ACE Group Fitness Instructor Manual
Chapter
 Teaching
Class
7
a Group Exercise
1
Stages of learning

Cognitive





The participant makes many mistakes and has highly
variable performances.
The participant recognizes that he or she is
performing incorrectly, but does not know how to
correct the problem.
The participant relies heavily on the instructor to
provide feedback.
Associative

The participant has acquired the basic fundamentals
or mechanics of the skill.

The participant begins to detect his or her own errors.

The instructor needs to make only occasional
corrections.
Autonomous

The skill has become autonomic or habitual.

The participant can now perform without thinking and
can detect his or her own errors.

Advanced exercisers are more likely to understand
and respond well to fine motor skill adjustments.
2
Types of learners

Auditory

Visual

Kinesthetic
Note: Most people prefer one style
of learning but can adapt to others.
3
Auditory learners


Participants who rely on
auditory learning listen
intently to the content of
the instructor’s words.
Instruction example:

Teach auditory learners
proper exercise breathing by
making a light sound while
exhaling and inhaling.
4
Visual learners


Participants who rely on
visual learning watch the
instructor’s actions
carefully.
Instruction example:

Teach visual learners exercise
breathing by exaggerating facial
expressions and moving your
hands in the direction of the
airflow.
5
Kinesthetic learners


Participants who rely on
kinesthetic learning gather
information through
physical changes or
feelings.
Instruction example:

Teach kinesthetic learners
exercise breathing by having
them focus on the feeling of air
moving through the airway and
the feeling of the lungs
expanding and contracting.
6
―Tell-show-do‖ approach to teaching

―Tell‖ the participants how you want them
to perform the movement (i.e., verbal
cues).



Start with postural and stabilizer
musculature cues (e.g., eyes look forward,
chest up, abdominals engaged).
Follow with specific muscle group
instruction (e.g., contract the shoulder to
bring the arm out to the side).
―Show‖ the participants the correct
performance of the movement.


It is imperative that the instructor
demonstrates the movement with proper
form.
Showing the movement may be done at the
same time as the verbal cueing (i.e.,
―telling‖) of the exercise.
7
―Tell-show-do‖ approach to teaching

Have the participants ―do‖ the
movement.



Initially, participants new to
exercise should perform
muscular strength and
endurance exercises with little
or no resistance.
While the class is performing
the exercise, the instructor
gives and receives feedback.
This approach allows the
instructor to provide
participants with an auditory,
visual, and kinesthetic learning
experience.
8
Teaching styles

Command

Practice

Reciprocal

Self-check

Inclusion
9
Command style of teaching

Most commonly used in group fitness

The instructor makes all decisions about posture, rhythm,
and duration.

Participants follow the instructor’s directions and
movements.

Most appropriate when an instructor wants to achieve the
following objectives:


Immediate participant response

Participant emulation of the instructor as a role model

Maximum control over the participants

Safety

Avoidance of alternatives and choices on the behalf of the
participants

Efficient use of time

Perpetuation of aesthetic standards
Limitations

No participant individualization

Few opportunities for social interaction
10
Practice style of teaching

Provides opportunities for participant
individualization




Includes practice time and private instructor
feedback for each participant
Well-suited for classes where participant
fitness level varies greatly
A key point is that once the instructor sets the
task, he or she is free to move around the
room to give individual feedback when
necessary.
Limitations


Less instructor control over the participants
Not all participants are sufficiently motivated
to perform at their maximum potential.
11
Reciprocal style of teaching


Uses an observer or partner to
provide feedback to each
participant
Best suited for fitness assessments
where tests can be quickly
administered by partners

Encourages social interaction

Limitations


Less instructor control over the
participants
Observer or partner may not provide
appropriate feedback
12
Self-check style of teaching




Participants provide their own feedback
after performing a specific task,
recording the results and comparing
the results to a given criteria or past
performance.
May be helpful in increasing exercise
motivation and adherence due to selfmonitoring
Suitable for the recording of target
heart rate, recovery heart rate, and
floor-exercise repetitions
Limitations


Ideally, instructors provide a record card
for each participant.
Many group fitness classes are not
structured in this manner.
13
Inclusion style of teaching



Incorporates multiple
levels of skill and fitness
within the same activity
The instructor
demonstrates multiple
intensity levels for one
exercise.
Limitation

Requires a skilled and
experienced instructor
14
Teaching strategies

Slow-to-fast

Repetition reduction

Spatial

Part-to-whole

Simple-to-complex
15
Slow-to-fast teaching strategy



Participants learn complex moves
at a slower rhythm before
performing them at a faster pace.
Once the participants have
learned to perform the
movements correctly, they can
perform the movements on the
beat.
Limitation


Reduces exercise intensity
Instructors should use this
strategy during periods other than
the peak intensity portion of
class.
16
Repetition reduction teaching strategy



Reducing the number of
repetitions that make up a
movement sequence
Used for movement
sequences that have two or
more distinguishable parts
Allows participants to master
each movement within a
series before putting it
together with other
movements in a more
complex sequence
17
Spatial teaching strategy


Used when introducing
participants to new body
positions
The instructor gives
specific body-alignment
cues to set up the class
before the exercise is
attempted.

Head-to-toe

Toe-to-head
18
Part-to-whole teaching strategy



The instructor breaks down a skill into
its component parts and each part is
practiced prior to performing the entire
movement sequence.
Once participants have mastered each
component, they can be placed
together in the proper sequence.
Uses the ―add-on‖ method


After introducing a movement pattern,
―A,‖ a new part is practiced and then
added to make ―A + B.‖
Additional parts are then added to make
the sequence longer if necessary.
19
Simple-to-complex teaching strategy


An advanced strategy where movements in
an established sequenced are changed
slightly depending on the skills and abilities
of the class members.
A movement pattern ―A + B‖ is introduced
in its simplest form.




For the next set of repetitions, movement A
is changed slightly to a more complex move,
whereas movement B remains the same.
For the next set, movement A remains at its
new complexity and movement B is changed
slightly to a more complex move.
For the final set, both movements A and B
are more complex than the original
movements.
Well-suited for multi-level classes because
each participant can progress to a level
that is comfortable for him or her
20
Effective cueing

Largely, participant success requires effective
cueing from the instructor.

Whenever possible, face the class and use
mirroring techniques.

Verbal cueing


Call each cue during the preceding measure to provide
participants with enough time to transition from one step to
the next.
Transitions

Short cues are appropriate when two moves are closely
related.

Long cues are necessary when the transition is difficult and
involves a movement that is unrelated.

As participants become proficient at performing the
movements, they need fewer verbal cues from the instructor.

Limiting verbal cues to transitions between movements is
appropriate when participants have mastered the sequences.
21
Verbal cues

Footwork cueing: indicates which foot to
move (i.e., right, left)

Directional cueing: indicates which
direction to move (e.g., forward, back)

Rhythmic cueing: indicates the correct
rhythm of the sequence (e.g., fast,
slow)

Numerical cueing: refers to counting the
rhythm (i.e., one, two, three, four)

Step cueing: indicates the name of the
step (e.g., step-touch, grapevine)

Combining several types of verbal cues
while leading a group fitness class is
recommended.
22
Verbal cueing and voice injury

Group fitness instructors are
at risk for voice injury if
they:




Improperly use their voice
Allow muscular tension to
interfere with vocalization
Attempt to project over loud
music
Teach in a poor work
environment
23
Verbal cueing and voice injury

Techniques to prevent voice injury

Keep cues short and avoid unnecessary
vocalization.

Keep music at a decibel level (<85 dB) that does
not require shouting over the music.

Frequently take small sips of water to keep the
vocal tissues lubricated.

Avoid cueing in positions that inhibit abdominal
breathing (e.g., during curl-ups) or constrict the
vocal tract (e.g., when performing push-ups).

Give cues prior to the execution of the exercise.

When using a microphone, speak in a normal
voice.

Do not lower the pitch of the voice to sound
louder, as this leads to vocal fatigue.

Avoid frequent clearing of the throat.
24
Visual cueing

Lowers the risk of instructor voice injury

Allows instructors to communicate in facilities with
poor acoustics

Facilitates communication in classes with a large
number of participants

Provides opportunities for the hearing impaired to
participate

Cues are based on the principles of Visual-Gestural
Communication and American Sign Language



Should be visually logical and clearly visible to viewers
(e.g., indicating lower body moves by patting the lead
leg prior to executing the new movement)
Aerobic Q-Signs

A series of hand and arm visual cues

Used to indicate direction or number of repetitions
Perform visual cues during the preceding measure to
provide participants with enough time to transition
from one step to the next.
25
Cueing proper form and exercise technique


Instructors must cue participants on correct posture and body
alignment, especially during standing muscular strength and
endurance exercises.
Tips for cueing correct standing postural alignment:

Ears should be maintained in line with the shoulders, shoulders over
the hips, hips over the knees, and knees over the ankles.

Arms should hang comfortably from the shoulders with the
shoulders gently set back and down.

The natural curvature of the spine should be maintained (i.e.,
neutral spine).

The abdominals should be gently engaged to support the spinal
column.


The pelvis should remain neutral, though a slight posterior pelvic tilt
may be used for those who are pregnant, have a large protruding
abdominal area, or have an exaggerated lumbar curve.

The knees should be soft, or ―unlocked.‖

The feet should be shoulder-width apart with the body weight evenly
distributed.

An imaginary plumb line dropped from the head should pass
through the cervical and lumbar vertebrae, hips, knees, and ankles.
Exercises in the seated and lying positions should also be
performed with ideal posture with an emphasis on maintaining
a neutral spine.
26
Providing feedback


Feedback: nonverbal and verbal
information learners receive about the
quality of their performance on a given
task
An individual can attend to only a few cues
at any one time. Therefore, limit the
number of corrections offered at any one
time.

Appropriate feedback is always given in a
positive, friendly manner.

Maintaining control of the entire class


If one or several participants are performing
the movements incorrectly, the instructor
should give feedback to the entire class.
However, if one participant consistently
performs an exercise incorrectly, the
instructor should address the person
privately.
27
Nonverbal feedback

A powerful communication tool for instructors

Participants tune in to facial expressions and gestures.

Positive nonverbal feedback examples:



Smiling

Nodding

Applauding

Thumbs up
Negative nonverbal feedback examples:

Frowning

Shaking head

Grimacing

Thumbs down
Nonverbal and verbal feedback should be congruent.
28
Verbal feedback should be…


Informational rather than controlling

Correct: ―Your arm is above the shoulder. Try moving it down to shoulder
level.‖

Incorrect: ―I’d like it better if you moved your arm down to shoulder level.‖
Positive (i.e., knowledge that one is right) rather than negative (i.e.,
knowledge that one is wrong).




Instructors should seek to find positive performances during class and
acknowledge them.
Based on performance standards

Gives participants guidelines for performance based on kinesiological principles
(e.g., postural and body alignment cues)

Depends on the instructor’s knowledge and experience
Specific

Participants cannot correct mistakes unless they are clear about their errors in
relation to performance standards.

Correct: ―You kept your spine in neutral throughout the whole set. Great job!‖

Incorrect: ―You did a great job!‖
Immediate

Allows participants to make a quick connection between the performance and
the feedback.

Delivering the feedback later may not be as motivating to the participant.
29
ACE Group Fitness Instructor Manual
Chapter
 Adherence
8
& Motivation
30
Traits of an ideal instructor

Punctuality and dependability

Professionalism

Dedication

Sensitivity to participants

Willingness to plan ahead

Recognizing signs of burnout

Taking responsibility
31
Promoting exercise adherence

Develop rapport with participants.

Empathy


Warmth


Ability to experience another
person’s world as if it were your own
Unconditional positive regard for
another person
Genuineness

Being honest and open
32
Promoting exercise adherence

Formulate reasonable participant
expectations.




Participants should be informed of the
benefits to expect from regular
exercise.
Helps participants formulate realistic
goals
Effective goal setting will translate a
participant’s vague statements into
precise goals.
A SMART goal is:

Specific

Measurable

Attainable

Relevant

Time-bound
33
SMART goal example

―I will lose 10 pounds in 3 months by performing 30
minutes of cardio 3 days per week, strength training 2
days per week, and reducing caloric intake so that I can
really enjoy my upcoming holiday cruise!‖



Specific: ―lose 10 pounds‖
Measurable: Progress will be assessed using a change in
body weight and the skinfold caliper body-composition
method.
Attainable: By increasing physical activity and decreasing
caloric intake by 150 cal per day, losing 10 pounds in 3
months can safely and effectively be achieved (equates to
approximately 0.8 lb lost per week).

Relevant: Look better for the cruise and have more energy
to enjoy it.

Time-bound: The goal is set to be achieved within 3
months.
34
Types of goals

Behavior-centered goals:






Focus on establishing a pattern of behavior, such as
exercising 3 days per week for 20 minutes per session
Are good for beginners who may be intimidated by the
evaluation process (weight scales, body-fat measurements,
tape measures)
Outcome-centered goals:

Focus on results, such as losing 10 lb as in the previous
SMART goal example

May be good for participants who are motivated by
physiological results rather than behavior-change results
Whenever possible, speak personally with
participants to ensure that the goals they have
set are realistic.
If it appears a participant is unlikely to reach a
set goal, privately encourage a revised, more
realistic goal.
The use of an exercise contract may be helpful.
35
Promoting exercise adherence


Give regular, positive feedback.

Feedback that is specific and relevant
to the participant is most powerful.

Record exercise information on log
sheets or display on public charts.

Examples:

The number of exercise sessions
attended during the month

Resting heart rate, exercise heart
rate, and RPE

Sessions during which the target
exercise heart rate is met
Incentive-based goals that offer
extrinsic rewards give new exercise
participants immediate positive
feedback when they reach their
goals.
36
Promoting exercise adherence

Make exercise sessions easy,
interesting, and fun.




The exercise routine should be
easy to follow.
Provide ample positive
reinforcement and support
while participants are learning
a new routine and getting
accustomed to your style.
Vary the routine regularly and
provide different types of
music based on participant
preferences.
Always make an effort to be
cheerful and friendly.
37
Promoting exercise adherence

Acknowledge exercise
discomforts.


Instruct the participants about
the differences between the
transient discomforts that
come with exercise and those
that are potential signs of
injury or more serious
problems.
Make a point to ask
participants how they are
feeling and if they are
experiencing any unusual
discomforts.
38
Promoting exercise adherence

Use exercise reminders, cues, and
prompts.


Encourage participants to use
prompts in their homes or work
environments that will promote
regular class attendance.
Examples:

Scheduling exercise as a daily
appointment

Laying out exercise gear the night
before an exercise class


Posters depicting individuals
enjoying exercise placed in the
home
Health and fitness newsletters
39
Promoting exercise adherence

Encourage an extensive support system.




Facilitate a buddy system among class
participants so they can call each other to
make sure they attend class.
Have participants ask family and friends to
remind them to attend their exercise
classes.
Whenever possible, spouses and/or other
family members should join the
participants in class.
Develop group camaraderie.

Promote a sense of group cohesiveness
by:



Introducing new class members
When class time permits, allowing
participants to share an interesting aspect
about themselves
Creating a newsletter highlighting littleknown facts about each class participant
40
Promoting exercise adherence

Emphasize the positive aspects of
exercise.

Instruct new participants to focus on
the positive feelings that exercise
generates:

How refreshing it feels to move about
freely

How encouraging other class members
are

How accomplished the participants
feel after the exercise class has ended


How satisfying it will be when they
reach their performance or health
goals
A positive focus serves as a
motivator when exercise intensity
increases and becomes somewhat
uncomfortable for the participant.
41
Promoting exercise adherence

Help participants develop
intrinsic rewards.


Encourage participants to
develop a system of internal
rewards based on increased
feelings of self-esteem, a
sense of accomplishment, and
increased energy levels.
This will help participants
continue to exercise even
when they cannot make it to
class.
42
Promoting exercise adherence

Prepare participants for inevitable
missed classes.



Build confidence for exercising in
different settings by encouraging
participants to add at least one day of
exercise outside of class time.
Encourage participants to exercise
with friends or family outside of class.
Prepare participants for changes
in instructors.


Whenever possible, an advance
introduction of the substitute
instructor is beneficial.
This will make the transition between
instructors smoother for the
participants.
43
Promoting exercise adherence

Train to prevent exercise
defeatism.



Let participants know that
missing a class is a realistic
probability.
Lapses should be viewed as
challenges to overcome rather
than as failures.
If participants view exercise as
a process, they will not consider
themselves ―non-exercisers‖
whenever a class is missed.
44
Promoting exercise adherence

Emphasize an overall
healthy lifestyle.



Point out that exercise is only
one of a number of lifestylerelated activities that
participants should engage in
each week.
Educate participants about the
importance of proper nutrition
and other healthy behaviors.
Since group fitness instructors
are viewed as models for a
healthy lifestyle, they should live
up to the participants’
expectations (e.g., do not smoke
or abuse alcohol, maintain an
active lifestyle, eat a healthy
diet).
45
Promoting exercise adherence

Encourage participants to accept
their own body shapes.





Some participants compare their
bodies to an unrealistic ―ideal‖ set
forth by many media outlets in the
United States.
This may lead to dissatisfaction with
body shape and anxiety over any
extra pounds.
High levels of physical activity have
been associated with a preoccupation
with weight and body shape that may
lead to eating disorders and exercise
addiction.
Instructors should avoid the tendency
to point out specific exercises to ―fix‖
certain body parts.
Instead, there should be a focus on
the enjoyment of moving and the
overall good feelings associated with
exercise.
46
Dealing with difficult personalities




Most groups have chronic complainers or
disruptive individuals.
These individuals must be dealt with early to avoid
the tendency for them to take charge of the group
or monopolize the instructor’s time.
Effective methods for dealing with disruptive
participants:

Listen attentively and acknowledge that you understand the
participant’s complaint.

Agree on a solution with the participant and follow through to
make any needed changes.

Inform the participant when the issue has been resolved.

Acknowledge with the participant that there is no need to
discuss the issue further.

Do not give the disruptive participant too much attention.
If lack of attention does not change the
individual’s behavior, speak to the participant
privately to discuss the interruptions and possible
reasons for the disruptive behavior.
47
Conflict resolution

Group fitness instructors
should understand effective
means for dealing with
conflicts.

Resolving conflicts is not about
winning or being right.

Conflict resolution is about:



Negotiating an agreement
where both parties feel
respected, understood, and
fairly treated
Clarifying terms and issues
Mutually determining the most
equitable and satisfactory
solution possible
48
Effective listening skills

To be a good listener, one must be fully
receptive to the speaker.

Both nonverbal and verbal communication
skills are required to be a good listener.

Nonverbal communication during listening
involves:

Meeting the other’s eyes (not staring or shifting
your eyes)

Facing the person (not turning sideways or
away)

Focusing your attention (not allowing
distractions)

Quieting your body rhythms (not yielding to
impatience)


Opening your body posture (not closing yourself
off with your arms folded across your chest,
frown on your face, or head tilted in doubt)
Mirroring the speaker’s posture, gestures, and
body positions along with voice pitch, tone, and
inflection
49
Effective listening skills

Verbal communication during listening
includes acknowledging what someone has
said.

Minimal encouragers (e.g., ―I see,‖ ―Yes,‖ ―Go on‖)

Paraphrasing: restating the essence of the
speaker’s comments

Probing: asking open-ended questions to gain more
information about a statement




Reflecting: restating feelings and/or content in a
way that demonstrates understanding (e.g., ―You’re
feeling uncomfortable about starting an exercise
program.‖)
Clarifying: an attempt to understand what the
speaker is saying (e.g., ―Could you please explain
that again?‖)
Informing: sharing factual information
Confronting: providing the speaker with strong or
mild feedback about what was just said (e.g., ―I
feel you really don’t want to be here today.‖)

Questioning: asking for a response

Summarizing: recapping what has just been
communicated and highlighting the major themes
50
Providing educational information



Participants will undoubtedly
ask questions about diet,
weight control, and other
health-related behaviors.
It is the group fitness
instructor’s responsibility to
remain well-versed in these
topic areas in order to give
sound, science-based
information to participants.
Reputable exercise science,
fitness, and health information
comes from research
published in scientific, peerreviewed journals.
51
Some reputable sources



Important scientific exercise and health journals include, but
are not limited to:

Medicine & Science in Sports & Exercise – American College of Sports
Medicine (ACSM)

Journal of the American Medical Association

Journal of Strength and Conditioning Research – National Strength
and Conditioning Association (NSCA)

Journal of the American Dietetic Association
Reputable professional and consumer-oriented periodicals
include, but are not limited to:

ACSM’s Health and Fitness Journal

IDEA Fitness Journal

FDA Consumer

Tufts University Health and Nutrition Letter
Reputable consumer health reference books include, but are
not limited to:

The American Dietetic Association’s Complete Food and Nutrition
Guide

Merck Manual of Medical Information: Home Edition
52
Delivering educational information




Provide consumer-oriented handouts
at the beginning or end of class.
Speak about current fitness and
health topics as they relate to
participants’ goals at appropriate
times during class (e.g., cool-down,
stretch, transition between
cardiorespiratory exercise and
resistance training).
Display posters that emphasize
aspects of a healthy lifestyle (e.g.,
MyPyramid Food Guidance System).
Offer appropriate resources for finding
accurate, health-related information
to participants.
53
ACE Group Fitness Instructor Manual
Chapter
11
 Injury
Prevention &
Emergency Procedures
Chapter 11 - Injury Prevention &
Emergency Procedures
54
CPR, AED, and first-aid certifications

American Heart Association


www.americanheart.org
American Red Cross

www.redcross.org
Chapter 11 - Injury Prevention &
Emergency Procedures
55
Emergency readiness


All fitness professionals should have access
to a first-aid kit and should know the
answers to the following questions:

Where is it kept?

What is in it?

How often is it restocked?

Who is in charge of maintaining it?
Along with maintaining skills in CPR, AED,
and first aid, a fitness professional should
have an emergency medical services (EMS)
plan.

This includes the procedures and role of the
group fitness instructor should an emergency
arise.
Chapter 11 - Injury Prevention &
Emergency Procedures
56
Emergency



An emergency is a situation
that requires the activation
of EMS, such as a heart
attack, neck or back injury,
or fainting.
A health professional will
need to clear the participant
prior to the next exercise
session.
The exercise program may
need modification after an
emergency.
Chapter 11 - Injury Prevention &
Emergency Procedures
57
Acute injury


A condition caused by a
single event that
requires immediate
referral to a healthcare
professional or
activation of EMS.
Medical clearance is
recommended prior to
the individual
participating in the next
exercise session.
Chapter 11 - Injury Prevention &
Emergency Procedures
58
RICE



Acute injuries, such as an
ankle sprain, require
immediate attention using
the rest, ice, compression,
and elevation (RICE)
procedure.
Be sure to never apply ice
directly to the skin.
Ice should be applied for no
more than 20 to 30 minutes
per hour.
Chapter 11 - Injury Prevention &
Emergency Procedures
59
Overuse injury


A condition that results in
increased pain or
discomfort over a short
period of time.
If there is general
discomfort for 2 weeks or
more, advise the
participant to seek
medical attention prior to
the next workout.
Chapter 11 - Injury Prevention &
Emergency Procedures
60
Common medical emergencies

Dyspnea (difficulty breathing)


Chest pain (angina)


Possible causes include coronary artery
disease (CAD) and myocardial infarction
(MI).
Syncope (fainting)


Possible causes include asthma, airway
obstruction, and acute metabolic
problems.
Possible causes include heat illness,
irregular heart beat, and hypoglycemia.
Insulin reaction (hypoglycemia)

Most common in persons with diabetes
Chapter 11 - Injury Prevention &
Emergency Procedures
61
Common medical emergencies

Heat illnesses, such as heat cramps, heat
exhaustion, and heat stroke

Seizures

Soft-tissue injuries


Abrasion

Incision

Laceration

Puncture

Avulsion

Sprain

Muscle strain
Fractures
Chapter 11 - Injury Prevention &
Emergency Procedures
62
Physiological responses to exercise
Normal responses
Warning signs
Elevated heart rate
Squeezing pressure in chest
Increased respiration
Extreme shortness of breath
Sweating
Profuse sweating or no
sweating
Cramping
Pain inappropriate for
intensity
Fatigue
Nausea
Redness in face
Red, hot appearance
Chapter 11 - Injury Prevention &
Emergency Procedures
63
General musculoskeletal injuries


Instructors should
know appropriate
modifications for typical
musculoskeletal
conditions.
Refer all participants
with complaints of
injury symptoms to
their healthcare
providers.
Chapter 11 - Injury Prevention &
Emergency Procedures
64
Sprain



An acute injury to a ligament caused by
sudden trauma to a joint
Symptoms—pain, swelling, discoloration,
loss of motion, loss of use, and joint
instability
Group fitness modifications:

Avoid exercises that involve the injured joint
until pain is minimal or no longer present.

Gradually reintroduce activities involving the
joint.


Avoid movement at the end ranges of joint
motion once exercise has been
reintroduced.
Monitor the participant for a return of the
symptoms and discontinue exercise of the
affected joint if they return.
Chapter 11 - Injury Prevention &
Emergency Procedures
65
Strain

An injury to a muscle, resulting from either
acute or chronic overexertion.

Symptoms—pain, loss of motion, and reduced
strength

Group fitness modifications:


Avoid ballistic or strenuous exercise until pain is
minimal or no longer present.

Gradually reintroduce activities involving the
joint.

Incorporate additional gentle stretching of the
affected muscle before and after exercise.

Confine exercise movements to the pain-free
joint range of motion.
Monitor the participant for a return of the
symptoms and discontinue exercise of the
affected muscle if they return.
Chapter 11 - Injury Prevention &
Emergency Procedures
66
Tendinitis

Inflammation of a tendon or muscle-tendon
junction

Overuse injury caused by repeated stress
without adequate recovery

Symptoms—pain, swelling, and loss of
function

Group fitness modifications:


Avoid high-repetition activity or heavy loading.

Use caution when incorporating ballistic movements.

Check equipment for proper fit.

Allow adequate recovery between workouts.

Always use proper technique.
Monitor the participant for a return of the
symptoms and discontinue exercise of the
affected area if they return.
Chapter 11 - Injury Prevention &
Emergency Procedures
67
Signs and symptoms of overtraining

Increased RHR

Depression or mood disturbances

Increased incidence of colds and flu

Overuse injuries

Pain (muscle and joint soreness)

Swelling discoloration

Loss of range of motion

Loss of strength

Loss of functional capacity or use

Fatigue

Insomnia

Decreased appetite

Plateau or worsening of performance that is not improved by rest
or reduced training
Chapter 11 - Injury Prevention &
Emergency Procedures
68
Modify FITT if overtraining occurs





Prevention is the best
approach.
Suspend exercise for one or
several days.
Decrease the intensity
and/or duration of exercise
for one or several days.
Eat a balanced diet that
includes all the basic
nutrients.
A minimum of 8 hours of
sleep per night is
recommended for normal
functioning and recovery.
Chapter 11 - Injury Prevention &
Emergency Procedures
69
ACE Group Fitness Instructor Manual
Chapter
12
 Legal
& Professional
Responsibilities
70
Legal responsibilities

Standard of care




Appropriateness of an exercise
professional's actions in light of
current professional standards
Based on the age, condition, and
knowledge of the participant
An instructor who fails to meet the
standard of care could be found
negligent by a court of law.
With the ACE Group Fitness
Instructor certification, your
conduct could be compared to the
standards presented in the manual
and your ethics could be equated
to the ACE Code of Ethics
(Appendix A in the ACE Group
Fitness Instructor Manual).
71
Legal responsibilities

Scope of practice




The range and limits of responsibilities
normally associated with a specific job or
function
Scope of practice issues generally come into
question when dealing with health-history
form.
Health-history assessment documents should
be used for determining an individual’s level
of fitness for entry into an exercise program,
never for the purpose of diagnosing or
recommending treatment for a condition.
Examples:

Referring a participant to a more qualified
health professional when necessary

Educating a participant about the USDA
Dietary Guidelines

Recommending and designing an exercise
program for an average, healthy adult
72
Negligence



The definition of negligence has two
important components: the failure to act
and the appropriateness of the action.
Negligence can be described as acting
inappropriately as compared with what a
reasonable and prudent professional would
do under the same set of circumstances
Examples:


Failing to stop an obese participant new to
exercise from engaging in high-impact
activities during your class (failure to act or
act of omission)
Encouraging a participant to work above his
or her recommended heart rate
(appropriateness of action or act of
commission)
73
Types of negligence

Comparative negligence



Measures the relative fault of
both the plaintiff (participant)
and defendant (instructor)
The court may apportion guilt
and any subsequent award and
damages.
Contributory negligence


The participant plays a role in
getting injured.
The plaintiff cannot recover
damages from the defendant.
74
Risk management

The process of examining the risk areas for fitness
professionals

The end goal is to have a safe and enjoyable
experience for the participants.

Steps involved in a comprehensive risk-management
review:





Identification of risk areas (e.g., injury risks during
group fitness classes, maintenance of group exercise
equipment, maintenance of group fitness room)
Evaluation of specific risks in each area (e.g.,
possibility of a participant experiencing cardiac
complications during a group fitness class)
Selection of appropriate treatment for each risk (e.g.,
administer CPR when necessary)
Implementation of a risk-management system (e.g.,
putting in place an emergency response plan with the
appropriate documentation and follow-up
procedures)
Evaluation of success (e.g., review the accident
report, perform a follow-up interview with the parties
involved, and assess the effectiveness of the plan)
75
Risk management


Health screening guidelines—Each exercise
participant should complete a health history
form prior to beginning an exercise program.
Health-risk appraisal (health-history screen)

Aids the fitness professional in determining
heart disease risk factors and/or medical
conditions that may make it unsafe for an
individual to participate in physical activity

Provides a framework for designing a safe
and effective exercise program

Limitations:


Cannot be used by a fitness professional to
diagnose any medical condition
Must be updated when any new medical
condition arises (having participants update
their health-history forms every 6 to 12
months is a good practice)
76
Risk management

Programming guidelines—The primary
responsibilities of all fitness
instructors include program design
and exercise selection.




Health history should be used
appropriately in developing a program
design.
The programs and fitness assessments
selected should be recognized by a
professional organization as
appropriate for the intended use.
The programs and fitness assessments
selected should be within the
qualifications and training of the group
fitness instructor.
Accepted protocols should be followed
exactly in all programs and
procedures.
77
Risk management

Instruction guidelines—
Fitness professionals
must provide
instruction that is both
adequate and proper.


Instructions given to
participants should be
sufficient and
understandable.
Instructors should
conform to the current
standard of care.
78
Risk management

Supervision guidelines—
Supervisory duties should be
performed in accordance with
established guidelines.



Continuous supervision should be
provided in immediate proximity to
the participant to ensure safety.
Large groups of participants should
be observed by the instructor from
the perimeter of the exercise area
to ensure that all participants are
in full view.
Specific supervision of an
individual participant should be
employed any time an activity
merits close attention.
79
Risk management

Facilities guidelines—Keep the
environment free of unreasonable
hazards.




Floor surfaces should be
appropriate for each activity.
Free areas around equipment
should be sufficient for the
exercise.
Lighting should be adequate for
the performance of the skill and for
supervision by the instructor.
All entries and exits to the group
fitness area should be clearly
marked.
80
Risk management

Equipment guidelines—Legal
concerns focus on the selection,
maintenance, and repair of the
equipment.





Equipment should meet all the safety
and design standards within the
industry.
Assembly of equipment should follow
the manufacturer’s guidelines.
A schedule of regular service and
repair should be established and
maintained.
Caution should be exercised in
relation to recommending or
endorsing equipment.
Homemade equipment should be
avoided if possible.
81
Risk management



Accident reporting guidelines—When a participant is
injured, it is necessary for the instructor to file an
accident report.
The following information should be included in a
typical accident report:

Name, address, and phone number of the injured person

Time, date, and location of the accident

A brief description of the body part affected and the
nature of the injury

A description and model number for any equipment
involved

A reference to any instruction given and the type of
supervision in force at the time of the injury

A brief, factual description of how the injury occurred

A brief statement of the actions taken at the time of the
injury

Signatures of the supervisor and the injured person
Accident reports should be kept for 3–5 years,
depending on each state’s statute of limitations.
82
Basic defenses against negligence claims

Informed consent (―express
assumption of risk‖)




When a participant signs an informed
consent, he or she is acknowledging to
have been specifically informed about the
risks associated with the activity.
The two most important issues are
voluntary participation and known danger.
Uses ―assumption of risk‖ defense if
challenged in court.
Limitations:


Not a liability waiver
Intended to communicate the dangers of
the exercise program or test procedures
83
Basic defenses against negligence claims

Liability waiver



Used to release a fitness
professional from liability for
injuries resulting from an
exercise program
Represents a participant’s
voluntary abandonment of the
right to file suit
Limitations:


Does not protect the fitness
professional from being sued
Documents that are poorly
worded hold little value in court,
as each state has its own policies
84
Employment status

Independent contractor—a self-employed
fitness professional



Fitness facilities benefit from hiring
independent contractors because they do not
have to train, provide medical benefits,
arrange social security withholdings, or pay
into worker’s compensation or unemployment
funds.
Additionally, it is less complicated for
companies to simply not renew an
independent contractor’s agreement versus
firing an employee.
Benefits for the independent contractor:

Choosing when and where to work

Charging variable fees for different situations

Having professional freedom in conducting work
85
Employment status

Employee—employed
by a company

Benefits for an
employee:

Training

Medical benefits

Tax withholdings

More job security
86
Ensuring participant confidentiality




Keep all participant records in
a secure, locked place.
Keep records on file for at
least 5 years.
Inform participants that you
will keep all information
confidential.
Do not disseminate participant
names, addresses, or any
other personal information
without written permission
from the participant.
87
HIPAA





In 1996, the Health Insurance
Portability and Accountability Act
(HIPAA) was created.
This federal statute is designed to
protect the health information of
individuals from unnecessary use or
abuse.
Protected health information (PHI)
applies to information created or
received by healthcare providers.
HIPAA does not currently affect
fitness facilities.
However, as part of the fitness
professional’s initial interview and
assessment with a potential
participant, PHI is gathered.
88
HIPAA

The following precautions are recommended for the
handling of PHI:

Shred any duplicative or unnecessary participant medical
documents.

Keep all files and offices locked when not in use.

Ensure that PHI is not openly displayed on a workspace.


If an electronic system is used to store participant
information, ensure that the system is password
protected.
Sending a fax with PHI requires the fitness professional to
first notify the recipient that a fax is going to be
transmitted and mark the cover sheet "private and
confidential."

If hard copies of PHI are mailed, label the envelope as
confidential.

It is not advisable to email PHI.

To learn more about HIPAA, visit the website
www.hhs.gov/ocr/hipaa.
89
Insurance policies for the fitness professional



General liability

Covers basic trip-and-fall injuries that occur in a non-business
environment

Will not provide coverage for accidents that occur at work or
while working
Professional liability

Includes coverage based on allegations claiming injury to
participants

Covers acts of omission (things the fitness professional did not
do)

Covers acts of commission (actual conduct)

Necessary for independent contractors (self-employed fitness
professionals)
Disability


Provides income protection in the event of injury to the fitness
professional
Medical

Provides hospitalization and major medical coverage
90
Copyright law

All forms of commercially produced creative
expression are protected by copyright law.

Music is the area most relevant to group fitness
instructors.


An instructor who uses copyright-protected music
in a for-profit exercise class is in violation of
copyright law.
Performing rights societies [i.e., American Society
of Composers, Authors and Publishers (ASCAP),
Broadcast Music, Inc. (BMI)].




One must obtain a performance license from one of
these organizations to play copyrighted music in an
exercise class.
These organizations will not hesitate to sue fitness
facilities who play copyrighted music without a license.
Most clubs obtain a blanket license for their
instructors.
An alternative to playing most copyrighted music is
to purchase music made specifically for fitness, for
which the copyright holder expressly permits the
use of the music in exercise classes.
91
Americans with Disabilities Act



Enacted in 1992, it prohibits
discrimination on the basis of
disability.
Provides for equal treatment and
equal access to programs for
disabled Americans
Whether a disabled individual is
an employee or a group fitness
participant, steps must be taken
to ensure that the professional
and business environment is one
that respects the dignity, skills,
and contributions of the
individual.
92
Credible resources

Group fitness instructors must be able to access credible
health and fitness information by acquiring industry
standards and guidelines.

Fitness professionals must have knowledge of current
research and recommendations.

Important resources for the fitness professional:

ACSM’s Guidelines for Exercise Testing and Prescription, 7th ed.,
2006—http://LWW.com/acsmcrc

ACOG Committee Opinion: Exercise During Pregnancy and the
Postpartum Period, 2002—www.acog.org and www.aafp.org

National Heart, Lung, and Blood Institute (NHLBI)—
www.nhlbi.hih.gov

American Dietetic Association (ADA)—www.eatright.org

American Diabetes Association (ADA) Position Statement:
Diabetes and Exercise, 2002—www.diabetes.org
93
ACE Group Fitness Instructor Manual
Appendix
 ACE
A
Code of Ethics
94
ACE Code of Ethics

Provide safe effective instruction.

Provide equal and fair treatment to all participants.

Stay up-to-date on the latest health and physical activity
research and understand practical application.

Maintain current CPR certification and knowledge of AED
and first-aid services.

Comply with all applicable business, employment, and
copyright laws.

Protect and enhance the public’s image of the health and
fitness industry.

Maintain confidentiality of participant information.

Refer participants to more qualified fitness, medical, or
health professionals when appropriate.
95