down on side.

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Gluteus Maximus

Adductors

Hamstrings

Turn the foot out slightly so the knee is in alignment with the ankle and bend the knee

Avoid twisting the hips –keep hip bones facing forward.

P=bend the knee further or widen the stance

R=bend the knee less or narrow the stance

A=sitting on the floor with the soles of both feet against each other, gently push the knees towards the floor.

Keep the one leg straight but not hyper-extended.

Avoid bouncing.

Keep the hips square.

Rest the hands on the supporting leg

Lift hips up and back maintaining a neutral spine

P=gently dorsi-flex the ankle to increase the stretch if needed or use a small platform (only if a neutral spine can be maintained)

R=flex the hips to a lesser degree.

A=stand with feet together and slowly lower hands down the front of the legs towards toes and hold when the stretch is felt.

Exercise Teaching points Progressions/regressions/alternati ves (P/R/A)

Gastrocnemius

Bend the front knee

Keep the hips and shoulders square.

Ensure the feet are hip width apart for stability

Ensure there is a straight line from head to heel.

P=use a platform and dorsiflex both ankles to move into the stretch and/or combine with upper body stretches

R=reduce the distance between feet.

A=stand facing a wall, keep the heel on the floor and raise the toes against the wall (so the ankle is in a dorsiflexed position) and gently lean in towards the wall.

Soleus Bend both knees

eep the hips and shoulders quare.

P=combine with upper body stretches

R=flex the rear knee a little less. A=can be performed by lifting rear toe on to a small platform.

sure that they are hip idth apart for stability.

Sessionplan (for a typical ETM or conditioning-type class)

Name: SallyBrown

Component: Prep-Stretch(dynamic)

Level: Intermediate Time: 3 minutes

Intensity/

duration /reps/sets

15-20reps each, with increasing range of movement

Exercises (name the muscles, draw diagrams for MSE, stretch)

Knee raises or straight leg raises (dynamic hamstring stretch)

Teaching points

Progressions/r egressions/alt ernatives (P/R/A)

Raisealternateknees directly in front of body, keeping supportingknee slightlybent. Maintain uprightposture

Tap backs (dynamic calf stretch). Tap alternate feet back behind the body Making sure that both the ball of the foot and the heel come into contact with the floor.

Hamstring curls (dynamic quadriceps stretch).

Chest press and row (dynamic posterior/anterior deltoid, trapezius, pectoral and triceps).

Keep the weight on the front foot Keep an upright posture and avoid bouncing.

Push forward with the arms, extending the elbows without locking them Draw the elbows horizontally out behind the body.

The above is an example of how you can stretch some muscle groups dynamically.

R=Useawall for support.

P=Greater range of movement

P=Include static upper body stretches.

P=Maintain leg movements for pulse raising effect

3. Planning an aerobic component

The main purpose of this section is to provide you with an insight into the varied processes involved in planning a safe and effective aerobic exercise component for a group exercise session

Components of a cardiovascular workout

The cardiovascular (CV) workout section of a class can be arranged to meet different fitness or health objectives such as improving maximum oxygen uptake, decreasing body fat or stress reduction. In general, a CV workout consists of the following three components:

• pulse raiser

• main workout

• build down

This section of the workout is often referred to as the ‘aerobic curve’

Pulse raiser

Having just finished the preparatory stretch component, the heart rate and body temperature will have dropped slightly. The purpose of the pulse raiser aerobic component is to gradually prepare the body’s systems for the main workout. This is achieved by progressively increasing the exercise intensity so that by the end of three to five minutes, the participants’ heart rates will be at the desired target level.

When planning a pulse raiser component it’s important to consider the following when increasing the intensity:

• Keep the exercise moves simple and easy to follow.

• If using choreography then be aware of which combinations, rhythms and specific moves are more difficult to master than others.

• Start with low impact moves.

• Gradually increase the exercise impact and/or intensity. For example, knee lift to a knee lift with a jump or knee lift, to knee lift with arm pattern e.g. arms pressing in front of the body gradually increasing to pressing the arms above the head. To increase the heart rate you could gradually increase the impact or intensity.

Main workout

The purpose of this component is to keep the participants within the desired target heart rate range for the required period of time necessary to achieve the aerobic fitness or health goal. For example, a weight management class for beginners might have a 30 minute main workout aerobic component with participants aiming to work at 65-70% of their maximum heart rate.

When planning a main workout cardiovascular component, instructors should consider the following (note these will be dependent on class type):

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• Keep the exercise intensity constant.

• Vary the direction of the movement combinations (dependent on class type).

• Select movements which allow a large range of movement to be performed by the legs and arms.

• Vary the impact of exercises. Try to provide a mixture of high and low impact moves to reduce the stress on the joints.

• Allow sufficient time to develop cardiovascular fitness. For example, novice exercisers will need less time in this section than well trained individuals.

• Avoid becoming too focused on choreography (if using choreography) rather than intensity, especially when teaching a beginners’ class.

• Keep the class balanced. Think of opposing muscle group usage, vary movement patterns e.g. parallel movements/ lateral movement.

Note: For Yoga and Pilates-type classes, the focus will be predominantly on MSE/Mobility and Flexibility, although there may well be some cardiovascular work throughout for higherpaced more dynamic classes such as Ashtanga Yoga. Technique, however is absolutely essential however and the instructor should be careful not to increase pace of exercises unnecessarily with a mixed ability or beginner-level group.

Build down

The purpose of this component is to lower the exercising heart rate gradually, prevent blood pooling and facilitate the removal of metabolic waste products from the exercising muscles so that muscular conditioning or stretching exercises can be performed safely.

The reduction in heart rate is most effectively achieved by progressively decreasing the exercise intensity over time so that by the end of this component, the participants’ heart rates are less than 110 to 100bpm (at this heart rate level there is little risk of blood pooling). The duration for this component is obviously dependent upon the fitness level of the participants.

When planning a build down aerobic (decreasing the intensity) component it’s important to consider the following:

• Progressively taper the exercise intensity

• Decrease the exercise impact to a low level.

• Gradually reduce the range of motion of the exercises.

• Keep the exercise moves simple and easy to follow.

• Allow sufficient time for the heart rate to decrease, especially when teaching beginners.

Approximate cardiovascular component time: 20-30 minutes (dependent on class type)

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The key points for the cardiovascular component are:

• The pulse raiser cardiovascular component aims to get participants to the desired heart rate level in a progressive manner by using moves which are simple and easy to follow.

• The main workout cardiovascular component aims to improve aerobic fitness by keeping participants at the desired heart rate levels for a designated period of time. This will be dependent upon the participants’ fitness levels and the exercise or health goals.

• The build down cardiovascular component aims to decrease the exercise intensity progressively in order that muscle toning exercises or stretches can be performed in a safe manner and without the risk of blood pooling.

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4. Planning a main workout where the focus is on body conditioning/MSE

(Note: dependent on type of class)

Some group exercise classes focus on the muscular strength and conditioning component such as a body conditioning class or Yoga/Pilates type classes Some may be categorised as specialist classes such as ‘core stability’ or ‘sculpt’. Exercise to music classes that last an hour may have a toning section included as part of the format.

In this class type even though the main section of the class is a body conditioning approach; a gradual build up will still need to take place after the warm up. This should include some of the exercises that will feature in the main body conditioning section e.g. lunges and squats or preparation exercises for Pilates/Yoga type classes with a focus on areas that will be strengthened/mobilised during class.

When planning a body conditioning main workout component you should give consideration to the following:

Plan a Whole Body Approach (WBA)

• In a total body conditioning class where there is no cardiovascular section, upper and lower body exercises such as lunges for the legs and barbell upright rows for the back and arms should be included. A class with an aerobic section will only need to train the upper body in the conditioning section as this is the area of the body that will have worked less in the main aerobics section.

• In order to condition the whole body it’s important to consider the postural muscles such as transverse abdominus, rectus abdominis, erector spinae and the obliques. Aerobic/exercise to music type classes tend to be very lower body orientated; the upper body muscles also need to be targeted by using exercises such as press ups, triceps dips and prone flyes.

• For a mixed ability Pilates or Yoga class it is also essential a balanced whole body approach is adopted. For a Yoga or Pilates class, the majority of MSE exercises are likely to be bodyweight only.

The participants’ fitness levels

• Alternatives are vital in this section. Everyone will need to achieve overload but there will be a mixture of abilities. The instructor must have a clear idea of what they are trying to achieve ie, strength or endurance. Fitter individuals will incorporate longer levers and work through greater Ranges of Movement (ROM). Less fit individuals will aim to do the same number of repetitions and sets but perform using easier positions.

• When offering alternatives and progressions to meet the needs of the group the following 5Rs can be used:

• R Range of movement

• R Resistance (longer/shorter levers, weights, position of weights on the lever).

• R Rate (speed of movement).

• R Repetitions (consider overload for strength or endurance).

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• R Rest (active or passive rest between sets).

Transition times and rest periods

Moving from one exercise to another can take time, especially when using equipment If using a multi set approach there is a need to rest worked muscles between sets. To use time effectively the instructors will often alternate muscle groups incorporating an active rest. In a Yoga or Pilates class it is also important not to spend too much time in one position or focus on one area or the body for too long in order to prevent excessive overload, particularly with a mixed-ability group.

Exercise sequence

Some instructors like to ensure each exercise moves smoothly into another (flow). This makes it easier for participants to follow and means less time spent adjusting to the next exercise The counter argument could be if an instructor plans a lot of moving around to position for the next exercise then the participants will gain from the extra activity. It is particularly important to pre-plan how movements/exercises will link and flow with Pilates and Yoga-type classes. Transitions should be seamless.

Circuit format

Circuitcards,equipmentandorder ofexercisesmustbeplannedinadvance.Overloadwill beaffected by the order of stations. Leg stations tend to be placed together as they need a greater volume of worktoachievethedesiredapproach.Smallermusclegroupscanbe spreadoutmoretoallowfor rest.

Timing is vital as the instructor needs to ensure that everyone visits each station at least once. More advanced groups may do two or three circuits per session.

Equipment considerations

When using equipment in a group exercise class, the instructor must be clear on what equipment is available to them for the planned session. This is because it will affect the class plan and design. There is nothing worse than planning a class and when arriving at the venue finding someone else is using the equipment.

It’s important to check that there is enough equipment for all eventualities. This will guide you to whether your class are working in pairs or as individuals and whether will you have enough equipment for alternatives, regressions and progressions.

Before using any equipment the instructor must make sure they are familiar with the manufacturers’ guidelines. They must also allow time for safety checks.

It’s always good to consider where the equipment is stored Do you have access to the key if it is locked away? Again, the instructor must be aware of these possible issues and plan in advance to ensure they will be in a position to offer a good service

Appropriate equipment for a Level 2 group exercise instructor to include is as follows:

• light/moderate resistance dumbbells

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• light/moderate resistance barbells

• tubing and bands

• body bars

• mats

• steps.

Note: For Yoga and Pilates-based classes it is advised the instructor attends professional development courses in order to work with specific pieces of small apparatus before attempting to use them in class, for example Pilates Magic Circles, small balls, straps and bands or foam rollers. Yoga and Pilates pure matwork exercises must be perfected prior to adding any additional equipment.

Exercise speed and music choice

When instructing a body conditioning class (any format, with the exception of Yoga and Pilates which may need non-emotive music with a slower beat to assist with focus and concentration if used) the music needs to be motivating and have a strong clear beat to help with timing and encourage full ROM Music used in a body conditioning class will usually be slower than that used in an aerobics session.

Approx. time for main session component: 20-30 minutes (dependent on class type).

Planning MSE following a CV main workout

When planning a shorter MSE component to follow a main CV workout there are a number of considerations:

• Try to work muscles that have not been work that hard in the CV workout to give a balanced approach.

• Thinkabouttransitions,exercises shouldflow from onetothenextwithouttoo much shifting of position(astheyshouldinabodyconditioningclass).

• Standing conditioning exercises can be included but it’s best to do these at the end of the build down aerobics to avoid getting up and down from the floor

• Ensure a range of alternatives are offered to cater for all level of fitness and skill

• In short the only real difference when offering a shorter MSE component is that there is no need to work muscles that have been previously challenged in the CV workout.

See the example as follows:

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Sessionplan (typical conditioning class)

Name: Sally Brown Component: MSE Level: Intermediate Time: 10minutes Approach: n/a Music: Conditioning 6/130bpm

Teaching points Progressions/regressions/

Feet hip width apart. Keep shoulders lifted Bend at the hips and knees Ensure knees do not come forward of the toes. Engage the core

P=add more depth to the movement or add hand weights.

R=perform half depth squats.

A=lunges

12reps/2sets ¾ press up Triceps/Pecs

16reps/2sets. Back raises Erector Spinae

Keep hands facing forwards slightly more than shoulder width apart? Avoid arching the back. Work through full ROM Avoid locking the elbows on the upward phase.

Keep the neck in line Avoid jerky movements Keep thefeet on the floor

P= full press up

R= perform half depth press ups.

A=dumbbell chest press performed on a step or box.

P=raise the feet off the floor to engage the glutes.

R=don’t elevate the chest as high.

A=barbell deadlift.

24reps/2sets. Curl ups Abdominals.

Keep the chin lifted Return to a natural curve of the spine Controlled movements

P= hold arms out straight above the head.

R=place hands on thighs A=plank.

Notice from the example plan how the exercises contain various numbers of repetitions to achieve overload.

The key points for planning a muscular strength and endurance component are to:

• Arrange the exercises in sets to match the fitness level of the participants and the phrasing of the music

• Select exercises which cover a whole body approach

• Consider easy and hard versions of each exercise for reasons of overload and adaptation

• Determine the space and equipment requirements.

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5. Planning a group exercise flexibility session

Thepost-workout stretch

Planning the stretching component

The post-workout stretch should contain a mixture of maintenance (held for 10-15 seconds) and developmental stretches (progressed between 15-30 seconds). In a group exercise setting it’s impossible to tailor the stretches for individual needs. The instructor should plan to develop muscle groups which are commonly tight such as the hamstrings and adductors. However, options to increase the range of movement in stages or simply to hold the position are recommended. It’s important that when planning this section of the class the instructor includes a choice of positions (alternatives) for comfort

Planning stretches that move from one to another with minimal disruption to body positions helps promote a feeling of relaxation. Cool down stretches can be performed as standing, seated or lying, however developmental stretches performed on the floor are often more comfortable as the floor provides support when stretching for longer periods of time.

Duration of post-workout stretch component

A reasonable guideline for the duration of the post workout stretch component would be 410 minute (depending on the structure of the rest of the class)

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Sessionplan

Name: Sally Brown

Component: Post workout stretch

Level: Intermediate Time: 5 minutes

Approach: n/a Music: Stretch/relax

Music breakdown or reps/sets Exercises(namethe muscles, draw diagrams for MSE, stretch)

Quadriceps 15 secs/maintenance

Teaching points Progressions/regressions/ alternatives (P/R/A)

Lying on either the front or on one side, raise one heel towards the buttocks and take hold of the ankle

Keep the hips square Avoid arching the spine

P=tilt the hips slightly forward to increase the stretch

R or A=standing using a wall for support.

Hamstrings 30secseach leg/developmental

Keep the bottom on the floor Relaxthe neckand shoulders. Holdthelegwhere comfortableatthe point of mild tension

P=pull the leg further in to the body.

R=slightly flex the knee. A=standing hamstring stretch.

Lying Abductor. 15 secs/maintenance.

Cross one ankle over the opposite knee Draw the knee into the chest and relax the head and shoulders

P=pull the supporting leg towards the body.

R=move the supporting leg slightly further away from the body.

A=seated abductor stretch.

Adductors 30 secs/developmental.

Place the soles of the feet together. Keep the spine upright Apply slight pressure to the inside of the thighs Hold to the point of mildtension

P=sitting in a straddle position.

R=reduce the pressure on the inside of the thighs.

A=standing adductor stretch.

Teaching points Progressions/regressions/ alternatives (P/R/A)

Erector spinae. 15 secs/maintenance.

Place the knees directly under the hips. Spread the hands to shoulder width. Arch the thoracic spine until a stretch is felt and hold.

A=seated/standing.

Triceps 15 secs each arm/maintenance

Keep an upright posture Avoid dropping the chin Apply a little pressure by holding onto the back of the upper arm

P=move the hand further down the back.

R=support the arm from the front A= seated

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Music breakdown or reps/sets

Exercises(namethe muscles, draw diagrams for MSE, stretch)

Pecs 15 secs maintenance

Avoid arching the back.

Relax the shoulders Place the hands in the small of the

Squeeze the shoulder blades together.

P=move hands closer to one another.

R=separate hands slightly. A=stand with arms horizontal, palms facing forward and retract the shoulder girdle.

T

Gastrocnemius

15 secs/maintenance

Clasp hands together in of youwiththe elbows rounded(like re huggingabeach

atethe shoulder s

P=protract shoulder girdle more

R=protract shoulder girdle less.

A=cat pose – on all fours gently round the thoracic spine and hold.

Bend the front knee. Keep the hips and shoulders square Ensure the feet are width apart for stability

Ensure there is a straight line from head to heel.

P=combine with upper body stretches R=widen the stance.

A=stand facing a wall, keep the heel on the floor and raise the toes against the wall (so the ankle is in a dorsiflexed position) and gently lean in towards the wall.

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Soleus. 15 secs/maintenance Bend both knees. eep the hips and houlderssquare Ensure at they are hip width art for stability

P=combine with upper body stretches

R=flex the rear knee a little less.

A=can be performed by lifting rear toe on to a small platform.

Motor skills and functional exercise (class type

dependent)

Dependent on class type, you may incorporate functional and/or motor skills training to develop participants’ abilities in their everyday activities. These could range from agility training for specific sporting activities such as football or balance and coordination training appropriate for all individuals.

Relaxation and wake up (optional class type dependent)

When planning the relaxation phase of the class the instructor needs to consider the following:

• Time of day.

• The environment.

• General needs of the group.

• Finding appropriate music to promote a relaxed atmosphere.

• Check with the venue if lights can be softened or turned off.

Which method of teaching will be appropriate e.g. visualisation or tense and release.

Duration of relaxation in relation to waking the group up and preparing them for the outside world

Sometimes instructors feel that they need to speak a lot during this section to aid relaxation, but the opposite is true. Teaching relaxation should involve saying very little and instead allowing participants to focus on something simple and effective.

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In this section we have looked at the considerations of planning a full group exercise class. The components have been looked at in isolation However, they should link smoothly for continuity and safety. Remember that dependent on class type there may be more of an emphasis on one component and less of another.

Note that planning includes all health and safety aspects such as:

• Risk assessment.

• Special arrangements relating to venues and bookings.

• Spending time considering the actual content of the class.

A professional group exercise instructor will plan the teaching approach in advance to ensure the session is effective. Learning curves become a major feature of the session and it’s this that gives class participants a sense of achievement at the end of the class

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Section 4: Revision test

TEST YOURSELF

Question. List the components of a typical group exercise session and the approximate timings for each component. Write your answers here:

Question. What is it important to do prior to a class starting? Write your answers here:

Question. What type of stretching might be appropriate during a) warm up/pulse raiser b) cool down (give approximate timings)?

Write your answers here: a) b)

Question. What ae the ‘5rs’ (for offering alternatives and progressions during a main phase)?

Write your answers here:

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Section 5: Guidelines for instructing group exercise

Teaching a session

Good instructors make delivering group exercise look easy, enjoyable and fun. But the reality is it takes a lot of time and effort to make it look like an easy task. The following covers the essential teaching skills needed to be recognised as a safe, effective and professional exercise to music instructor.

1. Teaching points

Delivering teaching points plays a major part in ensuring that participants can perform each exercise safely and benefit physically from the activity. Beginners need a lot of visual and verbal teaching as it is at this stage they are building the foundation for becoming a regular exerciser. Ensuring they learn correct technique early on will result in correct posture and alignment in the future

More advanced participants can easily fall into bad habits; they will not need as many teaching points. But reminding them of correct technique and alignment from time to time is beneficial.

Teaching points relate to joint alignment and control of movement; they describe how to perform an exercise correctly. For example, calling a grapevine is a cue Telling participants to “lead with the heel and to keep the hips square” is teaching

2. Demonstration

It’s said that actions speak louder than words. You need to be able to demonstrate and perform each exercise to a high quality standard. Instructors with poor movement quality are difficult to follow and tend to be less motivating Participants need to see correct technique and alignment to help them understand how to do each exercise safely. The instructor must have good static and dynamic postures.

Exercises should be performed with a full range of movement. The instructor needs to look comfortable with the choreography if using it. They themselves must be able to demonstrate the exercises with ease and not look clumsy no matter what the class/exercise type.

When demonstrating an exercise the acronym ‘IDEA’ can be useful:

I Introduction (name the exercise).

D Demonstrate the exercise (make sure the whole group can see).

E Explanation of technique (teaching points).

A Activity (the group physically practises the exercise).

3. Observation

It is essential that you continually observe the participants to ensure their safety and to identify any errors in the exercise performance. Two fundamental questions are:

• Can the instructor see all of the participants?

• Can the participants see the instructor?

Teaching positions should be varied frequently. In most classes the least able tend to go to the back. By changing the teaching position or turning the group around, the instructor can make contact with each individual.

If technique is good the instructor should not remain silent; offering praise and encouragement can help with motivation. In addition, repeating or reinforcing the major teaching points encourages good technique.

The instructor needs to monitor the participants throughout the class. When people get tired their technique starts to suffer. It’s a good indication that overload has been achieved and the activity can change. Alternatively, it’s possible to see when participants need to be working harder for an effective workout. Observing facial expressions is another useful method of monitoring how participants are feeling.

4. Correction

The main task of the instructor is to ensure that all the participants are exercising safely and effectively. If someone is exercising incorrectly it’s the instructors responsibility to make a correction.

A variety of methods are available. Here are some general guidelines:

• In a group situation prioritise the major fault in exercise technique that requires correction For example, you might ignore a slightly wrong hand position on a press up if another client on the same exercise is locking out his/her elbows at full extension.

• Make the general teaching point to the group e.g. ‘avoid locking out the elbows on the press up’ may be sufficient.

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• A surprisingly effective approach is to make a simple movement towards or near the client whilst giving the teaching point; this often elicits an immediate improvement in their performance.

• Demonstrate the exercise again and/or explain the exercise another way. If they still have not picked it up then try showing the client exactly what it is they are doing wrong and help them to do it right. When they do get it right, remember to offer words of encouragement.

• Some individuals do not like to be touched whilst exercising, especially if they do not know the instructor. ‘Hands on correction’ is a last resort; the instructor should always ask for permission prior to touching a participant.

• If none of the above works, you may need to modify the exercise or offer an alternative.

5. Effective communication

Strong visual and verbal (audible) communication is vital in any group exercise setting. Delivering concise instructions allows participants to understand what is required. To be truly effective an instructor will ask general questions to ensure participants understand how and sometimes why they need to follow an instruction carefully.

To build rapport and to gain feedback an instructor can ask a mixture of closed and open questions to communicate with the group. It’s common for an instructor to call “Yes or no?” (closed question) when they have introduced something new.

At other times they will encourage participants to explain what part needs repeating to help them learn. For example, “Where shall we go back to?” (open question).

All communication needs to be delivered in a way which respects a diverse population. Different words and gestures can be offensive in some cultures. An instructor must be aware of individual needs within the group and demonstrate equal opportunities within their communication.

6. Voice projection and tonality

An instructor must project at a sufficient volume so that they can be heard. The voice should be modulated to make it interesting and appropriate for the activity. For example, talking in a loud and motivating manner during the cool down when people are trying to relax is not appropriate.

Speaking too quickly over the top of the music will not be effective. Slower delivery and correctly pronounced words ensure cueing and teaching points are more effective.

The following factors need to be considered for effective voice projection:

• component being taught

• number of participants

• room size and acoustics

• preferences of participants.

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A microphone is recommended if an instructor is teaching on a regular basis or in a large space. It’s important not to shout into the microphone as it can distort the sound.

Microphones do sometimes break; instructors need to learn how to project over the music with and without a microphone.

7. Alternatives for different participants

Different people have different needs depending on fitness and skill level. Ideally, classes are timetabled and advertised to attract similar abilities e.g. beginner or advanced classes. The majority of peak time sessions are usually for mixed abilities; everyone wants to attend early in the evening just after work.

For motivation and adherence, participants want a class which caters for their individual needs. Instructors must spend time on ensuring it’s possible for everyone to participate without feeling under pressure if they cannot do all of the exercises. However, it is equally important for the more advanced participants to feel challenged. Higher intensity and more complexity should be offered as well as the easier versions.

A professional group exercise instructor will perform the easier version from time to time once the advanced participants know what they are doing. The people who take the easier versions are often the ones who need visual guidance; the more advanced participants can usually perform the routine purely on verbal cueing.

Instructors must also be aware that shapes and sizes can result in individuals needing some special consideration. If a participant is naturally very thin they may need two mats for floor work as their frame does not provide much padding.

When stretching; inflexible participants may need to be offered different positions in order to be comfortable. In an ideal situation the instructor will think ahead and offer alternatives and adaptations for everyone.

Young people (13-18)

If a 14 year old attends the class with an adult it’s important to consider that their bodies are constantly changing. As they grow taller their coordination and balance can be affected. Growth spurts can be painful for some teenagers, which makes stretching very uncomfortable. They will also have mood swings as their hormone levels adjust. Instructors must be aware of these factors if they are going to allow teenagers to attend their class. They will need to be offered alternatives but must not feel singled out.

Ante and postnatal

Pregnant women should not get over heated. They must be advised to drink plenty of water and try to stay as cool as possible; extra breaks may need to be offered. They need to avoid performing exercises on their backs once the baby is showing. Alternative positions for lying hamstring stretches and curl ups are important. Ante and postnatal women must avoid developmental stretches and exercises that can put the pelvis out of alignment. Postnatal participants should not attend until they have been signed off by the doctor or midwife.

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Older adults

Older adults can often be fitter and healthier than the young. If they are asymptomatic then there is no problem with them attending a regular class. Body strength does decline with age so easier versions should be offered (especially for the upper body). However, they must also be challenged to slow down the ageing process. Menopausal women may suffer with confidence and can be emotional on occasions. The instructor simply needs to be patient and encouraging.

If any of the above groups need additional support and not simple alternatives, they should be referred to a specialist instructor or an instructor with the appropriate qualification.

Guidelines for teaching a warm up and cardiovascular/aerobic workout

Teaching a cardiovascular/aerobic session requires a considerable degree of organisational skill. The following guidelines aim to assist the instructor in teaching and organising successful aerobic sessions.

Teaching position

In a typical exercise to music class the instructor will stand at the front of the room and the participants will face him or her. Whilst this is acceptable it does have one major disadvantage; less experienced participants tend to go to the back of the class where it’s harder to see what is going on. Instructors can resolve this problem by planning routines where they periodically change their teaching position from the front to the sides and then to the back of the class.

The Instructor should face the class and avoid teaching with his or her back to the group. Observation is dramatically affected when the instructor relies on watching the group in a mirror because they cannot see the individuals directly behind them. A mirror is a barrier and prevents a personal connection being made between the participants and instructor.

It is a harder skill to learn to teach facing the group. Professional group exercise instructors persevere until it becomes second nature. Some class participants need time to learn the skill of following an instructor who faces the group, especially if they have not been exposed to this type of teaching. After a few classes they get used to this personal approach and the majority of participants prefer it.

Mirroring

Learning to mirror is a skill which can take time, particularly appropriate for choreographed classes but it’s extremely effective once conquered. Facing the group, the instructor always cues to the participants’ right and left which are opposite to theirs (mirror image). The instructor actually leads on the opposite side from where they have told the group to go. For example, if they call “lift the right knee”, the instructor will lift their left knee.

When asking the group to travel forward they will move backwards. This way they can observe the whole group all of the time. If they moved forward they would end up in the middle of the group.

Demonstration and explanation of exercises

If new exercises or choreography is new to the group, time should be allowed for individuals to try a few practice repetitions. Exercises should be clearly and correctly demonstrated and explained by the instructor.

Teaching points

Teaching points need to be frequent for beginners and advanced participants in order for them to learn and continue to demonstrate safe technique.

Exercise correction

The key task for the group instructor is to ensure that individuals are exercising effectively. This often necessitates suggesting minor adjustments to an individual’s technique for maximum effectiveness. For example, an individual might be performing a lunge exercise with small strides. Simply prompting them to work through the full range of motion, taking larger strides forward and bringing the rear knee closer to the floor will significantly improve the effectiveness of the exercise.

When correcting an individual’s exercise technique; the instructor needs to consider the following:

Verbal correction and demonstration

Use the teaching points or show them how you would like them to perform the exercise. Alternatively, show them what they are doing wrong and how you would like the exercise to be performed. If an individual is still struggling to perform the exercise safely after this then offer them an alternative exercise that is related to the one being performed.

Closeness of correction

Try not to be too intrusive, respect the individual’s personal space. Remember that whilst correcting an individual the group still needs to be controlled. Try first to reinforce a teaching point made to the whole group and if an individual is still struggling after this, then address the teaching point tactfully in their direction.

After class feedback and support

It’s not always possible to correct everyone in large group situations. Consequently, it’s a good idea to talk to those individuals who were struggling when the session has finished. This is also a good time to discuss with some individuals how they can maximise their performance on certain exercises.

Monitoring intensity

In order for a cardiovascular/aerobic section to be effective, the intensity needs to be monitored. The class must be achievable as well as challenging. For health and safety reasons it’s important that participants are not working beyond their abilities (especially

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beginners). More advanced participants sometimes need extra encouragement to push them to overload.

Acceptable methods of monitoring in the cardiovascular/aerobic section are as follows:

• Talk test.

• Rate of Perceived Exertion (RPE).

• Heart rate monitoring

• Recognition of possible signs of over-exertion such as:

o excessive breathlessness

o pain o changes in skin colour

Working to the structure of the music (class type dependent)

If the instructor cannot work to the beat and phrase of the music the group will not be able to keep in time, the cueing will be ineffective and class enjoyment will be severely affected.

People attend exercise to music classes because they enjoy the opportunity of working with the beats and rhythms. The music can be the main motivator and can make the difference between a mediocre workout and a fantastic workout.

The volume of music (if using music)

Whilst loud music may be motivating to some, instructors are best advised to avoid competing with music even if they have microphones. Music is an aid, not a distraction. Vary the volume and keep it softer during the sections of the class where you need to emphasise technique.

An instructor’s behaviour and personality have a strong impact on whether the participants have fun during their exercise to music session. Being outwardly enthusiastic, positive, approachable and friendly can go a long way.

Motivating the group

Keeping participants satisfied and motivated is essential in maintaining their class adherence and one simple tip is to ask them, “What would make this session more enjoyable and fun for you?” Utilise their feedback to enhance the quality and enjoyment of future sessions.

Whilst there are no set rules on motivating a group, there are a number of distinct turn-offs e.g.:

• teaching the entire session in a series of whoops

• using a monotone and flat voice

• adopting a sergeant major approach

• leaving long gaps of silence whilst the participants are exercising

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• not reinforcing or praising participants’ performances

• interacting only with a select few.

Keep the participants focused on the exercise goal. Remember that participants look to you for support, inspiration and encouragement to reach those goals.

Use positive feedback. Find something positive about an individual's exercise performance and point it out. If his or her exercise technique has improved, tell them.

Use reinforcement. Keep the participants focused upon good exercise technique by reinforcing the key teaching points at regular intervals. This helps the participants concentrate on maintaining good form and avoids the tendency to resort to poor techniques when working hard.

Be optimistic and enthusiastic about the workout. Instructors with these characteristics tend to put their own egos and concerns aside to see that the client is happy and enjoying the workout.

Guidelines for teaching a muscular strength and endurance (MSE)/body conditioning component

Teaching position

One of the key teaching issues when participants are performing the exercises is to maintain observation of the whole group so that errors in exercise technique can be identified and corrected. This requires walking around the group to observe technique rather than joining in with the exercise.

This is particularly important when using equipment such as barbells or dumbbells. Exercises which involve the participants lying either face down (prone) or face up (supine) on the floor or a bench must be demonstrated by the instructor whilst the group sit up and observe. Whilst the group do the exercise the instructor needs to be on their feet, observing from various angles, reinforcing teaching points, praising and gaining eye contact. They should not be performing the exercise with the group.

Class organisation

The instructor needs to take control of where the participants position their mats or benches. Telling the group which way to lie allows the instructor to position themselves in a way the whole group can see them.

Self spotting

Body conditioning classes may include exercises where a body bar or dumbbells are used as resistance whilst lying on a bench. For example, when teaching the chest press the instructor should encourage participants to keep the weight close to the hips as they lower into position. The same instruction will apply when returning to a seated position. This ensures that the weight is transferred safely, thus reducing the risk of injury.

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Safe lifting technique

It’s the responsibility of the instructor to remind the group of safe lifting technique when they move equipment around. Teaching the dead lift is important when teaching a free weights to music class or using body bars.

Instructors can simply remind the group, “When moving light mats and dumbbells around the object needs to be close to the body, bending should be from the knees and hips and not the spine.”

Cueing

To keep effective timing the instructors arm can be used to mimic the exercise and to maintain pace. For example, raising the arm up and down whilst the class carry out abdominal curls. Use of body language can motivate the group as the instructor looks interested. Constant counting can become repetitive and results in not teaching or limited teaching.

Exercise demonstration

As previously stated, a common fault when teaching conditioning exercises is when an instructor performs the whole routine with the group. The problem with this scenario is that it is very hard to identify individuals who might be struggling to perform the exercise correctly when you’re down on the floor joining in.

A couple of simple teaching strategies to overcome this problem are (a) demonstrate the exercise, cue the group in and stand up to observe the group performance and (b) coach the participants directly into the correct exercise position without demonstrating the exercise. Both approaches provide an opportunity to observe group performance, identify and correct individual or group technique, offer alternative exercise options and allow time for the reinforcement of key teaching points.

Side demonstrations of some exercises ensure participants can see correct alignment during a demonstration.

Ideally, an instructor will explain the purpose of the exercise to the participants. Take the opportunity whilst demonstrating or teaching the exercise to educate participants about the exercise benefits and the muscles used.

Identifying the number of repetitions and sets allows the participants to gauge how much they need to do to meet overload. If they choose an easy position because they are not aware of how hard they will be working, this will result in an ineffective workout.

Exercise correction

If an individual is struggling to perform an exercise safely, for example when performing a curl up they pull on the neck, a simple rule is first to make a specific point to the group, such as “avoid straining the neck and pulling the head forward” or “relax the neck and allow the head to sit in the hands for support”.

If the individual is still performing the exercise with poor technique, a walk in their direction whilst reinforcing the point to the group often has a powerful and positive effect on changing individual exercise technique. Alternatively, a quiet word in their direction as the instructor walks past might be enough. The key point here is to consider the client’s selfesteem. The emphasis needs to be on mastering technique and not highlighting their poor

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technique to the whole group. This can dent a client's self-confidence and make them feel self-conscious.

Teaching points and reinforcement

As in the aerobic section of a class it’s important to give specific teaching points relating to technique and joint alignment. Teaching MSE is the perfect time for a group instructor to spend some time purely on technique. There is plenty of time for the instructor to work with individuals within the group. Praise and correction can be delivered on a small group basis.

Volume of music

If using music, the volume needs to be varied and kept low whilst emphasising technique or teaching a new exercise. It needs to be loud enough to motivate and to create an atmosphere which encourages work.

Guidelines for a post workout stretch and relaxation component

The skills for observation, positioning, demonstrating and teaching are the same as for the MSE section of the class. Additional areas to consider in the post stretch and relaxation are set out below:

Volume of music (if using music)

To achieve a relaxed atmosphere the music needs to be relatively quiet; this is a nice time to turn the microphone off or down.

Observation and teaching

As in the previous sections of the class, participants need to be given a high level of customer care. Observing technique, delivering teaching points, making appropriate corrections and giving praise is all part of the service.

Instructors can come at a slower pace, participants can be given more time to relax and be comfortable in positions.

Comfort and effectiveness

Alternative positions are vital for the post workout stretches. Especially when teaching developmental stretches. For the participant to feel the tension ease away they must be in a comfortable position. Skill and fitness level will play a major part in positioning.

At this stage of the class participants may start to get a little cold, especially if the air conditioning is on. Advising the group to wear extra clothing may be appropriate in some venues or during the winter.

Teaching relaxation

Participants need to be warm and comfortable. Spacing out the mats will ensure individuals do not feel overcrowded.

The instructor may decide not to walk around to observe this part of the class as moving around will affect the desired relaxed atmosphere.

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The voice and music volume must now be turned down.

Ending a session

Giving feedback

At the end of the class the instructor can give general feedback on how the group performed. For example: “Well done everyone, you all worked really hard!”

Or

“Don’t worry if you got a little lost tonight, it was a tricky routine. It was also very warm in here!”

If individuals need specific feedback or encouragement this should be done one to one at the very end.

Future sessions

Telling the group if the same content will be repeated next class or how it will change can motivate the group to adhere to the programme. If it’s a new session they may make extra effort to attend as they do not want to be left behind.

On the other hand, if they really enjoyed the class and they know it’s being repeated they will come back next week.

Gaining feedback

The end of the class is the perfect time to gather feedback in relation to enjoyment and effectiveness. It needs to be casual to ensure people are not put on the spot. Immediate verbal questions could be:

• Did you enjoy the class?

• What did you think of the music?

• Hands up if you think you have worked hard.

In some environments written feedback is possible. The following are key questions which could be asked:

• What did you enjoy about the class?

• How could the class be made more enjoyable?

• How did you feel you benefited from the class?

• How could the class be improved for you?

• Is there anything in the class you would like to see changed?

Principles of planning and delivering group exercise | Manual | Version 1.0 © YMCA Awards 2018

Section 6: Evaluating sessions

Introduction

Evaluation is an important part of the teaching process. An instructor’s professionalism will be measured in the workplace by class participants (comments and attendance), employers, and other instructors And in some cases, assessors. The instructor should identify how the content met the participants’ needs, how effective and motivational the relationship was with the participants, and how well their instructing style matched the group’s wants and expectations.

Evaluation is a reflection of what happened, followed by an analysis of what affects it and why. Self-evaluation is a vital learning tool as it allows the instructor to look closely at strong areas of planning and delivery and identify things that need to be improved.

A certain amount of reflection happens whilst the exercise session is taking place. An instructor can tell visually if the group are enjoying the class, if they like the music and if it’s safe and effective.

More experienced instructors know how and when to change what they are doing if it’s not working. Depending on the circumstances they have the ability to adjust the content during the class to meet the group’s needs.

Evaluation serves little purpose unless the information is used. The ultimate outcome of evaluation should be improvement. Instructors should constantly be looking to improve their planning and delivery. Each session evaluation should be approached in a constructive manner, with a desire to accurately appraise and seek positive and specific change. In particular, instructors must evaluate whether the session achieved its objectives and whether it was both safe and effective.

The following areas should be considered:

• professional codes of conduct

• health and safety requirements

• selection of exercises

• observation and correction of errors

• changes in teaching position (movement amongst and around the group)

• teaching points (to improve performance and help achieve objectives)

• motivation and encouragement

• working to the structure of the music (dependant on class type)

• choreography and breakdown

• alternatives, adaptations and progressions offered.

Self-evaluation

Setting aside a few minutes immediately after the session (whilst events are still fresh in the instructor’s mind) allows for opportunity to reflect back on the session honestly and ask questions like these:

• How should my plans be adapted?

• How was the session received?

• How effective was the session content and structure?

• Were any of the exercise routines difficult to follow? If yes, how can they be improved?

• What foot or arm patterns require smoother transitions?

• What areas of the session plan or my teaching could be improved and specifically how?

• Which participants had difficulty and why?

• What kind of feedback did I provide?

When evaluating your own performance, it’s easy to be hard on yourself. It’s important to be realistic and not try to change everything at once. New instructors should identify key areas and work on improving one or two of them over a few weeks.

Participant evaluation

Ideally, participants’ feedback can be recorded for future use and instructors should add their own reflections. The information can be used to improve teaching and content to make classes more enjoyable and effective for the participants.

In this section, we have explored the skills, knowledge and general conduct needed to be classed as a professional group exercise instructor

We have addressed the key factors to consider when teaching and evaluating a group exercise class. When starting out as a new group exercise instructor it’s a lot to accomplish. But with practice and perseverance it soon becomes second nature.

Section 5 and 6: Revision test

TEST YOURSELF

Question. What is the useful acronym that can be used for demonstrating an exercise? Write your answer here:

Question. Why is it important to vary the teaching position? Write your answers here:

Principles of planning and delivering group exercise | Manual | Version 1.0 © YMCA Awards 2018

Question. When correcting technique of participants, what is it important to consider?

Write your answers here:

Question. Name 3 methods of monitoring intensity during a group session

Write your answers here: 1. 2. 3.

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Question. What should a group exercise instructor do at the end of a session?

Write your answers here:

Question. Why is session evaluation important?

Write your answers here:

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Section 7: Using music in group exercise

Introduction

Working with music is simply the art of structuring movement patterns to the beat and phrase of the music (choreographed) or for some class types simply using music as a motivational tool or as background. This section will help you to understand the purpose of using music and the legalities behind using it for group exercise sessions.

Psychological effects of using music

Correctly chosen music for the class and participant type has the power to positively influence class atmosphere and motivate participants to work harder. The reverse is also true; poorly mixed or speeded up chipmunk style music can have participants running for the exit. Finding the right music for an exercise to music class can be a time consuming process for the instructor. But richly rewarding when the participants keep coming back for more. Music can:

• motivate participants

• create a fun and lively atmosphere (or focussed for Pilates/Yoga)

• create a positive association with exercise.

Different types of music can be used for different styles of group exercise e.g., combat, dance aerobics or circuits. For group sessions such as indoor cycling it can assist an instructor in putting together a ‘journey profile’. For example rock type tunes can be brilliant for visualising a heavy hill! For choreographed classes, music can be used to plan the session as a whole. As mentioned, non-emotive music for Pilates/Yoga can assist with focus and concentration.

Selecting music

The most effective way of determining the appropriate type of music for a class component is simple; exercise to it. Ensure the mood and pace of the music match the moves/type of class you want to teach. Certain musical styles such as jazz, classical and ethnic beat music have irregularities or unusual tempos which can make it difficult to put movements to when first starting to teach.

In general pop, rock, soul, funk, house, techno and dance music are the easiest to select exercises to move to. This is because most of these have a regular rhythmical grouping of beats per musical phrase.

Legalities of using music

If you play recorded music in public, it’s a legal requirement that you are covered by the relevant licences. There are two licences. These are Performing Rights Society (PRS) music licence and a Phonographic Performance Limited (PPL) licence.

A PRS licence is required when recorded music is played in a public place such as a fitness centre or hairdressers. PRS is a not-for-profit membership society that looks after the interests of song writers and composers to ensure that they get the royalties that are owed to them. The fitness centre is responsible for obtaining a PRS licence and will need one

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before they can legally play music in any part of the establishment such as the bar, changing rooms, the gym and exercise to music classes.

A valid PPL license is the sole responsibility of the fitness establishment and is worked out in accordance with the number of classes on the timetable. However, should an exercise to music instructor deliver classes on independent premises (church hall, school hall, offices etc.) then it will be the responsibility of the individual instructor to purchase a valid PPL license. It’s important to understand that a valid PPL licence allows you to play any purchased music in its original format. For example, if you have purchased a CD, then the tracks must be played via a CD player. A PPL license does not permit you to burn CDs or transfer your music purchases into another format. For this, you will need to obtain a ProDub licence.

You can get more information regarding these licences at the following websites. It is essential that instructors stay up to date with the requirements.

www.prsformusic.com www.ppluk.com

Music subscription services

A group exercise instructor that uses music during classes can subscribe to a company that is legally licensed by PPL to supply specially mixed music of original artists. These companies offer CDs or downloads where the music is arranged to reflect the structure of an exercise class. Subscribing to a company still necessitates that the venue or the individual instructor holds a PPL licence. In some cases, the PPL licence is included within the company’s subscription fee. It should be noted that the music is licensed only to the subscribed member (be that corporate or individual) and cannot be copied or altered.

PPL licence free music

These are compilations that can be played without the user having to procure a specific PPL licence. The music generally contains cover versions of songs rather than tracks by the original artists. It’s still advisable to check with the music supplier as another type of licence may be required.

The key points for the use of music are:

• It helps to create atmosphere, can be used to structure a class and can help to motivate when used correctly

• Different types of music can be used for different class types/genres

• Different types of music can be used for individual session components.

• The law requires that fitness centres/instructors purchase two licences to play music in a public place, the PRS and PPL.

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Section 7: Revision test

TEST YOURSELF

Question. Name 2 psychological effects of using music in a group exercise class. Write your answers here: 1. 2. Question. When are a)PRS and b)PPL licences required? Write your answers here: a) b)

Revision notes

Write up any notes you want to make here:

Principles of planning and delivering group exercise | Manual | Version 1.0 © YMCA Awards 2018

Appendix – Risk stratification

ACSM Risk stratification (ACSM Guidelines, see ACSMs Guidelines for Exercise Testing and Prescription, 9th edition, 2014)

Principles of planning and delivering group exercise | Manual | Version 1.0 © YMCA Awards 2018

Irwin and Morgan Risk stratification

LOW RISK

Overweight

No complications

High normal blood pressure (130-139/85-89) not medication controlled Deconditioned Due to age or inactive lifestyle Type 2 diabetes Diet controlled Older people aged >65 No more than 2 CHD risk factors and not at risk of falls

Antenatal No symptoms of pre-eclampsia / no history of miscarriage

Postnatal Provided 6/52 check complete and no complications

Osteoarthritis Mild where physical activity will provide symptomatic relief

Mild bone density changes BMD >1SD and <2.5 SD below young adult mean

Exercise induced asthma

Without other symptoms Smoker One other CHD risk factor & no known impairment or respiratory function Stress/mild anxiety Asymptomatic

MEDIUM RISK

Hypertension Stage 1 (140-159/90-99). Medication controlled Type 2 diabetes Medication controlled Type 1 diabetes With adequate instructions regarding modification of insulin dosage depending on timing of exercise and warning signs

Physical disabilities No other risk factors Moderate OA/RA With intermittent mobility problems Clinical diagnosis Osteoporosis BMD -2.5 at spine, hip or forearm or _> 4 on Fracture index, with no history of previous low trauma fracture

Surgery – Pre and Post General or Orthopaedic. Not Cardiac. Intermittent claudication No symptoms of cardiac dysfunction Stroke/TIA >1 year ago. Stable CV symptoms. Mobile no assistance required

Asthma Mild (ventilator limitation does not refrain submaximal exercise)

COPD Without ventilator limitation but would benefit from optimisation of respiratory

Neurological Conditions system mechanics and correction of physical deconditioning e.g. YOUNG ONSET Parkinson’s Disease (stable);

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Early symptomatic HIV

Chronic Fatigue Syndrome

Multiple Sclerosis

Moderately diminished CD4 cells, intermittent or persistent signs and symptoms e.g. fatigue, weight loss, fever, lymphadenopathy

Significantly deconditioned due to longstanding symptoms

Depression Mild to moderate Fibromyalgia Associated impaired functional ability, poor physical fitness, social isolation, neuroendocrine and autonomic system regulation in disorders.

HIGH RISK

Older people >65 years at risk of falls. Frail older people with osteoporosis and history of fracture

Unstable and uncontrolled cardiac disease Claudication with cardiac dysfunction Orthostatic hypotension

REFER DIRECT TO FALLS SERVICE (BMD) >-2.5 at spine, hip or forearm in the presence of one or more documented low trauma or fragility fractures).

Fall SBP -20mg/Hg or DBP -10mg/Hg within 3 mins of standing Stroke/TIA Recent (>3 months ago) Severe Osteoarthritis/Rheumatoid Arthritis With associated mobility Type 1 or Type 2 Diabetes (Advanced) With associated mobility Moderate to severe arthritis With accompanying autonomic neuropathy, advanced retinopathy

COPD/emphysema With true ventilatory limitation AIDS With accompanying neuromuscular complications severe depletion of CD4 cells, malignancy or opportunistic infection

Psychiatric illness/cognitive impairment/dementia AMT score <8

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Glossary

Create your own…

This section of the manual has been designed to help you manage your own revision. It includes boxes and tables in which you can make your own notes based on what you have learnt.

Glossary

Throughout this manual, you will come across words and terms that you have never heard before. As you read the manual, pick the key terms that you want to remember and record them here with their definition.

Term Definition

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