Module 9 Applied Exercise and Health Fitness 4: (Step Training and Flexibility) Module 61.
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Transcript of Module 9 Applied Exercise and Health Fitness 4: (Step Training and Flexibility) Module 61.
Module 9
Applied Exercise and Health Fitness 4: (Step Training and Flexibility)
Module 6 1
Module 6 Aims
To develop an understanding of the application of a step aerobics class in the development of the health related fitness components
Module 6 2
Module 6 Objectives
To demonstrate confidence, sensitivity, style, safety, creativity and individuality in planning and teaching appropriate step aerobics and flexibility classes in a variety of situations
Module 6 3
Continuous Assessment
• Practical Assessment consisting of peer teaching of • (a) A 5 minute Step CV Phase
80%• (b) Peer teaching of 1 post-stretch from the bank of
stretches from pages 385-388 15%
• (c) A class plan for the Step CV Phase 5%
• During each assessment, the student will be required to demonstrate and teach their peers. While demonstrating the exercise(s), the student’s personal technique and instructional skills (teaching, observation and correction of exercises) will be assessed.
Module 6 4
Session 1 Objectives
At the end of this session, students will be able to:
outline the aims, objectives and continuous assessment procedures for module 9
describe the physiological, psychological and social benefits of step aerobics
Module 6 5
Session 1 Objectives
describe the physiological and biomechanical considerations for the design of step aerobics classes
demonstrate a knowledge of correct posture and personal technique in step aerobics
demonstrate good rhythm and co-ordination when working with steps and music
Module 6 6
Specific Injuries caused by Poor
Technique Low back pain Chondramalacia Patella Illiopsoas strain Cartilage tear Ankle sprain Achilles tendonitis
Module 6 7
Participants
Step aerobics is not suitable for individuals with:– tendonitis or arthritis in the lower limbs– back pain– most pregnancies
Step is suitable for beginners
Module 6 8
Music Speeds
118-126 BPM 118-122 BPM Faster music causes:
• poor technique• incomplete rom• increased impact• lost effectiveness• lack of ‘following’
Module 6 9
Good Technique for Step Neutral spine Shoulders over hips Step lightly Straight knees without
lockout Knee flexion 90° or less
Step close Heel on platform Do not step forward
off platform No twisting to
transition No bouncing
Module 6 10
Platform Height
6” for beginners (increase if skilled or have longer legs)
8” for most people Over 8” for very fit and skilled Energy cost increases 17% for every
2”
Module 6 11
Session 2 ObjectivesAt the end of this session, students will be
able to: describe the content and purpose of each
phase of a step aerobics class identify suitable movements for each
phase demonstrate effective instructional skills
for teaching step aerobics classes identify guidelines for injury prevention
and client care
Module 6 12
Injury Prevention
Posture Technique Fatigue Overuse Speed
Specific injuries Low back pain Chondramalacia patella Iliopsoas strain Cartilage tear Ankle sprain Achilles tendonitis
Module 6 13
Phases of a Step Class Warm-up
• Rehearsal• Use platform• Adequate mobilisation• Include tibialis anterior• PAS muscles
Pre-stretch• On or off the platform
Module 6 14
Phases of a Step Class• CV phase – adapt to appropriate:
• skill level (balance, co-ordination)• fitness level• experience
• Cool-down• Conditioning
• Optional• Postural muscles
• Post-stretch• On or off the platform
Module 6 15
Cueing Verbal and visual (non-verbal) Visual cueing – Q signs:
– Watch me
– Hold
– March
– From the top
– Turn step
Up, up, down, downCountdown - 4, 3, 2, and …….
Module 6 16
Cueing 2
Verbal cues – types:– Footwork - R/L leg leads– Directional - forward/back, R/L– Numerical - countdown– Nominal - name of step, arm moves– Descriptive - up, up, down, down
Module 6 17
Cueing 3
Visual cueing – types: – Visual preview (demo)– Body language– Directional– Numerical– Facial expression
Participants receive 70% of their feedback non-verbally
Module 6 18
Steps in Cueing Delete arms Q sign - watch me (class in holding pattern) Demonstrate move (visual preview) Name the step Give specific teaching and safety points, two
to four times max Return to class move Countdown V & V Rename step, reinforce teaching and safety
points Add arm work (uncued)
Module 6 19
Other Skills
Positioning• Face the class except for demonstrations
Correct step names• Teaching and safety point for each
Arm work• Use resistance terms
Module 6 20
Session 3 ObjectivesAt the end of this session, students will be able to: outline basic considerations when designing
movement sequences plan and implement an appropriately designed
step aerobics class demonstrate effective adaptations and
progressions for each movement demonstrate appropriate techniques for
monitoring intensity
Module 6 21
Measuring Intensity
Pulse RPE Talk test
Module 6 22
Planning a Step Aerobics Class
• Class Design– FITT– Format variations– Conditioning– Stretching– Balance– Aerobic wave– Planned armwork– Continuous CV
• Skills– Observe –correct– Adapt –progress– Education– Personal technique– Screening– Motivation– Attention to special
individuals– Teaching/safety points
Module 6 23
Planning a Step Aerobics Class
• Method & Styles– Positioning/visibility– Personal strengths– Simple versus
complex– Voice projection
• Choreography– Free-style– Add-on– Inverse pyramid– Linear progression
Module 6 24
Planning a Step Aerobics Class
• Monitoring Intensity– Pulse– RPE– Talk test
• Music Selection– Speed– Style, e.g. reggae– ‘Audience’
Module 6 25
Session 4 ObjectivesAt the end of this session, students will be able to: teach a sequence of movements using appropriate and
effective teaching skills design a class plan outline the exercise guidelines for clients who have been
medically cleared of the following conditions: ( i) knee injury; (ii) neck injury; (iii) elbow injury; ( iv) ankle injury; (v) shoulder injury
Module 6 26
FlexibilityThe ability to move or stretch through a large range of
movement around a joint
Why improve flexibility?• Good joint mobility• Less chance of muscle
injury• Helps prevent low back
problems• Helps maintain good
posture alignment• Can improve sports
performance
Measuring Flexibility• Sit and reach • Straight leg raise• Shoulder elevation• Back extension
Module 6 27
Reasons for Lack of Flexibility
• Muscle imbalance• Overuse• Injury• Improper stretching• Exogenous factors: age, sex, temperature,
anthropometric • Abnormal bone/joint structure• Growth of bones
Module 6 28
Principles of Stretching
• Specificity• Reversibility• Overload• Individual
differences• Progression• Relax as
opposed to contract
Overload• Frequency: 3+ times per week• Intensity: to the point of
tension• Time: 30 to 60 seconds• Type: Stretching:
– Passive– Active– Active-assisted– PNF
Module 6 29
Passive: Using an outside force to generate the stretch; may be a partner or a piece of equipment, even a part of the individual’s body not involved directly in the stretch
Active: Contracting the opposing muscle group tostretch the target muscle, e.g contract the tibialus anterior to stretch the gastronemius
Active assisted: As active, only use an outside force to create more overload
Module 6 30
Static Stretching
Advantages & Disadvantages of Static Stretching
Advantages• EMG activity low• After 10 to 15
secs, muscle spindles become desensitised and allow
further stretch• Simple; individual is in
control• Reduced risk of injury• Single rep of 30-60 secs
seems long enough to
improve ROM
Disadvantages• May be boring• If used exclusively, it may
not be the optimal technique for specificity of training. (Sports persons may be better to blend it with some dynamic)
Module 6 31
Using uncontrolled swinging- or bouncing-type movements in order to increase ROM
Disadvantages:• Initiation of the stretch reflex• No time for tissue to adapt to new length• Inadequate neurological adaptation• Soreness and injury resulting from
improper and uncontrolled swinging
Module 6 32
Ballistic Stretching
Proprioceptors That Affect Flexibility Training
Muscle spindles: Located in the belly of the muscle. Sensitive to stretching and will fire if the muscle is over-stretched, causing it to contract. This is known as the stretch reflex (hammer on the knee).
Golgi tendon organs: Located almost exclusively in the oponeurosis (muscle/tendon junction). Sensitive to any degree of change in tension in the muscle. Will fire if the muscle is placed under too much tension, causing it to relax (autogenic inhibition).
Module 6 33
Joint Receptors: Located at all the synovial joints. Sensitive to directional changes, velocity of joint movements, high tension in joint ligaments. May act with a reflex effect to produce a braking mechanism against the overstress of a joint.
Module 6 34
PNF Stretching(Proprioceptive Neuromuscular
Facilitation)
PNF: A method of “Promoting or hastening the neuromuscular mechanism through stimulation of the proprioceptors” (Knott & Voss, 1968)
PNF stretching involves numerous combinations of contraction, relaxation and stretching of agonist and antagonist muscles in order to increase ROM.
Module 6 35
PNF Advantages and Disadvantages
Advantages: • Seems to achieve greater increases in ROM• Better joint strength• Better muscle balanceDisadvantages: • Complex and time-consuming• Needs good cooperation and understanding between
partners to avoid injury• Possibility of initiating valsalva manoeuvre
Module 6 36
PNF Terms
Indirect MET (Muscle Energy Technique)Reciprocal Innervation: Muscles operate in pairs, so when the agonist is contracting, the antagonist is relaxing.• This is because when the motoneurons to
one muscle receive excitatory impulses leading to contraction, the motoneurons to the opposing muscle receive neural signals not to contract (reflex inhibition)• Reflex inhibition is controlled by a small
inhibitory neuron located in the spinal cord
Module 6 37
Direct MET
The theory behind Direct MET is as follows:• Contracting a muscle under stretch may cause
the GTOs to discharge, so causing the muscle to relax.
• Isometric contractions alter the manner in which muscle spindles respond; seem to decrease the afferent flow of impulses from the spindles, thus leading to a decrease in firing and so enhanced ROM.
Module 6 38
• A distinction must be made between pre/post stretching and flexibility training
• For general population, use static stretching or for an advanced class, use PNF, if desired.
• Some sports-specific activities may require a combination of static and ballistic stretching. (Always use static first.)
Module 6 39
Summary
• To result in plastic deformation of a muscle, a static stretch should be at least 30 secs. A low intensity warm up of at least 15 mins should precede flexibility training. • Increased ROM seems to come from two explanations:
(1) Mechanical elongation of muscle and connective tissue
(2) Reductions in levels of neuronal excitability
Module 6 40
Post Stretch
• The post stretch will take place after the Resistance Training Section
• You will be required to teach one
stretch from the list in your manual
Module 6 41