AFAA GFI Study Guide PDF

GFI STUDY GUIDE This guide is provided to remind you of key concepts that will likely appear on your exam. You will want to review these concepts and revisit them in the text to ensure you are prepared. Contents FUNDAMENTALS OF EXERCISE AND SCIENCE.................................... 03-24 The Huma...

GFI STUDY GUIDE This guide is provided to remind you of key concepts that will likely appear on your exam. You will want to review these concepts and revisit them in the text to ensure you are prepared. Contents FUNDAMENTALS OF EXERCISE AND SCIENCE.................................... 03-24 The Human Movement System.................................................... 03-09 The Nervous System......................................................... 03-04 The Muscular System........................................................ 05-06 The Skeletal System......................................................... 07-08 The Cardiorespiratory System................................................. 08-09 Fundamental Kinesiology........................................................ 10-14 Bioenergetics and Metabolism.................................................... 15-16 Training Science............................................................... 17-19 Individual Considerations........................................................ 20-22 Environmental Considerations....................................................... 23 Benefits of Group Fitness and Exercise................................................ 24 CLASS DESIGN AND PLANNING................................................ 25-33 Group Fitness Methods........................................................ 28 Group Fitness Formats......................................................... 28 Intensity and Exercise Selection.................................................. 29 Music.................................................................... 31-32 Considerations for Class Arrangement, Location, and Environment 33 CLASS INSTRUCTION AND PRESENTATION....................................... 34-42 Communication Strategies....................................................... 34-42 Methods for Offering Feedback.................................................. 35 Participant-Centered Teaching................................................... 36 Cueing..................................................................... 36 Body Alignment and Posture.................................................... 36 Applied Anatomy............................................................. 37 Coaching and Motivation....................................................... 38 Teaching and Learning Styles.................................................. 38-40 Physical Signs of Distress or Fatigue.............................................. 41 Unexpected Conditions and Events............................................... 41 Virtual Instruction............................................................. 42 PROFESSIONALISM........................................................... 43-46 Legal and Ethical Considerations.................................................... 43 Licensing.................................................................... 43 Confidentiality............................................................... 43 Scope of Practice............................................................. 44 Liability and Safety............................................................ 44 Professional Behavior............................................................. 45 Sources of Information and Continuing Education.................................... 45 Physical Contact.............................................................. 45 Inclusivity................................................................... 46 Self-Management/Self-Care........................................................ 46 AFAA GFI Study Guide 2 DOMAIN 1 – SECTION 2 FUNDAMENTALS OF EXERCISE SCIENCE The Human Movement System Kinetic chain: Interrelation of nervous, muscular, and skeletal systems to create movement The Nervous System AFAA GFI Study Guide | Fundamentals of Exercise Science 3 STRUCTURE AND FUNCTION Central nervous system (CNS): Brain and spinal cord; coordinates activity of body parts Peripheral nervous system (PNS): All nerves branching off the spinal cord, extending out to the body Mechanoreceptors: Sensory neurons that detect distortion in body tissues (Examples include Golgi tendon organs and muscles spindles.) Golgi tendon organs (GTO): Sense changes in muscular tension, respond by relaxing the muscle to slow controlled movement Muscle spindles: Sense changes in muscular length, respond by contracting muscles that are lengthening too quickly and forcefully CHECK IT OUT When we first learn new movements or exercises, the CNS is responsible for adjusting and refining the movements to find proper mechanics. The PNS provides several inputs to the brain about movement, the environment, and our sensations. The CNS then analyzes all of that information while at the same time controlling our human movement system. In this way, we train the nervous system with exercise by practicing proper movement patterns until they can become more automatic. AFAA GFI Study Guide | Fundamentals of Exercise Science 4 The Muscular System STRUCTURE Skeletal muscles are responsible for creating movement and maintaining posture in activities of daily living and exercise. The ability to identify major skeletal muscles is an important skill for group exercise instructors. Skeletal muscles are composed of muscle fibers, which can be primarily divided into two main types, Type I and Type II. Type I (slow twitch) muscle fibers: Type II (fast twitch) muscle fibers: More aerobic; slower to reach maximal More anaerobic; produce more speed contraction; resistant to fatigue and strength; faster to fatigue All skeletal muscles contain sarcomeres, which are individual contractile units that contain actin and myosin filaments. AFAA GFI Study Guide | Fundamentals of Exercise Science 5  CHECK IT OUT Considering specific fiber type characteristics will allow us to design programs that induce the specific changes that we desire from an exercise program. Type I muscle fibers are designed to maximize efficiency at endurance-related events or movements at lower resistance loads. For example, exercises that are longer in duration or use a high number of repetitions are relying more on the Type I muscle fibers. Type II muscle fibers are designed to maximize efficiency at short, powerful movements or exercises, and can include higher levels of resistance. A single tuck jump, or heavy squat, incorporates more work from type II muscle fibers. Tendons: End of the muscle that connects to bone; anchor to produce force; limited blood flow, slow to repair; considered connective tissue between muscular and skeletal systems FUNCTION Muscle Actions/Types of Contractions Concentric: A muscle action that occurs when a muscle develops tension to overcome a resistive force, resulting in the shortening of the muscle Eccentric: A muscle action that occurs when a muscle develops tension while lengthening Isometric: When a muscle is exerting force equal to the force being placed on it, leading to no visible change in the muscle length HELPFUL HINT There is a simple way to discern which muscle action is taking place during any exercise. When the form of resistance is moving away from the floor (i.e., away from the force of gravity), that is the concentric phase of a movement (for example, a person’s bodyweight during a push-up, while standing during a lunge, or pushing the handles away on a chest press machine). Roles of Muscles Agonist: A muscle that is directly responsible for a specific movement; also called the prime mover; Example: The biceps muscle is responsible for the movement of a bicep curl exercise. Antagonist: A muscle that performs the opposite movement of the agonist or prime mover; also called the opposing muscle group; Example: The triceps muscle is the antagonist for the movement of a bicep curl exercise. AFAA GFI Study Guide | Fundamentals of Exercise Science 6 The Skeletal System STRUCTURE Axial skeleton: Skull, rib cage, and vertebral column Appendicular skeleton: Bones of upper and lower extremities Ligaments: Connect bone to bone; limited blood flow, slow to repair FUNCTION Functions of the skeletal system: Movement, support, protection, blood production, mineral storage HELPFUL HINT You do not need to know or memorize all the bones in our skeletal system; however, you should be familiar with the shape and location of the primary bones used in locomotion and activity. Knowing these will improve your understanding of joint motions, which are dependent on the unique joint structure. AFAA GFI Study Guide | Fundamentals of Exercise Science 7 INTEGRATION OF NERVOUS, MUSCULAR, AND SKELETAL SYSTEMS TO CREATE MOVEMENT The nervous system gives directions to control movement, the muscles produce the force that creates movement, and the bones of the skeletal system serve as levers that the muscles pull into action. The Cardiorespiratory System AFAA GFI Study Guide | Fundamentals of Exercise Science 8 STRUCTURE AND FUNCTION The cardiovascular and respiratory systems work together to transport oxygen, nutrients, and other substances throughout the body. Both systems are activated in a group fitness class, as heart and breathing rates increase to meet the increased needs of muscles during movement. The cardiovascular system includes the heart and all the blood vessels (arteries, capillaries, and veins) that pump blood through the body. The respiratory system includes the airway and lungs, inhaling oxygen and exhaling carbon dioxide. They are collectively referred to as the cardiorespiratory system to better reflect their coordinated function. Heart rate (HR): Rate at which the heart pumps, usually measured in beats per minute (bpm) Stroke volume (SV): Amount of blood pumped out of the heart with each contraction Cardiac output (Q̇): Heart rate multiplied by stroke volume – A measure of the overall performance of the heart and the amount of blood the heart pumps over a period of time HELPFUL HINT In group fitness, we can assist our participants with finding an appropriate intensity that will help them improve health and fitness. Heart rate is one method we can use. AFAA GFI Study Guide | Fundamentals of Exercise Science 9 Fundamental Kinesiology ANATOMIC TERMS AND LOCATIONS Anterior: Front of body Inferior: Below point of reference Posterior: Back of body Anatomical position Superior: Above point of reference CHECK IT OUT Understanding some basics with the structure and function of the human body will allow us to keep all of our participants moving safely and help us to write well-balanced programs. AFAA GFI Study Guide | Fundamentals of Exercise Science 10 PLANES OF MOTION Sagittal: Divides body into left and right sections; movements are in a forward–backward direction Frontal: Divides body into front and back sections; movements are lateral, or side-to-side Transverse: Bisects body into top and bottom sections; movements are rotational, or across the body CHECK IT OUT Becoming familiar with the individual planes can help us write workouts that match the needs of our participants. We want to make sure that we are also giving our participants exercises for all three planes of movement. This well-rounded approach will aid in reducing the risk of injury while also enhancing activities of daily living. AFAA GFI Study Guide | Fundamentals of Exercise Science 11 JOINT MOTION (INTERNAL SYSTEMS AND OUTSIDE FORCES) JOINT MOVEMENT TERMINOLOGY Plane Term Description Example Flexion Decreases the angle of the joint Bending the elbow Sagittal Extension Increases the angle of the joint Straightening the elbow Moves away from the midline Abduction Lifting arms out to the side of the body Frontal Moves toward the midline of Bringing the arms back in Adduction the body to the body Rotates toward the midline of Rotates the shoulders Internal Rotation the body forward/inward Transverse Rotates away from the midline Rotates the leg outward External Rotation of the body (turning the toes out) BASIC JOINT MOVEMENT Joint and Motion Basic Description Muscles Used Example Exercises Spine Rounding the Flexion Abdominals Abdominal crunch spine forward Extending the Erector spinae Extension Back extension spine backward muscles of the back Core musculature Twisting the spine in Russian twist or lunge Rotation (internal and external either direction with a twist obliques) AFAA GFI Study Guide | Fundamentals of Exercise Science 12  BASIC JOINT MOVEMENT Joint and Motion Basic Description Muscles Used Example Exercises Shoulder Joint Reaching forward in Deltoids (shoulders) Flexion Front raise sagittal plane and pectoralis major Bringing the arm Extension down and back or Latissimus dorsi Row or lat pull-down swimming motions Moving the arm away Lateral raise or the Abduction from the body in the Deltoids (shoulders) upward motion of frontal plane a jumping jack Moving the arm Downward motion of Adduction toward the body in Latissimus dorsi a jumping jack the frontal plane Rear deltoids, Moving the arm away Horizontal rhomboids, and from midline in the Wide-grip row Abduction middle and lower transverse plane trapezius Bringing the arm Pectoralis major Horizontal forward toward (chest) and anterior Push-up, bench press, Adduction midline in the deltoid (front of or chest fly transverse plane the shoulder) Bringing the scapula Rhomboids and Rhomboids and middle Scapular Retraction toward midline middle and and lower trapezius (toward spine) lower trapezius Moving the scapula Serratus anterior, The end press of Scapular Protraction away from midline pectoralis major, and a push-up or chest (away from spine) pectoralis minor fly exercise AFAA GFI Study Guide | Fundamentals of Exercise Science 13  BASIC JOINT MOVEMENT Joint and Motion Basic Description Muscles Used Example Exercises Hip Joint Extending the leg Gluteus maximus Upward phase of a Extension backward in the and medius and squat, deadlift, or sagittal plane hamstrings glute leg raise Bringing the leg Flexion forward in the Hip flexors Leg lifts or high knees sagittal plane Gluteus medius, Bringing the thigh Abduction gluteus minimus, and Side-lying leg raises away from midline tensor fascia latae Bringing the thigh Lateral lunges or inner Adduction Adductors toward midline thigh squeezes Knee Joint Flexion Bending the knee Hamstrings Hamstring curls Upward phase of Straightening Extension Quadriceps squats or lunges the knee (at the knee joint) Ankle Joint Calf complex Calf raise, jumping, Plantarflexion Pointing the toes (gastrocnemius or bouncing and soleus) Tibialis anterior Dorsiflexion Flexing the foot Heel walking or toe lifts (shins) HELPFUL HINT It is, at times, challenging to remember the difference between abduction and adduction. Remember, ADDuction means you are adding something to the body, or moving a body part toward the body’s midline. ABDUCTion means you are taking away (or abducting) a portion of the body away from its midline. It is also helpful to remember that abduction and adduction are common, but not exclusive, to the frontal plane. For example, horizontal adduction of the humerus (upper arm bone) in the transverse plane is the overly technical description of a simple chest press. AFAA GFI Study Guide | Fundamentals of Exercise Science 14 Bioenergetics and Metabolism Macronutrients: A type of food required in large amounts in the diet – The macronutrients are carbohydrate, fat, and protein. The body uses macronutrients as a source of fuel for bioenergetics. Bioenergetics: The study of the three energy systems, also referred to as metabolic pathways, that produce ATP – This includes metabolism and energy used for exercise/activity. Metabolism: All of the chemical reactions that occur in the body that are required for life – It is the process by which nutrients are acquired, transported, used, and disposed of by the body. Metabolism or Bioenergetics is the series of chemical reactions that take place in the body to provide this energy to the cells to keep us alive and allow vital functioning. The body uses Adenosine triphosphate (ATP) to create energy for movement and bodily functions. The body will make ATP based on the type, length, and intensity of movement that needs to be performed through the three energy systems, or metabolic pathways. These pathways can be aerobic (using oxygen) or anaerobic (do not need oxygen). AFAA GFI Study Guide | Fundamentals of Exercise Science 15  GENERAL TIME LIMITS FOR EACH ENERGY PATHWAY Duration of Primary Energy Event Intensity Exercise Example the Event System 0 to 6 Explosive movement such as Extremely high ATP-PC seconds a tuck jump or burpee ATP-PC first and 6 to 30 Really fast movement such as Very high glycolytic (anaerobic) seconds a short sprint second 30 to 120 Fast, sustained movement such High Glycolytic (anaerobic) seconds as a 40-second cardio interval Glycolytic (anaerobic) 2 to 3 Sustained movement such as Moderate first and oxidative minutes a cardio dance combo second Steady movement such as Beyond 3 Low Oxidative (aerobic) treadmill walking or jogging minutes at consistent pace CHECK IT OUT Knowledge of the energy systems will help instructors plan intelligent interval sets, understand and explain the importance of building endurance, and give context to provide specific cues about the way participants should feel during varying levels of intensity. AFAA GFI Study Guide | Fundamentals of Exercise Science 16 Training Science General adaptation syndrome: How the body responds and adapts to stress; 3 phases: Alarm: Initial response to exercise; 2 to 3 weeks Adaptation: Body adapts to stimuli; progressive improvement; usually takes 4 to 12 weeks of consistent training Exhaustion: Body no longer tolerates demands of training; adaptations may halt; overtraining syndrome risk increases; occurs when the body does not have enough recovery time Training Principles Adaptation: The long-term changes to the human movement system in response to the demands imposed by exercise or physical activity – Examples include increase in muscular strength, size, or power. Other examples could be increased cardiorespiratory fitness or improved flexibility. The adaptation will be specific to the type of training performed. Overload: To create physiological changes, an exercise stimulus must be applied at an intensity greater than the body is accustomed to receiving. Examples include a slight increase in intensity, time, or number of repetitions as the body becomes accustomed to the training. Progression: An option that allows the fitness class participant to increase complexity, impact, or intensity of a movement or movement patterns – Overload and progression are similar, but overload is generally specific to one time point (increase in weight), and progression refers to a systematic increase or decrease over a long period of time. Specificity: States that the type of exercise stimulus placed on the body will determine the expected physiological outcome – All adaptations are specific to the type and intensity of training. 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; part of the study of biomechanics Neuromuscular specificity: Specific exercises using different speeds Metabolic specificity: Energy demand placed on body AFAA GFI Study Guide | Fundamentals of Exercise Science 17  SPECIFIC ADAPTATIONS TO EXERCISE Refers to the joint actions performed and plane of motion – For example, Biomechanics to improve an older adult’s ability to climb stairs, they should improve single-leg hip and knee extension in the sagittal plane. Refers to specific movement patterns performed and the speed of movement as they are completed – For example, to improve jump height, Neuromuscular it is important to train the muscles of the lower body to work together to produce force quickly. Refers to the energy demand placed on the body – For example, to improve Metabolic aerobic endurance, long-duration, low- to moderate-intensity activities should be performed. Specific Adaptations/Responses to Fitness Training Endurance: Increased ability to perform repeated or sustained contractions Strength: Increased ability to lift a heavy weight Neuromuscular efficiency: Increased movement performance Power: Increased explosive ability Flexibility: Increase in range of motion of a joint or muscle Integrated fitness: Comprehensive approach combining multiple types of exercise; helps participant achieve higher levels of function; includes components of flexibility, core, balance, plyometric, SAQ, cardiorespiratory, and resistance training CARDIORESPIRATORY TRAINING ZONE CATEGORIES Training Cardiorespiratory Intensity Notes Zone Zone 1 Aerobic base, active recovery, and warm-up New participants can be encouraged to work at an Zone 2 Moderate to hard effort intensity that is challenging Zone 3 Hard to very hard effort but doable because there are benefits from a light intensity Zone 4 Very hard to maximal effort at the onset of training. AFAA GFI Study Guide | Fundamentals of Exercise Science 18  RESISTANCE TRAINING GOAL AND RECOMMENDED RANGES Goal Repetition Range Notes Endurance 15 to 25 The goal of training determines the repetition range used. Strength 8 to 12 (lower for advanced lifters) The correct intensity is achieved when the Hypertrophy 8 to 12 participant reaches the point of fatigue or loss of technique that is just short of Power 3 to 6 failure at the desired repetition range. ASSIGNED TEMPOS FOR ADAPTATIONS OF INTEGRATED FITNESS Exercise Tempo Exercise Tempo Speed Adaptation (E/I/C) with Music (E/I/C) Slow 4/2/1 3/1 Endurance Moderate 2/0/2 2/2 Strength Fast x/x/x 1/1 or 1/2/1/2 Maximal strength, power CHECK IT OUT We can design workouts, tailor our class recommendations, and be more effective with coaching and motivating participants during workouts. We need to be familiar with the differences and nuances between endurance and strength, and consider how we can modify our class design to focus on developing one over the other or a combination. With proper programming and consistent participation, the body will improve in multiple dimensions. The outcomes that our participants seek can be classified as one or more fitness training outcomes. AFAA GFI Study Guide | Fundamentals of Exercise Science 19 Individual Considerations Although there is a variety of people we might see in our classes, it is important to review some common conditions that might affect exercise. Modifications should be made available to address these conditions or considerations. It is important to be familiar with modifications to frequency, intensity, time/length, and types of workouts for individuals who disclose these conditions. MEDICAL OR ORTHOPEDIC CONDITIONS Obesity Individuals with a Body Mass Index (BMI) of 30 or above Chronically high blood pressure as defined by a systolic pressure above Hypertension 130 mm Hg and/or a diastolic blood pressure above 80 mm Hg Coronary heart The heart’s blood supply becomes narrowed due to fatty deposits along disease the walls of its arteries. Congestive A chronic condition defined by impairment of the heart muscle’s heart failure pumping power Atherosclerosis Narrowing of the arteries due to a buildup of plaque along their walls Peripheral Condition in which blood flow to the extremities is reduced due to the artery disease narrowing of arteries An acute condition in which blood supply to the brain, or areas of the brain, Stroke is greatly reduced or interrupted – Individuals who have suffered a stroke may be left with chronic paralysis or physical dysfunction. Cancer Abnormal, invasive growth of cells within the body Osteoporosis Bones become thin, fragile, and prone to fracture. Other populations who may have considerations include the following: Older adults Pre- and post-natal individuals Participants with special circumstances AFAA GFI Study Guide | Fundamentals of Exercise Science 20  SPECIAL CONSIDERATIONS Cue to breathe regularly and avoid the Valsalva maneuver. Give adequate time for the warm-up and cool-down. Progression should be gradual. Participants with Monitor for signs of heat intolerance. Hypertension Modify tempo to avoid extended isometric and concentric muscle actions. Avoid lying down. Allow participants to stand up slowly to avoid possible dizziness. Use adequate time (5 to 10 minutes) for movement prep and for the transition after the workout. Participants with Watch for any sign/symptom of a medical emergency. Cardiovascular Follow medical advice and recommendations. Disease Progress slowly. Achieve a body weight consistent with reduced risk. Make sure the participant is comfortable. Exercise should be performed in a standing or seated position when possible. Due to increased fatigue, participants may require longer rest Basic periods or shorter durations. Recommendations for Participants The participant may have other chronic diseases. In these cases, a with Obesity medical release should be obtained from the individual’s physician. The recommendations above are only guidelines, not must-dos. Finding the right mix of activity that matches the lifestyle, personal preferences, and needs of the participant is more important than hitting specific targets. May need to lower intensity and duration if undergoing treatment. Participants Avoid physical inactivity when able to participate. with Cancer Start and progress slowly. Allow for adequate rest. AFAA GFI Study Guide | Fundamentals of Exercise Science 21  SPECIAL CONSIDERATIONS Progression should be slow and well-monitored. Exercises should be progressed toward free sitting (no back support) or standing. Participants should breathe in a normal manner and avoid holding Participants with their breath as in a Valsalva maneuver. Osteoporosis If a participant cannot tolerate self-myofascial rolling or static stretches due to other conditions, perform slow rhythmic active or dynamic stretches. Twisting motions should be performed slowly, if at all. Balance training should be included to prevent falls. There should be a focus on building bone mineral density (BMD) with heavy resistance training (8 to 10 reps) for major Older Adults muscle groups. Medications can have a drastic effect on performance and will have side effects that can affect performance (balance, HR response, etc.). Include socialization and emphasize sense of safety and community. Avoid exercises in a prone or supine position after 12 weeks of pregnancy. Avoid SMR on varicose veins and areas of swelling. Healthy, Uncomplicated Obtain physician clearance before any self-myofascial techniques Pregnancy or other techniques that place direct pressure on trigger points, as some may induce labor contractions. Plyometric movement is not advised in the second and third trimesters. CHECK IT OUT Individuals come to group fitness to help with motivation and guidance. It is our overall goal to help get people moving more. When we, as instructors, understand some of the conditions that they are dealing with, it can provide confidence and security, which, hopefully, leads to increased motivation and adherence to the exercise program. We can use the guidelines provided in this section to make sure that our classes are inclusive and effective for a variety of individuals. It is also important that we stay within our scope of practice as fitness professionals AFAA GFI Study Guide | Fundamentals of Exercise Science 22 Environmental Considerations Thermoregulation: The ability to maintain body temperature within a healthy range despite the surrounding environment Temperature: A reasonable temperature for an exercise class is around 68 to 72ºF (20 to 22ºC), although participants living in different climates will have different levels of temperature acclimation. Humidity: Can affect the way the body cools itself Altitude: Can affect exercise performance Pollution: Can affect outdoor exercise by reducing oxygen levels – Exercise should not take place where the Air Quality Index (AQI) is higher than 150. Should inclement weather or temperature make exercise outdoors dangerous, instructors should be prepared to move the class, alter exercise sessions, minimize time in extreme weather, and have emergency equipment available. Recognize the signs of the following temperature-related injuries: Hypothermia: Occurs when the body can no longer generate enough heat to maintain normal body temperature Heat cramps: Painful muscle spasms from being overheated Heat exhaustion: More severe than heat cramps and usually occurring after a long period of strenuous exercise or work in the heat and/or humidity Heat stroke: Dangerously elevated internal temperatures cause vital body systems to fail. CHECK IT OUT Humidity can affect the way the body cools itself through evaporation, leading to an increased chance for heat injury or dehydration. High relative humidity will cause a decrease in performance and can make exercise feel more difficult. If the air is humid, the water in sweat does not evaporate into the surrounding air as readily, lowering sweat’s ability to remove heat from the body and increasing the chance of overheating. When relative humidity is high, it is important to have adequate air flow to allow for more efficient evaporation through sweat. Participants should also be encouraged to rest often and as needed to avoid overheating. AFAA GFI Study Guide | Fundamentals of Exercise Science 23 Benefits of Group Fitness and Exercise The popularity of group fitness as an exercise category is undeniable. For any dedicated group fitness participant, the accountability, commitment, community, and desire to be guided in movement alongside like-minded others yields benefits that cannot be replicated alone. From being more motivated to show up, to working harder while exercising, to feeling more relaxed afterward, exercising with others can contribute to improvements in consistency, performance, and enjoyment. AFAA GFI Study Guide | Fundamentals of Exercise Science 24 DOMAIN 2 – SECTION 3 CLASS DESIGN AND PLANNING Class Design and 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 CHOOSING SPECIFIC CLASS OBJECTIVES THAT ALIGN WITH THE BROAD CLASS OBJECTIVES Broad Objective Specific Objectives Modality/Equipment Used Equipment-based drills Athletic drills Cardiovascular Interval training Cycling, running, rowing, boxing, Endurance Steady-state training and athletic drills Low-impact exercises Plyometrics Intervals for time Specific rep and set counts Total-body exercises Bodyweight, free weights, Exercises targeting specific kettlebells, suspension straps, Strength and muscle groups resistance bands, medicine balls, Conditioning Compound movements and athletic equipment such as agility ladders, hurdles, or cones Plyometrics Speed, agility, and quickness (SAQ) exercises AFAA GFI Study Guide | Class Design and Planning 25  CHOOSING SPECIFIC CLASS OBJECTIVES THAT ALIGN WITH THE BROAD CLASS OBJECTIVES Broad Objective Specific Objectives Modality/Equipment Used Flexibility techniques Various stretching techniques Mobility and (dynamic and static) yoga straps, yoga blocks, and Flexibility Myofascial rolling techniques myofascial rolling tools Meditation versus Guided meditation, yoga flow, Mind–Body movement-based and Pilates formats S.M.A.R.T. goals: Specific, measurable, attainable, realistic, and timely Flow: Create a seamless experience from start to finish. CHECK IT OUT Creating class flow is a skill that an instructor builds over time and is fine-tuned with planning, practice, and experience. It is also created in the details. Some of the techniques that instructors use to create flow include the following: 1. Choosing exercises that work well together 2. Creating highs and lows in the workout with exercise and intensity selection 3. Balancing and blending music with intense, emotional, and energetic tonalities 4. Using different voices (conversational, building, intense, and silent) to create energy or grab attention Pre-class set-up: Arrive 15 minutes early, evaluate equipment, ensure sound system function, and resolve technical difficulties Components of a Class: Each component, when properly planned, will help to create a positive, cohesive class experience for participants. Though they may not even realize it, a well-planned introduction, movement prep, transition, and outro will strongly influence the participants’ perception of their experience. This is why taking the time to set intentions and plan for each component is critical to both the participants’ and the instructor’s success. AFAA GFI Study Guide | Class Design and Planning 26  BASIC COMPONENTS OF A CLASS Pre-Class Planning Design the class blueprint. Greet and orient participants to class with the background music playing or ready. Intro Formally introduce yourself and the class format and objectives. Explain options for modifications and provide equipment recommendations. Begin general or specific movement prep. Movement Prep Demonstrate movement selection with proper technique. Transition movement prep into body of workout. Build movement sequences logically, gradually, and progressively. Body of Workout Use all three planes of motion and balance muscle groups. Monitor intensity using raining zones, talk test, or RPE scales. Create motivation and an educational environment. Transition Reduce intensity to allow for cool-down. Conduct the transition with body awareness exercises. Give specific praise to group on effort and progress Outro Invite participants to come back again. Request feedback or questions after class. HELPFUL HINT Movement Prep Generally, the movement prep includes specific phases: Full-body, general movements to increase blood flow and breathing rate Specific focus on muscles and movements that will be used in the main body at a lower intensity than the main body exercise Dynamic or static flexibility movements aimed at the joint range of motion Transition The transition could be the cool-down phase of the class. AFAA GFI Study Guide | Class Design and Planning 27 Group Fitness Methods Pre-choreographed: Created by a single person, business, or organization; connecting theme, brand, or experience – Examples include branded classes such as Zumba, Insanity, or Body Pump. Pre-designed: Template provides overall direction while allowing manipulation of other variables. Examples include a Tabata-style HIIT. The template is provided, but instructors can manipulate. Freestyle: Choreography is based on instructor’s personal preference, skills, and knowledge. An example is a Boot Camp class where the movements, intensities, and activities are completely up to the instructor, and can be manipulated or changed at any point. Group Fitness Formats: Exercise and Equipment Selections Appropriate Exercise Possible Equipment/ Class Format Selection Modality Strength and resistance Examples: Squat, lunge, push- Body weight, dumbbells, Technique is used to increase up, shoulder press, crunches, resistance bands, medicine muscular strength and upright row, and bicep curls balls, and mats endurance using resistance. HIIT and interval Body weight, dumbbells, Alternate higher intensity Examples: Jumps, burpees, mats, resistance bands, work periods with mountain climbers, squats, medicine balls, steps, moderate- to low-intensity lunges, and skips and sliders recovery periods. Boot camp Examples: Jumps, burpees, Combination of resistance Body weight, dumbbells, mountain climbers, squats, and cardio, total-body mats, sand bags, and lunges, skips, planks, push- workout, and military-style medicine balls ups, and shoulder press presentation Mind–body Controlled movements; used Examples: Yoga, Pilates, and Mat, yoga strap, yoga block; to increase mobility, stability, T-ai Chi; core work; warrior Pilates ring, stability ball, and flexibility, balance, and poses; and balance exercises balance pad breathing techniques Cycle Stationary bicycles designed to simulate outdoor cycling; Examples: Cycle rides, climbs, and flat roads technique to improve cardiovascular fitness Examples: Dance, aquatics, active aging adult, Specialty formats discipline-specific, equipment-driven, and hybrid formats AFAA GFI Study Guide | Class Design and Planning 28 Intensity and Exercise Selection Exercise selection is typically the first decision that we make when programming. We choose exercises based on the goals that we are looking to achieve and the class environment. Several factors will help determine what exercises are best for the class you are teaching, such as the following: Specific muscle groups to target Class objective/goal and format Class population How work-to-rest ratio will affect the outcomes of the class (relating to bioenergetics) Equipment availability and spacing Class location (indoor, outdoor, or flooring type) In many group exercise settings, it is appropriate to have multiple options and progressions to offer for participants so that they can tailor the workout to their unique needs and abilities. These decisions should all be made when selecting exercises during class planning. CHECK IT OUT The instructor should also consider whether or not a piece of equipment is a safe and appropriate tool for the class participants, and how the equipment will work within the participant’s space. Modifications, Progressions, and Regressions Modification: An alternate approach to an exercise or movement to increase/decrease difficulty Progression: A specific modification to increase difficulty of a movement or exercise Regression: A specific modification to decrease difficulty of a movement or exercise AFAA GFI Study Guide | Class Design and Planning 29  PROGRESSIONS AND REGRESSIONS OF EXERCISES AND MOVEMENTS Progression Regression Increase range of motion (ROM) Decrease ROM. within safe technique. Pace/tempo (speed up/slow down). Pace/tempo (speed up/slow down). Add resistance. Decrease resistance. Increase number of reps per set. Decrease number of reps per set. Longer work interval/shorter rest interval Shorter work interval/longer rest interval Decrease points of contact. Increase points of contact. Mobile Stationary Decrease base of support. Increase base of support. Remove stability/challenge balance. Add stability/do not challenge balance. Increase movement complexity Reduce movement complexity. (e.g., add rotation to a lunge). CHECK IT OUT Instructors can give class participants the opportunity to customize their experience by offering options and alternatives. They can also help participants feel more successful when they are unable to perform an exercise the instructor has planned by coaching them through modifications. Instructors can use the same approach for opportunities to improve potential results. Adjusting or altering the frequency, intensity, time, type, or speed of an exercise can also modify the participant experience and training adaptations. AFAA GFI Study Guide | Class Design and Planning 30 Music Through intentional music selection and utilization, Group Fitness Instructors can influence not only the energy and mood states of participants, but also their intensity and performance potential. Dissociation is the mental diversion that music provides, sometimes increasing intensity without perceived effort. Using music in class is a skill that requires an understanding of the musical structure and how it fits with exercise and class flow. STRUCTURE 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. Synchronous versus Asynchronous in relation to movement in class Tempo: The speed of music, or how fast it is played – Typically measured in beats per minute, or BPM Music mapping: The process of identifying the basic elements of a song such as the intro, verse, chorus, and other notable features so that they may be applied in class design Musical phrase: A single unit of music that creates a regular pattern, which typically makes sense when heard alone Radio edit: A version of a song edited for radio airplay – It may be shorter than the original version and often will have explicit lyrics removed or muted. SELECTION In selecting music for a group fitness class, there are number of important factors to consider: What is the class format? What is the intended class vibe? What are the demographics of the participants who will be attending? Is it dance-based or athletic? Is it aggressive and powerful or lighthearted and fun? Is it mindful and relaxed or non-stop and intense? Are there segments with different energetic needs? Is it best suited to a diverse playlist with song-to-song structure or a continuous mix at the same BPM? AFAA GFI Study Guide | Class Design and Planning 31  GUIDELINES BY FORMAT AND STYLE RECOMMENDED MUSIC TEMPO (BPM) FOR COMMON FORMATS Format BPM Range Rationale for BPM Range This BPM range supports safe and effective range of Resistance motion when using resistance equipment at appropriate 125 to 135 BPM Training loads and with a variety of eccentric/concentric tempo patterns, e.g., 1/1, 2/2, 3/1, and 1/3. The high energy of this fast BPM supports the high High-Intensity intensity of HIIT workouts. However, participants should Intervals/ 150 to 160 BPM always be encouraged to go at their own pace if they Tabata cannot maintain proper form. Because boot camp is typically taught asynchronously, this Boot Camp 130 to 140 BPM BPM range supports the high intensity without requiring participants to move in time with it. This BPM range supports safe and effective choreography. Step 128 to 132 BPM Stepping above this BPM can limit range of motion and lead to injury. This BPM is appropriate for the slightly slower pace and Barre, Pilates 124 to 128 BPM precise movements of these formats. Kickboxing is a high energy, intense format that requires participants to aggressively punch and kick. However, as Kickboxing 140 to 150 BPM with all higher tempos, it is critical that participants move with proper form and range. Because of the nature of working out in the water and Aqua/Water/ 122 to 128 BPM the resistance it provides, a slower BPM is necessary for Seniors optimal benefits. MUSIC VOLUME/DECIBEL GUIDELINES Music volume in group fitness classes should not exceed 85 decibels. In addition, the volume of the instructor’s voice should not exceed 95 decibels. AFAA GFI Study Guide | Class Design and Planning 32 Considerations for Class Arrangement, Location, and Environment PARTICIPANT ARRANGEMENT Staggered: The instructor teaches from the front while viewing all participants. Best option for most classes because participants and the instructor can see each other clearly Row: The instructor can move through the room to coach participants using large equipment. Best option for classes with equipment like steps or balls so there is clear walking lanes for safety Circuit: The instructor can move from station to station, coaching specifically to exercises at each. Great option for boot camp or multiple stations; limitation occurs when the instructor is turned away from participants in one station to target another. Circle: Allows for circular jogging and forward-backward movement toward the center of the room Great option for variety; limitations include complexity and moving together around the circle. CLASS LOCATION AND ENVIRONMENT The size of the space, the flooring, safe maximum capacity, and other unique factors influence the decisions the instructor makes as they design a class. Whether a class takes place in a pool, in a studio, at a park, or virtually, each environment creates unique challenges and considerations. Class Location/ Considerations Environment Virtual Internet availability, audio/visual, and safety concerns Indoor Sound, temperature, size of room, and equipment availability Outdoor Sound, air quality, temperature, and equipment availability Small spaces Equipment used, flow of movement, and class size limitations Flooring types Safety of movement, grip of shoes, and use of specific equipment AFAA GFI Study Guide | Class Design and Planning 33 DOMAIN 3 – SECTION 4 CLASS INSTRUCTION AND PRESENTATION Communication Strategies Verbal communication: Interaction using words, orally or written Interpersonal: Communication that takes place between two individuals, characterized by a back-and-forth exchange of information while alternating the roles of sender and receiver Intrapersonal: Communication with oneself, including self-talk, visualization, memory, and the use of imagery Small group: An interaction of more than two people, however, a number small enough to allow all participants to interact Public: One individual addresses a large group. Verbal tone Nonverbal communication: Conveying information without the use of words AFAA GFI Study Guide | Class Instruction and Presentation 34 Methods for Offering Feedback Method Feedback Connect with individual participants for personalized feedback during a time when you are less needed at the front of the class: during a break Timing in sets, during core work, during the cool-down, or once the group is moving correctly with confidence. Catch someone doing something right and compliment them on it. Be specific about what they are doing well (“keeping your core tight”) Catch them doing so they know how to repeat the behavior in the future. something right “Wow, those push-ups look great, Sheena. Great job keeping your core tight.” If a correction is needed, first highlight something the individual is doing well and then tell them the correction that is needed and what benefit the Correct with correction will provide. encouragement “Damien, awesome intensity on those cardio intervals today. Can you lift your hips a bit higher in your plank? This can help protect your back from pain.” Some might prefer you speak to them privately before or after class. If you are not sure, ask. Approach the individual before or after class and ask about their preference. Consider the individual “Jackie, I have really enjoyed having you in class the past 2 weeks. Because I don’t know you well, do you mind if I ask what type of feedback you prefer? Do you prefer if I give you some tips during class or connecting afterward?” AFAA GFI Study Guide | Class Instruction and Presentation 35 Participant-Centered Teaching Participant-centered focus is creating, modifying, and teaching workouts for the needs and goals of your participants. This can be applied to all formats and class types. Applying this focus to the design of your class influences music selection, exercise selection, and specific modifications that all have the goal of serving your unique community. Cueing Types of Cues Movement cues: Related to how the movement should be executed Safety cues: Any issues with the movement that could be a safety concern Mastery cues: Improvement strategies to master a movement Motivational cues: Increasing the effort for a movement or action Three-dimensional cueing: Incorporation of auditory, visual, and kinesthetic cues Personalizing cues: Specific to an individual 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 apart; 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 AFAA GFI Study Guide | Class Instruction and Presentation 36 Applied Anatomy Alignment and Posture Cues for Each Common Exercise Position Body Description Alignment Cues Common Errors Position Face down Cervical hyperextension Phone Lying on front side Head in line with spine Hips and back sagging or in plank/push-up toward the floor; chin position jutting toward floor Spine straight Face up Head in line with spine Lower back excessively Supine Posterior pelvic tilt arching or losing contact Lying on back side with the surface (lower back in contact with surface) Feet shoulder width, weight even over front Feet too close together Staggered stance Split- and back foot or too in line, back with one foot in front stance foot turned out, lower of the other Spine straight, back rounded core engaged Hands under shoulders, Lower back drops toward elbows soft, knees under Kneeling On hands and knees floor, elbows locked, hips, spine straight, knees together core engaged Feet shoulder width or slightly wider, toes and Knee valgus or varus, knees in same direction, weight on toes, rounded Squatting Standing squat stance weight in heels, anterior back, knees moving pelvic tilt, spine straight, forward in movement core engaged Feet shoulder width or slightly wider, toes and Bent-over position at knees in same direction, Hip the hip joint (bent over weight in heels, anterior Rounded back hinging fly or row) pelvic tilt, spine straight, core engaged, hinge at hip joint with back straight Standing Slightly wider, toes Shoulders rounding/ upper Standing exercise with and knees in same shrugging, chin jutting body two feet on the floor direction, spine straight, forward, excessive exercises core engaged lower back arch AFAA GFI Study Guide | Class Instruction and Presentation 37 Coaching and Motivation Extrinsic motivation: Performing activity for reward separate from activity itself (e.g., cash prize for winning a race) “I am excited to stay active before the summer. I’m looking forward to wearing summer clothes and feeling great!” Intrinsic motivation: Performing activity for reward directly stemming from activity (e.g., feeling energized after a class) “I love the feeling of satisfaction after completing a challenging class!” CHECK IT OUT Remember that our goal is not to change a source of motivation, but to encourage the participants to use the motivation that works for them. Ultimately, group fitness instructors can encourage more intrinsic motivation through a positive experience and participant-centered teaching approach. Teaching and Learning Styles Inclusive support Participant-centered instruction: Creating, modifying, and teaching workouts for the needs and goals of your participants The visual-auditory-kinesthetic model: Visual: Learning by seeing or watching; demonstrations; observing body language Auditory: Learning by listening to directions; avoiding unnecessary, wordy statements Kinesthetic: Learning through movement or touch Monitoring Positive feedback loops: A system in which output is used as an input to improve on and create beneficial effects on future behavior EQUIPMENT Group Fitness Instructors share a responsibility in making sure equipment is safe to use before and during use. Check for dangers such as worn bands, slippery surfaces, underinflated stability balls, or step platforms that are not on the risers properly. Make adjustments as needed! INTENSITY There are multiple ways to measure intensity. This table provides a comparison of the different methods to monitor exercise intensities for RPE, Training Zones, and the Talk Test. AFAA GFI Study Guide | Class Instruction and Presentation 38  Training Zones RPE Descriptors Talk Test 1 1 Head in line with spine Easily holds a Light 2 Walking into class, breathing easily conversation 50 to 59% HRmax 2 Warm-up effort, preparing to work, 3 Can say a few Moderate easily maintainable sentences at a time 60 to 69% HRmax 4 Breathing rate is increasing, starting to work Effort level a person could maintain 5 for an hour 3 Strong working effort, sweating, starting Can say a few Hard 6 to feel uncomfortable words at a time 70 to 79% HR max Challenging, breathing hard, moving out of 7 comfort zone Uncomfortable, on the edge, maximum 1 8 to 2 minutes of effort at this level 4 Maximum High intensity, can barely breathe, can 80 to 89% HRmax 9 Prefers not to speak only continue for 30 seconds or less Feels impossible to keep going, 10 cannot maintain 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. Heart rate: Heart rate measures your body’s cardiorespiratory response to work. Simply put, as intensity increases, heart rate increases until a maximum, unsustainable level is reached. Target heart rate: A predetermined exercising heart rate Resting heart rate (HRrest): The number of heart beats per minute while at complete rest Maximal heart rate (HRmax): The fastest rate an individual’s heart can beat in 1 minute Heart rate training zones: Often calculated as a percentage of maximum heart rate – Heart rate values are divided into functional ranges used to gauge intensity and develop particular forms of cardiorespiratory fitness. AFAA GFI Study Guide | Class Instruction and Presentation 39 Comparison of the Different Methods to Use Heart Rate Training Zones for Monitoring Intensity HEART RATE TRAINING ZONE EXAMPLES 5 Training Zones 4 Training Zones 3 Training Zones HR Training Target Heart HR Training Target Heart HR Training Target Heart Zone Rate Range Zone Rate Range Zone Rate Range 1 50 to 59% of 1 50 to 59% of 1 65 to 74% of Very Light HRmax Light HRmax Low HRmax 2 60 to 69% of 2 60 to 69% of 2 75 to 84% of Light HRmax Moderate HRmax Moderate HRmax 3 70 to 79% of 3 70 to 79% of 3 85%+ of Moderate HRmax Hard HRmax Maximum HRmax 4 80 to 89% of 4 80 to 89% of Hard HRmax Maximum HRmax 5 90 to 100% Maximum of HRmax CHECK IT OUT Remember that instructors to do not need to use ALL measures of intensity at the same time. Instructors should just be able to identify the various methods to measure intensity of participants in order to monitor adaptation and safety. The most common measures of intensity include heart rate or a RPE scale, but other measures can also be used if more appropriate. AFAA GFI Study Guide | Class Instruction and Presentation 40 Physical Signs of Distress or Fatigue Distress Overexertion Dehydration Excessive Fatigue Confusion Shortness of breath Abnormally rapid heart rate Rapid heart rate Chest pain Irregular/rapid Signs and Fever Rapid breathing heartbeat Symptoms Nausea and vomiting Passing out Dizziness/lightheaded Disorientation Lack of sweating or confusion Severe abdominal, Extreme thirst pelvic, or back pain If a participant shows Stopping the class, An instructor should seek the following signs, the attending to the help for a participant Action to instructor should halt participant, and referring immediately if they Take the class and seek them for medical show the following medical help for the attention is a priority. signs of dehydration. participant immediately. Unexpected Conditions and Events 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 there is 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 portions of the class to accommodate loss of time. Managing conflict: Deal with it right away, offer suggestions so participants feel valued, and ask regular participants to show new ones how the class works. CRITICAL! When presented with an unexpected condition or event, you should first evaluate the safety of the situation. If there is any safety risk to yourself or others, action should be taken, even if that requires stopping class. Examples include acute injuries, emergency medical situations, emergency weather, or equipment failure. Facilities in which you teach should have outlined and shared all emergency procedures, including emergency response systems, evacuation plans, and accident reporting. AFAA GFI Study Guide | Class Instruction and Presentation 41 Virtual Instruction Regardless of whether participants prefer to use virtual classes exclusively or as another tool in their fitness toolbox, the quality of their experience is largely dependent on the quality of the content and its delivery by the instructor. Fortunately, while there are some significant differences between live and virtual instruction methods, there are also many transferrable skills. Some considerations for virtual instruction include the following: Planning: Class goals and objectives and time Communication and cueing: General rather than specific Technology Environment Equipment Engagement and motivation techniques Safety Legal and ethical concerns: Music licensing, liability waivers, etc. IN-PERSON VERSUS VIRTUAL COMMUNICATION In-Person Virtual Keep cues about form, safety, and technique Cue specifically to the bodies in the room. Use general. For every move or exercise, your knowledge and real-time observations to point out common errors and share tips to provide individualized feedback. ensure effectiveness. Provide modifications, progressions, Assume the need for modifications, and regressions according to the needs progressions, and regressions and of the group. proactively communicate them. Avoid over-talking. Do not be afraid of Recognize that silence in the virtual space moments of silence where participants can can be awkward, leading to participant anxiety focus on the music and listen to their bodies. and disengagement. AFAA GFI Study Guide | Class Instruction and Presentation 42 DOMAIN 4 – SECTION 1 PROFESSIONALISM Legal and Ethical Considerations To be in alignment with ethical standards, Group Fitness Instructors commit to always act in the best interest of participants by maintaining the necessary education and knowledge, operating within their scope of practice, and behaving in a consistently positive, constructive, and professional manner. The following are some of the most important ethical considerations for instructors: Prioritize safety. Teach class with the best interests of the group in mind, while still acknowledging individual needs. Adhere to guidelines for proper music speed and volume. Obtain and maintain necessary training and education for all formats instructed. Work within scope of practice. Be guided by truth, fairness, and integrity. Respect professional boundaries. Always uphold a professional image. Licensing Many resources, such as music or class brands, are proprietary (exclusive and copyrighted/ trademarked) in nature and require the health club or fitness professional to license the material. Licensing will vary by material and provider; so, it is important to understand some general information as well as defer to the specific licensing organization. Confidentiality Group Fitness Instructors should always maintain the confidentiality of an individual and avoid discussing a participant’s personal information with others. In the case of health-related matters, sharing personal information could result in liability for both the instructor and the facility. AFAA GFI Study Guide | Professionalism 43 Scope of Practice Scope of practice refers to what an instructor can legally and ethically do in their professional practice. The following are the expected scope of practice for Group Fitness Instructors: Prepare and deliver evidence-based exercise Answer questions related to the workout, content for groups of individuals with varying such as how to do specific moves, why they fitness needs and capabilities. are beneficial, or how one might modify or Dynamically react to group or individual progress movements. needs by providing modifications and Avoid one-on-one recommendations alternatives based on fitness level and ability. regarding health conditions, injuries, Lead participants with energy, enthusiasm, nutrition, and remedies for pain. However, and optimism to create positive associations pre-class assessments of participants with exercise. (including observational, postural, and movement assessments) are appropriate Understand how to use various types of for recommending modifications to class fitness equipment, particularly equipment movements. relevant to the specific format being taught. Refer personal health questions to Be able to work independently and require appropriate health professionals. minimal supervision. Maintain CPR/AED certification to properly respond to emergencies that may occur before, during, or after class. Liability and Safety Group Fitness Instructors must be familiar with liability insurance, liability requirements for their region, and any required liability waivers or documents, and work to maintain those requirements and/or waivers to minimize risk for themselves and the organization. General liability insurance: Protects insured from ordinary negligence Professional liability insurance: Covers professional negligence when a participant sustains loss EMERGENCY RESPONSE The most important first step in minimizing the effects of an emergency is recognizing it as early as possible. Monitor signs of trouble such as the following: Position of the individual (standing, seated, Level of consciousness crouching, doubled over, or supine) Pain or discomfort Skin color Distress Bleeding As soon as both the individual and the situation have been surveyed and assessed, emergency medical personnel should be notified by activating your facility’s emergency response plan (which may include calling emergency services and/or administering CPR/AED efforts). AFAA GFI Study Guide | Professionalism 44 Professional Behavior Expectations of a Group Fitness Instructor include effective communication, punctuality, appropriate attire, appropriate language, and inclusivity for all populations. Create safe and effective workouts. Coach form and technique. Deliver a class that is authentic to the designated format. Examples of Professional Behavior Arriving early to class to prepare the space and welcome participants – Timeliness Timeliness also includes starting and ending class on time. Arriving to class prepared with the needed equipment, including Preparedness microphone batteries and wind screens, dressed appropriately, and with choreography memorized, music prepared, and the workout fully planned A professional instructor leaves outside stress at the door. They are Appropriate focused on the workout and the class participants. Therefore, they avoid Communication inappropriate topics and language in class. Adherence to A professional instructor communicates effectively with local leadership, organizational attends mandatory meetings and trainings, follows facility policies, and is policies responsible for obtaining subs for their classes when needed. An instructor’s social media presence and online brand are approachable, Social media appropriate in content, and establish them as an expert. Sources of Information and Continuing Education Credible resources: Supported by evidence-based, peer-reviewed research from respected organizations, groups, and individuals Sources of continuing education: Workshops, trainings, readings and quizzes, and online courses from approved providers Physical Contact Due to the physical nature of teaching group fitness, it is important for the instructor to maintain appropriate professional boundaries regarding contact. If a participant agrees to physical contact, it should always be done with care and sensitivity for the individual. If a participant displays any sign of discomfort, contact should be immediately discontinued. Physical contact should always be appropriate to the task at hand (such as helping adjust positioning) and never in sensitive areas. AFAA GFI Study Guide | Professionalism 45 Inclusivity Your job as an instructor is to make participants feel welcome and included regardless of their motivations, needs, expectations, perceived limitations, background, experience, or identity. Everything from your choice in language to movement selection can influence the sense of inclusion (or lack thereof) in the classes you teach. By practicing awareness and being intentional in your planning and communication strategy, you can create an environment that allows every individual to feel seen, valued, celebrated, and supported in their fitness goals. Self-Management/Self-Care A career in group fitness is physically demanding and places a large amount of stress on the body, especially over time. Here are some tips to engage in self-care: Protect your voice. Manage overtraining (excessive frequency, volume, or intensity of training: results in fatigue, recurring illness, loss of sleep, moodiness, decreased physical performance, and overuse injuries). – Diversifying formats taught – Managing personal intensity – Coaching instead of demonstrating – Getting adequate rest and nutrition Increase resistance to injury. Prevent burnout. Stay hydrated and monitor eating around class times for sufficient nutrition. AFAA GFI Study Guide | Professionalism 46