Group Fitness Instructor Chapter 4

Front 1

Supine

Back 1

lying face up

Front 2

Music phrases

Back 2

short music passage

Front 3

Cross-phrase

Back 3

type of choreography in which a series of linked movements take more or less than the standard eight counts of music. Also called split-phrase

Front 4

Pressor response

Back 4

a disproportionate rise in heart rate during resistance training resulting from autonomic nervous system reflex activity.

Front 5

hyperflexion

Back 5

flexion of an articulation beyond anatomical position.

Front 6

hyperextension

Back 6

extension of an articulation beyond anatomical position.

Front 7

freestyle choreography

Back 7

a way of designing the cardiovascular segment of a class, that uses movements randomly chosen by the instructor

Front 8

repeating choreography

Back 8

a structured method of choreographing a movement that created consistency of delivery: two forms are scripted and planned.

Front 9

double-time

Back 9

a means of adding challenge to a choreographed workout routine that involves the performance of movement twice as fast as in an earlier section

Front 10

syncopation

Back 10

a rhythmic device that temporarily thifts the normal pattern of stressed to unstressed beats or parts of beats

Front 11

What are the three levels of human behaviors?

Back 11

Cognative, Affective, and Motor

Front 12

Define Cognitive Domain

Back 12

the brains ability to gather and retain info and knowlege

Front 13

Define affective domain

Back 13

emotional behaviors, beliefs, and attitudes

Front 14

Motor domain

Back 14

activities requiring movement, this is the focus of most fitness instructors as they design classes

Front 15

What are the three stages of learning for motor skills?

Back 15

Cognitive (movements are new and errors occur)

Associative (improvements are made in the basic fundamentals of a move)

Autonomous (skill becomes automatic and habitual)

Front 16

What includes 'left-brain' skills like counting and right brain skills like pattern recognition?

Back 16

Cognitive domain

Front 17

What is positively affected by group fitness instructors who act as positive roll models in terms of overall attitude about exercise?

Back 17

Affective domain

Front 18

what stage of learning are errors and imperfect form normal, like participants seeing moves for the first time?

Back 18

Cognitive state of learning

Front 19

What stage of learning are movements habitual and participants are able to identify and correct their own errors?

Back 19

Autonomous stage of learning

Front 20

What domain is typically the focus of many group fitness intructors as they design classes?

Back 20

motor domain

Front 21

What stage of learning do participants master the basics and are able to concentrate on occasional cues to improve performance?

Back 21

Associative stage of learning

Front 22

What are the three steps of providing effective feedback so that the participants receive useful info about the quality of their performanc eon a given task?

Back 22

1. point out something positive

2. mention the needed correction

3. mention additional positive feedback.

Front 23

What is number one when organizing fitness classes?

Back 23

Safety

Front 24

What is it called when a group fitness instructor stands in front o the room and teaches while facing the participants?

Back 24

Mirroring technique

Front 25

What is created when the teacher is momentarily absent from the front of the room as she walks through the class giving specific cues?

Back 25

kinesthetic awareness and independance

Front 26

a movement series that involves side lunges to the right and then side lunges to the left is an example of a _________________ series

Back 26

bilateral

Front 27

In what progression to affective GFIs teach?

Back 27

Backwards. They think about the end of the session first and what goals they would like to accomplish with their students.

Front 28

When a GFI is evaluating their class, what four questions should they ask themselves?

Back 28

1. What is the functional objective? (cardio, strength, flexibility, etc)

2. Which joint actions achieve this safely?

3. Does the exercise start w/ stability and add mobility?

4. Who are my participants?

Front 29

What teaching style is: where the instructor makes all the decisions and the participants follow the instructors directions and movements

Back 29

Command style

Front 30

What teaching style is: the participants perform a given task and then record the results, comparing their results against given criteria or past performance?

Back 30

Self-check style

Front 31

What teaching style is: involves the use of an observer or partner to provide feedback to each participant?

Back 31

Reciprocal style

Front 32

What teaching style is: where the instructor offers alternate positions for the participants with different skill levels

Back 32

Inclusion style

Front 33

What teaching style is: where opportunities for individualization and private instructor feedback for each participant are provided?

Back 33

Practice style

Front 34

What is the movement pattern where 64 counts of music are executed?

Back 34

1. Eight beats of music combine to form a measure

2. four-8 count measures combine to form a 32 count music phrase

3. Since most exercise go from one direction to another (bilateral) this created a 64 count music pattern

Front 35

define: downbeat

Back 35

regular strong pulses in music occurring in a continuous pattern at an even rhythm.

Front 36

define: upbeat

Back 36

de-emphasized beat in a piece of music

Front 37

define: meter

Back 37

organization of beats into a musical pattern or measure

Front 38

define: accent

Back 38

emphasis on a given beat

Front 39

define: tempo

Back 39

rate of speed of music-beats per minute

Front 40

When deciding which elements of a movement pattern to change when planning choreography, instructor can us eth DRILL acronym. define each element of this tool.

Back 40

D-Direction

R-Rhythm

I-Instensity

LL-lever length

Front 41

In each element of STEMS, what are the five key purposes of cueing?

Back 41

S-safety (alignment, breathing, equipment)

T-timing (counting, tempo, and rhythm)

E-education(relevance, function, progression/regression)

M-motivation (encourage, energize, reinforce, humor)

S-structure(direction, special cues, equipment use)

Front 42

Of the three domains of human behavior, ( cognitive, affective, motor,) which is being utilized when a new participant is counting out movement patterns and is focused on learning the choreography?

Back 42

Coginitive

Front 43

Of the three domains of human behavior, ( cognitive, affective, motor,) which is being utilized when the emotional center of a participant is engaged?

Back 43

Affective

Front 44

in which stage of learning is a participant if he or she is able to properly perform movements after being given the following cue, "let's do eight grapevines"

Back 44

Autonomous stage of learning

Front 45

Which type of class is best in a horseshoe shape?

Back 45

Indoor cycling

Front 46

What is a good volume decibel to keep the music at so you don't put your or your participant's hearing at risk, or risk losing your voice because you have to shout over the music?

Back 46

75-80 decibels

Front 47

Which style of teaching, (reciprocal, command, inclusion, self-check) BEST allows for an efficient use of time, immediate participant response, and the establishment of the instructor as role model?

Back 47

Command

Front 48

What teaching strategy would an instructor most likely utilize the half-time of the music?

Back 48

slow-to-fast

Front 49

What strategy would a fitness instructor be using when she tells participants to make sure the spinal column is parallel to the floor when in a quadruped position?

Back 49

The spatial teaching strategy

Front 50

You notice that one of your participants waits until you have finished explaining the exercise set-up before moving into a position to commence the movement. What kind of learner is she? (visual, verbal, kinesthetic, motor)

Back 50

Verbal

Front 51

What is the functional objective of a push-up?

Back 51

provide proper stimulus to improve musclular strength and endurance of the upper body. Pushing is one of the most basic ADL (activities of daily living) and therefor this motion strengthens that ability.

Front 52

Which joint actions and other movements achieve the push-up safely?

Back 52

abduction and adduction of the shoulder joint, flexion and extension of the elbow joint, stabilization of the hips

Front 53

Does a push-up commence from a point of stability and add mobility as appropriate within a safe range of motion ROM

Back 53

Yes, it can be modified to increase or decrease stability/mobility to challenge the exerciser.

Front 54

In a push-up, who are my participants?

Back 54

whoever is in class. The pushup can be modified so anyone can adapt to it.

Front 55

what are the six p's when designing an exercise class?

Back 55

plan, plan and plan some more

practice, practice, practice!

Front 56

what 11 things should a safe class include?

Back 56

1. good ventilation, 65-85* 2. wood or synthetic floor 3. space to move safely 4. front and side mirrors 5. raised instructor platform 6. good lighting and controls 7. water fountain 8. cardio and strength training equipment 9. in aquatic class-appropriate water temp 83-90* 10. in cycling class, adjustable room temp. 11. easy access to first aid and aed

Front 57

What style of teaching provides opportunities for individualization, practice time, and private instruction as well as feedback for each participant (instructors may walk around room)

Back 57

Practice style teaching technique

Front 58

when participants provide their own feedback, what style of teaching is this?

Back 58

Self-check style

Front 59

What style of teaching makes everyone feel included by offering progressions and regressions?

Back 59

Inclusion style

Front 60

when analyzing performance, how should a GFI make corrections to posture?

Back 60

1. Cue the solution, not the problem. (instead of 'Don't lock knees', say 'keep a slight bend in the knees)

2. When making corrections, A. verbally cue the correction, if that doesn't work ,B. gently call attention to the participant ("Nancy, that's a great form, be sure to keep the ribs lifted") and if both of those don't work, C. approach the exerciser and offer to place a palm where the correction is needed

Front 61

When cueing, what verbal steps should a GFI take?

Back 61

1. always pretend there is a blind person in the class

2. use specific words such as '4 grapevines to the right' or 'towards the window left'

3. avoid non-specific words like 'go this way'

4. count down instead of up 87654321

5. project your voice

6. keep music between 75-85 decibels

7. small sips of water keep voice box lubed

Front 62

When cueing, what visual steps should a GFI take?

Back 62

1. imagine one person in class is deaf

2. palpitate specific muscles or key body parts being used

3. pint to the direction that matches cued words

4. hold number of fingers that represent the number of repititions

cue second series of moves by using aerobic Q-signs (pg 113-114)