CTSPlanner
Sign-in not configured
← Recreation Leadership

REC3110 Group Exercise 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 leading group exercise classes with different emphases for apparently healthy individuals.
Prerequisite
REC3010: Human Movement REC3070: Fitness Instruction Leadership Principles
Parameters
Access to a fitness facility and to instruction from an individual who has met the training requirements of the Alberta Fitness Leadership Certification Association. 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
HSS1030: Communication Skills for Health Professionals REC2010: Nutrition for Recreation Activities & Sport

Outcomes The student will:

  • 1 evaluate basic principles of group exercise leadership for apparently healthy individuals

    • 1.1 evaluate trends in group exercise by:

      • 1.1.1 explaining the history of group exercise, including evolution from dance-based movement to a wider variety of classes

      • 1.1.2 listing questions to ask when evaluating trends in the fitness industry

      • 1.1.3 evaluating accuracy and applicability of information in the media

      • 1.1.4 analyzing trends in the fitness industry and their impact on group exercise

    • 1.2 evaluate the scope of practice for a group exercise leader using case studies, being sure to:

      • 1.2.1 summarize legal implications for the group exercise leader

      • 1.2.2 identify how music licensing affects the use of music in group exercise classes

      • 1.2.3 describe prescreening limitations and how they affect class design

    • 1.3 evaluate professional qualities of a group exercise leader, considering:

      • 1.3.1 language

      • 1.3.2 manner

      • 1.3.3 attitude

      • 1.3.4 classroom management

      • 1.3.5 giving feedback

      • 1.3.6 receiving feedback

    • 1.4 evaluate strategies for building relationships in a classroom setting, including:

      • 1.4.1 observation

      • 1.4.2 making connections

      • 1.4.3 building relationships

      • 1.4.4 modifying leadership style for different situations

      • 1.4.5 modifying motivational style for different situations

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

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

      • 2.1.1 beat

      • 2.1.2 rhythm

      • 2.1.3 measure

      • 2.1.4 tempo

      • 2.1.5 phrase

      • 2.1.6 mood

    • 2.2 identify safe microphone volumes

    • 2.3 justify the use of music in a group exercise setting

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

      • 2.4.1 tempo

      • 2.4.2 mood

      • 2.4.3 decibel level and volume

    • 2.5 design movement combinations for group exercise classes

    • 2.6 design eight-count and 32-count movement patterns in response to music selections

    • 2.7 evaluate different choreography patterns and programs, considering:

      • 2.7.1 choice of music

      • 2.7.2 tempo

      • 2.7.3 rhythm

      • 2.7.4 space

      • 2.7.5 class formation

      • 2.7.6 directions

      • 2.7.7 plane and lever variations and transitions

    • 2.8 demonstrate choreography for group exercise routines using effective instructional techniques, including:

      • 2.8.1 progression from simple to complex

      • 2.8.2 chorus and verse

      • 2.8.3 add-on

      • 2.8.4 repeated sequence

      • 2.8.5 freestyle

      • 2.8.6 a variety of class formations

    • 2.9 demonstrate effective cueing strategies for group exercise classes, being sure to:

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

      • 2.9.2 justify the importance of vocal projection and intonation

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

      • 2.9.4 differentiate between effective and ineffective visual and verbal cueing

  • 3 demonstrate effective strategies for leading group exercise classes for apparently healthy individuals

    • 3.1 outline general safety guidelines for all populations

    • 3.2 identify the components of a group exercise class, including warm-up, cardiovascular fitness, cardiovascular cool down, muscle conditioning, flexibility and relaxation and explain the:

      • 3.2.1 purpose of each component

      • 3.2.2 benefits of each component

      • 3.2.3 guidelines for designing each component

    • 3.3 describe methods of monitoring intensity

    • 3.4 explain how the principles of conditioning and the FITT (frequency, intensity, time, type) formula affect the design of group exercise components

    • 3.5 explain the physiological changes that occur with pregnancy that affect exercise during pregnancy

    • 3.6 modify the design of group exercise components and exercises based on:

      • 3.6.1 accommodation for varying fitness levels and skills

      • 3.6.2 common exercise modifications for special populations

      • 3.6.3 modifications for older adults

      • 3.6.4 modifications for pregnant participants

    • 3.7 justify exercise choices using the SEAT (safety, effectiveness, applicability, time efficiency) model

    • 3.8 evaluate various exercises in various components, considering:

      • 3.8.1 purpose

      • 3.8.2 effectiveness

      • 3.8.3 applicability (functionality)

      • 3.8.4 individual movement and alignment errors within group settings

    • 3.9 recommend methods to optimize the time effectiveness of a program

    • 3.10 justify proper posture and core stabilization by:

      • 3.10.1 describing the major muscle groups involved in core stabilization

      • 3.10.2 summarizing the importance of proper posture

      • 3.10.3 summarizing the importance of neutral body alignment

    • 3.11 demonstrate effective core stabilization exercises, being sure to:

      • 3.11.1 evaluate participants for proper alignment

      • 3.11.2 demonstrate effective feedback strategies to improve misalignments

  • 4 demonstrate effective instructional strategies for one specific group exercise designation (choreography, step, portable equipment or cycle)

    • 4.1 explain the history of a specific designation, including the evolution of practice and equipment

    • 4.2 define terms related to a specific group exercise designation

    • 4.3 justify the benefits of a specific group exercise designation

    • 4.4 demonstrate safe techniques for a specific group exercise designation, including considerations for:

      • 4.4.1 posture

      • 4.4.2 equipment, including the benefits of proper equipment

      • 4.4.3 specific exercise components

      • 4.4.4 the identification of improper technique

      • 4.4.5 possible injuries related to improper technique

    • 4.5 summarize research-based practice for a specific designation

    • 4.6 plan lessons for all components of an exercise class, designing exercises that demonstrate effective principles of movement, biomechanics and leadership

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

      • 4.7.1 fitness level of participants

      • 4.7.2 skill of participants

      • 4.7.3 needs of special populations

      • 4.7.4 equipment modifications

      • 4.7.5 monitoring intensity

    • 4.8 select music for a specific group exercise, considering tempo, counts, volume, mood, applicability to designation and phrasing

    • 4.9 demonstrate effective instructional strategies specific to a designation when leading an exercise class, including:

      • 4.9.1 describing common instructional challenges

      • 4.9.2 demonstrating effective routines

      • 4.9.3 giving and receiving feedback effectively

      • 4.9.4 connecting with participants

      • 4.9.5 demonstrating effective verbal and visual cueing skills specific to the designation

      • 4.9.6 creating a motivational climate in the class

  • 5 demonstrate basic competencies

    • 5.1 demonstrate fundamental skills to:

      • 5.1.1 communicate

      • 5.1.2 manage information

      • 5.1.3 use numbers

      • 5.1.4 think and solve problems

    • 5.2 demonstrate personal management skills to:

      • 5.2.1 demonstrate positive attitudes and behaviours

      • 5.2.2 be responsible

      • 5.2.3 be adaptable

      • 5.2.4 learn continuously

      • 5.2.5 work safely

    • 5.3 demonstrate teamwork skills to:

      • 5.3.1 work with others

      • 5.3.2 participate in projects and tasks

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

    • 6.1 identify short-term and long-term goals

    • 6.2 identify steps to achieve goals

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