Fitness Instructor Certification Overview

Fitness Instructor Specialist - canfitpro Certification process * Step 1: taking the course - no exam (participation only) * Step 2: theory exam (March 16) * 2.5 hours long * 75 multiple choice, 15 short answer (bullet points over paragraphs) * 80% passing * Step 3: practical exam (trainer will contact you after passing the theory exam and pick a time) * Zoom - 2 devices: 1 looking at you, 1 at participants * Minimum of 3 participants * 45-minute class * Trainer will sent a workout plan template to complete * After certification: * CPR each year * 4 continuing education credits per year Chapter 1: Understanding Yourself and Your Class * EXAM: p. 4, Optimal Health * Optimal health: * Physical activity * Benefits of physical activity: * Reduces risk of premature death * Strengthens heart, cardiovascular system, & respiratory system * Decreases resting HR * Normalizes BP * Improves heart efficiency * Decreases body fat * Increases HDL cholesterol & decreases LDL cholesterol * Keeps body fat in control, increases cellular sensitivity to insulin, helps regulate blood sugar levels * Promotes joint stability & increases strength of connective tissue * Increases muscular strength * Strengthens bones * Increases muscle mass * Increases resting metabolism * Improves core strength * Improves balance, coordination, agility * Improves body image & self esteem * Reduces depression & anxiety * Assists in stress management * Mindset * Social health: ability to interact well with people/environment & have satisfying personal relationships * Mental health: ability to learn & grow intellectually through life * Emotional health: ability to control one’s emotions, feel comfortable expressing them, and express them appropriately * Nutritional health: improve your overall health and body composition through nutritional choices * Components of fitness * EXAM: 1 short answer question (p. 8-10) * Primary components (basics/fundamentals of the class) * Cardiorespiratory/aerobic capacity: ability of the body to take in oxygen and deliver it to the cells to create energy for physical work * Muscular capacity * Endurance: ability to apply force over a long period of time * Strength: ability to generate force/maximum amount of force a muscle can exert in a single contraction * Power: ability to generate force quickly (speed x strength) * Flexibility: range of movement/amount of motion a joint can perform * Body composition: proportion of fat free mass (muscles, bones, organs, & bodily fluids) to fat mass (adipose tissue) * Secondary components (add challenge/make the class more interesting) * Balance: the ability to maintain a specific body position in stationary/dynamic situations * Coordination: ability to use all body parts together to produce smooth & fluid motion * Agility: ability to change direction quickly * Reaction time: time required to react to a specific stimulus * Speed/velocity * Power: strength x speed * Mental capacity: ability to concentrate * canfitpro training principles * EXAM: 1 short answer (p. 10-11) * FITT * Frequency, intensity, time, and type of exercise * Must be considered when planning a class * Individualization * What we teach can accommodate everybody’s needs - offer variety * “Options” instead of “levels”, “easier”, or “harder” * You are teaching to the person with the lowest level of fitness in your class * Progressive overload * Coaching participants to ensure this is happening * Specificity: if you want to improve a certain aspect of your fitness, you must train that aspect * Maintenance: once a certain level of fitness is achieved, you can maintain it with less effort than it took to achieve it * Reversibility: once training ceases, the body will gradually return to a pre-training state * Recovery: a mandatory component of every workout program, allowing participants to return to the next class at least as fit as the previous * Transtheoretical model of change * EXAM: p. 11-13 * Precontemplation * Not aware that they need to make a change * Intervention strategies: * Increase awareness of the importance of exercise * Provide general education * Discuss health risks * Discuss myths and fears related to exercise & classes * Contemplation * Know they need to make a change but not ready yet * Intervention strategies: * Make a list of advantages related to regular exercise * Continue with education and discussion of benefits * Provide clear and specific recommendations * Identify social support system and build confidence * Preparation * Preparing to take action soon * Intervention strategies: * Evaluate support system and barriers * Barriers: time, cost, childcare, transportation, fear/anxiety * Provide personalized exercise design (PT) or give options * Work on goal setting and action plan * Action * Change was made recently - still fragile. 50% of people will quit in the first 3 months. * Intervention strategies: * Talk to class about self-monitoring and self-reinforcement * Enhance class self-efficacy * Provide encouragement * Prepare for and help prevent relapses * Maintenance * Change has lasted 6+ months * Intervention strategies: * Review and revise goals * Address and strategize to avoid relapse * Set new fitness goals: “What to try next?” * Provide social support * Relapse * Injury, busy schedule, shifting priorities, etc. * Goal is to enter back into the cycle & begin again * SMART Goals * Specific (e.g., increase energy/get fit) * Measurable (e.g., being able to complete a full class) * Action-oriented (e.g., pre-booking weekly classes) * Realistic (select options that will allow success) * Time sensitive (achievable within 6-8 weeks) * Discovering their “why” * Why do they want to join your class? (e.g., get stronger; gain energy; lose weight) * How do you keep them coming back? (e.g., teaching/coaching style, timing/schedule, YOU (the coach)) * Adherence to exercise * EXAM: short answer (p. 13-14) * Strategy 1: Help them see the light at the end of the tunnel * Your prospective class participant may only see short term costs of beginning a workout (time, money, muscle soreness) * Remind your class often of the benefits of regular physical activity (outside of physical changes -e.g., social interaction, sense of accomplishment) * Strategy 2: Admit your own ups and downs * Your prospective class participant may be under the impression that you work out and are motivated every day * Admitting our own dips in motivation can go a long way in showing empathy and sharing our personal strategies to overcome them will help us connect with our participants, as well as helping them feel comfortable and vulnerable with you * Strategy 3: Make your participants feel welcome * We are responsible for making people feel welcome in our classes * Show up early to class & introduce yourself * Have music, movement blocks, and equipment prepared * Make eye contact, smile, and connect with each person * Provide opportunities for people to enjoy each others’ company * Begin and end on time * Be available after class for questions and feedback * Make a “date” with them for the next class * Welcome back participants with open arms if they have missed a few classes (don’t make them feel guilty) * Strategy 4: Build participants’ confidence * Often new participants will have low self-efficacy and high outcome expectations when it comes to an exercise program * Build participant confidence slowly as learning takes place * Provide alternatives to exercise selection, suggest that they take a maximum of 3 classes the first few weeks, and trying shorter classes in the beginning * Strategy 5: Create a community * Social support & a sense of community not only support adherence to exercise but can also even attenuate negative or unpleasant responses during workouts * Community to support each other, celebrate progress * Create a group fitness class that is a shared group experience rather than a space where multiple people are exercising at the same time * This will enhance the connection your participants feel in your class & provide extra accountability * Determine your goal as a coach: make classes fun? Or focus more on creating challenging classes Discovering your “why” * What is going to make you successful? * Participant feedback - “success stories”, having fun * What classes do you want to teach? * Boxing/cardio * Circuits * Functional fitness & mobility * How are you going to become your best? * How are you going to find out what your style is? * Why is group fitness your passion? * I love teaching * Care about participants & their wellbeing Chapter 8: Components of a Fitness Class * EXAM: entire chapter (p. 86-93) * Rate of Perceived Exertion * How we explain to participants how hard they should be working (e.g., working out at a 7 out of 10; “you should be able to talk but not sing”) * Will be expected to use modified Borg scale (0-10) during practical exam * Class participants find it easier to accurately assess their rate of perceived exertion using a scale of 0-10 * You never want people at a 10 in your class (too much exertion) * Warm-up * Exam: benefits & functions of the warm-up (why) * Borg scale 2-4 * Phases of the warm-up: * General - e.g., march; getting the body warmed up, blood moving, activating the mind) * Large muscles (e.g., hamstrings), large ROM * Specific - rehearse movements that will be used later in the class * E.g., if you will be doing weighted lunges during class, warm-up should include bodyweight lunges * Length of warm-up: table on p. 87 (proportional to length of class) * 45-minute class: 8-10 minutes * Should flow seamlessly into next component * Benefits: * Increased muscle recruitment & response * Reduced incidents of musculoskeletal injury * Greater economy of movement * Facilitated oxygen utilization (make more energy) * Enhanced nerve transmission * Improved muscle metabolism * Increased blood flow * Progressive elevation of heart rate * Mental preparation * Function: * Movement rehearsal * Elevated body temperature * System excitation (gradually increase heart rate, cardiorespiratory function, etc.) * Functional preparation * Neuromuscular efficiency * Cardiorespiratory training * Phases of cardiorespiratory training (EXAM) * Pre-cardio * Between warm-up and cardio * RPE: 4-9 * 2-3 minutes * Cardio * RPE: 4-9 for 20-30 minutes * Cardio recovery * Transition between cardio & next component * 3-5 minutes * Body returns to 4-2 RPE * Slowly bring heart rate back down (avoid venous pooling - dizziness due to too much blood in the legs) * canfitpro guidelines: 300 minutes of moderate or 150 vigorous intense activity per week * Benefits: * Reduced risk of heart disease * Reduced resting heart rate * Normalize resting blood pressure * Improve the ability to perform daily activities * Functions: * Develop aerobic capacity & endurance * Activate & integrate all relevant body systems * Movement mastery * Positive effect on body composition * Muscular conditioning * Chart on p. 90: reps & sets for different training outcomes - plan class based on goals (endurance vs. strength vs. power) * Coaching & cueing is more important than just counting - form is more important than counting reps (you can also ask participants to count) * Benefits - increases in: * Muscle fiber size * Muscle contractile strength * Coordination among muscle groups * Muscle fiber recruitment * Tendon & ligament contractile strength * Bone strength * Functions of muscular conditioning (EXAM: short answer) * Muscular strength * Muscular power * Muscular endurance * Functional performance * Cool-down * At least 5 minutes * Stretching & flexibility * Stretching major muscle groups for a minimum of 20 seconds * Flexibility - impacts balance, posture, coordination * Change music to something slower/calmer * 2 types of stretching: * Static stretching: hold the same position for 20+ seconds (end of class) * Dynamic stretching: moving during the stretch (beginning of class) * Benefits: * Improve overall mobility * Increase ROM joints * Improves ability of muscles & connective tissues to lengthen * Release of physical & mental tension associated with the workout * Bring body back to homeostasis * Enhances relaxation response * Functions: * Integration of workout benefits * Relaxation Chapter 2: Bioenergetics * Adenosine triphosphate (ATP): adenosine & 3 phosphate groups connected by high energy bonds * EXAM: table 2.1 (p. 20) Parameter ATP-CP (phosphagen) system Anaerobic (glycolytic) system Aerobic (glycolytic) system Fatty acid oxidation system Main energy source ATP, creatine phosphate (CP) carbohydrate carbohydrate fat Type of energy immediate Short term Long term Long term Intensity level Highest (maximal) Very hard to vigorous Vigorous to light Light to very light ATP production rate highest high low lowest ATP produced 1 ATP/molecule of CP 2 ATP/glucose molecule 3 ATP/glycogen molecule 38 ATP/glucose molecule 100 or more ATP/fatty acid molecules Capacity of ATP production lowest low high highest Endurance capacity lowest low high highest Time consideration 1-10 sec 10 sec - 2 min >2 min (dependent on supply of muscle & liver glycogen) Example activity 50-100 m sprint 200-400 m sprint 800 m marathon * Anaerobic metabolism (without oxygen - i.e., oxygen not involved in creating the energy)) * ATP-CP (phosphagen) system * EXAM: 1 multiple choice Q (p. 19-20) * Phase 1: uses stored ATP to provide energy for 1-2 seconds at maximal effort * ATP splits → ADP (adenosine phosphate) + P (phosphate) + energy * Increase of ADP triggers enzyme creatine kinase * Phase 2: Creatine phosphate stored in muscles split to turn ADP into ATP to provide energy for 10 seconds of intense effort * ADP + CP → ATP + creatine * Creatine kinase is the catalyst for this reaction * Immediate, maximum energy for 1-10 seconds - e.g., for burpees, high knees, etc. - but lowest capacity (depends on how much is stored in your body) * Can take 24-28 hours to be restored * Anaerobic (glycolytic) system * Provides fuel for 10 seconds - 2 minutes at maximal intensity (e.g., 200 m sprint) * Breakdown of carbohydrate in the form of glycogen stored in the muscle cell * Glycogen → 2 ATP * Breakdown of carbohydrate in the form of glucose stored in the blood * Glucose → 2 ATP + 2 LA (lactic acid) + heat (i.e., sweat) * As more glucose is metabolized, more LA is produced * ↑ lactic acid in the cell = ↑ cell acidity = ↓ muscle contraction speed and strength * EXAM: lactic acidosis (p. 21) * How much energy is created depends on how much glycogen/glucose are in your system * Aerobic metabolism (with oxygen) * Aerobic (glycolytic) system * Provides fuel for more than 2 minutes at moderate intensity * Breakdown of glucose or glycogen (with oxygen present) * Glucose + O2 → 38 ATP + CO2 + H2O + heat * Mitochondria is the site of aerobic metabolism * System is limited by ability of cardiorespiratory system to deliver O2 * E.g., Steady state cardio * Fatty acid oxidation system * Provides fuel for over 2 minutes during low-intensity exercise (e.g., walking) * Breakdown of fatty acids (with oxygen present) * Fatty acid + O2 → 100 ATP + CO2 + H2O + heat * Fatty acids are high energy fuel, but they require large amounts of oxygen for reaction to take place * System is virtually unlimited, but few people exercise for extreme durations; those that do use up a great deal of body fat (e.g., ultramarathon; long-distance cycling) * The fitter you get, the better your body becomes at creating and maintaining energy * EXAM: short answer question - a style of class + some movements - what energy system would be used during those movements? * Interaction of the energy systems (EXAM: p. 22-23) * At rest: fatty acid oxidation * At the beginning of exercise (e.g., warm-up): aerobic * During steady state exercise: aerobic * During strenuous exercise: ATP-CP and glycolytic system * During recovery: fatty acid * When teaching classes, watch for signs of lactic acidosis (the point at which the lactic acid within a muscle reaches a level high enough to cause temporary muscle failure) in your participants * If you see the signs, give options * Oxygen demands * Oxygen deficit: the volume of oxygen missing in the first few minutes of exercise * Oxygen debt: when we stop exercising, we still have an elevated oxygen delivery * This extra oxygen is used to rebuild the supplies of CP and ATP and to assist the liver in the breakdown of leftover lactic acid * Depending on the intensity and duration of the exercise, up to 24 hours may be needed to return to pre-exercise oxygen consumption because of the larger oxygen debt * Excess post-exercise oxygen consumption (EPOC): used for the recovery of both anaerobic and aerobic metabolism * Developing the energy systems with interval training * Program variables: * Work-to-rest ratio * Type of relief * ATP-CP, Glycolytic, Oxidative * Level of intensity * Arranging work and rest times * Important considerations Sample class plan HIIT class - 45 minutes Warm-up: 7-10 minutes * General (3.5 - 5 minutes) * Marching on the spot * 1-2 punches * Deep breaths with OH stretch * Step touch * Hamstring curl * Chest openers * Lat pulldowns * Rowing arms * Jumping jacks * Bicep curl movements * Specific (3.5 - 5 minutes) * Slow reverse lunge * Squats * Push-ups * Arm circles * Hip openers * Ankle rotations * Slow burpees Cardio & Muscular conditioning combined: 30 minutes * Format: * 40 on/20 off, 3 movements/set * 1 minute set break * 7 sets * Set 1 * Jumping jacks * Reverse lunges * Plank shoulder taps * Set 2 * Suitcase squat * High knees * Inchworm * Set 3 * Chest press * Plank jacks * Dead bugs * Set 4 * Kneeling bicep curl to OH tricep extension * Mountain climbers * Jump squats * Set 5 * Jumping jacks * Reverse lunges * Plank shoulder taps * Set 6 * Suitcase squat * High knees * Inchworm * Set 7 * Chest press * Plank jacks * Dead bugs Cool down: 5 minutes * 90/90 stretch * Seated figure four stretch * Cat cow * Standing hamstring stretch * Standing quad stretch * Standing lunge calf stretch * Single arm shoulder stretch * OH tricep stretch * Chest stretch * Neck stretch Chapter 3: Cardiorespiratory Concepts * Functions of the cardiovascular system * Transporting nutrients, oxygen, carbon dioxide, metabolic waste products, and key chemical messengers (hormones) * Maintaining core temperature * Anatomy of the human heart * EXAM: p. 30 * Right side: pulmonary circulation (goes to lungs) * Left side: systemic circulation (to the body and back to the heart) * Atrium on top, ventricles on the bottom * Circulation of blood through the body * EXAM: p. 31 * Veins carry blood towards the heart * Arteries carry blood away from the heart * Ride side before left * Atrium before ventricle * Blood pressure * Systolic pressure (pressure when heart contracts) * Diastolic pressure (pressure when heart relaxes) * Average resting BP is 120/80 * Blood pressure increases during exercise * Coach should be paying attention as some individuals may not know they have high blood pressure (dizziness, faintness) * Stroke volume * EXAM: p. 32 * The amount of blood that the left ventricle ejects in one beat * Measured in mL/beat * Typical male has an SV of around 70 mL/beat * As the participant becomes fitter, SV increases * Cardiac output (Q) * EXAM: p. 32 * The amount of blood your heart ejects in one minute * Q = SV x heart rate (HR) * Cardiac output increases during exercise (to deliver more oxygen to the muscles for energy) * Heart rate (HR) * Measures in beats per minute (BPM) * Resting HR is approximately 72 bpm * Pulse is felt at arteries close to the skin - carotid (neck), brachial (arm), radial (wrist) * An increase in oxygen demand also increases HR * EXAM: Max HR = 220-age * %HR Max * Target HR = (220 - age) x % * E.g., 40-year-old participant: * Lower range HR = (220-40) x 0.5 = 99 BPM * Higher range HR = (220 - 40) x 0.9 = 162 BPM * Target HR zone: * Beginners: 55%-64% HR max * Intermediate: 65%-74% HR max * Advanced: 75%-90% HR max * The respiratory system * Made up of the left and right lungs and the air passageway * Allows gas exchange (oxygen and carbon dioxide) between the blood and the environment * Exercise response * EXAM: p. 36 * Cardiovascular system: * Increase in HR, SV, Q * Vasoconstriction and vasodilation * Blood pressure: * Increase in systolic pressure * Diastolic remains the same or slightly decreases * Respiratory system: * Increase in rate of respiration * Pulmonary ventilation at rest if approx. 10 L/minute * First few minutes of exercise can increase to 45 L/minute * After 2 minutes, once participant has reached homeostasis, it can reach up to 60 L/minute * System integration * Aerobic fitness: efficiency of the cardiovascular, respiratory, and muscular systems * Measured as aerobic capacity = VO2 max (maximum amount of O2 the body can extract and use in the process of energy production) * Cardiorespiratory recovery * After exercise stops, O2 consumption remains elevated (EPOC) * Light activity: recovery period is short and unnoticeable * Intense activity: recovery period may last many hours, even days * Active recovery (light exercise) is better than passive recovery as it helps to increase oxygen intake * Rate of recovery is rapid for first few minutes, then slows for remainder of the recovery period * Fast portion helps replenish ATP-CP stores and remove lactic acid * Slower portion supports muscle tissue repair and adaptations that occur because of exercise * Benefits of cardiorespiratory training: * Reduce risk of heart disease * Reduce resting heart rate * Normalize resting blood pressure * Improves ability to perform daily activities * Exercise prescription for cardiorespiratory training * FITT principle * Considerations: * Number of classes a participant can commit to * Participant’s current fitness level * Participant’s goal for cardiorespiratory training Chapter 6: Pre-exercise screening * EXAM: p. 72 * You (or your employer) are responsible for having all new participants complete the physical activity readiness questionnaire (PAR-Q+) * Pre-exercise screening allows for: * Safety of the participants to be paramount * Facility professionalism & fulfillment of legal responsibility (duty of care) * Ability to identify a possible need to refer the individual to healthcare professionals * The best experience for the individual * PAR-Q+ identifies: * Diagnosed diseases * Signs & symptoms of undiagnosed conditions * Increased cardiac risk * Age risk Chapter 4: Skeletal Anatomy * EXAM: p. 42-46 * Humans are born with 270 bones; by the age of 20-25 these bones fuse to form the 206 bones of the adult human skeleton * There are minor differences between male and female skeletons * Males: generally larger and heavier * Females: larger pelvic capacity * Functions of the skeleton: * Support: provides framework for upright posture * Movement: provides a lever system for muscle attachment across joints * Protection: protects vital organs and soft tissue * Storage: serves as a reservoir for minerals * EXAM (multiple choice): * Anatomical position: standing upright with palms facing forward * Lower arm bones: ulna - “U” for “under” * Lower legs: large, front bone (shin bone) = tibia - “T” for “top” * Classification of bones (EXAM: p. 43) * Parts of the skeleton (EXAM: p. 43 - names of each and how many bones in each) * Axial skeleton (80 bones) * Skull * Spine * Ribs * Sternum * Appendicular skeleton (126 bones) * Shoulders * Pelvis * Limbs * Types of synovial joints (EXAM: table 4.2, p. 44) * The spine (EXAM: p. 44) * 3 primary regions: * Cervical: upper back & neck, 7 vertebra * Thoracic: mid back, 12 vertebra * Lumbar: lower back, 5 vertebra * Remember your scope of practice: e.g., if a participant complains of soreness in their back, we can ask them what causes the pain and observe their form during a movement, we can provide alternative exercises that target the same (or similar) muscle groups, but we can’t go further than that (i.e., cannot provide medical advice) * Anatomical terminology * EXAM: Table 4.3 (p. 45) * Anterior (front of body) and posterior (back of body) * Medial (body parts that are closest to the midline of the body) and lateral (body parts away from the midline) * Superior (body part above another) and inferior (body part below another) * Supine (body lying face-up) and prone (body lying face-down) * Dorsal (top of the foot) and plantar (bottom of the foot) * Proximal (the end of a bone or muscle that is closest to the body) and distal (the end of a bone or muscle that is furthest away from the body) * Joint movement terminology * EXAM: multiple choice & true/false: table 4.3 (p. 45) * Flexion (bending a joint) / extension (straightening a joint) / hyperextension (movement beyond normal joint ROM) * Abduction (protraction; bone moves away from the midline) / adduction (retraction; bringing the bone toward the midline) * Circumduction (circular movement that combines flexion, abduction, extension, and adduction - occurs at ball and socket joints (e.g., hips)) * Medial rotation (rotation towards the midline) / lateral rotation (rotation away from the midline) * Medial/lateral rotation applies to any limb. * Supination (external movement, away from midline) / pronation (internal movement, toward the midline) * These terms specifically refer to movements of the forearm and foot. * Forearm: * Supination: Rotating the forearm so the palm faces upward or forward (e.g., bicep curl) * Pronation: Rotating the forearm so the palm faces downward or backward (e.g., reverse curl) * Foot: * Supination: Turning the sole of the foot inward. * Pronation: Turning the sole of the foot outward. * Supination is a complex, three-dimensional movement of the foot that involves: * Inversion (turning the sole inward) * Adduction (moving the foot towards the midline) * Plantar flexion (pointing the toes downward) * Inversion (turning the medial side of the foot off the ground) / eversion (turning the outer side of the foot off the ground) * These movements occur at the ankle joint * Inversion is a simpler, single-plane movement: * It refers specifically to the turning of the sole of the foot inward * It occurs primarily at the subtalar joint * Elevation (shrugging) and depression (lowering the shoulders) * Connective tissue * Ligaments: connect bone to bone * Tendons: connect muscle to bone * Fascia: connective tissue surrounding each muscle Chapter 10: Building Your Class * Elements of good program design (EXAM: p. 104): * Warm-up * Which joints will you be using in class? * Which moves will you need to rehearse? * Heart rate and RPE (Borg 2-4) Group activity: Warm-up for a bootcamp-inspired class * Plan coaching & cueing * 3-4 form cues for each exercise Exercise Coaching Cues Squat * Go to the depth you’re comfortable with, listen to your body * Feet shoulder-width apart * Imagine you’re sitting down on a chair, pushing your hips back * Make sure your weight is evenly distributed on your feet * Don’t let your knees go past your toes * Chest proud, head up * Keep breathing Lunge * Let’s move into a reverse lunge now * We want to target each leg at a time * Go to the depth you’re comfortable with, listen to your body * Keep your weight evenly distributed across both legs * If you are having trouble with balance, take a wider stance * Chest proud, head up, keep your upper body perpendicular to the ground * Make sure your knee is in line with your toes and don’t let it cave inwards March * Let’s move into a march on the spot * Push-Up * We can do this from our knees or from our feet, or even from the wall * Keep your back straight, strong core * Upper arms at 45 degrees to your body * Keep your head in line with your spine, bring your chest towards the floor Plank * We can do this from our knees or from our feet, high plank or low plank * Wrists, arms, shoulders stacked (everything on top of the other) * Fingers pointing forward * Body straight, don’t let your butt come up or your back arch * Cardiorespiratory training: * What moves will create the cardio peak? * What moves will you use for your intervals? * What moves will help with active recovery? * Work smaller muscle groups for active recovery Group activity: Cardiorespiratory training for a bootcamp inspired class * Cueing for mountain climber and row Exercise Coaching Cues Mountain climber * * Get into plank position, make sure your wrists, arms, and shoulders are stacked (everything on top of the other) * Bring your left knee in towards your left elbow, keeping your back straight, one leg at a time, bring your left foot back to starting position and bring your right knee to your right elbow * Strong core, back straight Row * Let’s move into a bent over row * Feet shoulder-width apart * Soft bend in the knees, hinge at the hips and bend forward to almost 90 degrees * Neutral spine (don’t round or arch the back, don’t tuck or lift your chin) * Strong core * Holding the dumbbells at the bottom, one arm at a time, keep elbows tucked in and drive the elbow towards your hip * Squeeze your shoulder blades at the top of the moment * Discuss modifications for regression and progression Exercise Regression Progression March/ run * Slower pace * Smaller steps * Bring your knees up higher * Go faster * Swing your arms or touch your hand or your elbow to the opposite knee Jump * Smaller jumps or step into it (i.e., onto a box or step) * Faster * Higher Squat * Less depth (decrease ROM) * Slower pace * Use a chair/bench * Add weight * Hold/pulse * Change stance * Add a jump (jump squat) * Lift heels at the bottom of the squat * Add resistance band around thighs (abduction) * One foot up on a step/bench * Squat on a bosu * Pistol squat Lunges * Less depth (decrease ROM) * Slower pace * Hold onto something for balance (rack, chair) * Squat * Step up * Add weight * Change tempo (e.g., increase timing for lowering) * Jump lunge * Elevate front foot (reverse lunge from a step) * Pulse Push-up * Lever length - from knees or putting hands on a bench * Wall push-up * Table-top push-up * Resistance band around the arms * Elevate feet (e.g., put feet in TRX, on a bosu or a step) * Pike push-up * Wider or narrower hand placement * One hand elevated Mountain climber * Tap knees to the floor * Decrease speed * Knee plank to spider man * Hold plank * Cross-body (knees to opposite elbow) * Increase pace * Put feet in a TRX * EXAM: short answer questions for progressions and regressions (one with an exercise and one with a muscle group where you choose the exercise) * Music: * Practical exam - looking at the beat, motivation, etc. Group activity: Practicing your welcome & intro * Name * Name of class * Length of class * Let people know there will be options available * Let me know if you need to leave Chapter 7: Injury Recognition & Prevention * EXAM: p. 76-81 * Scope of practice - fitness instructors are: * NOT permitted to diagnose illness or injury * NOT permitted to diagnose source of pain * NOT permitted to suggest therapies in the absence of direct communication with an appropriate health care practitioner * To refer participants to an appropriate health care practitioner * Types of pain * EXAM: multiple choice (p. 76) * Mechanical pain: * A result of damage to the musculoskeletal system * Caused by mechanical action or motion * E.g., twisting ankle during step class * Systemic pain * A result of disease, infection, or medical condition * E.g., rheumatoid arthritis, heart disease * Musculoskeletal injury * EXAM: p. 76 * Acute injury: results from the application fo a single force or load creating tissue damage; leads to immediate pain and dysfunction * E.g., broken bone, sprain, concussion * Types: * Fracture: injury to a bone * Sprain: injury to a ligament * Strain: injury to a muscle * Rupture: injury to a tendon * Immediate management of acute injuries: * Goals are to minimize tissue damage and inflammatory response * 72-hour window is critical in minimizing the impact of the injury * RICE principle: rest, ice, compress, elevate * Refer to physician for diagnosis as soon as possible * Preventing acute injuries: * EXAM: short answer (p. 29) * Emphase and model perfect technique * Cue and coach participants * Include a proper warm-up and cool-down * If a participant joins late, ask them to do a warm-up before jumping into the main workout (give them some moves to do for at least 2-3 minutes) * Know your participants * Increase intensity gradually * Inspect exercise environment and equipment * Report any damaged equipment to manager * Overuse injury: results from repetitive loading or movements; leads to gradual onset of pain and dysfunction over days or weeks * EXAM: p. 78-79 * E.g., Tendonitis, bursitis, stress fracture * Often a result of: * Repetitive tissue loading over time * Inadequate recovery time * Muscle tightness/weakness * Prior injury * Altered biomechanics * Extrinsic related to clothing (e.g., shoes too tight) * Immediate management of overuse injuries * Encourage participant to rest & ice the injured area (72-hour window) * Recommend visit to health care provider before returning to any exercise or activity known to trigger the pain * Ask participants: did this happen just now, or has this pain been bothering you for a while? * Considerations: * Where is the class space in relation to the front desk? Can you get immediate help from where you are? (e.g., calling out, walkie-talkie) * If it is a big incident, what are the rest of the participants doing? Where do they go? * Debrief afterwards with participants; talk about it with a someone * Is there an AED on site? Where is it? * Once medical clearance to return to class is obtained: * Participants are still vulnerable to re-injury and should be encouraged to: * Modify their exercise program * Explore changes to their technique and/or equipment * Monitor their symptoms with progressions * Instructor injuries: voice damage * What causes voice damage? * Clearing the throat * Lack of sleep * Yelling out single words * Repetitive grinding of the voice * Improper warm-up/cool-down * Vocalizing while lying on back for prolonged periods * Cueing over loud music * Not using/improper use of a microphone Group activity: Scenario * A participant approaches you at the end of class, complaining of mild heel pain during jump lunges * Check the participant’s shoes * Ask the participant if the pain just started or if it’s been going on for a while * Determine if the pain only occurs during the movement, or if it’s constant, or happening with other movements * Ask participant to demonstrate the movement * If form is correct, but pain remains, advise the RICE method, and then to seek medical advice * If form is incorrect, and correcting the form resolves the pain, make a note to keep an eye on this participant in the future during the same movement and potentially offer options * If the form is incorrect, but correcting the form does not resolve the pain, it’s possible they have injured themselves. Advise the RICE method, and then to seek medical advice. Chapter 5: Muscular Anatomy and Flexibility Concepts * Major muscles of the body * More than 600 muscles in the human body * Skeletal muscles produce movements by exerting force on tendons, which pull on bones * Most muscles cross a joint and attach to the articulating bone that forms the joint * Sliding filament theory * A theory that explains muscle actions * Myosin (thick filaments) cross-bridge attaches to an actin (thin) filament, and then the poser stroke drags the two filaments past one another * Types of muscle contractions * EXAM: p. 52-53 * Isotonic contractions (moving) * Concentric: muscle contracts with enough force to shorten (e.g., lifting phase of a bicep curl) * Eccentric: muscle generates tension as it lengthens (e.g., lowering phase of a bicep curl) * Isometric contractions (static) * Nervous system * EXAM: p. 53-54 * Basic organization: to perform coordinated and skilled movements, you must have coordination between the muscular and nervous systems * Consists of 2 parts: * Central nervous system (CNS) * Includes the nerves of the brain and the spinal cord * The main control centre * Receives information from the PNS and responds * Peripheral nervous system (PNS) * Composed of nerves that connect the extremities to the brain * Delivers information about all body parts to the brain (CNS) for processing * A single neuron and the fibres that it commands is called a motor unit * Muscle fibre types * EXAM: p. 54 - slow twitch vs. fast twitch * Slow twitch * Contract slowly, produce less force * Resistant to fatigue * Work aerobically * Best suited for endurance work * Fast twitch * Contract quickly, produce more force * Fatigue quickly * Work anaerobically * Exercise that requires short, intense bursts of activity * All muscles have a combination of both fibre types; how much we have of each depends on factors including training and genetics * During exercise, the nervous system generally recruits slow twitch muscles first, then as muscle contractions become more intense, fast twitch muscle fibres are added * Muscle anatomy and action * Origin (proximal attachment) * The attachment nearest the axial skeleton * Where a muscle begins * Insertion (distal attachment) * Attachment furthest from the axial skeleton * Where a muscle ends * Muscle anatomy and actin * EXAM: be able to identify agonists, antagonists, and synergists in a movement (p. 55-56) * Muscles pull on bones to create movement at a joint * Prime movers/agonists = muscle that provides most of the tension * Antagonists = performs the opposite movement, generally on the opposite side of the limb * Synergists = helper muscles - helping the agonist and providing stability * Adaptations to muscular conditioning * EXAM: short answer, p. 91 * Muscular strength: maximum amount of force that a muscle can generate * Muscular power: explosive aspect of strength (strength + speed) * Muscular endurance: ability of a muscle to exert force over time * Muscular strength and endurance are related: increase in strength can lead to improvements in endurance * Muscle conditioning and FITT formula * Considerations: * Number of classes participants are committing to * Participants’ current fitness level * Participants’ goals for resistance training * EXAM: p. 57, table 5.3 - rhomboids * EXAM: p. 63, table 5.7 - psoas major Chapter 9: Teaching Group Fitness * Structuring movement blocks * Intention of the block: * Warm-up, cardiorespiratory training, muscle conditioning, cool-down * Elements of balance * Biomechanical balance (muscle groups, sides of the body, level of challenge) * Elements of variation (EXAM: p. 96) * Direction (forward and back, corner to corner, L-shape, etc.) * Speed * Tempo * ROM * Planes of motion * Lever length (think length & angle of limbs) Group activity: Elements of variation * Push-up, lunge, march, step-touch Exercise Direction Speed Tempo ROM Push-up Move in plank position after each rep Increase counts for eccentric (e.g., 4 down, 1 up) Increase depth, have one hand elevated Lunge Forward vs. reverse Walking lunge Clock lunge Jump lunge Increase counts down and up, or holding, pulse for some counts Wider stance, Bulgarian, depth of movement March Forward, backward, left, right, diagonal faster / slower jumping In beat with the music Different stance widths, height of step Step-touch Forward, backward, left, right, diagonal faster / slower jumping In beat with the music Different stance widths * What is a pattern? * A group of moves that are put together to form a block * Warm-up example: * March forward - 4 counts - hold march on spot - 4 counts * Step touch - 8 counts * March back - 4 counts - hold march on spot - 4 counts * Step touch - 8 counts * As you build your block, you will find moves that don’t flow or which create biomechanical imbalances * Describing movement * What is anatomical position? * What are the planes of movement? * EXAM: p. 96 * Planes of movement: * Frontal plane: Passes side to side, dividing the body into front and back. Movement will be abduction or adduction (e.g., jumping jacks, grapevine) * Sagittal plane: divides the body into left and right. Movement will be flexion and extension (e.g., march, squat) * Transverse plane: passes through the middle of the body and divides horizontally in an upper and lower half. Movement will be rotational (e.g., wood chopper, pivot turns, Russian twist) Group activity: Planes of movement Plane Exercise Variations Frontal Jumping jacks ROM of arms and legs (width) Speed (faster or slower) Sagittal Bicep curl Speed / tempo Lever (half curl) Transverse Bicycle crunch Speed / tempo ROM: how much you extend your legs * Review table 9.1 (p. 97) for help with planning classes * Coaching & cueing * EXAM: p. 98-100 (multiple Qs) * Protocols for verbal cues: * Name of move (be consistent with naming) * Count down (i.e., before a transition) * Direction (including hand/foot/side of body to start with) * Technique, form, and alignment (safety cues) * Modifications * Progressions * Preview (remember to show from multiple angles) * Motivation * Non-verbal cues: * Count down (with fingers) * Direction (pointing) * Form, alignment, and technique (demoing) * Motivation and encouragement (eye contact, smiling, thumbs up) * Visual & body language cues * Facial expressions * Eye contact * Eye & head direction * Crisp, clean movement Group activity: Cueing * 1 exercise for each muscle group * Determine verbal cues * Muscle groups: back, biceps, shoulders Muscle group Exercise Cues Back Good mornings Feet shoulder width apart Soft bend in the knees Strong core Hinge forward at the hips, keeping the back flat, strong core, neutral spine Slowly hinge back up to starting position Option: we can add some weight to this move by holding a dumbbell to your chest Option: we can reduce our range of motion to what feels comfortable for you Biceps Hammer curl Feet shoulder width apart Strong core Holding the dumbbells at your side, palms facing inward, elbows close to the body Slowly left, keeping those upper arms locked Exhale as we lift You should be able to control this movement, if you are having to swing your body or your arms, your weights are too heavy Shoulders OH press Feet shoulder width apart Strong core Holding dumbbells racked on your shoulders Upper arms parallel Slowly lift, finishing with biceps beside the ears Exhale as we lift * Teaching skills * Technique, form, and alignment * Modifications and progressions * Preview * Motivation and encouragement * Non-verbal cues * Visual and body language cues * Learn about your participants and build relationships and community * Music and musicality * BPM (EXAM: table 9.2, p. 101) * Beat * Rhythm * Phrase * Movement patterns * Downbeat * Recommended music guidelines * Music tempo guidelines * Sound level * Microphones * Legal acquisition and use of music * Music use at gyms and studios * Using music outside * Using music online * ENTANDEM & SOCAN Textbook review (for studying) * P. 4 - optimal health * P. 5 - benefits of regular physical activity * P. 8-10 - primary & secondary components of fitness * P. 10-11 - canfitpro training principles * P. 11-12 - transtheoretical model of change * P. 13-14 - adherence to exercise * P. 19 - introduction to energy system (anaerobic vs aerobic) * P. 20, table 2.1 - comparison of energy systems * P. 22 - interaction of the energy systems * P. 31 - circulation, blood pressure (systolic vs diastolic) * P. 32 - heart rate, stroke volume & cardiac output (formula) * P. 33 - HR & %HR max * P. 36 - cardiorespiratory response to exercise * P. 42 - the human skeleton * P. 43 - axial vs appendicular skeleton * P. 43, table 4.1 - classifications of bones * P. 44, table 4.2 - types of synovial joints * P. 44 - the spine * P. 44-45 - spatial terminology & joint movement terminology * P. 52 - types of muscle contraction * P. 53 - basic organization of the nervous system (CNS vs PNS) * P. 54 - muscle fibre types (slow twitch vs. fast twitch) * P. 55-56 - prime mover, antagonist, synergist * P. 55 - skeletal musculature * P. 56, figure 5.5 - be able to label * P. 57, table 5.3 - rhomboids * P. 63, table 5.7 - psoas major * P. 72-73 - pre-exercise screening * P. 76-78 - acute injuries vs. overuse injuries * P. 79 - injury prevention strategies * P. 86-92 - components of a fitness class * P. 91 - functions of muscular conditioning * P. 96 - elements of variation * P. 96, table 9.1 - planes of motion * P. 98-100 - coaching & cueing (verbal, non-verbal, and visual/body language) * P. 104-115 - progressions & regressions

* Pre-cardio
         * Between warm-up and cardio
         * RPE: 4-9
         * 2-3 minutes
      * Cardio
         * RPE: 4-9 for 20-30 minutes
      * Cardio recovery
         * Transition between cardio & next component
         * 3-5 minutes
         * Body returns to 4-2 RPE
         * Slowly bring heart rate back down (avoid venous pooling - dizziness due to too much blood in the legs)
   * canfitpro guidelines: 300 minutes of moderate or 150 vigorous intense activity per week
   * Benefits:
      * Reduced risk of heart disease
      * Reduced resting heart rate
      * Normalize resting blood pressure
      * Improve the ability to perform daily activities
   * Functions:
      * Develop aerobic capacity & endurance
      * Activate & integrate all relevant body systems
      * Movement mastery
      * Positive effect on body composition
* Muscular conditioning
   * Chart on p. 90: reps & sets for different training outcomes - plan class based on goals (endurance vs. strength vs. power)
   * Coaching & cueing is more important than just counting - form is more important than counting reps (you can also ask participants to count)
   * Benefits - increases in:
      * Muscle fiber size
      * Muscle contractile strength
      * Coordination among muscle groups
      * Muscle fiber recruitment
      * Tendon & ligament contractile strength
      * Bone strength
   * Functions of muscular conditioning (EXAM: short answer)
      * Muscular strength
      * Muscular power
      * Muscular endurance
      * Functional performance
* Cool-down
   * At least 5 minutes
   * Stretching & flexibility 
   * Stretching major muscle groups for a minimum of 20 seconds
   * Flexibility - impacts balance, posture, coordination
   * Change music to something slower/calmer
   * 2 types of stretching:
      * Static stretching: hold the same position for 20+ seconds (end of class)
      * Dynamic stretching: moving during the stretch (beginning of class)
   * Benefits:
      * Improve overall mobility
      * Increase ROM joints
      * Improves ability of muscles & connective tissues to lengthen
      * Release of physical & mental tension associated with the workout
      * Bring body back to homeostasis
      * Enhances relaxation response
   * Functions:
      * Integration of workout benefits
      * Relaxation
Chapter 2: Bioenergetics
* Adenosine triphosphate (ATP): adenosine & 3 phosphate groups connected by high energy bonds
   * EXAM: table 2.1 (p. 20)

Parameter
	ATP-CP (phosphagen) system
	Anaerobic (glycolytic) system
	Aerobic (glycolytic) system
	Fatty acid oxidation system
	Main energy source
	ATP, creatine phosphate (CP)
	carbohydrate
	carbohydrate
	fat
	Type of energy
	immediate
	Short term
	Long term
	Long term
	Intensity level
	Highest (maximal)
	Very hard to vigorous
	Vigorous to light
	Light to very light
	ATP production rate
	highest
	high
	low
	lowest
	ATP produced
	1 ATP/molecule of CP
	2 ATP/glucose molecule
3 ATP/glycogen molecule
	38 ATP/glucose molecule
	100 or more ATP/fatty acid molecules
	Capacity of ATP production
	lowest
	low
	high
	highest
	Endurance capacity
	lowest
	low
	high
	highest
	Time consideration
	1-10 sec
	10 sec - 2 min
	>2 min (dependent on supply of muscle & liver glycogen)

Example activity
	50-100 m sprint
	200-400 m sprint
	800 m marathon

* Anaerobic metabolism (without oxygen - i.e., oxygen not involved in creating the energy))
   * ATP-CP (phosphagen) system
      * EXAM: 1 multiple choice Q (p. 19-20)
      * Phase 1: uses stored ATP to provide energy for 1-2 seconds at maximal effort
         * ATP splits → ADP (adenosine phosphate) + P (phosphate) + energy
         * Increase of ADP triggers enzyme creatine kinase
      * Phase 2: Creatine phosphate stored in muscles split to turn ADP into ATP to provide energy for 10 seconds of intense effort
         * ADP + CP → ATP + creatine
         * Creatine kinase is the catalyst for this reaction
      * Immediate, maximum energy for 1-10 seconds - e.g., for burpees, high knees, etc. - but lowest capacity (depends on how much is stored in your body)
      * Can take 24-28 hours to be restored

* Anaerobic (glycolytic) system
      * Provides fuel for 10 seconds - 2 minutes at maximal intensity (e.g., 200 m sprint)
      * Breakdown of carbohydrate in the form of glycogen stored in the muscle cell
         * Glycogen → 2 ATP
      * Breakdown of carbohydrate in the form of glucose stored in the blood
         * Glucose → 2 ATP + 2 LA (lactic acid) + heat (i.e., sweat)
      * As more glucose is metabolized, more LA is produced
         * ↑ lactic acid in the cell = ↑ cell acidity = ↓ muscle contraction speed and strength 
      * EXAM: lactic acidosis (p. 21)
      * How much energy is created depends on how much glycogen/glucose are in your system

* Aerobic metabolism (with oxygen)
   * Aerobic (glycolytic) system
      * Provides fuel for more than 2 minutes at moderate intensity
      * Breakdown of glucose or glycogen (with oxygen present)
         * Glucose + O2 → 38 ATP + CO2 + H2O + heat
      * Mitochondria is the site of aerobic metabolism
      * System is limited by ability of cardiorespiratory system to deliver O2 
      * E.g., Steady state cardio

* Fatty acid oxidation system
      * Provides fuel for over 2 minutes during low-intensity exercise (e.g., walking)
      * Breakdown of fatty acids (with oxygen present)
         * Fatty acid + O2 → 100 ATP + CO2 + H2O + heat
      * Fatty acids are high energy fuel, but they require large amounts of oxygen for reaction to take place
      * System is virtually unlimited, but few people exercise for extreme durations; those that do use up a great deal of body fat (e.g., ultramarathon; long-distance cycling)
* The fitter you get, the better your body becomes at creating and maintaining energy
* EXAM: short answer question - a style of class + some movements - what energy system would be used during those movements? 
* Interaction of the energy systems (EXAM: p. 22-23)
   * At rest: fatty acid oxidation
   * At the beginning of exercise (e.g., warm-up): aerobic
   * During steady state exercise: aerobic
   * During strenuous exercise: ATP-CP and glycolytic system
   * During recovery: fatty acid
* When teaching classes, watch for signs of lactic acidosis (the point at which the lactic acid within a muscle reaches a level high enough to cause temporary muscle failure) in your participants
   * If you see the signs, give options
* Oxygen demands
   * Oxygen deficit: the volume of oxygen missing in the first few minutes of exercise
   * Oxygen debt: when we stop exercising, we still have an elevated oxygen delivery
      * This extra oxygen is used to rebuild the supplies of CP and ATP and to assist the liver in the breakdown of leftover lactic acid
      * Depending on the intensity and duration of the exercise, up to 24 hours may be needed to return to pre-exercise oxygen consumption because of the larger oxygen debt
   * Excess post-exercise oxygen consumption (EPOC): used for the recovery of both anaerobic and aerobic metabolism
* Developing the energy systems with interval training
   * Program variables:
      * Work-to-rest ratio
      * Type of relief
         * ATP-CP, Glycolytic, Oxidative
      * Level of intensity
      * Arranging work and rest times
   * Important considerations
Sample class plan
HIIT class - 45 minutes

Warm-up: 7-10 minutes
* General (3.5 - 5 minutes)
   * Marching on the spot
   * 1-2 punches
   * Deep breaths with OH stretch
   * Step touch
   * Hamstring curl
   * Chest openers
   * Lat pulldowns 
   * Rowing arms 
   * Jumping jacks
   * Bicep curl movements
* Specific (3.5 - 5 minutes)
   * Slow reverse lunge
   * Squats
   * Push-ups
   * Arm circles
   * Hip openers 
   * Ankle rotations 
   * Slow burpees

Cardio & Muscular conditioning combined: 30 minutes
* Format:
   * 40 on/20 off, 3 movements/set
   * 1 minute set break
   * 7 sets 
* Set 1
   * Jumping jacks
   * Reverse lunges
   * Plank shoulder taps
* Set 2
   * Suitcase squat
   * High knees
   * Inchworm
* Set 3
   * Chest press
   * Plank jacks
   * Dead bugs
* Set 4
   * Kneeling bicep curl to OH tricep extension
   * Mountain climbers
   * Jump squats
* Set 5
   * Jumping jacks
   * Reverse lunges
   * Plank shoulder taps
* Set 6
   * Suitcase squat
   * High knees
   * Inchworm
* Set 7
   * Chest press
   * Plank jacks
   * Dead bugs

Cool down: 5 minutes 
* 90/90 stretch
* Seated figure four stretch
* Cat cow
* Standing hamstring stretch
* Standing quad stretch
* Standing lunge calf stretch
* Single arm shoulder stretch
* OH tricep stretch 
* Chest stretch
* Neck stretch
Chapter 3: Cardiorespiratory Concepts
* Functions of the cardiovascular system
   * Transporting nutrients, oxygen, carbon dioxide, metabolic waste products, and key chemical messengers (hormones)
   * Maintaining core temperature
* Anatomy of the human heart 
   * EXAM: p. 30
   * Right side: pulmonary circulation (goes to lungs)
   * Left side: systemic circulation (to the body and back to the heart)
   * Atrium on top, ventricles on the bottom
* Circulation of blood through the body
   * EXAM: p. 31
   * Veins carry blood towards the heart
   * Arteries carry blood away from the heart
   * Ride side before left
   * Atrium before ventricle 
* Blood pressure
   * Systolic pressure (pressure when heart contracts)
   * Diastolic pressure (pressure when heart relaxes)
   * Average resting BP is 120/80
   * Blood pressure increases during exercise 
      * Coach should be paying attention as some individuals may not know they have high blood pressure (dizziness, faintness)
* Stroke volume
   * EXAM: p. 32
   * The amount of blood that the left ventricle ejects in one beat
   * Measured in mL/beat
   * Typical male has an SV of around 70 mL/beat
   * As the participant becomes fitter, SV increases
* Cardiac output (Q)
   * EXAM: p. 32
   * The amount of blood your heart ejects in one minute
   * Q = SV x heart rate (HR)
   * Cardiac output increases during exercise (to deliver more oxygen to the muscles for energy)
* Heart rate (HR)
   * Measures in beats per minute (BPM)
   * Resting HR is approximately 72 bpm
   * Pulse is felt at arteries close to the skin - carotid (neck), brachial (arm), radial (wrist)
   * An increase in oxygen demand also increases HR
   * EXAM: Max HR = 220-age
* %HR Max
   * Target HR = (220 - age) x %
      * E.g., 40-year-old participant: 
         * Lower range HR = (220-40) x 0.5 = 99 BPM
         * Higher range HR = (220 - 40) x 0.9 = 162 BPM
   * Target HR zone:
      * Beginners: 55%-64% HR max
      * Intermediate: 65%-74% HR max
      * Advanced: 75%-90% HR max
* The respiratory system
   * Made up of the left and right lungs and the air passageway
   * Allows gas exchange (oxygen and carbon dioxide) between the blood and the environment 
* Exercise response
   * EXAM: p. 36
   * Cardiovascular system:
      * Increase in HR, SV, Q
      * Vasoconstriction and vasodilation
      * Blood pressure:
         * Increase in systolic pressure
         * Diastolic remains the same or slightly decreases
   * Respiratory system:
      * Increase in rate of respiration
         * Pulmonary ventilation at rest if approx. 10 L/minute
      * First few minutes of exercise can increase to 45 L/minute
      * After 2 minutes, once participant has reached homeostasis, it can reach up to 60 L/minute
* System integration
   * Aerobic fitness: efficiency of the cardiovascular, respiratory, and muscular systems
      * Measured as aerobic capacity = VO2 max (maximum amount of O2 the body can extract and use in the process of energy production)
* Cardiorespiratory recovery
   * After exercise stops, O2 consumption remains elevated (EPOC)
   * Light activity: recovery period is short and unnoticeable
   * Intense activity: recovery period may last many hours, even days
   * Active recovery (light exercise) is better than passive recovery as it helps to increase oxygen intake
   * Rate of recovery is rapid for first few minutes, then slows for remainder of the recovery period
      * Fast portion helps replenish ATP-CP stores and remove lactic acid
      * Slower portion supports muscle tissue repair and adaptations that occur because of exercise
* Benefits of cardiorespiratory training:
   * Reduce risk of heart disease
   * Reduce resting heart rate
   * Normalize resting blood pressure
   * Improves ability to perform daily activities 
* Exercise prescription for cardiorespiratory training
   * FITT principle
   * Considerations:
      * Number of classes a participant can commit to 
      * Participant’s current fitness level
      * Participant’s goal for cardiorespiratory training
Chapter 6: Pre-exercise screening
* EXAM: p. 72
* You (or your employer) are responsible for having all new participants complete the physical activity readiness questionnaire (PAR-Q+)
* Pre-exercise screening allows for:
   * Safety of the participants to be paramount
   * Facility professionalism & fulfillment of legal responsibility (duty of care)
   * Ability to identify a possible need to refer the individual to healthcare professionals
   * The best experience for the individual 
* PAR-Q+ identifies:
   * Diagnosed diseases
   * Signs & symptoms of undiagnosed conditions
   * Increased cardiac risk
   * Age risk
Chapter 4: Skeletal Anatomy
* EXAM: p. 42-46
* Humans are born with 270 bones; by the age of 20-25 these bones fuse to form the 206 bones of the adult human skeleton
* There are minor differences between male and female skeletons
   * Males: generally larger and heavier
   * Females: larger pelvic capacity 
* Functions of the skeleton:
   * Support: provides framework for upright posture
   * Movement: provides a lever system for muscle attachment across joints
   * Protection: protects vital organs and soft tissue
   * Storage: serves as a reservoir for minerals
* EXAM (multiple choice):

* Anatomical position: standing upright with palms facing forward
   * Lower arm bones: ulna - “U” for “under”
   * Lower legs: large, front bone (shin bone) = tibia - “T” for “top”
* Classification of bones (EXAM: p. 43)

* Parts of the skeleton (EXAM: p. 43 - names of each and how many bones in each)
   * Axial skeleton (80 bones)
      * Skull
      * Spine
      * Ribs
      * Sternum
   * Appendicular skeleton (126 bones)
      * Shoulders
      * Pelvis
      * Limbs
* Types of synovial joints (EXAM: table 4.2, p. 44)
* The spine (EXAM: p. 44)
   * 3 primary regions:
      * Cervical: upper back & neck, 7 vertebra
      * Thoracic: mid back, 12 vertebra
      * Lumbar: lower back, 5 vertebra
* Remember your scope of practice: e.g., if a participant complains of soreness in their back, we can ask them what causes the pain and observe their form during a movement, we can provide alternative exercises that target the same (or similar) muscle groups, but we can’t go further than that (i.e., cannot provide medical advice)
* Anatomical terminology
   * EXAM: Table 4.3 (p. 45)
   * Anterior (front of body) and posterior (back of body)
   * Medial (body parts that are closest to the midline of the body) and lateral (body parts away from the midline)
   * Superior (body part above another) and inferior (body part below another)
   * Supine (body lying face-up) and prone (body lying face-down)
   * Dorsal (top of the foot) and plantar (bottom of the foot)
   * Proximal (the end of a bone or muscle that is closest to the body) and distal (the end of a bone or muscle that is furthest away from the body)
* Joint movement terminology
   * EXAM: multiple choice & true/false: table 4.3 (p. 45)
   * Flexion (bending a joint) / extension (straightening a joint) / hyperextension (movement beyond normal joint ROM)
   * Abduction (protraction; bone moves away from the midline) / adduction (retraction; bringing the bone toward the midline)
   * Circumduction (circular movement that combines flexion, abduction, extension, and adduction - occurs at ball and socket joints (e.g., hips))
   * Medial rotation (rotation towards the midline) / lateral rotation (rotation away from the midline)
      * Medial/lateral rotation applies to any limb.
   * Supination (external movement, away from midline) / pronation (internal movement, toward the midline)
      * These terms specifically refer to movements of the forearm and foot.
      * Forearm:
         * Supination: Rotating the forearm so the palm faces upward or forward (e.g., bicep curl)
         * Pronation: Rotating the forearm so the palm faces downward or backward (e.g., reverse curl)
      * Foot:
         * Supination: Turning the sole of the foot inward.
         * Pronation: Turning the sole of the foot outward.
      * Supination is a complex, three-dimensional movement of the foot that involves:
         * Inversion (turning the sole inward)
         * Adduction (moving the foot towards the midline)
         * Plantar flexion (pointing the toes downward)
   * Inversion (turning the medial side of the foot off the ground) / eversion (turning the outer side of the foot off the ground)
      * These movements occur at the ankle joint
      * Inversion is a simpler, single-plane movement:
         * It refers specifically to the turning of the sole of the foot inward
         * It occurs primarily at the subtalar joint
   * Elevation (shrugging) and depression (lowering the shoulders)
* Connective tissue
   * Ligaments: connect bone to bone
   * Tendons: connect muscle to bone
   * Fascia: connective tissue surrounding each muscle

Chapter 10: Building Your Class
* Elements of good program design (EXAM: p. 104):

* Warm-up
   * Which joints will you be using in class?
   * Which moves will you need to rehearse?
   * Heart rate and RPE (Borg 2-4)
Group activity: Warm-up for a bootcamp-inspired class
* Plan coaching & cueing 
* 3-4 form cues for each exercise 
Exercise
	Coaching
	Cues
	Squat
	* Go to the depth you’re comfortable with, listen to your body
	* Feet shoulder-width apart
* Imagine you’re sitting down on a chair, pushing your hips back
* Make sure your weight is evenly distributed on your feet
* Don’t let your knees go past your toes
* Chest proud, head up
* Keep breathing 
	Lunge
	* Let’s move into a reverse lunge now
* We want to target each leg at a time
* Go to the depth you’re comfortable with, listen to your body
	* Keep your weight evenly distributed across both legs
* If you are having trouble with balance, take a wider stance
* Chest proud, head up, keep your upper body perpendicular to the ground
* Make sure your knee is in line with your toes and don’t let it cave inwards
	March
	* Let’s move into a march on the spot
	* 	Push-Up
	* We can do this from our knees or from our feet, or even from the wall
	* Keep your back straight, strong core
* Upper arms at 45 degrees to your body
* Keep your head in line with your spine, bring your chest towards the floor
	Plank
	* We can do this from our knees or from our feet, high plank or low plank
	* Wrists, arms, shoulders stacked (everything on top of the other)
* Fingers pointing forward
* Body straight, don’t let your butt come up or your back arch

* Cardiorespiratory training:
   * What moves will create the cardio peak?
   * What moves will you use for your intervals?
   * What moves will help with active recovery?
      * Work smaller muscle groups for active recovery
Group activity: Cardiorespiratory training for a bootcamp inspired class
* Cueing for mountain climber and row
Exercise
	Coaching
	Cues
	Mountain climber
	* 	* Get into plank position, make sure your wrists, arms, and shoulders are stacked (everything on top of the other)
* Bring your left knee in towards your left elbow, keeping your back straight, one leg at a time, bring your left foot back to starting position and bring your right knee to your right elbow
* Strong core, back straight
	Row
	* Let’s move into a bent over row
	* Feet shoulder-width apart
* Soft bend in the knees, hinge at the hips and bend forward to almost 90 degrees 
* Neutral spine (don’t round or arch the back, don’t tuck or lift your chin)
* Strong core
* Holding the dumbbells at the bottom, one arm at a time, keep elbows tucked in and drive the elbow towards your hip
* Squeeze your shoulder blades at the top of the moment

* Discuss modifications for regression and progression
Exercise
	Regression
	Progression
	March/ run
	* Slower pace
* Smaller steps
	* Bring your knees up higher
* Go faster 
* Swing your arms or touch your hand or your elbow to the opposite knee 
	Jump
	* Smaller jumps or step into it (i.e., onto a box or step) 
	* Faster
* Higher
	Squat
	* Less depth (decrease ROM)
* Slower pace
* Use a chair/bench
	* Add weight
* Hold/pulse
* Change stance
* Add a jump (jump squat)
* Lift heels at the bottom of the squat
* Add resistance band around thighs (abduction)
* One foot up on a step/bench
* Squat on a bosu
* Pistol squat
	Lunges
	* Less depth (decrease ROM)
* Slower pace
* Hold onto something for balance (rack, chair)
* Squat 
* Step up
	* Add weight
* Change tempo (e.g., increase timing for lowering)
* Jump lunge
* Elevate front foot (reverse lunge from a step)
* Pulse
	Push-up
	* Lever length - from knees or putting hands on a bench
* Wall push-up
* Table-top push-up
* Resistance band around the arms
	* Elevate feet (e.g., put feet in TRX, on a bosu or a step)
* Pike push-up
* Wider or narrower hand placement 
* One hand elevated 
	Mountain climber
	* Tap knees to the floor
* Decrease speed
* Knee plank to spider man
* Hold plank
	* Cross-body (knees to opposite elbow)
* Increase pace 
* Put feet in a TRX
	* EXAM: short answer questions for progressions and regressions (one with an exercise and one with a muscle group where you choose the exercise)
* Music: 
   * Practical exam - looking at the beat, motivation, etc. 
Group activity: Practicing your welcome & intro
* Name
* Name of class
* Length of class
* Let people know there will be options available
* Let me know if you need to leave
Chapter 7: Injury Recognition & Prevention
* EXAM: p. 76-81
* Scope of practice - fitness instructors are:
   * NOT permitted to diagnose illness or injury
   * NOT permitted to diagnose source of pain
   * NOT permitted to suggest therapies in the absence of direct communication with an appropriate health care practitioner
   * To refer participants to an appropriate health care practitioner
* Types of pain
   * EXAM: multiple choice (p. 76)
   * Mechanical pain: 
      * A result of damage to the musculoskeletal system
      * Caused by mechanical action or motion 
         * E.g., twisting ankle during step class
   * Systemic pain
      * A result of disease, infection, or medical condition
         * E.g., rheumatoid arthritis, heart disease
* Musculoskeletal injury
   * EXAM: p. 76
   * Acute injury: results from the application fo a single force or load creating tissue damage; leads to immediate pain and dysfunction
      * E.g., broken bone, sprain, concussion
      * Types:
         * Fracture: injury to a bone
         * Sprain: injury to a ligament
         * Strain: injury to a muscle
         * Rupture: injury to a tendon
      * Immediate management of acute injuries:
         * Goals are to minimize tissue damage and inflammatory response
         * 72-hour window is critical in minimizing the impact of the injury
         * RICE principle: rest, ice, compress, elevate
         * Refer to physician for diagnosis as soon as possible 
      * Preventing acute injuries:
         * EXAM: short answer (p. 29)
         * Emphase and model perfect technique
         * Cue and coach participants
         * Include a proper warm-up and cool-down
            * If a participant joins late, ask them to do a warm-up before jumping into the main workout (give them some moves to do for at least 2-3 minutes)
         * Know your participants
         * Increase intensity gradually
         * Inspect exercise environment and equipment
         * Report any damaged equipment to manager
   * Overuse injury: results from repetitive loading or movements; leads to gradual onset of pain and dysfunction over days or weeks
      * EXAM: p. 78-79
      * E.g., Tendonitis, bursitis, stress fracture
      * Often a result of:
         * Repetitive tissue loading over time
         * Inadequate recovery time
         * Muscle tightness/weakness
         * Prior injury
         * Altered biomechanics 
         * Extrinsic related to clothing (e.g., shoes too tight)
      * Immediate management of overuse injuries
         * Encourage participant to rest & ice the injured area (72-hour window)
         * Recommend visit to health care provider before returning to any exercise or activity known to trigger the pain
   * Ask participants: did this happen just now, or has this pain been bothering you for a while? 
   * Considerations: 
      * Where is the class space in relation to the front desk? Can you get immediate help from where you are? (e.g., calling out, walkie-talkie)
      * If it is a big incident, what are the rest of the participants doing? Where do they go? 
      * Debrief afterwards with participants; talk about it with a someone 
      * Is there an AED on site? Where is it? 
   * Once medical clearance to return to class is obtained:
      * Participants are still vulnerable to re-injury and should be encouraged to:
         * Modify their exercise program
         * Explore changes to their technique and/or equipment
         * Monitor their symptoms with progressions
* Instructor injuries: voice damage
   * What causes voice damage? 
      * Clearing the throat
      * Lack of sleep
      * Yelling out single words
      * Repetitive grinding of the voice
      * Improper warm-up/cool-down
      * Vocalizing while lying on back for prolonged periods
      * Cueing over loud music
      * Not using/improper use of a microphone
Group activity: Scenario
* A participant approaches you at the end of class, complaining of mild heel pain during jump lunges
   * Check the participant’s shoes
   * Ask the participant if the pain just started or if it’s been going on for a while
   * Determine if the pain only occurs during the movement, or if it’s constant, or happening with other movements
   * Ask participant to demonstrate the movement
      * If form is correct, but pain remains, advise the RICE method, and then to seek medical advice
      * If form is incorrect, and correcting the form resolves the pain, make a note to keep an eye on this participant in the future during the same movement and potentially offer options
      * If the form is incorrect, but correcting the form does not resolve the pain, it’s possible they have injured themselves. Advise the RICE method, and then to seek medical advice.
Chapter 5: Muscular Anatomy and Flexibility Concepts
* Major muscles of the body
   * More than 600 muscles in the human body
   * Skeletal muscles produce movements by exerting force on tendons, which pull on bones
   * Most muscles cross a joint and attach to the articulating bone that forms the joint
* Sliding filament theory
   * A theory that explains muscle actions 
   * Myosin (thick filaments) cross-bridge attaches to an actin (thin) filament, and then the poser stroke drags the two filaments past one another 
* Types of muscle contractions
   * EXAM: p. 52-53
   * Isotonic contractions (moving)
      * Concentric: muscle contracts with enough force to shorten (e.g., lifting phase of a bicep curl)
      * Eccentric: muscle generates tension as it lengthens (e.g., lowering phase of a bicep curl)
   * Isometric contractions (static)
* Nervous system
   * EXAM: p. 53-54
   * Basic organization: to perform coordinated and skilled movements, you must have coordination between the muscular and nervous systems
   * Consists of 2 parts:
      * Central nervous system (CNS)
         * Includes the nerves of the brain and the spinal cord
         * The main control centre
         * Receives information from the PNS and responds
      * Peripheral nervous system (PNS)
         * Composed of nerves that connect the extremities to the brain
         * Delivers information about all body parts to the brain (CNS) for processing 
   * A single neuron and the fibres that it commands is called a motor unit
* Muscle fibre types
   * EXAM: p. 54 - slow twitch vs. fast twitch
   * Slow twitch
      * Contract slowly, produce less force
      * Resistant to fatigue
      * Work aerobically
      * Best suited for endurance work
   * Fast twitch
      * Contract quickly, produce more force
      * Fatigue quickly
      * Work anaerobically
      * Exercise that requires short, intense bursts of activity
   * All muscles have a combination of both fibre types; how much we have of each depends on factors including training and genetics
   * During exercise, the nervous system generally recruits slow twitch muscles first, then as muscle contractions become more intense, fast twitch muscle fibres are added
* Muscle anatomy and action
   * Origin (proximal attachment)
      * The attachment nearest the axial skeleton
      * Where a muscle begins
   * Insertion (distal attachment)
      * Attachment furthest from the axial skeleton
      * Where a muscle ends
* Muscle anatomy and actin
   * EXAM: be able to identify agonists, antagonists, and synergists in a movement (p. 55-56)
   * Muscles pull on bones to create movement at a joint
   * Prime movers/agonists = muscle that provides most of the tension
   * Antagonists = performs the opposite movement, generally on the opposite side of the limb
   * Synergists = helper muscles - helping the agonist and providing stability

* Adaptations to muscular conditioning
   * EXAM: short answer, p. 91
   * Muscular strength: maximum amount of force that a muscle can generate
   * Muscular power: explosive aspect of strength (strength + speed)
   * Muscular endurance: ability of a muscle to exert force over time 
      * Muscular strength and endurance are related: increase in strength can lead to improvements in endurance 
* Muscle conditioning and FITT formula
   * Considerations:
      * Number of classes participants are committing to
      * Participants’ current fitness level
      * Participants’ goals for resistance training
* EXAM: p. 57, table 5.3 - rhomboids
* EXAM: p. 63, table 5.7 - psoas major 
Chapter 9: Teaching Group Fitness
* Structuring movement blocks
   * Intention of the block:
      * Warm-up, cardiorespiratory training, muscle conditioning, cool-down
   * Elements of balance
      * Biomechanical balance (muscle groups, sides of the body, level of challenge)
   * Elements of variation (EXAM: p. 96)
      * Direction (forward and back, corner to corner, L-shape, etc.)
      * Speed 
      * Tempo
      * ROM
      * Planes of motion 
      * Lever length (think length & angle of limbs)
Group activity: Elements of variation
* Push-up, lunge, march, step-touch

Exercise
	Direction
	Speed
	Tempo
	ROM
	Push-up
	Move in plank position after each rep

Increase counts for eccentric (e.g., 4 down, 1 up)
	Increase depth, have one hand elevated
	Lunge
	Forward vs. reverse
Walking lunge
Clock lunge
	Jump lunge
	Increase counts down and up, or holding, pulse for some counts
	Wider stance, Bulgarian, depth of movement
	March
	Forward, backward, left, right, diagonal
	faster / slower
jumping
	In beat with the music
	Different stance widths, height of step
	Step-touch
	Forward, backward, left, right, diagonal
	faster / slower
jumping
	In beat with the music
	Different stance widths

* What is a pattern?
   * A group of moves that are put together to form a block
      * Warm-up example:
         * March forward - 4 counts - hold march on spot - 4 counts
         * Step touch - 8 counts
         * March back - 4 counts - hold march on spot - 4 counts
         * Step touch - 8 counts
   * As you build your block, you will find moves that don’t flow or which create biomechanical imbalances 
* Describing movement
   * What is anatomical position?
   * What are the planes of movement?

* EXAM: p. 96
   * Planes of movement:
      * Frontal plane: Passes side to side, dividing the body into front and back. Movement will be abduction or adduction (e.g., jumping jacks, grapevine)
      * Sagittal plane: divides the body into left and right. Movement will be flexion and extension (e.g., march, squat)
      * Transverse plane: passes through the middle of the body and divides horizontally in an upper and lower half. Movement will be rotational (e.g., wood chopper, pivot turns, Russian twist)
Group activity: Planes of movement
Plane
	Exercise
	Variations
	Frontal
	Jumping jacks
	ROM of arms and legs (width)
Speed (faster or slower)
	Sagittal
	Bicep curl
	Speed / tempo 
Lever (half curl)
	Transverse
	Bicycle crunch
	Speed / tempo 
ROM: how much you extend your legs

* Review table 9.1 (p. 97) for help with planning classes
* Coaching & cueing
   * EXAM: p. 98-100 (multiple Qs)
   * Protocols for verbal cues:
      * Name of move (be consistent with naming)
      * Count down (i.e., before a transition)
      * Direction (including hand/foot/side of body to start with)
      * Technique, form, and alignment (safety cues)
      * Modifications
      * Progressions
      * Preview (remember to show from multiple angles)
      * Motivation 
   * Non-verbal cues:
      * Count down (with fingers)
      * Direction (pointing)
      * Form, alignment, and technique (demoing)
      * Motivation and encouragement (eye contact, smiling, thumbs up)
   * Visual & body language cues
      * Facial expressions
      * Eye contact
      * Eye & head direction
      * Crisp, clean movement
Group activity: Cueing
* 1 exercise for each muscle group
* Determine verbal cues 
* Muscle groups: back, biceps, shoulders 
Muscle group
	Exercise
	Cues
	Back
	Good mornings
	Feet shoulder width apart
Soft bend in the knees
Strong core
Hinge forward at the hips, keeping the back flat, strong core, neutral spine
Slowly hinge back up to starting position
Option: we can add some weight to this move by holding a dumbbell to your chest
Option: we can reduce our range of motion to what feels comfortable for you 
	Biceps
	Hammer curl
	Feet shoulder width apart
Strong core
Holding the dumbbells at your side, palms facing inward, elbows close to the body
Slowly left, keeping those upper arms locked
Exhale as we lift
You should be able to control this movement, if you are having to swing your body or your arms, your weights are too heavy
	Shoulders
	OH press
	Feet shoulder width apart
Strong core
Holding dumbbells racked on your shoulders
Upper arms parallel 
Slowly lift, finishing with biceps beside the ears
Exhale as we lift

* Teaching skills
   * Technique, form, and alignment
   * Modifications and progressions
   * Preview
   * Motivation and encouragement
   * Non-verbal cues
   * Visual and body language cues
   * Learn about your participants and build relationships and community
* Music and musicality
   * BPM (EXAM: table 9.2, p. 101)
   * Beat
   * Rhythm 
   * Phrase
   * Movement patterns
   * Downbeat 
* Recommended music guidelines
   * Music tempo guidelines
   * Sound level
   * Microphones 
* Legal acquisition and use of music
   * Music use at gyms and studios
   * Using music outside
   * Using music online
   * ENTANDEM & SOCAN
Textbook review (for studying)
* P. 4 - optimal health
* P. 5 - benefits of regular physical activity
* P. 8-10 - primary & secondary components of fitness
* P. 10-11 - canfitpro training principles
* P. 11-12 - transtheoretical model of change
* P. 13-14 - adherence to exercise
* P. 19 - introduction to energy system (anaerobic vs aerobic)
* P. 20, table 2.1 - comparison of energy systems
* P. 22 - interaction of the energy systems
* P. 31 - circulation, blood pressure (systolic vs diastolic)
* P. 32 - heart rate, stroke volume & cardiac output (formula)
* P. 33 - HR & %HR max
* P. 36 - cardiorespiratory response to exercise
* P. 42 - the human skeleton
* P. 43 - axial vs appendicular skeleton
* P. 43, table 4.1 - classifications of bones
* P. 44, table 4.2 - types of synovial joints
* P. 44 - the spine
* P. 44-45 - spatial terminology & joint movement terminology
* P. 52 - types of muscle contraction
* P. 53 - basic organization of the nervous system (CNS vs PNS)
* P. 54 - muscle fibre types (slow twitch vs. fast twitch)
* P. 55-56 - prime mover, antagonist, synergist
* P. 55 - skeletal musculature 
* P. 56, figure 5.5 - be able to label
* P. 57, table 5.3 - rhomboids
* P. 63, table 5.7 - psoas major
* P. 72-73 - pre-exercise screening
* P. 76-78 - acute injuries vs. overuse injuries
* P. 79 - injury prevention strategies
* P. 86-92 - components of a fitness class
* P. 91 - functions of muscular conditioning 
* P. 96 - elements of variation
* P. 96, table 9.1 - planes of motion
* P. 98-100 - coaching & cueing (verbal, non-verbal, and visual/body language)
* P. 104-115 - progressions & regressions

Transcript for:Fitness Instructor Certification Overview

Transcript for:
Fitness Instructor Certification Overview