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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
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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
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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
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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
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Neutral spine
Shoulders over hips
Step lightly
Straight knees without
lockout
Knee flexion 90° or less
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Module 6
Step close
Heel on platform
Do not step forward off
platform
No twisting to
transition
No bouncing
10
Platform Height

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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 Objectives
At 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

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Posture
Technique
Fatigue
Overuse
Speed
Module 6
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Specific injuries
Low back pain
Chondramalacia patella
Iliopsoas strain
Cartilage tear
Ankle sprain
Achilles tendonitis
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, down
Countdown - 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 nonverbally
Module 6
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Steps in Cueing
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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 Objectives
At 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
Module 6
• Skills
– Observe –correct
– Adapt –progress
– Education
– Personal technique
– Screening
– Motivation
– Attention to special
individuals
– Teaching/safety points
23
Planning a Step Aerobics
Class
• Choreography
• Method & Styles
– Free-style
– Positioning/visibility
– Add-on
– Personal strengths
– Inverse pyramid
– Simple versus
complex
– Linear progression
– Voice projection
Module 6
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Planning a Step Aerobics
Class
• Monitoring Intensity
– Pulse
– RPE
– Talk test
• Music Selection
– Speed
– Style, e.g. reggae
– ‘Audience’
Module 6
25
Session 4 Objectives
At 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
Flexibility
The 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
Module 6
Measuring Flexibility
• Sit and reach
• Straight leg raise
• Shoulder elevation
• Back extension
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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
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Static Stretching
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
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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
Module 6
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)
31
Ballistic Stretching
Using uncontrolled swinging- or bouncingtype 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
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
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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
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PNF Advantages and
Disadvantages
Advantages:
• Seems to achieve greater increases in ROM
• Better joint strength
• Better muscle balance
Disadvantages:
• 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
Summary
• 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
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• 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
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