Exercise to Music: Safe Implementation & Benefits

1. SS2051 Applied Exercise and Health Fitness 1: Exercise to Music

2. Aim • To develop an understanding of the application of exercise to music in the development of the health related fitness components • Hours: 28

3. Objectives Students will be able to: • Plan, teach and evaluate safe and effective exercise to music classes • Demonstrate creativity and individual style appropriate to the level of the class • Adapt and progress the class as required

4. Continuous Assessment • Warm-up phase 5 minutes – 35% • Cardiovascular (CV) phase 6 minutes – 45% • Two class plans – 10% (5% x 2) • 15 minute Written assessment –10%

5. Session 1 Objectives At the end of this session, students will be able to: • describe the structure and content of an exercise to music class • describe the physiological, psychological and social benefits of an exercise to music class • demonstrate correct procedure for screening clients before a class

6. Objectives • outline the content and purpose of each phase of an exercise to music class • demonstrate the following instructional skills: verbal/visual cueing, good demonstrations • identify correct BPM and downbeat when working with music • identify suitable movements for dynamic phase of the class

7. The Phases • Warm-up and pre-stretch • CV and post-stretch

8. Warm-Up: Dynamic Phase • Large body movements • BPM 124 - 130 • Small ROM • Plenty use of space/changes of direction etc.

9. Mobility Phase • BPM 124 - 130 • The joints: shoulder, knee, ankle, hip, back • Small to large ROM • Maintain intensity - use of space/change of direction etc.

10. Pre-Stretch • Stretch all major muscle groups to be worked in the CV phase • Quadriceps • Hamstrings • Gastrocnemius • Erector Spinae

11. CV Phase Pulse Raiser • Low impact moves - music 136-138 BPM • Increase intensity by use of space and arm work • HR should be above 120 CV Proper • Hi/lo impact/music 138-150 BPM. Create an aerobic wave - work in THR zone

12. CV Phase Cool-Down • Low impact moves - music 128-130 BPM • Gradual decreasing of intensity to lower HR • Post-stretch • HR should be below 100 BPM

13. Health Related Benefits • Improved efficiency of heart/lungs • Improved appearance • Helps maintain healthy fat levels • Improved physical well-being • Improved psychological well-being • Good social aspect

14. Screening Procedures • All clients will have filled out written screening forms prior to participation in class (see module SS2031 screening procedures) • Verbal screening: prior to each class, the instructor must verbally screen. Questions are asked regarding: • Injuries/medication/illnesses e.g asthma, diabetes etc. • Current or recent pregnancies

15. Screening Procedures • Beginners – screen individually re. previous exercise habits etc. • Footwear – ensure clients are properly attired • Chewing gum/food – ensure clients have nothing in their mouths • Jewellery – ensure jewellery is removed or tucked away

16. Cueing It is essential that each move is cued accurately. Cueing consists of: • verbal – naming the step • numerical countdown – 4, 3, 2, ….. • visual – using hand signals • use of imagery – use any features in the room e.g. mirrors, windows etc. • Demonstration – visual preview

17. Suitable Movements for Dynamic Phase As the purpose of the dynamic phase is to increase body temperature, heart rate and blood flow to the working muscles, the most appropriate movements are: • off-the-spot moves involving large muscle groups i.e. marching around the room, grapevines, double side steps • directional change – diagonals, squares, circles, crucifix etc. • appropriate arm movement (small ROM)

18. Music BPM/Pulse Checks Music • Choose suitable music i.e. 124 -130 BPM • Choose music with good downbeat Pulse Checks • Take pulse on carotid/radial artery • Take at start of the class – below 100 • After warm up – at or over 120

19. Session 2 Objectives At the end of this session, students will be able to: • identify suitable exercises for mobility phase • identify appropriate teaching and safety points for each exercise • identify suitable stretches for use in the pre-stretch phase • demonstrate good rhythm, timing and co-ordination in the class situation

20. Mobilisation • Take joints through their full ROM to: • increase the flow of synovial fluid to the joint – cushions and reduces friction • decrease viscosity of synovial fluid • warm the joint • reduce the chances of injury • rehearse movements for later in class • reduce the chances of early fatigue in joints

21. Joints to Be Mobilised • Shoulder • Hip • Knee • Ankle • Back

22. Pre-Stretch • Pre-stretch to: • reduce the risk of injury • prepare the muscle for higher intensity work • increase blood flow to the muscle • increase elasticity in the muscle, ligaments and tendons

23. Pre-Stretch • Which muscles? • Gastronemius • Quads and iliopsoas • Hamstrings • Lower back • For how long? • 8-10 second • How? • Static • Integrated with dynamic movements

24. Objectives At the end of this session, students will be able to: • outline basic considerations when designing movement sequences • design a class to include class plan, goals, appropriate selection of music, appropriate choreography • demonstrate effective instructional skills to include demonstration, teaching and safety points, observation and correction, cueing, class management • demonstrateeffective adaptations and progressions for the beginner client

25. Designing Sequences It is important to consider the following when designing your routine: • Level of class • Phase of class • Muscles/joints to be worked • Balance, i.e. forward/backward versus side/side

26. Designing Sequences • High versus low impact • High versus low intensity • Choreography

27. Adaptations/Teaching & Safety Points Adaptations • Delete arms • Smaller ROM • Bring back to march if finding move difficult Teaching/Safety • Knee raise - hip height with knee • Lunge - push off ball of foot • Lateral raises - arms shoulder height • Head, neck and spine in line always

28. Class Plan

29. Objectives At the end of this session, students will be able to: • outline the content and purpose of the CV phase of an exercise to music class • demonstrate good personal technique and posture while teaching cueing, class management and instructor position • demonstrate different methods of varying exercise intensity

30. Pulse Raiser • Lasts about two to three minutes • Aim is to elevate HR and increase body temp after pre-stretch • Suitable movements include: • Large body movements • Off the spot movements • Plenty of arm work • Change of focus

31. Increasing Intensity • Start off with low impact moves • Bring in some hops gradually • Add in some high impact moves towards end of pulse raiser • Add in from start and maintain suitable arm movements

32. Objectives At the end of this session, students will be able to: • demonstrate effective instructional skills to include demonstration, teaching/safety points, observation/correction, client safety • demonstrate different methods of varying exercise intensity • define the “wave effect” and apply guidelines effectively to the aerobic phase of the class

33. Intensity • Increase intensity to ensure class work within their THR zone • Maintain THR for 20 - 30 mins by: • working large muscle groups through large ROM • adding impact • suitable use of arm movement • greater use of space

34. Teaching/Safety Points • For high impact, ensure: • Ensure client safety through adequate teaching and safety points • head, neck, and spine are in line • soft knees are maintained • landings are from ball to heel • adaptations are given

35. Aerobic Wave • Produced when high intensity/high impact moves are interspersed with low intensity/low impact moves • Produces a “wave” effect whereby heart rates are kept in training zones for long enough to achieve a training effect

36. Objectives At the end of this session, students will be able to: • design, organise and implement a commercially viable exercise class to include appropriate selection of music, appropriate choreography style and correct application of the principles of training • demonstrate appropriate methods for monitoring intensity • demonstrate good rhythm, co-ordination, timing and phrasing • identify factors that would make the exercise to music class more motivating

37. Choreography • Add-on: • Design ‘A’ • Add on ‘B’ • Repeat ‘A’ and ‘B’ • Add on ‘C’ • Repeat ‘A’, ‘B’ and ‘C’

38. Choreography • Link: • Design routine 1 a, b, c and d • Design routine 2 e, f, g and h • Link both routines • Verse/chorus: • Design one routine for the verse and one for the chorus, and repeat

39. Intensity • Important to monitor intensity to ensure clients are working within their THR zones • Monitor by taking pulse or by using an RPE scale • Pulse: after CV phase using a six-second count • RPE scale: during and after CV phase (refer to page 272 for RPE scale)

40. Motivation • Add variety to routines • Offer information on weight loss, healthy lifestyle etc. • Offer fitness testing • Offer individual programmes • Show interest and enthusiasm

41. Objectives At the end of this session, students will be able to: • design a class plan • demonstrate effective adaptations and progressions for individuals with different needs • outline the basic, general exercise guidelines for clients who have been medically cleared of these injuries: knee, ankle, shoulder, shin splint • design the cool-down phase • Identify the signs and symptoms of voice injury and effective measure for prevention of voice injury

42. Adaptations and Progressions Adaptations • Low impact, e.g. do ½ jack instead of full • Delete arms • Smaller ROM Progressions • Do high impact version, e.g. jog forward instead of march • Use arm movement • Bigger ROM

43. Injuries General • Check for clearance, history, when the injury occurred, how it occurred and pain-free ROM. Knee • As above. Advise low impact and small ROM during leg curls etc. Ankle • As above. Low impact and be careful of lateral movement.

44. Injuries Shoulder • As previous slide. No arm movement above shoulder height, or lower if painful. Shin splints • As previous slide. No high impact. Advise not to run on hard surfaces and to elevate and ice injured area after exercise.

45. Cool-Down • Low impact moves • Gradually decrease intensity • Work arms through small ROM • Include plenty of movement off the spot • Music BPM 128-130 • Two to three minutes

46. Objectives At the end of this session, students will be able to: • demonstrate good personal technique and posture while teaching the CV phase • competently apply guidelines for adaptations for the beginner client • describe the function of the post-stretch in the exercise to music class and when it should be performed

47. Vocal Cord Disorders&Symptoms • Vocal cord polps • Vocal cord nodules • Contact ulcers • Laryngitis • Vocal cord tumors • Vocal cord paresis and vocal cord paralysis Module 7

48. Voice Injury Prevention • To prevent disorders caused by vocal abuse • To prevent disorders related to acid reflux • To prevent vocal cord disorders caused by irritation Module 7

49. Post-Stretch Post-stretch should be done at the very end of the class. General Guidelines • Floor-based • Stretch specific muscles used in the class • Hold stretches for 15-30 secs Benefits • Reduces risk of injury and aids circulation • Seeks to return muscles to pre-exercise length