Learning Objectives
Group Conditioning Learning Objectives
Section I - History and Evolution of Group Conditioning
Methods Chp 1 & 6, Strength Chp 2, 8, 9, Review with Foundations 7, 8, 14, 15
Sub-objectives:
- Describe the origins and development of group conditioning from the inception of group exercise in the early 80s.
- Explain the benefits of group conditioning classes as they relate to overall benefits of physical activity and exercise.
Section II – Class Structure and Content of Group Conditioning
Methods Chp 3, 4, 6, 7, 10, 11, Strength Chp 3, 6-8, Review with Foundations Chp 6-8, 12, 14
Objective I: Planning and Design
Sub-objectives:
- Using the ADDIE model, describe components of a group conditioning exercise class and what to include in each component.
- Explain the importance of the warmup prior to each group conditioning class.
- Differentiate between types of warmups: general, dynamic, specific.
- Describe how to integrate a proper warmup and cooldown into a group conditioning workout (frequency, intensity, duration, type).
- Describe the four types of stretching methods: static, dynamic, ballistic, PNF.
- Describe methods for evaluating and monitoring intensity of each group conditioning class component.
- Describe the use of the following elements in designing each component of a group conditioning class: space, directions, plane and lever variations, transitions, pattern breakdown, flow, variety, balance and safety.
- Discuss the methods by which class components can be altered for varied populations.
- Discuss appropriate class design based on current research in principles of conditioning, anatomy, biomechanics and exercise physiology.
- Identify specific safety considerations for the shoulder joint during upper body exercises
- Identify specific safety considerations for the knee joint during lower body exercises
- Identify specific safety considerations for the joints of the spine during lower body exercises
- Discuss how to design class components where balance – both between muscle groups and between fitness components – is an integral component.
- State ways to manipulate training variables (e.g., intensity) for optimizing resistance training goals (strength, endurance, power, hypertrophy).
- Apply the workout terms: reps, sets and loads for muscular endurance, muscular strength and muscle hypertrophy.
- Differentiate between isometric and isotonic training techniques.
- Explain the utilization of different training protocols to add variety to group conditioning programs (e.g., forced reps, alternating heavy & light days, circuit training, pyramid training and superset/compound sets).
- Differentiate between the terms isolated (assistive/single joint/body part specific), and compound (multi-joint/structural/primary) exercises and identify exercises that are examples of each.
- Discuss methods of evaluating the effectiveness of class components and class design.
Objective II: Risk Management and Safety Guidelines
Sub-objectives:
- Describe and apply evidence-based research principles as they apply to repetitive impact movements, monitoring intensity, and music tempo (i.e., speed).
- Explain potential legal risks of implementing contraindicated movements and ineffective exercises within the group conditioning class.
- Indicate safety guidelines to consider when designing each class component of the group conditioning class.
- Utilize current research to identify appropriate design of group conditioning class components (e.g., duration, intensity, mode, etc. of warm up, cooldown, etc.).
- Explain the causes of muscle soreness and the impact of concentric and eccentric contractions, unfamiliar exercises, and beginning exercise participants.
- State the importance of breathing during resistance training.
- Describe the importance of appropriate lifting attire while performing resistance training.
- Describe the role of a spotter during resistance training.
- Review appropriate application of pre-screening tools (PAR-Q+, informed consent, etc.).
- Review the scope of practice of the group conditioning exercise leader and discuss the implications of working outside of that scope.
Section III – Leadership and Communication
Methods Chp 4, Review with Foundations Chp 2 & 3
Objective I: Leadership
Sub-objectives:
- Demonstrate a level of interaction with participants that creates a positive learning environment within the group conditioning class.
- Evaluate participant technique and performance, providing feedback toward optimizing these elements.
- Explain the importance of ongoing observation of class participants, adapting as needed to respond to participant needs.
- Demonstrate how to create an enthusiastic, motivational environment within the group conditioning class.
Objective II: Teaching
Sub-objectives:
- Describe and demonstrate various instructional techniques including: progression from simple to complex, pattern development techniques, variety of class formations, mirror imaging, and intensity progression (less to more, and vice versa).
- Utilize common exercise and base move terms used within the group conditioning class.
- Identify instructional challenges specific to group conditioning classes and strategies for managing and minimizing these challenges.
Objective III: Cueing Strategies
Sub-objectives:
- Differentiate between verbal and nonverbal cueing techniques used within the group conditioning class.
- Differentiate between effective and ineffective verbal cueing (e.g., on proper technique, motivation, etc.).
- Differentiate between effective and ineffective visual cueing.
- Differentiate between effective and ineffective kinesthetic cueing.
- Explain the relationship between body language and its effect on class energy, enthusiasm, body alignment and group rapport.
Objective IV: Voice/Vocal Strategies
Sub-objectives:
- Explain the importance of vocal projection and intonation.
- Identify key safety tips for vocal safety.
- Identify key tips for vocal clarity and conciseness.
Section IV – Use of Music
Methods Chp 4, Review with Foundations Chp 2
Objective I: Use of Music
Sub-objectives:
- List reasons for using music in the group conditioning exercise setting (e.g., motivation, class flow, etc.).
- Select music of appropriate tempo, mood, style and decibel level (volume) for various class components.
- Select music of appropriate tempo, mood, style and decibel level (volume) for various class types: athletic style, circuit, HIIT classes – including speed-based intervals and intervals in time to the beat.
- Identify safe microphone volumes.
- Identify the legalities of sourcing, purchasing and using music in the group conditioning class.
Section V – Exercise Analysis
Methods Chp 3, 7, review with Foundations Chp 8
Objective I: Exercise Selection
Sub-objectives:
- Identify and review the names and locations of the major muscles of the body. See list below.
- Describe how muscles act as agonists, antagonists stabilizers and synergists: quadriceps {rectus femoris, vastus medialis, vastus intermedialis, vastus lateralis}, hamstrings {biceps femoris, semitendinosis, semimenbranosis}, abductors {gluteus minimus and gluteus medius}, TFL, gluteus maximus, iliopsoas, sartorius, biceps, triceps, trapezius, rhomboids, latissimus dorsi, pectoralis major, pectoralis minor, deltoids, gastrocnemius, soleus, tibialis anterior, adductors {adductor magnus, longus and brevis, pectineus and gracilis}, transverse abdominals, internal obliques, external obliques, rectus abdominus, erector spinae) Missing: Serratus anterior, teres major, rotator cuff (teres minor, supraspinatus, infraspinatus, subscapularis), sartorius, internal & external obliques
- Create safe, effective exercise variations and modifications implementing the SEAT acronym (from Foundations) and/or the progressive functional training continuum tool.
- Evaluate the effectiveness, applicability (functionality) and time efficiency of a given exercise.
- Explain the purpose of an exercise/movement in any given class component.
- Identify individual movement/misalignments within each class component and give corrective feedback to improve technique.
- Demonstrate safe use of equipment within each component of the group conditioning class.
- Compare proper and improper technique and posture; identify the injuries that could result.
Objective II: Equipment Selection
Subobjectives:
- Describe the terms dynamic constant resistance (isotonic or free weights, kettlebells, medicine balls, etc.), dynamic variable resistance (e.g., weight stack machines, dynamic progressive resistance (eg., band resistance), and isokinetic resistance.
- Describe different types of equipment that can be utilized for resistance training.
- Identify the advantages and disadvantages of different types of resistance equipment under the headings of capital cost, maintenance, flexibility of use, degree of muscle involvement, ease of learning, time efficiency, safety, and space requirements.
Objective III: Proper Posture and Core Stabilization
Sub-objectives:
- State the importance of proper posture and neutral body alignment in all group conditioning exercise activities.
- Describe the importance of core stabilization for maintaining neutral spine.
- List and describe the major muscle groups involved in core stabilization.
- Demonstrate core stabilization exercises appropriate for various participant levels.
- Describe neutral spinal posture and why it is important.
- Explain the importance of the trunk as the “power center”.