Group Fitness Instructor

The Human Movement System

Kinetic chain—interrelation of nervous, muscular, and skeletal systems to create movement

The Nervous System

Central nervous system (CNS)—brain and spinal cord; coordinates activity of body parts

Peripheral nervous system (PNS)—all nerves branching off spinal cord, extending out to the body

Mechanoreceptors—sense distortion in body tissues

Golgi tendon organs (GTO)—sense changes in tension

Muscle spindles—sense changes in length

Proprioception—cumulative sensory input to the CNS from all mechanoreceptors

The Muscular System

Tendons—connect muscle to bone; anchor to produce force;
limited blood flow, slow to repair.

Sarcomeres—individual contractile units; actin and myosin filaments.

Type I (slow twitch) muscle fibers—more aerobic; slower to reach
maximal contraction; resistant to fatigue.

Type II (fast twitch) muscle fibers—more anaerobic; produce more
speed and strength; faster to fatigue.

Behavioral properties of muscle—extensibility, elasticity, irritability,
ability to develop tension.

The Skeletal System

Ligaments—connect bone to bone; limited blood flow, slow to repair

Axial skeleton—skull, rib cage, and vertebral column

Appendicular skeleton—bones of upper and lower extremities

Skeletal system functions—movement, support, protection, blood production, mineral storage

Exercise has been shown to reduce bone mass loss and increase bone mineral density.

The Cardiorespiratory System

Structures of the heart:

Atria—superior chambers; receive blood from outside heart

Right atrium—gathers deoxygenated blood from body

Left atrium—gathers oxygenated blood from lungs

Ventricles—inferior chambers; force blood out of heart

Right ventricle—pumps deoxygenated blood to lungs

Left ventricle—pumps oxygenated blood to body

Sinoatrial (SA) node—located in right atrium; receives signal to contract; “pacemaker for the heart”

Arteries—transport blood away from heart

Veins—transport blood back to heart

Stroke volume—amount of blood pumped with each contraction

Heart rate—rate at which the heart pumps; average = 70-80 BPM

Functions of blood—transportation, regulation, protection

Respiratory pump—components that move air in and out of the body

Acute Variables

Periodization—division of training program into smaller,
progressive stages

Training intensity—exercise effort compared to maximal effort;
percentage of 1RM

Training volume—total work performed within specified time;
repetitions × sets

Biomechanical Terminology

Anatomic Locations

Anterior—front of body

Posterior—back of body

Superior—above point of reference

Inferior—below point of reference

Proximal—nearest to point of reference

Distal—farthest from point of reference

Medial—closer to midline

Lateral—farther from midline

Planes of Motion

Sagittal plane—divides body into left and right halves; forward-backward movement

• Flexion—bending of joints; decreases relative angle

• Extension—straightening of joints; increases relative angle

• Plantarflexion—extension at ankle

• Dorsiflexion—flexion at ankle

• Example sagittal plane exercises—biceps curl, squat, running

Frontal plane—divides body into front and back halves; side-to-side movement

• Abduction—movement away from midline

• Adduction—movement toward midline

• Inversion—bottom of foot rotates medially

• Eversion—bottom of foot rotates laterally

• Example frontal plane exercises—lateral arm raise, side step, side lunge, side shuffle

Transverse plane—bisects body into top and bottom halves; rotational movement

• Horizontal abduction—lateral-rotational movement away from midline

• Horizontal adduction—medial-rotational movement toward midline

• Internal rotation—inward rotation of limbs

• External rotation—outward rotation of limbs

• Pronation—eversion, dorsiflexion, and abduction of feet

• Supination—inversion, plantarflexion, and adduction of feet

• Example exercises—trunk rotation, bicycle crunches, lunge with rotation

Principles of Human Movement

Length-tension relationship—length at which muscle can create most tension; too short or too long = reduced force production

Force-couple—muscles moving together to produce movement

Reciprocal inhibition—agonist contracts while antagonist relaxes to allow movement

General adaptation syndrome—how the body responds and adapts to stress; 3 phases:

• Alarm—initial response to exercise; 2-3 weeks

• Adaptation—body adapts to stimuli; progressive improvement; 4-12 weeks

• Exhaustion—body no longer tolerates demands of training; adaptations may halt; overtraining syndrome risk increases

Specific adaptation to imposed demands (SAID) principle (principle of specificity)—type of stimulus placed on body

determines expected physiological outcome

Mechanical specificity—weight and movements placed on body

Neuromuscular specificity—specific exercises using different speeds

Metabolic specificity—energy demand placed on body

The overload principle—to create physiological change, exercise stimuli must be greater intensity than body is used to receiving

Muscular Contractions

Concentric—produces tension while shortening to overcome external resistance

Isometric—produces tension while maintaining constant length

Eccentric—produces tension while lengthening

Muscular Functions

Body Alignment and Posture

Static posture—starting point of movement; standing natural, relaxed

Dynamic posture—positioning of body during movement

Optimal dynamic posture at the five kinetic chain checkpoints:

• Feet—hip-to-shoulder width; pointed straight ahead

• Knees—soft and extended; in line with second and third toes

• LPHC—neutral; abs and glutes engaged

• Shoulders—back and down; no thoracic rounding

• Head/neck—cervical spine neutral

Neutral spine—cervical, thoracic, and lumbar curves of spine in good alignment

Kyphosis—abnormal rounding of thoracic spine; usually accompanied by rounded shoulders

Lordosis—sway back; excessive lumbar curve

Repetitive movement—regularly repeated movements can alter kinetic chain; elements of occupation and recreation

(e.g., carrying overloaded bags, wearing dress shoes, constant in-class jumping)

Repetitive lack of motion—frequent immobility; holds potential for repetitive stress injuries (e.g., sitting at desk all day)

Overactive—muscle is overly tense or tight during movement

Underactive—muscle is weak; not being recruited as it should

Altered reciprocal inhibition—when overactive muscle decreases neural drive to functional antagonist

Postural distortion patterns—common postural malalignments and muscle imbalances individuals develop based on

variety of factors (e.g., lifestyle, occupation):

• Pronation distortion syndrome—foot pronation (flat feet); adducted, internally rotated knees (knock knees)

• Lower crossed syndrome—anterior tilt to pelvis (arched lower back)

• Upper crossed syndrome—forward head, rounded shoulders

Components of Integrated Fitness

Integrated fitness—comprehensive approach combining multiple types of exercise; helps participant achieve higher

levels of function; flexibility, core, balance, plyometric, SAQ, cardiorespiratory, and resistance training

Flexibility Techniques

Self-myofascial release—apply pressure to “knots” (adhesions) to achieve relaxation response; hold 30 seconds

Static stretching—passively take muscle to point of tension; hold 30 seconds

Active stretching—agonist moves limb through full range of motion allowing antagonist to stretch

Dynamic stretching—multiplanar extensibility; optimal neuromuscular control; full range of motion

Core Activation Techniques

Drawing-in maneuver—draw navel toward spine without spinal flexion

Bracing—co-contraction of superficial core muscles; improves LPHC stiffness

Balance Training Concepts

Proprioceptively enriched environment—unstable, yet controllable

Dynamic balance—maintain equilibrium through intended path of motion when external forces are present

Plyometric Training Concepts

Plyometric training—quick, powerful movements; eccentric contraction followed by explosive concentric contraction

Rate of force production—muscles exert maximal force in minimal amount of time

SAQ Training Concepts

Speed—straight-ahead velocity

Agility—maintaining center of gravity over changing base of support while changing direction at various speeds

Quickness—reacting to stimuli with appropriate muscular response without hesitation

Cardiorespiratory Training Concepts

Interval Training - alternates between intense exertion and rest or lighter exertion.

Resistance Training Adaptations

Stabilization—remain stable and balanced over center of gravity in a changing environment

Endurance—muscles fire over prolonged periods of time

Strength—neuromuscular system provides internal tension and exerts force against external resistance

Hypertrophy—skeletal muscle fiber enlargement

Power—ability to produce large amount of force in short amount of time

Exercise Technique

Group Fitness Modalities

SMR—foam rollers, rolling sticks, massage balls

Bodyweight training—leverages bodyweight and position to create exercise challenge

Suspension training—fixed straps, portable straps

Weighted equipment—dumbbells, barbells, kettlebells, medicine balls, weighted bars

Elastic resistance—bands, tubing, figure-8 tubes, looped bands

Balance—stability balls, balance plates, sliding discs

Reactive, SAQ, and power—battle ropes, boxes, ladders, cones, dots

Aquatic—belts, noodles, webbed gloves, paddles, water dumbbells

Mind-body—mats, blocks, straps

Skill mastery—cycle bikes, step benches, mini-trampolines, ballet bars, boxing gloves, kick/punch bags

Monitoring Exercise Intensity

Radial pulse—two fingers below wrist on thumb side of arm; count 10 seconds, multiply by 6

Talk test—self-evaluation of intensity associated with ability to talk while exercising

Dyspnea—troubled breathing; rated on scale from +1 through +4

Rating of perceived exertion (RPE)—expresses how hard participants feel they are working based on physical sensation; two versions:

• Borg scale—rated 6 (no exertion) to 20 (maximal exertion)

• 0-10 RPE scale—rated 0 (nothing at all) to 10 (maximal)

Chronic Conditions and Special Populations

Chronic Conditions

Special Populations

Nutritional Concepts

Bioenergetics and Metabolism

Adenosine triphosphate (ATP)—energy storage and transfer unit within cells

Anaerobic—without oxygen

ATP-PC—uses phosphocreatine; up to 10-15 seconds

• Glycolysis—uses glucose; up to 2-3 minutes

Aerobic—requires oxygen

• Oxidative system—aerobic; uses glucose; activity longer than 2-3 minutes

Macronutrients

Glycogen—complex carbohydrate stored in liver and muscle cells

Essential amino acids—cannot be produced by body, must be acquired by food

Nonessential amino acids—produced by body, no need to consume in diet

Complete protein—provides all essential amino acids, easy to digest and absorb

Saturated fat—chain of carbons bonded to all hydrogens it can hold; no double bonds

Unsaturated fatty acids—not completely saturated with hydrogens; one or more double bonds

• Polyunsaturated fatty acids—several spots where hydrogens are missing; omega-3, omega-6

Hydration

Electrolytes—potassium, sodium, calcium, chloride, magnesium, phosphate; have electrical properties; control fluid balance between body systems

Class Design and Planning

Group Fitness Methods

Pre-choreographed—created by single person, business, or organization; connecting theme, brand, or experience

Pre-designed—template provides overall direction while allowing manipulation of other variables

Freestyle—choreography based on instructor's personal preference, skills, and knowledge

Class Planning

Class vision—clearly defined intention of class experience; from participant perspective; drives outcome and
components of complete class

Outcome and objective considerations—participant expectations, movements to support expectations, available
equipment, available time, intensity manipulation, arrangement and sequencing

S.M.A.R.T. goals—specific, measureable, attainable, realistic, timely

Flow—create a seamless experience from start to finish

Pre-class set-up—arrive 15 minutes early; evaluate equipment; ensure sound system function; resolve technical
difficulties.

Participant Arrangements

Staggered—instructor teaches from front while viewing all participants

Row—instructor can move through room to coach participants using large equipment

Circuit—instructor can move from station to station, coaching specifically to exercises at each

Circle—allows circular jogging and forward-backward movement toward center of room

Group Fitness Formats

Strength and resistance—increase muscular strength and endurance using an opposing force for resistance

HIIT and interval—alternate higher intensity work periods with moderate-to-low intensity recovery periods

Boot camp—combination of resistance and cardio; total-body workout; military-style presentation

Mind-body—yoga, Pilates, T’ai Chi; slow, controlled movements; combines strength, stability, flexibility, balance, and
breathing techniques

Cycle—stationary bicycles designed to simulate outdoor cycling

Proper bike fit:

• Seat should be at hip height

• Handlebar should support proper alignment of the upper body

Specialty formats—dance, aquatics, active aging adult, discipline-specific, equipment-driven, and hybrid formats

On-the-spot Considerations

Unexpected participants—talk to unexpected participants one-on-one before class, or after to avoid disruption

Space limitations—have participants perform exercises standing in place to reduce risk of contact with another
participant; sometimes no option but to turn participants away

Equipment changes—always plan backups for equipment (both audio and exercise)

Timing challenges—adjust least important or most time-consuming portion of class to accommodate loss of time

Managing conflict—deal with it right away; offer suggestions so participants feel valued; ask regular participants to
show new ones how class works

Class Instruction and Presentation

Music Considerations

Benefits of music while exercising:

• Dissociation—diverting mind from feelings of fatigue; lowers perception of effort

• Synchronization—moving to music improves movement efficiency

• Motor learning—music replicates forms of human locomotion

Downbeat—first beat of a measure

32-count phrasing—common musical structure used in group fitness; audible emphasis every 32 counts

Foreground music—using tempo, lyrics, or song components to drive movements

Background music—using music to set mood and support atmosphere

Sound level—measured in decibels (dB); permissible exposure is 85 dB over 8 hours

Communication Strategies

Supportive communication—creates climate of trust, caring, and acceptance

Nonverbal communication—other than written or spoken language; creates meaning; body language

One-way communication—instructor sends message with no confirmation of receipt from receiver

Two-way communication—instructor sends message and receiver communicates response back

Coaching and Motivation

Positive-based correction—feedback to elicit corrective change in most encouraging manner possible

Autonomy-supportive cueing—creating environment that emphasizes self-improvement, not competing against others

Extrinsic motivation—performing activity for reward separate from activity itself (e.g., cash prize for winning a race)

Intrinsic motivation—performing activity for reward directly stemming from activity (e.g., feeling energized after a class)

Cognitive influences—“inner dialogue” influence on behavior; confidence, self-talk; performance accomplishments,
modeling, verbal persuasion, imagery

Interpersonal influences—individuals or groups one interacts with regularly

Affective influence—resulting from emotions

Sensation influences—physical feelings related to behaviors involved in establishing healthy lifestyle

Behavior influences—created as result of individual’s own behavior

Transtheoretical Model (TTM)—individuals progress through stages of behavior change; movement through stages is
cyclical; precontemplation ↔ contemplation ↔ preparation ↔ action ↔ maintenance

Teaching and Learning Styles

Participant-centered approach—placing needs of group above desires of instructor

“Show, tell, do” method—combine demonstration and verbal instructions, then have participants perform action in
order to best learn it

Styles of teaching:

• Cue-based teaching—continuous, reliable, precise verbal cues simultaneous with movement

• Visual-based teaching—demonstrate form and technique, provide comprehensive view from start to finish

• Mirroring (mirror imaging)—instructor teaches class facing participants

• Reflective imaging—instructor faces same direction as participants and uses mirror to teach movementsTimed coaching—verbal coaching; motivational phrasing to push through timed movement sequences

Teaching methods:

• Part-to-whole—teach one move before second move, add second move to first, repeat for rest of combination

• Repetition-reduction—teach move, repeat until mastered; repeat with each additional move; then, return to starting move and reduce repetitions

• Simple-to-complex (layering)—teach combinations at basic level; then, add additional movements, range, or intensity for complexity

• Slow-to-fast (half-time)—teach exercise at slower rate; once mastered, speed up to appropriate tempo

The visual-auditory-kinesthetic model:

• Visual—learn by seeing or watching; demonstrations; observe body language

• Auditory—learn by listening to directions; avoid unnecessary, wordy statements

• Kinesthetic—learn through movement or touch

Cueing Techniques

Three-dimensional cueing—incorporates visual, auditory, and kinesthetic learning

Hands-on cueing—instructor redirects participant through touch

Positive-based cueing—words that cue to the solution, not the problem

4-beat cueing—counting down from 8, providing verbal and/or visual cues on counts 4-3-2-1

2-beat cueing—counting down from 8, providing verbal and/or visual cues on counts 2-1

Types of cues:

• Personal—short, personal anecdotes; builds community and rapport

• Safety—reminds participants of proper technique; corrects improper movement

• Motivational/inspirational—positive cues about performance, effort, or ability

• Alignment—describes body set-up or execution

• Respiration—reminds when and how to breathe

• Rhythmical—indicates timing of movements or upcoming timing changes

• Informational/educational—explains reason for and potential benefit of a movement

• Numerical—communicates numbers for counted portions of movement

• Anatomical—explains muscles or body parts involved

• Directional—indicates direction of movement (left, right, front, back)

• Empowering—how a movement empowers participants beyond the gym

• Spatial—one’s body in relation to other participants or equipment

• Movement—describes movement or pattern to be performed

Environmental and Safety Considerations

Recommended facility temperature—between 68⁰F and 72⁰F

Altitude—air at high altitude contains less oxygen than at low altitude

Air quality—exercise should not take place in environments where Air Quality Index (AIQ) is higher than 150

Humidity—if air is humid, water in sweat does not evaporate readily; lowers ability to remove heat from body

Hyponatremia—loss of sodium; results in fluid retention

Hypokalemia—loss of potassium; results in weakness, fatigue, constipation, muscle cramping