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Module SS2081 Applied Exercise and Health Fitness 4: (Step Training and Flexibility) Module SS2081 Aims • To develop an understanding of the application of a step training class and flexibility in the development of the health related fitness components Module 6 2 Module SS2081 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 listed in the manual 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. The student will be assessed on personal technique and instructional skills Module 6 4 Session 1 Objectives At the end of this session, students will be able to: • Describe the physiological, psychological and social benefits of step aerobics • 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 5 Safe Stepping technique (Global TPs/SPs) • Step Close • Step Lightly (avoid flat or heavy feet) Roll through heel toe up, toe to heel down • Full foot on step – heels on platform • Shoulders over hips • Neutral spine • Straighten knees but not lock out • Avoid “bouncing” Specific Injuries caused by Poor Technique • • • • • • Low back pain Chondramalacia Patella Iliopsoas 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 • • • 118-122 BPM Step Warm up 120-126 BPM Step Main Phase (remain at slower end of range for less advanced clients) Faster music causes: • poor technique • incomplete ROM • increased impact • lost effectiveness • lack of ‘following’ by the class Module 6 9 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 10 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 11 Phases of a Step Class • Warm up - gradually moving from floor to step – On floor, floor to step combinations, to fully on step • Pre stretch – standing stretches that may incorporate step • CV phase – raise intensity to training zone, using choreography blocks, methods of raising intensity • Cool down – gently return HR down • Conditioning (see M8 BC) • Post stretch – floor based stretches Phases of a Step Class • Warm-up • Rehearsal for main phase • Starts on the floor – gradually incorporates platform • Adequate mobilisation • Include tibialis anterior • Pre-stretch • On or off the platform Module 6 13 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 14 Injury Prevention General Causes (summary) • Poor Posture • Poor technique • Fatigue • Speed • Overuse Specific Injuries caused • • • • • • Low back pain Chondramalacia patella Iliopsoas strain Cartilage tear Ankle sprain Achilles tendonitis Cueing Verbal and visual (non-verbal) • Visual cueing – Q signs examples: • 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 – name the class leading leg • Directional - forward/back, R/L – name the directions your class are to go • Numerical – countdown 4,3,2,1 • Nominal - name of step, name of arm moves • Descriptive - up, up, down, down Module 6 17 Cueing 3 • Visual cueing – types: • Visual preview (demo) • Body language • Directional - POINT • Numerical – finger count • 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 (smoothly without pause or hesitation) Countdown Visual & Verbal Rename step, reinforce teaching and safety points Add arm work (uncued) Module 6 19 Other Skills • Positioning • Face the class as much as possible • Attempt where possible to demo facing the class, if it is necessary to turn your back to the class for demo or transition, return to facing class for visibility ASAP • 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 Planning a Step Aerobics Class Class Design – – – – – – – – FITT Format variations Conditioning Stretching Balance Aerobic wave Planned arm work Continuous CV Skills – – – – – – Adapt –progress Education Personal technique Screening Motivation Attention to special individuals – Teaching/safety points Planning a Step Aerobics Class Methods and Styles – Positioning/visibility – Personal strengths – Simple versus complex – Voice projection Choice of Choreography – Free-style – Add-on – Inverse pyramid – Linear progression Planning a Step Aerobics Class Music Selection – Speed 120-126 for main phase (relate to client fitness and ability) – Style, e.g. Reggae, salsa, current hits, 90s, 80s.. – ‘Audience’ Measuring Intensity – suitable for the clients • Pulse • RPE *** (most effective for a step class) • Talk test ** Module 6 24 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 for warm up and main phase Step class Module 6 25 Flexibility Flexibility The ability to move or stretch through a large range of movement around a joint Benefits of optimal flexibility • Good joint mobility • Less chance of muscle injury • Helps prevent low back problems • Helps maintain good posture alignment • Can improve sports performance Methods of Measuring Flexibility • Sit and reach • Straight leg raise • Shoulder elevation • Back extension Factors affecting Flexibility • • • • • • Age Gender Joint Structure Injury Temperature Muscle imbalances Module 6 28 Flexibility Session • Best performed as independent session – specific to individual needs to improve joint mobility • Should not be performed after a hard workout day – 10-15min gentle aerobic warm up – Warm room to increase pliability of muscle tissue – 15-30 secs x 2-4reps Types of Stretching Static stretches Held stretches • Passive • Active • Active assisted Dynamic • Dynamic – ROM movements used for sport • Ballistic - Uncontrolled bouncing – should be avoided Static Stretches 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 tibialis anterior to stretch the gastrocnemius Active assisted: As active, only use an outside force to create more overload Module 6 31 Advantages & Disadvantages of Static Stretching Advantages • After 10-15 seconds, muscle spindles • become desensitised and allow further • stretch • • Simple to perform • • Individual is in control • • Reduced risk of injury • • Single rep of 30-60 seconds seems long • enough to improve ROM Disadvantages • May be boring • If used exclusively, may not be the optimal • Technique for specificity of training. • Sports persons may be better to blend it with some dynamic Dynamic Stretches • Incorporates controlled active-ROM movements to resemble sport • The rhythmic nature of a controlled dynamic stretch has a functional application • Often performed after passive or active stretching as the individual moves towards a more active phase of the warm up. Ballistic Stretching 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 34 Principles of Overload • • • • • • Specificity Reversibility Overload Individual differences Progression Relax as opposed to contract • • • • Frequency: 3+ times per week Intensity: to the point of tension Time: 30 to 60 seconds Type: Stretching: – Passive – Active – Active-assisted – PNF Proprioceptors That Affect Flexibility Training Muscle spindles: • Location: in the belly of the muscle. • Reacts to stretching and will fire if the muscle is over-stretched, stimulating the overstretched muscle to contract and shorten. This is known as the stretch reflex Golgi tendon organs: • Location: in the aponeurosis (muscle/tendon junction). • Reacts 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 or switch off. Joint Receptors: • Location: at all 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 36 Flexibility Guidelines 1. 2. Warm up properly Perform stretching at least 2–3 times per week, ideally 5–7 days per week. 3. Stretch all major muscle groups as well as opposing muscle groups. 4. Focus on the muscles involved in the stretch, minimizing the movement of other body parts. 5. Hold stretches for 15–30 seconds. 6. Stretch to the limit of movement, not the point of pain. 7. Encourage EXHALE to endpoint – then breathe through the stretch 8. Stretch the muscles in various positions, 9. Incorporate a mix of stretches that attempt to relax the target muscle before going into the stretch. 10. Stretch gently after each vigorous workout to encourage relaxation. 11. Avoid pain in a stretch Module 6 37 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 38 PNF Advantages & 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 39 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 40 Direct MET Procedures for Direct MET for hamstrings 1. Partner secures opposite leg and passively stretches target muscles for 8-10 seconds 2. Subject then attempts to press their heel to the floor (isometric contraction as the partner uses shoulder to prevent movement) for 8-10 seconds using 20-30% effort and then relaxes 3. Repeat no. 1 above This action can be repeated 3 times on each leg N.B It is essential that there is good cooperation between the subject and the partner in order to reduce the risk of injury. The subject should always be in control over how far the passive stretch should be taken Indirect MET • Indirect Muscle Energy Technique may be used in cases where the muscle to be stretched is sore or recovering from an injury • Indirect MET is based on the theory of Reciprocal Innervation. – Muscles operate in pairs so when the agonist is contracting, the antagonist is relaxing. – By contracting the opposing muscle group it aids to inhibit the muscle to be stretched Indirect MET Procedures Indirect MET for hamstrings 1. Partner secures opposite leg and gently passively stretches target muscle for 8-10 seconds 2. The subject then performs an isometric contraction of the quads and hamstrings (i.e. tries to lift his/her leg higher) while the partner resists the contraction by placing hands on the thigh above the knee 3. Repeat no. 1 above This action can be repeated 3 times on each leg 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.) 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 45 Post Stretch • The post stretch will take place after the Resistance Training Section in M10 Summative Practical • You will be required to teach one stretch from the list in your manual Module 6 46 Post Stretch Teaching Methodology • • • • • • • • • • • Identify muscle to be stretched (Name and location) Educate; why stretch? Aim of stretch? Duration etc Safely go to the floor Perform stretch with TPS/SPS – maintain position for brief demo only. Safely get up –step by step talk client into position Teach as you go (do not expect the client to remember lengthy explanations) Reinforce TPS and SPS with observation and correction of alignment and technique Avoid hands on correction if at all possible Educate again: Any additional information pertaining to flexibility techniques and muscle sed. Cue out stretch – advise client on safety getting up from mat.