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REC3090 Aquatic Fitness Training Leadership

Advanced · 1 credit · HRH - Health, Recreation, and Human Services

Description
Students apply knowledge of the musculoskeletal system, basic biomechanics, basic training and conditioning principles and fitness leadership principles to an aquatic exercise training context. Students learn principles and skills to develop and lead a group aquatic exercise program for apparently healthy individuals.
Prerequisite
REC3010: Human Movement REC3070: Fitness Instruction Leadership Principles
Parameters
Access to an aquatic facility and instruction from an individual who has met the training requirements of an Aquatic Fitness Training Leader. Note: This course is listed within a credentialed pathway. Please refer to the CTS Credentialed Pathways document on the Alberta Education website for more information.
Supporting courses
CCS3030: Aging HCS2130: Chronic Conditions HSS1030: Communication Skills for Health Professionals REC2010: Nutrition for Recreation Activities & Sport

Outcomes The student will:

  • 1 evaluate basic principles of aquatic exercise training for apparently healthy individuals

    • 1.1 explain the benefits of aquatic exercise

    • 1.2 describe reasons for the popularity of aquatic exercise

    • 1.3 define the physical laws and properties of water, including:

      • 1.3.1 buoyancy

      • 1.3.2 hydrostatic pressure

      • 1.3.3 gravity

      • 1.3.4 speed

      • 1.3.5 power

      • 1.3.6 force

      • 1.3.7 inertia

      • 1.3.8 resistance

      • 1.3.9 leverage

      • 1.3.10 action and reaction

      • 1.3.11 thermoregulation

    • 1.4 explain how the physical laws and properties of water affect aquatic exercise

    • 1.5 describe the physiological responses of the body in the water during exercise

    • 1.6 summarize research-based practice for aquatic exercise, including:

      • 1.6.1 cardiovascular training

      • 1.6.2 muscle conditioning

      • 1.6.3 muscle flexibility

  • 2 demonstrate proficiency with aquatic exercises

    • 2.1 explain the muscle function of the following muscle groups in relation to aquatic exercise:

      • 2.1.1 quadriceps (rectus femoris, vastus medialis, vastus intermedius and vastus lateralis)

      • 2.1.2 hamstrings (biceps femoris, semitendinosus, semimembranosus)

      • 2.1.3 gluteus muscles (minimus, medius and maximus)

      • 2.1.4 hip flexor muscles (gracilis, iliopsoas, sartorius, adductors and abductors)

      • 2.1.5 biceps and triceps and muscles of the elbow

      • 2.1.6 muscles of the upper back (trapezius, rhomboids, serratus anterior, latissimus dorsi)

      • 2.1.7 muscles of the chest and shoulder (pectoralis major and minor, deltoids, rotator cuff)

      • 2.1.8 muscles of the lower leg (gastrocnemius, soleus, tibialis anterior)

      • 2.1.9 core muscles (transverse abdominals, internal obliques, external obliques, rectus abdominus, erector spinae)

    • 2.2 demonstrate the movement of agonist or antagonist pairs of muscles in water

  • 3 demonstrate effective use of music, movement combinations and cueing strategies when leading a group aquatic exercise class for apparently healthy individuals

    • 3.1 define the basic elements of music relevant to group exercise, including:

      • 3.1.1 beat

      • 3.1.2 rhythm

      • 3.1.3 measure

      • 3.1.4 tempo

      • 3.1.5 phrase

      • 3.1.6 mood

    • 3.2 identify safe microphone volumes

    • 3.3 justify the use of music in a group aquatic exercise setting

    • 3.4 select music appropriate for various classes and components, considering:

      • 3.4.1 tempo

      • 3.4.2 mood

      • 3.4.3 decibel level and volume

    • 3.5 design movement combinations for group aquatic exercise classes in:

      • 3.5.1 deep water

      • 3.5.2 shallow water

    • 3.6 evaluate different choreography patterns and programs for deep and shallow water, considering:

      • 3.6.1 choice of music

      • 3.6.2 tempo

      • 3.6.3 rhythm

      • 3.6.4 space

      • 3.6.5 class formation

      • 3.6.6 directions

      • 3.6.7 plane and lever variations and transitions

    • 3.7 demonstrate choreography for group exercise routines in deep and shallow water using effective instructional techniques, including:

      • 3.7.1 progression from simple to complex

      • 3.7.2 chorus and verse

      • 3.7.3 add-on

      • 3.7.4 repeated sequence

      • 3.7.5 freestyle

      • 3.7.6 a variety of class formations

    • 3.8 demonstrate effective cueing strategies for group exercise classes in deep and shallow water, being sure to:

      • 3.8.1 summarize tips for verbal cueing, including key safety tips, tips of vocal clarity and tips for vocal conciseness

      • 3.8.2 justify the importance of vocal projection and intonation

      • 3.8.3 justify the importance of body language related to class energy, enthusiasm, body alignment and group rapport

      • 3.8.4 differentiate between effective and ineffective visual and verbal cueing

  • 4 demonstrate effective instructional strategies for aquatic group exercise in deep and shallow water for apparently healthy individuals

    • 4.1 demonstrate safe techniques for aquatic exercise in deep and shallow water, including considerations for:

      • 4.1.1 posture

      • 4.1.2 equipment, including the benefits of proper equipment

      • 4.1.3 specific exercise components

      • 4.1.4 identification of improper technique

      • 4.1.5 possible injuries related to improper technique

    • 4.2 plan lessons for exercise classes for aquatic exercise in deep and shallow water, and plan for all components of a class, designing exercises that demonstrate effective principles of movement, biomechanics and leadership

    • 4.3 modify plans based on observations and evaluations using established methods and training principles, considering:

      • 4.3.1 fitness level of participants

      • 4.3.2 skill of participants

      • 4.3.3 needs of special populations

      • 4.3.4 equipment modifications

      • 4.3.5 monitoring intensity

    • 4.4 select music for aquatic exercise classes in deep and shallow water, considering tempo, counts, volume, mood, applicability to designation and phrasing

    • 4.5 lead an aquatic exercise class using effective leadership and teaching methods for deep and shallow water, including:

      • 4.5.1 addressing common instructional challenges

      • 4.5.2 demonstrating effective routines

      • 4.5.3 giving and receiving feedback effectively

      • 4.5.4 connecting with participants

      • 4.5.5 demonstrating effective verbal and visual cueing skills

      • 4.5.6 creating a motivational climate in the class

  • 5 design an aquatic fitness program for apparently healthy individuals

    • 5.1 describe buoyancy, resistive and assistive aquatic exercise equipment

    • 5.2 apply components of class design to aquatic exercise

    • 5.3 describe variations in exercising heart rates in water

    • 5.4 describe factors that influence speed of movement

    • 5.5 describe the different effects of speed of movement on intensity and buoyancy

    • 5.6 differentiate between different intensity monitoring techniques

    • 5.7 select appropriate water temperature for various types of aquatic exercise

    • 5.8 describe the effect of types of training (program variables) on the aquatic exercise participant

    • 5.9 justify the design of class exercises and routines based on physiological responses of the body to aquatic exercise

    • 5.10 differentiate between deep, shallow and transitional depth water exercise

    • 5.11 apply the SWEAT (surface area and speed, working positions, enlarge a movement, achieve muscle balance, travelling) tool to exercise design

    • 5.12 apply the ABYSS (adjust buoyancy, breath, yield, scull, synergize safety) tool to exercise design

    • 5.13 apply the FITT principle to explain the specificity of training

    • 5.14 evaluate the program

  • 6 demonstrate basic competencies

    • 6.1 demonstrate fundamental skills to:

      • 6.1.1 communicate

      • 6.1.2 manage information

      • 6.1.3 use numbers

      • 6.1.4 think and solve problems

    • 6.2 demonstrate personal management skills to:

      • 6.2.1 demonstrate positive attitudes and behaviours

      • 6.2.2 be responsible

      • 6.2.3 be adaptable

      • 6.2.4 learn continuously

      • 6.2.5 work safely

    • 6.3 demonstrate teamwork skills to:

      • 6.3.1 work with others

      • 6.3.2 participate in projects and tasks

  • 7 create a transitional strategy to accommodate personal changes and build personal values

    • 7.1 identify short-term and long-term goals

    • 7.2 identify steps to achieve goals

Program of Studies 2014. Source document, © Alberta Education.