Building Instructor Versatility

(Formerly named Aerobics: Basic & Creative)

© Copyright 1998 by Pam Germain. All rights reserved.

Online Correspondence Course



Section 1 - Introduction: Basic & Creative Equals Versatility
Section 2 - Cardiovascular Versatility - Aerobic Improvisation
Section 3 - Muscular Endurance & Strength: Group Class Options
Section 4 - Mind/Body Fitness & Flexibility Training
Section 5 - Evaluating Your Instructional Techniques
Correspondence Course Assignments
Online Course Descriptions
"How to Order."


EVALUATING YOUR INSTRUCTIONAL TECHNIQUES

Workout Checklist

Correction Techniques

Knowledge of Results (KR)

Feedback and correction from the instructor.

  1. Corrective Statements
    Identifies the error and tells how to correct it. Effective for immediate improvement
  2. Value Statement
    Projects feeling about a performance and can motivate or encourage.
  3. Neutral Statement
    Acknowledges but does not correct or value.

Correcting Method

  1. Give the correction to the class as a whole.
  2. Smiling, look in the direction of the student needing correction and repeat it.
  3. Walk around the room, talk to several students, including the one needing correction. Offer and use hands-on correction.
  4. Catch the student after class.

Verbal Corrections and Feedback

  1. Use Positive Statements
    "You will feel better if...."
  2. Use Imagery
    Pushups/Bodycast
  3. Describe what should be felt and where it should be felt.

Hands-On Correction

  1. Physical adjustments must be made cautiously. Forcefully moving a person into position is not recommended.
  2. By touching the muscle, some students can feel where the movement originates and understand the correct direction.
  3. The instructor must be sensitive to his or her own feelings about touching. It is culturally easier for female instructors than male.
  4. Students will accept hands-on correction from someone they know better than from a stranger. Ask if they mind if you touch them.
  5. Touch "neutral" spots: joints, arms, upper back, knees.
  6. A professional manner must be maintained. Use verbal instructions with any hands-on correction.

Modifications

  1. Class Skill Level
    Know the students' abilities and demonstrate various ways to accomplish the goal.
  2. KISS
    Keep It Safe and Simple

Practice your correctional techniques. Use a group of aerobic students and practice the verbal and hands-on correctional techniques with the exercises below. Analyze which techniques work best with your students.

  1. Aerobic knee lifts
    Incorrect - Shoulders and torso bending toward the knees
    Correct - Upright alignment, raising the knees toward the chest
  2. Step aerobics - Basic
    Incorrect - Heels hanging off the back edge, a "hovering" posture, stomping
    Correct - Upright alignment, whole foot on the step, stepping lightly
  3. Forward lunges
    Incorrect - Greater than 90 degree knee bend, rounded upper body, fast speed
    Correct - Knees over ankles, back knee drops, upright posture, slow and controlled
  4. Overhead press
    Incorrect - Knees locked, back hyperextended
    Correct - Soft knees, wide stance, abdominals and glutes tight, back natural
  5. Biceps curls
    Incorrect - Rocking back to lift the weight
    Correct - Elbows near the waist, lifting only with the arms, stabilized posture
  6. Elbows/knees leg lifts
    Incorrect - Back hyperextended, lifting glutes higher than back
    Correct - Back flat, hips tight and level. Keep hips level when lifting leg.
  7. Side lying leg lifts
    Incorrect - Rocking back, leg rotating and knee aiming at the ceiling
    Correct - Pelvis and abdominals tight and facing forward, knee faces forward, lift leg in one "piece", bottom leg stays bent.
  8. Abdominal curlups
    Incorrect - Pulling on the head, unstabilized movement, fast and uncontrolled
    Correct - Tighten and stabilize from waist to feet, head rests on hands, lift with abdominal muscles

GO TO ASSIGNMENT #6

Now that you have done some practical exercises in instructor versatility, review the Workout Checklist below. As you continue to grow more versatile what points on the checklist do you feel the need to improve in your classes? It's a good idea to always have at least two goals that you are working on for improving your teaching abilities. Goals give you reason to grow!

Workout Checklist

PRE-CLASS

  1. Did I arrive at least 10 minutes before class?
  2. Is my music cued up?
  3. Is all needed equipment on hand?
  4. Could I set the mood for class with pre-class music?
  5. Who is arriving that I know by name?
  6. Who is arriving that I need to introduce myself to?
  7. What are the fitness levels of the students present?
  8. Do the students know their own fitness levels?
  9. Does anyone have any physical problems requiring modification?
  10. Is everyone wearing comfortable clothing and proper shoes?

WARM-UP

  1. Did the class start on time?
  2. Do my warm-up moves suit the needs of these students?
  3. Has anyone arrived late? What did I do to help them?
  4. Have I explained proper breathing technique?
  5. Have I explained good posture and technique?
  6. Does everyone have good posture and technique?
  7. Is the speed of movements appropriate?
  8. How does my movement selection rate for:
    Completeness
    Balance (Muscles, Repetitions, Direction, Lead Leg/Arm)
    Appropriateness
    Specificity for class demands
  9. How is my sequencing?
    Progressive increase in range of motion
    Progressive increase in complexity
    Progressive muscle use
  10. Does the rhythmical flow provide good order and ease of transitions?
  11. Are the stretches being held statically or is anyone bouncing?
  12. Do the students look comfortable?
  13. Who needs modifications?

POST WARM-UP

  1. Was the warm-up long enough?
  2. Have the students' pulses elevated somewhat?
  3. Did the major muscle groups get pre-stretched?

PRE-AEROBIC

  1. Is my music appropriate for the particular students in this class?
  2. Is the music volume proper for my cueing?
  3. Is the pre-cardio section gradual and progressive?

AEROBICS

  1. Does the aerobic intensity increase gradually at the beginning and decrease gradually at the end?
  2. Does my choreography give variety and hold the students' interest?
  3. Is my choreography freestyle or structured?
  4. Is there balance for:
    Muscles worked
    Repetitions
    Direction
    Lead Leg/Arm
  5. Have I limited the number of consecutive movement repetitions that may be stressful?
  6. Have I alternated movement between different body parts to minimize stress?
  7. Is there logical sequencing and progression for:
    Intensity (low to high)
    Impact (low or mixed)
    Complexity (simple to hard)
    Part to Whole Teaching
  8. Are my transitions smooth and easy to follow?
  9. Is my cueing:
    Clear
    Concise
    Appropriately timed
    Safety oriented
  10. Verbal Cueing:
    Footwork
    Directional
    Rhythmic
    Numerical
    Step
    Correctional
  11. Non-verbal Cueing:
    Visual Cueing
    Eye Contact
    Mirroring
    Overexaggeration
    Hand Signals
    Different Orientations
  12. Is my movement selection safe and effective?
  13. Is the impact level of this class appropriate for the individuals who are participating?
  14. Do any students need to slow down?
  15. Do any students need to work harder?
  16. Am I showing proper modifications for less fit individuals?
  17. Are modifications clearly demonstrated for both intensity and impact?
  18. Was heart rate monitoring done quickly with an explanation?

POST-AEROBICS/COOL-DOWN I

  1. Did I gradually lower the intensity?
  2. Did my movements include rhythmic leg movements?
  3. Did I encourage a form of heart rate monitoring?
  4. Did the students gradually lower their heart rates?
  5. Did I give instructions on lowering the heart rate if it is too high?
  6. How do my students feel?

PRE-RESISTANCE TRAINING/MUSCLE CONDITIONING

  1. What muscle groups will I work and which exercises will be performed?
  2. Am I focusing on training major muscle groups?
  3. Are there any exercises I should not do with these students?

CONDITIONING

  1. Does the exercise selection provide safety, effectiveness, and reflect the class needs?
  2. Is there balance for:
    Key muscles
    Agonist/Antagonist
    Repetitions
    Lead Leg/Arm
  3. Is the emphasis on technique rather than repetitions?
  4. Are we doing the right amount of repetitions and sets?
  5. Is the cueing clear, explanatory, and emphasizing safety?
  6. Am I demonstrating correct technique, showing the "do's and do not's"?
  7. Are the students using good form?
  8. Does anyone need to work harder or easier?
  9. Does anyone need to modify the exercises?

POST-CONDITIONING

  1. How do the students feel?
  2. Are their pulses below aerobic training rate?

PRE-STRETCH/RELAXATION

  1. Which muscles will need extra stretching due to being emphasized in class?
  2. Would this group benefit from relaxation or imagery?

FINAL STRETCH

  1. Does my selection of stretches reflect safety, effectiveness, and the needs of the students?
  2. Am I emphasizing the key muscles used in class? For posture? For injury prevention?
  3. Do I explain proper stretching technique and how it should feel?
  4. Is my cueing clear with an emphasis on safety?
  5. Do I demonstrate good form and explain it?
  6. Did I use some relaxation or imagery techniques if appropriate for this class?
  7. Was this cool-down long enough?
  8. Did class end on time?

LEADERSHIP SKILLS

  1. I have an enthusiastic and caring attitude, and I can deal with challenging personalities.
  2. My appearance and behavior reflects a professional attitude.
  3. My movement skills demonstrate coordination and proper alignment. I am easy to follow.
  4. I have good rhythm and stay on the beat.
  5. My vocal skills reflect clarity, projection, good pitch and modulation.
  6. I give corrections and modifications as needed.
  7. I am able to discuss educational topics such as nutrition and injury prevention.

SAFETY

  1. I avoid using contraindicated exercises in class.
  2. I can explain and demonstrate safe transitions of movement from various positions.
  3. I use and encourage good posture and alignment, and I use deliberate, controlled movement.
  4. I can explain and use various techniques for heart rate monitoring: Target Heart Rate, Perceived Exertion, the Talk Test.
  5. I encourage my students to work at their individual levels and discourage competiveness.

MISCELLANEOUS

  1. The content of my workout was effective and safe.
  2. I was well organized and knew my music.
  3. I was aware of safety precautions and proper technique, and made corrections as needed
  4. My music was a good tempo for each section, and the volume was appropriate.
  5. My routine held the students' interests and was at an appropriately challenging level.
  6. I used variety in my movement, music, and cueing.
  7. My motivational techniques included:
    Individualization
    Personal contact with the students
    Eye contact
    Smiling
    Using the students' names
    Recognizing accomplishments
    Making class fun
    I am willing to answer questions after class.

GO TO ASSIGNMENT #7

Section 1 - Introduction: Basic & Creative Equals Versatility
Section 2 - Cardiovascular Versatility - Aerobic Improvisation
Section 3 - Muscular Endurance & Strength: Group Class Options
Section 4 - Mind/Body Fitness & Flexibility Training
Section 5 - Evaluating Your Instructional Techniques
Correspondence Course Assignments
Online Course Descriptions
"How to Order."

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