Is the instructor traveling
forward and back, but never side-to-side? Is she/he implementing
diagonals and circular patterns in the choreography or over-using
straight lines? Does the class face different directions during the
workout? Does the instructor begin sets on the left side or
perpetually lead with the right foot? In step classes, encourage
instructors to incorporate patterns working from the ends and front of
the bench, instead of working the back side (facing the mirror) only.
Appropriate intensity and complexity.
The success of a program relies on whether directors understand the
difference between intensity and complexity. The difference in these
elements must be considered when designing programs, scheduling
classes, and hiring and evaluating instructors. After these decisions
are made, the expectations must be clearly communicated to the
instructors.
The individual fitness levels and coordination skills of
participants must be evaluated before designing class formats. A step
class can be designed as an intense workout consisting of very basic
movements. This format is often used to attract men into the aerobics
room. In comparison, a class can consist of complicated patterns and
intricate movements that provide a workout of medium intensity. Either
of these classes could be called "advanced step."
Class descriptions should also specify the level of intensity and
complexity. This will assure that instructors teach what is expected
of them, and members are satisfied with the workout. Regardless of the
format, well-trained instructors will be able to instruct their
patterns in an easy-to-follow manner. Instructors should make classes
interesting and challenging, but not overwhelming or frustrating.
Motivation.
Motivation is probably the No. 1 reason that group exercise appeals
to your members, and probably their incentive for joining your
facility. Your instructor is your sole source of motivation for an
aerobics class -- and can leave students either exuberant or
disappointed.
You'll be able to tell if students are motivated simply by watching
them.
But what is it exactly that
instructors do to excite them? Enthusiasm and attitude are the basis
for teaching a high-energy class. This doesn't mean yelling loudly or
"barking" orders like a drill sergeant. Actually, the most
talented instructors are those who have learned to deliver
well-articulated cues and excite students without screaming.
A friendly smile is imperative. Every teacher will have a different
delivery style, but whether they're a low-key educator or a witty
entertainer they must have a pleasant demeanor.
Interaction with the students is also crucial. Again, different
approaches are acceptable, but a teacher watching him/herself in the
mirror and ignoring students is not. Insist that your instructors
introduce themselves and welcome new students before turning on the
music. From a safety standpoint, newcomers must be informed about
procedures used for monitoring intensity, etc., but the instructor
welcoming them may also help ease their first-timer nervousness.
Music.
Music is an important motivation tool and is (next to the
instructor) a primary factor in your member's decision to participate
in group exercise. The art of appropriately mixing movements and
music is the basis for most forms of dance, and also for aerobic
exercise.
Finding motivating music that is the proper tempo and correctly
mixed is a major challenge for instructors. A pitch control in the
sound system will enable them to find the exact tempo they need. A
word of caution here: Many instructors are tempted to continually
increase the speed of the music. In an effort to make their class
"the best workout," it is not uncommon for instructors to
increase the tempo of the music to a point where safety is in
jeopardy. This is of particular concern in step classes, where the
injury rates are believed to increase with higher speeds of music.
"When I hear about those situations I realize that we still
have a job to do in educating," says Fauss. "The people
using the fast tempos are trying to achieve a higher intensity.
However, in speeding up the steps they are not using as much muscle
exertion, so they're not accomplishing that goal. They are also
increasing their risk for injury; they are either going to trip and
fall or get tendinitis from bouncing." There are a variety
of guidelines published in the fitness industry, most of which
recommend between 120 and 125 bpm (beats per minute) for step classes.
Quality of movement.
Quality instructors will be able to use their own style --
whether it's funky, graceful or athletic -- to enhance good form. Good
form involves proper alignment, which simply means good posture and
safe positioning. Instructors should demonstrate a full range of
motion with complete control throughout the movement. Their moves
should exhibit energy, as if they are focusing their full attention to
the action. Sloppiness will be mirrored and magnified by students,
resulting in a lower quality and, possibly unsafe, workout.
Technical knowledge.
Consumers (your members) are being exposed to more information on
safe exercise and becoming better educated. In recent years, we've
seen consumer fitness magazines begin to include diagrams of muscle
groups and eliminate spot-reducing exercises. Women's magazines are
publishing more articles written by knowledgeable experts and are
including less (thank goodness) of the "thin thighs in 30
days" hype.
This is important to you as a manager/director because your
educated members will demand a better trained instructor. Your
instructors will need a sound knowledge of anatomy and physiology.
This knowledge should be applied in their instruction and their
ability to answer individual questions.
Consumers want to hear "abdominals" not
"tummies." Require that instructors use correct exercise
terminology and keep their knowledge, as well as their skills, up to
date.
Communication skills.
As in any profession, a highly skilled, knowledgeable person is
only as valuable as their ability to communicate their
knowledge. Instructors will need the skills used in public
speaking -- good vocal qualities, such as volume, inflection and
projection, a pleasant tone, confidence and clear enunciation.
Instructors must also possess skills related to teaching exercise.
Good cueing is what allows students to execute moves along with the
instructor. Without precise cueing, students will be forced to
memorize routines or be frustrated with their attempts to follow the
instructor.
Cues should be complete. They should tell students not only what to
do, but how to do it and when to do it. You'll hear good instructors
use phrases like "after four more" or "travel to the
right." You should also see a combination of verbal and
non-verbal cues. Examples are pointing in the direction the movement
will go. If an instructor says "grapevine" and points to the
right, then the class knows what to do and where to go. Other
non-verbal cues include holding up fingers to indicate repetitions,
such as four fingers to indicate a change after four more reps.
Instructors should be comfortable with the right side of the room
always being cued as the right side of the room. If they turn to face
the class, they should be using the left foot and saying
"right" so that they are mirroring the class, not leaving
the class to translate. When counting repetitions, instructors should
count backward, as in four, three, two, etc., so the group knows how
many more they will need to do.
Professionalism.
Professionalism goes beyond being dependable and responsible.
Professional instructors will arrive early and be well-prepared with
their music selected and tapes rewound. They will have a neat
appearance and be appropriately dressed; they know that a corporate
setting or seniors class is not the place for sexy dancewear. They
will appear confident, yet approachable. They remember the names of
their regular students and take time to welcome new ones.
Hiring, retaining, evaluating and training instructors is
time-consuming and requires program directors to have a vast magnitude
of skills and knowledge. The time, the training, the workshops,
the publications may seem to require an abundance of resources that
are already in short supply. When evaluating where to put your
resources, remember the importance of well-trained, professional
instructors. These are the people who will form lasting and productive
relationships with your members
