Chapter 6 Group Exercise Program Design PP

ACE Group Fitness Instructor Manual
• Chapter 6
– Group Exercise Program Design
Chapter 11 - Injury Prevention &

1
Emergency Procedures
Participant-centered teaching approach
• This approach involves designing a class

based on the specific needs of the
participants.
• Many group fitness classes are
composed of participants with varying
levels of fitness, skills, and abilities.
• Ideally, instructors should obtain a
health history from each participant to
develop modifications to exercise if
necessary.

2
• When a health history is not available,

instructors should ask new participants if
they have any health limitations.
• This approach requires the instructor to
become interactive with the participants
during the class.
– For example, observing and giving
feedback to participants from different
areas in the room
• This takes the focus off of the instructor’s
workout and places it on the safety and
effectiveness of the participants’
performance.

3
• Characteristics of the participant-centered

instructor
– Promotes participant independence
– Provides consistent encouragement
– Has knowledge of attainable goals
– Is centered on reality
• Characteristics of the teacher-centered
instructor
– Promotes participant dependence
– Influences participants through intimidation
– Presents unattainable goals
– Focuses on quick fixes

4
Fitness assessment: body mass index (BMI)
• BMI is a relative measure of height to body weight for

determining the degree of obesity.
• BMI should not be used solely in determining body
composition for an athletic or muscular person because
it does not distinguish between fat mass and fat-free
mass.

5
Table for determining BMI

6
BMI weight classifications

7
Fitness assessment: circumference measurements
• Circumference measurements can be

used to assess body composition as
well as body-fat distribution.
• Measurements are taken with a cloth
measuring tape and must be taken at
specific anatomical sites for accuracy.
• More practical than other methods of
body-composition assessment for
obese participants

8
Submaximal aerobic fitness test
• A cardiorespiratory fitness test designed so that the
intensity does not exceed 85% heart-rate reserve
(HRR).
• Provides an estimation of the VO2max without the
risks associated with maximal exercise testing
• Examples
– YMCA submaximal step test
– McArdle step test
– Rockport fitness walking test (1-mile walk)
– BYU jog test

9
Fitness assessment: muscular endurance
• Muscular endurance assessments measure a

muscle or muscle group’s ability to exert a
submaximal force either repeatedly or
statically over time.
• Common muscular endurance tests:
– Push-up test
– Half sit-up (curl-up) test

10
Fitness assessment: flexibility
• Measures the range of motion (ROM)
at specific joints
– Trunk flexion (sit-and-reach)
– Shoulder flexibility
• As with any test or exercise, the
participant’s health and injury history
should be considered.

11
Reassessment
• Measurable changes usually take
about 4 to 6 weeks.
• The first follow-up assessments
should be administered 4 to 12
weeks after the onset of training.
• The information gained during the
follow-up assessments can be useful
in participant motivation as well as
in future exercise programming.

12
Class format
• Class design should reflect applied
exercise-science principles and
appropriate exercise techniques.
• Class components
– Warm-up (5–10 minutes)
– Conditioning (20–45 minutes)
– Cool-down (5–10 minutes)
– Stretching (7–10 minutes)
• The intensity and duration of each class
component varies depending on the
general skills and abilities of the class
participants.

13
Purpose of the warm-up
• Prepares class participants for more rigorous activity
by raising internal body temperature
• Potential physiological benefits
– Increased metabolic rate
– Increased blood flow to active muscles
– Increased rate of oxygen exchange between blood and
muscles
– Increased rate of nerve transmission
– Decreased muscle relaxation time following contraction
– Increased speed and force of muscular contraction
– Increased muscle elasticity
– Increased flexibility of tendons and ligaments
– Rehearsal effect
– Reduced risk of abnormal heart rhythms
– Decreased risk of injury

14
Warm-up exercise selection
• Specificity
– Warm-up movements should mimic movements that will be
used later in the conditioning portion of class.
– This allows the involved motor units to “rehearse” movement
patterns slower or at a lighter intensity prior to training.
• Elevating core body temperature
– Begin with small, isolated movements and progress to larger,
full-body movements.
– Exaggerated movements using many muscle groups will aid in
increasing internal body temperature.
• Dynamic flexibility
– Research on the benefits of stretching prior to exercise is
inconclusive.
– Stretching in the group fitness class warm-up should be dynamic
in nature.
– Range-of-motion exercises should focus on important postural
muscle groups (i.e., anterior shoulder, hip flexors, low-back,
hamstrings, calves) and those that will be used later in class.

15
General categories of conditioning
• Cardiorespiratory training
– Traditional aerobics
– High impact
– Low impact
– Step aerobics
– Kickboxing fitness
– Group indoor cycling
– Aquatic exercise
• Muscular strength and endurance conditioning
– Group strength training
– Stability ball training
– Medicine ball training
– Circuit training
• Mind-body exercise
– Yoga
– Pilates
– Tai chi

16
Three phases of the conditioning component
• Post-warm-up phase
– Prepares the cardiovascular, cardiorespiratory, and
musculoskeletal systems for more intense activity
– Emphasizes continuous, large-muscle movements that further
increase body temperature and heart rate
• Peak phase
– Intensity and heart rate build gradually.
– This is the target training zone for class participants.
• Cool-down
– Allows the body to gradually re-establish equilibrium at a lower
intensity
– Intensity and heart rate should reach the lower end of the target
range.
– Cardiac complications are more likely to occur with the cessation
of exercise. Therefore, an appropriate cool-down may:
• Prevent excess pooling of the blood in the lower
extremities for at-risk individuals
• Promote faster removal of metabolic wastes

17
Stretching
• Primary goal is to enhance flexibility (range of
motion)
• Stretching “warm” muscles reduces tissue
damage and increases the potential for the
muscle elongation to remain after the stretch is
removed.
• Static stretching of low force and long duration is
recommended.
• Stretches should emphasize commonly tight
postural muscles (i.e., anterior shoulder, hip
flexors, low-back, hamstrings, calves) and the
major muscle groups used during class.
• Stretching in combination with slow, deep
breathing may also offer stress reduction and
relaxation benefits.

18
Music selection
• Music beats
– Regular pulsations that are an even rhythm
and occur in a continuous pattern
– Downbeat—strong pulsations
– Upbeat—weak pulsations
– Tempo—speed of music expressed as beats
per minute (bpm)
• General guidelines for selecting
music tempo
– Less than 100 bpm: post-cool-down
stretching
– 120–160 bpm: warm-up, pre-stretch,
aerobic conditioning, and cool-down
– 110–130 bpm: floor and resistance-training
exercises

19
Specific guidelines for selecting music tempo
• Cardiorespiratory training
– Traditional aerobics
• High impact: 150–170 bpm
• Low impact: 120–140 bpm
– Step aerobics: 118–128 bpm
– Kickboxing fitness: 120–128 bpm
– Group indoor cycling: various
– Aquatic exercise: 125–150 bpm
• Muscular strength and endurance conditioning
– Group strength training: 110–130 bpm
– Stability ball training: 110–130 bpm
– Medicine ball training: 110–130 bpm
– Circuit training: 110–130 bpm
• Mind-body exercise
– Yoga: various
– Pilates: various
– Tai chi: various

20
Exercise equipment
• Equipment should be assembled and
stored per the manufacturer’s
instructions.
• A schedule of regular service and repair
should be established.
• Group fitness instructors should instruct
class participants on equipment safety
and proper use.
• Participants and instructors should
check equipment prior to use.

21
Technical equipment
• Instructors should be familiar with the basic
features of the sound system they will be using.
• Audiologists recommend instructors keep music
volume under 85 decibels.
– Extended exposure to sound levels of 85 to 90
decibels may eventually damage hearing.
– Higher frequency sounds are more damaging.
Therefore, instructors should increase the bass and
lower the treble.
• Voice injury is likely if instructors yell over loud
music. Therefore, microphone use is
recommended.

22
Functional Applications and Group Exercise
• Functional training places the

neuromuscular and skeletal systems
under a variety of physical demands
with an emphasis on multiplanar,
integrated movements.
• The goal is to safely enhance:
– Activities of daily living
– Occupational performance
– Exercise and/or sport performance

23
Functional training
• Interdependent physical
demands managed by the
neuromuscular system
– Acceleration—requires force
production
– Deceleration—requires force
reduction
– Dynamic stabilization—occurs in
all three planes of motion

24
Functional training
• Functional demands can be seen in a task as simple
as standing up and sitting down:
– Standing up requires the quadriceps, gluteals, and
hamstrings to concentrically contract to produce
enough force to overcome gravity to pull the body up
from the chair (accelerate).
– Sitting down requires the quadriceps, gluteals, and
hamstrings to eccentrically contract to resist gravity
and lower the body down in the chair (decelerate).
– Throughout the actions of standing up and sitting
down, the hip abductors and adductors work to
stabilize the pelvis so the movement is performed
efficiently and in the appropriate plane of motion
(dynamic stabilization).

25
Exercises that promote function
• Squats and lunges
• Presses
• Reaches
• Planks
• Balance movements
• Progression:
– Begin with the least challenging movements and progress
to more advanced exercises.
– Move from most stable to least stable positions.
– Always provide modification options for balance-challenged
participants.

26
Health-related fitness components
Frequency Intensity Time Type
Aerobic 3–5 (55/65)–90% HRmax, 20–60 continuous Large muscle

(40/50)–85% HRR or minutes or 10- groups;
VO2R minute bouts dynamic activity
accumulated
Or throughout the
12–16 RPE day
Resistance 2–3 Volitional fatigue (19– 1 set of 3–20 8–10 exercises

20 RPE) or stop 2–3 reps that include all
reps before volitional of the major
fatigue (16 RPE) Or muscle groups
1 set of 10–15
reps if older than
50 years
Flexibility 2–3; Stretch to tightness 15–30 seconds; Static stretch
at the end of the ROM for all of the
ideally 5–7 but not to pain; mild 2–4 reps major muscle
discomfort groups

27
Health-related fitness components
• Body composition—a favorable ratio of
body fat to lean mass
• Improvements in body composition are
best accomplished through:
• Regular aerobic exercise
• Consistent resistance training
• Proper nutrition
• Group fitness may be an important part
of one’s total body-composition
management program.

28
Skill-related fitness components
• Speed—ability to react and move quickly
• Power—ability to move a load through space quickly
and explosively
• Agility—ability to change position and direction
rapidly without losing balance
• Balance—ability to maintain equilibrium while
stationary or while moving
• Coordination—ability to move efficiently and
smoothly while executing a task
• Not all group fitness class participants need or want
to enhance skill-related fitness.
• Understanding the appropriateness of skill-
enhancing activities within specific class formats is
important.

29
Established human performance principles
• Specificity—a specific demand on the body

will produce a specific result
• Progressive overload—beneficial adaptations
occur in response to demands applied to the
body at levels beyond a certain threshold,
but within the limits of tolerance and safety
• Reversibility—the body will lose its
adaptations if the demand is not constant
• A group fitness instructor must take into
account these principles when designing and
implementing each class.

30
Incorporating modifications
• Group fitness classes often consist of participants with
varying levels of fitness and skill.
• Instructors must be aware of specific modifications for
varying the intensity to accommodate all class participants.
• Music tempo
– In a class with multiple participant skill levels, bpm should
accommodate the least fit.
– The more advanced participants can use larger arm and leg
movements to increase intensity.
• The size of arm and leg movements
– Longer lever-based movements increase intensity.
– Shorter lever-based movements decrease intensity.
• Instructors should demonstrate different levels of intensity
each time a new move is introduced.
• Instructors should spend most of their time performing the
less-intense versions of the exercises in a class with varying
participant skill levels.

31
Exercise equipment
• Instructors must be able to demonstrate varying levels of intensity using a
variety of exercise equipment.
• Instructors should be familiar with basic non-equipment exercises that
replace those that are performed with equipment.
• Knowledge of common group fitness exercise equipment is important, such
as:
– Exercise bands
– Stability balls
– Medicine balls
– Hand-held weights
– Weighted bars
– Step benches

32
Exercise progression
• Progression in every class
– Rarely does an instructor introduce a new class
and continue to have the same participants time
after time.
– Intensity needs vary from one participant to
another.
– Gradually building complicated movements in a
step-by-step manner in each class will ensure that
participants of varying levels of skill and fitness will
be successful.
• Progression over time
– For situations when an instructor starts with a
beginner-level class and progresses the
participants to a more advanced level, knowledge
of appropriate progression principles is important.

33
Cardiorespiratory exercise progression guidelines
• Duration is increased by no more than

20% weekly until participants are able to
exercise at a moderate to vigorous
intensity continuously for 20 to 30
minutes.
• Initially, increases in duration and/or
frequency are tolerated better than
increases in intensity.
• Once the target duration and frequency
are achieved, adjustments in intensity of
no more than 5% of HRR every 6th
exercise session are recommended.

34
Resistance exercise progression guidelines
• When participants no longer feel challenged by their

current resistance-training stimulus, they should be
encouraged to increase intensity.
• An increase in intensity can be brought about by
varying any one of the following variables, while
keeping all other variables constant:
– The weight (resistance)
– The number of repetitions
– Reducing speed of movement
– Reducing rest periods between sets or between
exercises
• Maintaining muscular tension, as opposed to “locking
out” the joint during compound exercises, promotes
safer and more effective exercise.

35
Monitoring aerobic exercise intensity:
percentage of maximum heart rate (MHR)
• To determine an exerciser’s target heart rate (THR), use a

percentage of MHR.
• MHR may be determined by a VO2max test or estimated
by the age-predicted maximal heart rate formula.

36
heart rate reserve (HRR)
• HRR is the result of subtracting RHR
from MHR.
• HRR represents the working range
between resting and maximum HR
within which all physical activity
occurs.
• The Karvonen formula is an
equation that uses HRR to
determine THR.
– A common mistake is forgetting to
add back in the RHR.

37
rating of perceived exertion (RPE)
• Developed by Dr. Borg, the RPE

scale provides a standard means
for subjective self-evaluation of
exercise intensity level.
– Original scale: 6 to 20
– Revised category ratio scale: 0 to
10

38
talk test
• The talk test is based on the concept that

exercise participants should be able to
breathe comfortably and rhythmically,
avoiding hyperventilation.
• If breathing is labored and difficult,
intensity is too great.
• Especially useful for beginners
• Higher-functioning exercisers may find
this subjective technique too
conservative.

39
dyspnea scale
• Dyspnea refers to difficulty breathing or
shortness of breath.
• Subjective numerical scale
– +1 mild, noticeable to participant, but not to
observer
– +2 mild, some difficulty, participant can continue
to exercise
– +3 moderate difficulty, participant can continue
to exercise
– +4 severe difficulty, participant must stop
exercising
• Well-suited for use by participants who have
pulmonary conditions, such as asthma and
emphysema, and for those who feel limited
due to breathlessness

40
Assessing heart rate
• Carotid pulse site
– The carotid artery is just to the side of the larynx.
– Use light pressure from the fingertips.
– Never press on both carotid arteries at the same time, as doing so
will blunt the heart-rate response.
• Radial pulse site
– The radial artery is in the wrist, in line with the thumb.
• Apical pulse site
– Over the apex of the heart (i.e., left side of the chest)
• Temporal pulse site
– Temple area
• Never use your thumb to assess a participant’s heart rate,
as the thumb has its own strong pulse.

41
Monitoring intensity in the group exercise setting
• If using music and measuring heart rate, turn off the

music so the beats do not interfere with pulse
counting.
• A peripheral pulse (e.g., radial) is encouraged over the
use of the carotid pulse; if using the carotid pulse,
press lightly.
• Check intensity during the middle of the conditioning
segment so it can be modified if necessary.
• When checking a pulse, keep participants moving to
prevent pooling of the blood in the lower extremities.
• Use a 10-second pulse count if using target heart rates.
• Give modifications based on results, and encourage
participants to work at their own pace.

42
Conditions that may affect resting and exercise heart rate
• Medications
– Participants who take substances that may affect
heart rate (e.g., beta blockers, cold medications
with sympathomimetic activity, nicotine, caffeine)
should use RPE as the method for monitoring
exercise intensity.
• Pregnancy
– The heart works at a higher capacity to pump more
blood volume throughout the body.
– The oxygen cost of weightbearing activity is
greater due to increased body weight.
– RPE should be used as the method for monitoring
exercise intensity.

43
Conditions that may affect resting and exercise heart rate
• Disease
– In general, disease conditions require the body
to spend more time adapting to the demands of
exercise.
– Warm-ups and cool-downs should be extended.
– The intensity of exercise should be reduced.
– RPE in conjunction with heart-rate monitoring is
recommended for monitoring exercise intensity
for many types of disease.
– Very light to fairly light intensity exercise (i.e., 9–
11 on the 6–20 scale, or 1–2 on the 0–10 scale)
is recommended for the initial stage with
participants who fall in the special populations
category.

44
Appropriate heart-rate responses
• Warm-up
– The warm-up includes specific movements to
prepare the body for the upcoming conditioning
activities.
– Heart rate gradually increases to the low end of a
participant’s target zone (e.g., 40–50% HRR).
• Cardiorespiratory segment
– Goals are to increase cardiorespiratory endurance
and improve body composition.
– The participant’s heart rate remains elevated for
10 to 30 minutes in his or her target zone (e.g., 50–
85% HRR).

45
Appropriate heart-rate responses
• Post-conditioning cool-down
– Prevents excessive pooling of the blood in the lower
extremities
– Heart rate decreases toward resting levels.
• Muscular strength and endurance segment
– Heart rate may increase, but not to the same extent as
in the cardiorespiratory conditioning segment.
• Stretching segment
– Designed to further lower heart rate
– Promotes relaxation and enhanced overall flexibility

46

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ACE Group Fitness Instructor Manual

Chapter 11 - Injury Prevention &

• This approach involves designing a class

Chapter 11 - Injury Prevention &

• When a health history is not available,

Chapter 11 - Injury Prevention &

• Characteristics of the participant-centered

Chapter 11 - Injury Prevention &

• BMI is a relative measure of height to body weight for

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

• Circumference measurements can be

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

• Muscular endurance assessments measure a

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

• Functional training places the

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

Frequency Intensity Time Type

Aerobic 3–5 (55/65)–90% HRmax, 20–60 continuous Large muscle

Resistance 2–3 Volitional fatigue (19– 1 set of 3–20 8–10 exercises

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

• Specificity—a specific demand on the body

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

• Duration is increased by no more than

Chapter 11 - Injury Prevention &

• When participants no longer feel challenged by their

Chapter 11 - Injury Prevention &

• To determine an exerciser’s target heart rate (THR), use a

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

• Developed by Dr. Borg, the RPE

Chapter 11 - Injury Prevention &

• The talk test is based on the concept that

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

• If using music and measuring heart rate, turn off the

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &

Chapter 11 - Injury Prevention &