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Schwinn Fitness has come a long way since building the first indoor cycling bike, and
we are still passionate and dedicated to indoor cycling and the impact it can make on
peoples health and fitness.
Today, there are many indoor cycling programs, and they each have something unique
to offer. However, Schwinn Cycling is the only program that combines the 100-year
heritage of the worlds most famous bike company with the best Master Instructors in
the world!
The Schwinn Cycling program is based upon 3 critical elements that set it apart from
all of the other programs. These elements ensure success for instructors and students
alike. We call it the A, B, Cs of Schwinn Cycling.
StairMaster
8000 NE Parkway Drive | Suite 220 | Vancouver WA 98662
www.schwinneducation.com | www.facebook.com/SchwinnCyclingInternational
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Contents
Introduction
2. Bike Set Up
2.1 Quick Fit
2.2 Safety tips
2.3 High Performance Fit
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4. Class Design
4.1 Preparing a class
4.2 General guidelines
4.3 Warm Up
4.4 Target Heart Rate Zones
4.5 Cool Down
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5. Stretching
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7. Anatomy
7.1 Bones & Joints
7.2 Muscles
7.3 Agonist, Antagonist, Synergist
7.4 Muscle Contraction
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8. Biomechanics in Cycling
8.1 Pedal Stroke
8.2 The Push Point
8.3 The efficient pedal stroke
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11. References
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Instructor
Level
Necessary
credits
Compulsory
CEs
Recommended
CEs
Gold
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Silver
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Bronze
2 day
Certification
+ Test
To keep your Bronze level certification you need to visit one Continuing Education
within a 2 year period.
2. Bike Set Up
It is important for safety to have the bike set up in the right way.
The fixed gear helps the participants to improve their pedal stroke but also requires a
good technique. It allows them to stay out of the saddle and simulate an outdoor terrain.
On the Schwinn bike it is possible to change the saddle height, the fore and aft
position, the handlebar height and the handlebar fore and aft position (A.C. Sport & A.C.
Performance).
If working with beginners, always explain the fixed gear, the resistance knob and how
the bike can be stopped through pushing the emergency brake (resistance knob) before
they are set up.
Step 2:
Adjust the seat height so that it is level with the top of the
hipbone.
Measure this by standing next to the bike seat, and estimate
by sight.
Alternatively, lift one knee until the thigh is parallel to the
floor and adjust the seat even with the thigh.
Step 3:
Adjust the handlebar level with the seat, or higher.
Adjust the handlebar higher than the seat if the student has
any back/shoulder pain and/or tightness to minimize
discomfort while riding.
This adjustment is based upon comfort only so be liberal in
offering adjustments that place the handlebars above the
seat height.
Step 4:
Sit on the bike and put the feet in the pedal clips or cages.
Adjust the center of the ball of the foot over the pedal axle
before tightening the cage straps.
Confirm a slight bend in the knee when the pedal is at the
bottom of the pedal stroke, and double-check handlebar
height, making sure the rider can reach several positions
comfortably with relaxed elbows and shoulders. (Again, you
will have the opportunity to fine-tune adjustments during
High Performance Fit, but do not hesitate to make
adjustments as necessary.)
Allow the rider to pedal for a few moments and sign-off on
the Quick Fit.
Have the rider sit on the bike and place their feet in the
pedal clips or cages. Adjust the center of the ball of the foot
over the pedal axle before tightening the cage straps.
In a proper riding position, with hands on the handlebars,
have the rider place their leg at the bottom of the pedal
stroke. Kneel down beside the pedal, and make sure the
riders heel stays level with the floor.
Check that the knee extends as far as comfortably possible
while the rider is pedaling. Raise and lower the seat height
until the rider finds the highest comfortable adjustment. This
should not be determined simply by observing the leg
length, but rather by observing leg length AND through trial
and error.
Step 3:
Step 4:
Double check handlebar height and handlebar fore/aft
position, making sure the rider can reach several positions
comfortably with relaxed elbows and shoulders. Make
necessary adjustments.
Allow the rider to pedal for a few moments and sign-off on
the High Performance Fit.
It is important riders feel
comfortable with their adjustments. Allow them to make
changes in your adjustment suggestions if they insist on
doing so.
Remind riders to remember their High Performance
adjustment numbers.
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CONNECTION
CONTACT
CONTENT
The Schwinn Cycling Coaching
Pyramid is based on three topics. On the
basement you find the basic coaching techniques. You
mostly have to inform your student about the technique, the rpm,
the intensity and the time to keep the intensity. This is the content of information. On the
next level you will work with communication and motivation which can be called the
contact level. To end up the pyramid the mind/body-connection is the goal for every
athlete to improve skills and challenges. This is the level of connection.
Definition of a coach
A coach is someone who can influence and guide somebody to success. The coach is
someone who communicates a message to the student with inspiration and knowledge,
while giving individual alternatives. Unlike other group training classes where the
instructor usually needs to stay in front of the group (due to choreography or the nature
of the class), the Schwinn Cycling coach can leave the bike to give specific
alternatives. For example, one student can be using the standing climbing technique
while someone else is doing a seated flat. The coach has the possibility to give
individual guidance with intensity changes and personal feedback to each student.
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Read and study the riding techniques recommended on the Schwinn Authentic
Cycling bikes. Being proficient at modeling and teaching proper riding technique will be
an important part of teaching a great class and being a great coach.
3.1.1 Position of the hands
Narrow (1)
The Narrow position (1) is used only in Seated
Flat. Rest the hands in the middle of the
handlebar. The thumbs are next to each other
and there is an option of either placing the
outside of the hand or the ball of the hand on
the handlebar.
Wide (2)
The Wide position (2) is used in Seated flat, Standing Flat, Combo Flat, Seated
Climbing, in parts of the Combo Hill and in preparation of the Sprinting Flat. The hands
are placed broadly with a secure grip on the handlebar. Make sure that the wrists are in
line with the arms. The wide position is used for optimal safety, balance and it opens up
the chest for more efficient breathing. The alternate Wide position (2) sees the thumbs
around the handlebar.
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Standing (3)
The Standing position (3) is used in the Standing Climbing in parts of the Combo Hill as
well as in parts of the Sprinting Flat and the Sprinting Hill. The grip should be in
between the bent and the end of the handlebar with thumbs around the handlebar. Try
gripping the handlebar as if the arms were brought forward from a neutral position
without rotating the shoulders.
Seated flat simulates the flat road. It is the base technique and it is used for example in
the warm up and cool down.
The upper body is relaxed with the arms slightly bent and the elbows dropped. Stabilize
the trunk to give support to the lower back, which should be in a slightly rounded
position. Sit deep in the saddle. Find the knees in a straight line with the thighs and the
ankles.
Position of the hands: Narrow (1), Wide (2). Connect the hands with the bike, directly
flat on the handlebar. Relax the hands and the fingers. In the wide hand positions have
a safe grip around the handlebar.
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Cadence and resistance: 80-110 rpm. Normally the resistance is low to medium. In
special cases (like in a competition class or in a time trial) it is possible to ride this
technique with medium to high resistance.
When riding outdoors, sometimes there is terrain with small changes between flats and
hills. To be able to keep the same cadence during this terrain, the rider can give more
strength to the legs by coming out of the saddle. A standing flat is simulating this
movement.
Increase the resistance before leaving the saddle. The upper body is relaxed. Light
hands on the handlebar. Hips and body weight stay over the centre of the pedals. Try to
keep close to the tip of the saddle with the back of the thighs. Without putting any
weight on the handlebar, make sure that the shoulder line is slightly in front of the hip
line. The pedal stroke should be fluid.
Position of the hands: Wide (2), for the best stabilisation of the upper body and
because of safety. Keep a secure and safe grip around the handlebar.
Cadence and resistance: 80-100 rpm. Please note that for a beginner it is preferable
to learn this technique at the lower cadence. The resistance is low to medium.
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Combo Flat is a combination between Seated and Standing Flat. The technique is
mostly found in mountain biking. This combination technique will work muscular coordination.
Perform the Combo Flat in a small movement up and down. Stay close to the tip of the
saddle with the back of the thighs. To leave the saddle, use the strength of the legs.
Keep hands light on the handlebar. The upper part of the back has a slight forward
curve. Shoulders are relaxed. It is recommended that the Combo Flat is performed with
a minimum of 2 revolutions between changes.
Position of the hands: Wide (2), to have the best stabilisation of the upper body and
because of safety. Keep a secure and safe grip around the handlebar.
Cadence and resistance: 80-100 rpm. Please note that for a beginner it is preferable
to learn this technique at the lower cadence. The resistance is low to medium.
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Like in a race situation, the goal of the sprinting flat technique is to go as fast as
possible from one point to another, for example during the last stretch towards the finish
line.
From the seated flat position, move or keep the hands in the position Wide (2) and start
to increase the resistance until the cadence is decreased to 60 80 rpm. As soon as
the lower cadence is reached, get out of the saddle and bring the hands to Standing (3).
Increase the cadence to a maximum of 110 rpm. Always recover in seated flat.
Recovery time depends on in which class content the sprint is performed. Sprinting flat
requires a good technique and an aerobic base. Only for experienced students.
Position of the hands: Start in position Narrow (1) or Wide (2), then change to Wide
(2) and finally to Standing (3) for the sprint itself. Note that one hand is always in contact
with the handlebar during the changes.
Resistance and cadence: From seated flat (80-110 rpm) lower the cadence with
resistance to 60 80 rpm. With a high resistance, the rider will then increase the
cadence to a maximum of 110 rpm.
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The goal with the Sprinting Hill technique is to go as fast as possible from one point to
another in a climbing situation. An outdoor example would be attacking to break away
from the peleton during a long hill climb. Start either from the seated or the standing
climbing position. With a high resistance increase the cadence in position Standing (3)
to a maximum of 100 rpm. Always recover in seated position. Recovery time depends
on in which class content the sprint is performed. Sprinting Hill requires a good
technique and an aerobic base. Only for experienced students.
Position of the hands: From Wide (2) or Standing (3) to Standing (3).
Resistance and cadence: Maximum 100 rpm with very high resistance.
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Avg. cadence:
90.8rpm
http://www.srm.de/index.php/us/srm-blog
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The second example below shows Adam Hansen (Team Columbia) during the World
Championchips 2008 in Varese. His average cadence is 102.6rpm.
Avg. cadence:
102.6rpm
http://www.srm.de/index.php/us/srm-blog
In opposite to the flat roads professional
cyclists pedal at a lower cadence in the
mountains. Although the cadence has
changed over the years it still is mainly
in between 70rpm and 85rpm. The first
example is Sebastian Lang (Team
Gerolsteiner) at the Tour de France
2008. The second example shows Brian
Vandborg (Team Liquigas) during a
mountain stage at the Tour de France
2009 again during a mountain stage.
Col DAspin:
74.1rpm
Col
DTourmalet:
77.2rpm
Col
DAspin:
83rpm
http://www.srm.de/index.php/us/srm-blog/tour-de-france
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http://www.srm.de/index.php/us/srm-blog/tour-de-france
Uphill:
Flat:
75
60
65
70
75
80
85
80
85
90
95
100
105
110
Uphill:
60
65
70
75
80
Flat:
80
85
90
95
100
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105
110
Below you find a summary of our recommended cadences for the different techniques.
Summary
Technique
SF
StF
CF
SC
StC
CH
SpF
SpH
Hand Position
Cadence
1/2
2
2
2
3
2+3
1 / 2 to 2 to 3
2 to 3
80 - 110
80 - 100
80 - 100
60 - 80
60 - 80
60 - 80
max. 110
max. 100
As you can see, the cadence for the techniques on a flat road is up to 110
RPM. Only very advanced riders are able to pedal so fast with a good
controlled technique. It is HIGHLY RECOMMENDED to stay under 110
RPM, especially for safety reasons.
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To check the cadence, do a cadence control. While pedaling, put one hand above your
thigh and count the number of times the thigh hits the hand. Do this for 15 seconds,
then multiply it by four = revolutions per minute (rpm).
Is there a connection between bpm and rpm? Yes, if the student pedal exactly to the
beat of the music. Then for example a song at 90 bpm would correspond with 90 rpm.
Or, working with the half tempo in the music a song at 140 bpm would give 70 rpm.
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Types of music
Chart music works, but there is a need to change these songs often as they date the
terrains. With instrumental music there is the advantage of being able to coach
undisturbed by lyrics.
Use different kinds of music to vary the classes. Try a category of music that you have
never explored before for one song or a full class. Also try theme classes like cycling
around the world with music from different countries, -80s revivals, classical, etc.
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Type of music
Pop, Alternative, Heavy Metal
Ambient
Chill out
Classical
Disco
DrumnBass
Euro Pop
House
Irish
New Age
Rock
Reggae
RnB
Trance, Techno
General bpm
free
80 - 120
80 - 120
50 - 200
118 - 125
150 - 180
100 - 170
120 - 140
120 - 140
80 - 110
80 - 130
60 - 90
80 - 110
130 - 160
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Karvonen formula:
training intensity = (MHR RHR) x % training intensity + RHR
This formula uses the HR Reserve (MHR RHR). It is still necessary to measure MHR
to still calculate it.
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no exertion at all
extremely light
8
9
11
30
somewhat hard
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15
hard (heavy)
16
17
light
light
12
13
very
10
very hard
18
19
extremely hard
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maximal exertion
constant supply of energy. These Reactions Occur very rapidly and only last up to ten
seconds, which means it is used in activities of high intensity (this only lasts for a short
period of time).
Phosphate
Glycolysis | anaerobic
Glycogen | aerobic
Kj -min
Fat | aerobic
Exercise | time
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Different energy systems indicating how the energy systems operate, their storage and
release rate.
highest release rate
PC
Adenosinphosphate
(ATP)
Smallest storage
anaerobic
intensity
h
hig
lea
re
se
m
diu
me
Glucose
Medium storage
t
ra
r
ase
rele
ate
aerobic
Fat
Smallest release rate
Biggest storage
time
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Chris A. Soerensen
Brian Vandborg
1 sec
983 W
15,9 W/kg
933 W
14,6 W/kg
1.172 W
16,3 W/kg
10 sec
774 W
12,5 W/kg
738 W
11,5 W/kg
816 W
11,3 W/kg
20 sec
613 W
9,9 W/kg
573 W
9,0 W/kg
713 W
9,9 W/kg
1 min
472 W
7,6 W/kg
501 W
7,8 W/kg
578 W
8,0W/kg
4 min
408 W
6,6 W/kg
431 W
6,7 W/kg
468 W
6,5 W/kg
20 min
313 W
5,0 W/kg
354 W
5,5 W/kg
394 W
5,5 W/kg
60 min
262 W
4,2 W/kg
292 W
4,6 W/kg
338 W
4,7 W/kg
http://www.srm.de/index.php/us/srm-blog
As you can see there is a huge difference in power output with regards to time in
professional cyclists, too. The power somebody can keep for one minute is more than
50% higher as to keep for 60 minutes.
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Encode
Message
Decode
Noise
Decode
Feedback
Encode
Receiver
Sender
Research has shown that during conversation words are only accountable for 7% of
how the other person perceives the message. 55% of the communication comes from
body language, making gestures much more powerful than words. Voice tonality is
responsible for the last 38%. This means that it is the non-verbal part that the listener
pays attention to, so it is all about giving life to our words.
Being the second level of the
Schwinn Cycling Coaching
Pyramid communication plays
an important role in every class.
In Schwinn Cycling classes
we work with different part
of verbal and nonverbal
Voice tonality
38%
communication.
Words
7%
Body language
55%
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Gesture
A gesture is a non-vocal bodily
movement intended to express
meaning. They may be articulated with
the hands, arms or body and also
include waving, pointing, and using
fingers to indicate number amounts.
Positive area
Neutral area
Negative area
Facial Expressions
Facial expression is the changing of the facial muscles.
Facial expressions are responsible for a huge proportion
of nonverbal communication. Consider how much
information can be conveyed with a smile or a frown.
While nonverbal communication and behavior can vary dramatically between cultures,
the facial expressions for happiness, sadness, anger, and fear are similar throughout
the world.
Many of the muscles in the face can be ruled consciously, but not all of them.
Sometimes it is easy to distinguish between a fake smile and a real smile, so when
smiling to the students make sure it comes from the heart.
Eye Contact
Looking, staring, and blinking can also be important nonverbal behaviors. When people
encounter people or things that they like, the rate of blinking increases and pupils dilate.
Looking at another person can indicate a range of emotions, including hostility, interest,
and attraction.
Gaze comprises the actions of looking while talking, looking while listening, amount of
gaze, and frequency of glances, patterns of fixation, pupil dilation, and blink rate.
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Voice tonality
A lot can be said about a persons personality from the way they use their voice. If
speaking indistinctly, people can get the impression of carelessness. If speaking very
softly, it could give an impression of low self-esteem. The tonality of the voice creates
the energy and life of the spoken words, the impact of the words come from playing with
the voice. Changing the tone, the rhythm, the depth, the range and the speed will
change the whole meaning of the sentence. Be clear, effective and avoid sounding
monotone.
Words
Despite words having the lowest response percentage when communicating, it is
fundamental that the choice of vocabulary is picked carefully. Use a wide range of
words, avoiding jargon and over technical words. Keep it simple and use the words to
support what is being done. Avoid speaking for the sake of it, have a reason and
meaning behind the words.
Dimensional Cueing
When listening to someone speak, individuals respond best to hearing information
delivered in a variety of ways. This is the basis for Dimensional Cueing. Some people
really enjoy descriptive words that create pictures in their mind. Some people dont
listen well unless you involve them in the conversation. And other people simply like to
hear things delivered straight to the point.
Dimensional Cueing encourages you to mix up the way you communicate with your
students so that your cues remain fresh and effective. All three types of cues can be
used to communicate the same information, but in a different way and at different times.
You do not need to follow a specific progression or use all 3 types of cues each and
every time you speak. Instead start with cues that feel natural and most clear (or
motivating) to you to communicate your information. After you have given your cue,
access your students reaction. If the result was what you had intended, there is no
need to cue that information again. But, if you see that your cue did not produce the
intended response, (or it produced no response at all!) choose to cue the same
information again using a different type of cue. Remember, regardless of which
dimension you use, the more specific and concise you can be with your wording, the
easier it will be for your students to absorb the information.
As you get familiar with the riders in your class, it will become clearer what type of cues
the majority of them respond to best. You may also find you are most comfortable using
one or two dimensions of cueing, while the other(s) take more planning and effort.
One Dimensional Cueing: Words or phrases that provide facts and information.
Two Dimensional Cueing: Words or phrases that include an extra sensory
dimension or component beyond basic facts and information. These might
include comparisons, contrasts, analogies, touch and visual images.
Three Dimensional Cueing: Words or phrases that ask questions.
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Ability to listen
If everybody had this important ability, there would be less arguments and
misunderstandings. It is necessary to listen to the students carefully and out of genuine
interest. This passive part of the communication is helpful to build a relation with the
class. To have the ability to listen will encourage the students to tell the coach their real
needs.
Avoid negatives
The brain can only work with pictures. Every experience made since the day of birth is
saved as a picture. But there is no pictures for the words no, not or dont. Do not think
about the green mouse with red ears eating a big, yellow lemon! What happened? The
brain sends out a picture of a mouse in red and green, eating a big, yellow lemon. There
is no picture for the word not. Please do not think about your nose! What message
comes from your brain? Your nose!
Positive Correction Positive
This is a good way of giving the students feedback. Imagine somebody in the class,
riding with a tensed upper body.
Try to do the following:
positive
Great work
correction
Remember to stay relaxed in the upper body
positive
Good, stay strong
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Are the students riding a class because of their primary/intrinsic motivation, or is their
motivation only on a secondary/extrinsic level?
It is the job as good coach to bring the students from a secondary to a primary level.
Motive
Secondary
Motivation
Primary
Motivation
3.6.4 Passion
Passion is an emotion applied to a very strong feeling about a person or thing. Passion
is an intense emotion compelling feeling, enthusiasm, or desire for something. The term
is also often applied to a lively or eager interest in or admiration for a proposal, cause,
or activity or love.
Doing something with passion means that you walk the walk as well as talk the talk.
If it is a part of you, it is your way and your lifestyle.
3.6.5 Music
Music is not just there to have a correct cadence and express feelings. In addition it is
one of the most effective motivational tools. Music should always be used to support the
coachs communication and to help participants reaching their goals.
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The upper part of the tree defines strength and beauty. It is visible to the eye, withstanding differences in weather and climate. It is similar to looking at a person with a
well toned body and defines that person as someone who is embodied with power. The
lower part defines stability, balance and inner strength. This is invisible to the eye but it
is the core strength of the tree.
The roots bring the stability and balance keeping the tree upright against changes in the
weather. If the roots are short then the tree is more susceptible to harsh conditions. If
someone does not have the inner strength then they are also susceptible to outside
negative emotional influences. The stronger you are within, the stronger you are as
person physically and emotionally.
3.7.2 Breathing
No function is more essential to life than breathing. The ability to calm down and relax is
through breathing correctly. This will enable the body to relax physiologically and
psychologically. There are two basic types of breathing. Shallow breathing (chest) and
Diaphragmatic breathing (deep). Many people today are under enormous psychological
pressure. This pressure manifests itself in shallow breathing; therefore the body does
not take in sufficient amounts of oxygen. Breaths that are consistently too short and
rushed are ineffective and reduces ones mental and physical ability. Diaphragmatic
breathing pulls air into the lower lobes of the lungs first, where there is far more blood
available for oxygen exchange than the upper lungs. This is because the blood supply is
gravity dependent in the lungs.
Breathing rate in a healthy adult at rest is approximately 13-16 breaths/min, the volume
(the air quantity exhaled is a single breath) is about 350-500 ml, and pulmonary
ventilation (the quantity of air inhaled and exhaled in a minute) is between 6 - 8 l/m. The
same individual uses about 200 ml of oxygen a minute and produces the same quantity
of carbon dioxide. When physical activity is involved, these figures change significantly
in relation to the intensity of the activity. Breathing rate may exceed 30 breaths/min, with
volume increasing 3 - 4l and the pulmonary ventilation reaching 100 - 120 l/m.
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3.7.3 Relaxation
Relaxation is the best single indicator of well being. Optimal performance occurs with
physical, mental and emotional relaxation. It will increase blood flow, making muscles
more flexible.
By reducing the resistance to perform naturally, the ability to reach optimal performance
will increase.
Using the above breathing exercises would be recommended for bringing the students
into a state of relaxation during the warm up and/or cool down. Encourage them to
breathe diaphragmatic throughout the class.
3.7.4 Focus
There is tremendous power in narrowing thoughts down to one specific task. This
eliminates distraction and enables the students to achieve their goals more easily.
Through cycling classes, help develop the students focusing skills by imagination,
visualisation and goal setting.
A recommended exercise is having the students focusing on maintaining a constant
heart rate, resistance and/or cadence during a long climb.
3.7.5 Self-awareness
Cycling is a wonderful medium for improving self awareness through breathing,
relaxation and focus. The outcome of having an increased self-awareness is the ability
of ones mental and physical capability being improved.
Help the students to find better self-awareness. Have them thinking about how they are
breathing, concentrating on the inhalation and exhalation. Make them aware of their
movements on the bike.
It makes sense to practice these new ideas on a regular basis, not just collecting
theoretical information. By training the students mental state they can become more
effective, positive and responsive.
In the Continuing Education Mind/Body, we will lead you deeper into the aspects of
mental training in cycling.
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4. Class Design
4.1 Preparing a class
A coach has always a goal for the class. There could be long term goals like loosing
weight, improve VO2max, improve mental abilities etc. There are also goals like
preparation for an event like a Cycling marathon or an outdoor race. To reach the
chosen goals the coach needs to select the correct SC Training Zones. The Training
Zones are linked to the Heart Rate zones. There are also sub goals for each class, e.g
working on the pedal stroke, improving techniques or working with breathing and focus.
Taking these considerations in mind, there is an order which the SC Coach needs to
follow when he is planning his classes:
1. What is the overall goal?
2. Which SC Training Zones fit to this particular goal, and whats the correct Heart
Rate Zone?
3. What should the heart rate profile look like in detail?
4. Which techniques are the best for this class?
5. What type of music would be good for the suggested techniques and the heart
rate profile?
6. What are the sub goals/or advice that the students should work with
throughout the class?
You will find work sheets for this class preparation on the following pages. We highly
recommend that you use them, especially for your first classes. You will always have a
red line in your teaching through the detailed work you have spent in planning before.
But remember that a chosen profile is never written in stone. You need a lot of flexibility
during the class to react on changing situations that occur during a ride.
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4. Ask the other students to start pedalling easily, while you are working with the new
participants.
5. Then you should start with the introduction of the class.
- Welcome everyone
- Introduce yourself (e.g. if you are in a new club)
- Describe the profile of the class (which SC training zone, the benefits of the
training etc. Advise them if there are some special parts in the class and
explain them.)
6. Begin the warm up.
4.3 Warm up
There are many positive reasons for warming up before the main part of the class.
Following correct bike set up the students should be advised to begin riding slowly with
light resistance for the following reasons:
Muscle temperature increases
A warmed muscle contracts more forcefully and releases quicker than a cold one.
This enhances the muscle action in both speed and strength.
Blood temperature increases
As it travels through the muscle, the temperature of the blood increases. As blood
warms, the amount of oxygen that is held in the blood stream is reduced and it is
passed into the muscles more readily. This means that there is a slightly greater
volume of oxygen made available to the working muscles, enhancing endurance and
performance.
Range of motion improves
The range of motion of joints increases due to:
active dynamic movement
increased fluidity of the synovial fluid inside the joint created by increased
blood temperature
increased pliability of the connective tissue
Hormone production increases
More hormones responsible for regulating energy production are produced. They
then begin making more carbohydrates and fatty acids available for energy.
Metabolism
The bodys ability to acquire energy improves. With only one degree rise of body
temperature, the metabolism within the muscle cells increase approximately 13 %.
This results in an improved oxygen exchange to the blood.
Mental preparation
Improved oxygen supply to the brain improves the mental alertness and prepares
the mind for the training ahead.
The optimal length of warm up depends on the individuals current fitness level,
however a recommended guide is to warm up for about 10 minutes prior to the main
part of the class.
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HR ZONE
A
N
A
E
R
O
B
I
C
100 85%
85
75%
A
E
R
O
B
I
C
75
65%
65
High end
Endurance
Class
Hill
Class
Fartlek
Class
Low end
Endurance
Class
Recovery
Class
50%
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Ext.
Interval
Class
Intensive
Interval
Class
Competition
Recovery class
Description
and benefits
Heart Rate
50 65%
Metabolism
Aerobic
Lactic acid level: 1 1,5 mmol/l
Techniques
SF
Terrain
Flat
Tips
Heart Rate
65 75%
Metabolism
Techniques
Terrain
Tips
50
Fartlek class
Description
Heart Rate
65 85%
Metabolism
Techniques
Terrain
Tips
Heart Rate
75 85%
Metabolism
Techniques
Terrain
Tips
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Hill class
Description
and benefits
Heart Rate
75 85%
Metabolism
Techniques
Terrain
hills
Tips
Heart Rate
65 85%
Metabolism
Mainly carbohydrates
Lactic acid level 2 - 4 mmol/l
Techniques
Terrain
Variable profile
Tips
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Heart Rate
65 90%
Metabolism
Techniques
all
Terrain
Variable profile
Tips
Competition class
Description
and benefits
Heart Rate
Metabolism
Techniques
Terrain
Tips
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54
55
Recommendations
Neck
Neck
Calves
Calves
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Calves (dynamic)
Hamstrings
Hamstrings (dynamic)
Gluteus
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6. Periodization
6.1 Hard/Easy principle
A training principle which works for many athletes is the Hard/Easy principle. This is a
general all-purpose training schedule that many agree with, but few people follow.
Despite the fact that coaches from all kind of sports have been talking about hard/easy
for many years, there is a good reason why hardly few has been able to follow it up until
recently: it is nearly impossible to do without a heart rate monitor.
The foundation of this training principle is very simple. Most students could improve
their training efficiency by cycling easier on their easy days and harder on their hard
days.
There is more information to be had about heart rate training from Polar in the appendix.
More Schwinn Cycling specific knowledge can be found in the continuing education
target heart rate, which is compulsory for the Silver level.
As a Schwinn Cycling coach there is a duty to care for the students by using
knowledge to help them to reach their overall training goal. It is important to understand
training effects, energy systems and training principles, not only in theory, but also in
practice. A coach should be able to structure an annual, monthly, weekly and daily goal
for the members who attend the classes. Not only will this aid retention of class
numbers but it will also provide inspiration for the students.
To improve ones ability to perform a certain task involves working specific muscles or
organ systems at increased resistance.
If a stress is placed on the body then a training response will occur to the bodys
systems. If the stress is too high there will be a negative training effect and if it is too low
there will be little or no training effect. However, if the stress is applied in correct
amounts (by effective overload training) then the body will get stronger with maximal
efficiency, and therefore a positive training effect occurs.
There are some basic principles for setting up a structured training schedule
Periodization. These training principles apply, in varying degrees, to both aerobic and
anaerobic activities. There is a pre-conceived thought that a periodized training
schedule over a specific time frame is only for the elite athlete. However this is a false
assumption. Periodization can be effectively applied to all fitness levels from the deconditioned enthusiast to the trained individual who exercises for enjoyment.
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Mesocycle
5 hrs
4 hr 30 min
4 hrs
3 hr 30 min
3 hrs
2 hr 30 min
2 hrs
1-4
5-8
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9-12
Weeks
Advanced example:
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7. Anatomy
7.1 The bones and the joints of the lower extremities
To understand the mechanical functions of the leg, imagine a picture where the human
leg is pictured as a two dimension image. Consider the leg made up from a three-link
system (see figure 1).
Fig 1. Bones of the leg and the 2D image, representing the leg of a cyclist (Edmund
Burke 1986)
The rigidity of the human leg is maintained by the thigh bone (femur), the biggest bone
in the body. The upper end of this bone connects to the hip joint, while at the lower end,
the knee joint is allowing the lower part of the leg (the shank) to pivot around the thigh.
The structural strength of the shank is maintained by a pair of parallel bones, the tibia
and fibula. The foot connects around the shank at the ankle joint. The human leg
becomes a system of three rigid links. Muscles are attached to bones by tendons.
These are extremely strong so that powerful muscular forces can be sent to precise
points around the leg, moving the joints to generate movement.
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Individual muscle fibers are formed during development from the fusion of several
undifferentiated immature cells known as myoblasts into long, cylindrical, multinucleated cells. Differentiation into this state is primarily completed before birth with the
cells continuing to grow in size thereafter. Skeletal muscle exhibits a distinctive banding
pattern when viewed under the microscope due to the arrangement of cytoskeletal
elements in the cytoplasm of the muscle fibres. The principal cytoplasmic proteins are
myosin and actin (also known as "thick" and "thin" filaments, respectively) which are
arranged in a repeating unit called a sarcomere. The interaction of myosin and actin is
responsible for muscle contraction.
There are two principal ways to categorize muscle fibres; the type of myosin (fast or
slow) present and the degree of oxidative phosphorylation that the fibre undergoes.
Skeletal muscle can thus be broken down into two broad categories: Type I and Type II.
Type I fibres appear red due to the presence of the oxygen binding protein myoglobin.
These fibres are suited for endurance and are slow to fatigue because they use
oxidative metabolism to generate ATP. Type II fibres are white due to the absence of
myoglobin and a reliance on glycolytic enzymes. These fibres are efficient for short
bursts of speed and power and use both oxidative metabolism and anaerobic
metabolism depending on the particular sub-type. These fibres are quicker to fatigue.
Skeletal muscle is further divided into several subtypes:
Type I, slow oxidative, slow twitch, or "red" muscle is dense with capillaries and is
rich in mitochondria and myoglobin, giving the muscle tissue its characteristic red
colour. It can carry more oxygen and sustain aerobic activity.
Type II, fast twitch muscle, has three major kinds that are, in order of increasing
contractile speed:
o Type IIa, which, like slow muscle, is aerobic, rich in mitochondria and
capillaries and appears red.
o Type IIx (also known as type IId), which is less dense in mitochondria and
myoglobin. This is the fastest muscle type in humans. It can contract more
quickly and with a greater amount of force than oxidative muscle, but can
sustain only short, anaerobic bursts of activity before muscle contraction
becomes painful (often incorrectly attributed to a build-up of lactic acid). Note:
in some books and articles this muscle in humans was, confusingly, called
type IIb.
62
Type IIb, which is anaerobic, glycolytic, "white" muscle that is even less
dense in mitochondria and myoglobin. In small animals like rodents this is the
major fast muscle type, explaining the pale colour of their flesh.
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64
65
66
Pectorals (s)
Trapecius/Rhomboids (-)
Biceps (s)
Triceps (-)
Abdominals (- /s)
Iliopsoas (s)
Gluteus (s)
Quadriceps (+/s)
Hamstrings (s)
Tibialis (-/s)
Gastrocnemius (+/s)
67
8. Biomechanics of Cycling
Understanding basic cycling biomechanics involved in the movement of the wheel will
enable the students to pedal more efficiently and reduce any potential risk of injury. This
topic has been condensed as it is a complex subject, dependant on both physical and
mechanical bike set up variables.
Fig 1
68
As can be seen in this diagram, there are specific points at which the force through the
pedal is greater. This is indicated by the size of the arrow. The majority of the force
going into the pedal is during the early stages of the pedal stroke. This indicates that
most cyclists attain peak force at about 90 degrees.
69
Fig. 1
Fig. 2
Fig. 3
Crank angle ()
70
Sanderson et al. tried to find out the difference between normal cyclists and
professionals. Again, the result is about the same as shown in the researches before.
During the pulling phase of the pedal stroke the was still a load on the pedal. The
picture below (Fig. 4) shows the relevant torque-time curves for each pedalling rate:
60rpm (solid line), 80rpm (long dashed line) and 100rpm (short dashed line) for 100W
and 235W output.
Fig. 4: difference between recreational and competition cyclists at 100 Watts and 235
Watts.
71
Topics include:
Target Heart Rate (THR)
Implementing target heart rate into classes for beginners as well as for elite
athletes
Planning terrains in different target heart rate zones
Acquire a deeper knowledge of physiology, especially about energy &
metabolism
How to successfully introduce the periodization of the classes within your club
Class Design (CD)
Taking ideas from outdoor cycling and implementing them into your classes
Fresh ideas for keeping the variety and motivation of your classes
Complete approach to class planning
Improve coaching abilities
Cycling & Music (MUS)
Music is one of the most important components of any Indoor Cycling class
This course increases the instructors awareness of music by learning how to
listen and analyze different music styles
Learn how to make appropriate music choices for particular class situations and
different varieties of class participants. Discover how music can affect you and
your class participants
Mind/Body (MB)
Link of the mental aspects of training to performance
Optimized training through breathing control and focus
Discover the Flow
Acquire ideas to implement the mental part of endurance training in the classes
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73
74
75
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11. REFERENCES
Burke, Edmund: Serious cycling. Human Kinetics 2002 (ISBN 978-0736041294)
Burke, Edmund: High Tech Cycling. Human Kinetics 1995 (ISBN 0873225335x)
Burke, Edmund: Cycling health and physiology. Vitesse Press 1998 (ISBN 0-941950-344)
Burke, Edmund: Science of cycling. Human Kinetics Books 1986 (ISBN 0-87322181-8)
Burke, Edmund: The Complete Book of Long-Distance Cycling. Rodale
Books
Friel, Joe: The Cyclist's Training Bible. Velo Press 2009 (ISBN 978-1934030202)
Foss, Merle L.: Foxs Physiological basis for exercise and sport. McGraw-Hill Book 2001
(ISBN 978-0072505986)
Garrett, William E. Jr., Kirkendall, Donald T.: Exercise and Sport Science. Lippincott
Williams & Wilkins 2000
Hollmann/Hettinger: Sportmedizin, Arbeits- und Trainingsgrundlagen, Schattauer Verlag
2000 (ISBN 978-3794516728)
Janssen, Peter G.J.M.: Training lactate pulse-rate. Polar Electro Oy 1995 (ISBN 95290066-8-3)
John L. and Parker J.: Heart monitor training, Cedarwinds Publishing Company 1998
Leitzmann D.: Bioaktive Substanzen. Georg Thieme Verlag 1996
Millman, Dan: The inner Athlete. Stillpoint 1994 (ISBN 0-913299-97-9)
Morris, David: Performance Cycling. International Marine/Ragged Mountain Press 2003
(ISBN 978-0071410915
O Conner, Joseph and Seymour, John: Training with NLP. Thorsons 1994 (ISBN 07225-28531)
Neumann, Georg: Optimiertes Ausdauertraining. Meyer & Meyer 2007 (ISBN 3-89124580-7)
Neumann, Georg: Alles unter Kontrolle: Ausdauertraining. Meyer & Meyer 2000 (ISBN
3891245815)
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Lower
Back &
Trunk
78
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