Chapter 9: Communication and Learning Styles: GFI

Auditory Learning

Auditory learners prefer to learn by listening to clear, spoken, orderly directions. Avoiding unnecessary, wordy statements is an important skill. Verbal cues must be anticipated with precise timing. This means the information must be heard and understood by the class participants immediately before the movement occurs.

Minding Manners

Being polite and courteous in all communication.

Common Movement Dysfunction LPHC

Biggest scene to look for is excessive arching of the lower back. This excessive curvature puts an overly compressive force on the lumbar vertebrae and is one of the primary causes of chronic low back pain. The first verbal cue here is to tell the group to simply squeeze the glutes while they perform the exercise. Then the drawing in maneuver can be cued by saying something like tense the muscles between your hips and ribcage while pulling in your belly button toward the spine

Which of the following best describes positive cueing? Choosing to compliment the participants Choosing to first point out the problem, then provide a positive solution Choosing to use words that cue to the solution Choosing to focus on motivational, inspirational, and empowering cues

Choosing to use words that cue to the solution

Autonomy-Supportive Cueing

Coaching practice focused on creating an environment that emphasizes self-improvement, rather than competing against others.

Nonverbal Communication

Communication other than written or spoken language that creates meaning

Numerical Cue

Communications of the numbers for sets, repetitions, and other counted portions of movement

2 Beat Cueing

Counting down from 8 and providing verbal and/or visual cues on counts 2-1, or the last two counts of a phrase. Example: "8, 7, 6, 5, 4, 3, squat, right!"

4 Beat Cueing

Counting down from 8 and providing verbal and/or visual cues on counts 4-3-2-1. Example: "8, 7, 6, 5, squat, to, the, right" (which would be spoken over counts 4, 3, 2, 1), then the participant is able to squat to the right on the downbeat (first beat) of the next phrase.

Three-Dimensional Cueing

Cueing that incorporates visual, auditory, and kinesthetic learning strategies.

Directional Cue

Cues indicating direction of movement, such as left, right, front, and back

Rhythmical Cue

Cues related to timing of movements or upcoming timing changes

Respiration Cue

Cues reminding participants when and how to breathe

Spatial Cue

Cues that reference one's body in relationship to other participants, equipment, or both

Safety Cue

Cues that reminds participants of proper technique and correct improper movement

Movement Cue

Cues to describe the movement or pattern to be performed

Empowering Cue

Cues to help participants understand how movement empowers their lives beyond the gym

Alignment Cue

Descriptions of body set-up or execution

Avoid Conflicting Messages

Due to the dynamics of having multiple fitness levels in a single class, it is easy for an instructor to send conflicting messages. It becomes important to focus on one message at a time: Do the participants need to work harder? Do they need correction? Do they need motivation? Instructors should focus on one area of improvement before moving on to another; telling the class how to fix it or to continue their positive actions.

Be Positive and Supportive

Engaging communication should never come in the form of threats, negative comparisons, sarcasm, or judgment. Sarcasm can sometimes lighten the mood and work in a group setting, but only when the instructor has established rapport and knows each participant. Threats may seem fun, such as "every one of you has to give me 10 more push-ups or we start over!" but can quickly alienate participants who do not have the capacity to keep up with group expectations

Main Movement Cue

Explains the intended movement, often as the instructor is simultaneously demonstrating proper form of the movement. These cues encourage safety, instruct proper technique, cue correct body positioning, and describe precise form when executing movements.

Anatomical Cue

Explanations of the muscles or body parts involved

Informational/Educational Cue

Explanations of the reason for and potential benefit of a movement

Common Movement Dysfunction Feet&Ankles

Feet can turn out during squat type movements. As participants move down into the bottom of a squat, tight muscles in the lateral portion of the calves tend to pull the feet outward to allow for the movement to be completed through relative flexibility. One way to correct this is to ask participants to imagine that they are skiing and to keep their skis nice and parallel while they move up and down through the exercise.

Visual Teaching

Focused on demonstrating correct form and technique while providing a comprehensive view of the movement or pattern from start to finish.

Own Your Message

Group Fitness Instructors should try to use the phrases "I" and "my" instead of "the club" or "you should." Instructors disown their messages when they do not take personal responsibility for them. Participants want to know that their chosen instructor is qualified and confident before they incorporate the instructor's education and methods into their own daily lives.

Which of the following are the best ways for Group Fitness Instructors to demonstrate value? Help class participants locate equipment, towels, and water quickly Allow struggling participants to figure out movements on their own Substitute the explanation of class objectives with additional exercise instruction Teach discipline by having participants do push-ups if late

Help class participants locate equipment, towels, and water quickly

Cater to the Classroom

Helping participants locate equipment, towels, or water quickly, and giving struggling individuals positive attention.

Positive Based Cueing

Instructor chooses words that cue to the solution rather than the problem. Instructor speaks only to the behavior desired so all participants hear and understand, process, and immediately implement the correction, saving time and avoiding any possible injury.

Kinesthetic Learning

Kinesthetic learners prefer to learn through movement or touch. Generally, these learners will be coordinated in their movement and react quickly to changes. Instructors can accommodate kinesthetic learning by demonstrating exercises for the class, especially those with complex movements, before asking everyone to execute them. For kinesthetic learners, the Group Fitness Instructor should encourage participants to try a few reps themselves before performing the move with intensity.

Common Movement Dysfunction Knees

Knees may cave inward during squat type movements. This type of dysfunction puts considerable stress on the knee joint. The best way to get participants thinking about their knee alignment is to direct them to focus on keeping their knees tracking in line with the second and third toes on each foot.

Supportive Communication

Language that creates a climate of trust, caring, and acceptance

Equipment Preparation

Making sure equipment is accessible and ready for class.

Class Environment

Making sure the temperature and sound are at levels appropriate for the class format and demographic.

Be Available

Making time before or after class to answer questions.

In what type of teaching style must an instructor cue while facing participants? Visual-based cueing Reflective imaging Timed coaching Mirroring

Mirroring

Participant-Centered Teaching Approach

Movement selection that offers options in intensity and complexity for a variety of skill and fitness levels. Places the needs of the group above the desires of the instructor. Through rapport building, effective communication, and positive interaction, instructors create value for their participants.

Clear Communication

Openly explaining class objectives and equipment needed at the beginning of class.

Which of the following best describes one-way communication? A demonstration of a squat prompts participants to do the same Class participants reach for their mats after the instructor tells them to get down on the floor for planks Cycling class participants rise from their seats after being instructred to come off the saddle Participants remain standing after instructor tells them to lunge

Participants remain standing after instructor tells them to lunge

Motivational/Inspirational Cue

Positive cues about performance, effort, or ability to complete the exercise

Examples of Autonomy-Supportive Cueing

Providing choices within limits Offering rationales for activity structures Avoiding overt control and criticism Providing informational feedback Limiting participants' ego involvement throughout their program (i.e., focus on self-improvement instead of comparing to others)

Learn Names of Participants

Setting a goal to meet (and remember) someone new each class.

Show Tell Do Method

Show: Demonstrate what you're expecting participants to do. Tell: Tell participants what you'd like them to do, and how. Do: Give participants the opportunity to perform the action themselves.

Be Specific

Specific, straightforward communication encourages positive change and empowers participants to move correctly. In a diverse group setting there will likely be one participant who is new or inexperienced; it is best for instructors to practice consistent specificity, and explain exactly what to do and how it should feel.

Making Sure Comments/Corrections/Feedback are Received Well

Start with a positive observation: "I love your energy!" Communicate the correction: "Bring your arms up to shoulder level" (Add a smile, a tap to the shoulder, or a nod). Conclude with a positive statement: "That's where I need you to be! Your shoulders should be feeling good."

Reflective Imaging

Teaching technique in which an instructor faces the same direction as the participants and uses a mirror's reflection to teach or cue movements.

Timed Coaching

Teaching technique in which an instructor focuses on verbal coaching and motivational phrasing in order to push the participants through timed movement sequences

Mirroring

Teaching technique in which instructors face their participants and perform movements as if they are the participants' reflection in a mirror.

Common Movement Dysfunction Shoulders and Head

Tell the participants to lift the chest and tuck the chin. Doing these motions helps put the cervical spine into optimal alignment.

Simple-to-Complex (Layering) Teaching

This method teaches a combination of movements at a basic level, and then adds additional movements, range, or intensity to build upon each movement for more complexity.

Repetition Reduction Teaching

This method teaches a combination of moves by first teaching the move and repeating it until participants have it mastered. This is repeated with each additional move. Then, the instructor returns to the starting move and reduces the number of repetitions with each move.

Slow-to-Fast (Half-Time) Teaching

This method teaches an exercise or combination of exercises at a slower rate or at half the speed at which it will be performed. Once mastered, the instructor cues the participants to speed up to the appropriate tempo.

Part to Whole Teaching

This method teaches one move or exercise in a combination (repeating as necessary) before teaching the second move (repeating as necessary). Then, the instructor cues participants to add the second move to the first. This is repeated with the rest of the combination.

Facilitating Participant-Centered Instruction

To connect with participants verbally, instructors should use words that include, rather than exclude, the greatest number of participants. To visually engage all participants in class in the most meaningful way, instructors may wish to use frequent eye contact, provide visual reassurance (such as thumbs-up), and walk around the room. To engage all participants in class in a kinesthetic way, instructors may wish to use language that focuses on how movement should feel or encourage participants to imagine scenarios that help facilitate the intended behavior.

How to Facilitate Supportive Communication

Use "I" statements rather than "you" statements. Ask open-ended questions rather than critical statements. Work to understand how someone is feeling and engage with them. Avoid making rigid pronouncements by softening statements with qualifiers like, "You might want to consider . . ." or "Perhaps you could try . . ." Work together and use "we" statements. Look to provide new approaches or solutions rather than focus on mistakes.

Cue Based Teaching

Use of continuous, reliable, and precise verbal cues that occur simultaneously with movement.

Motivational, Educational or Personal Cue

Used to encourage participants during challenging movements or to keep them going when fatigue affects performance. Breaks up the monotony of "do this" instruction and helps participants realize the benefits that may come as a result of their time and effort in class.

Pre Cue

Used to technically set up the movement or movement pattern in a timely, efficient, clearly stated way.

Nonverbal Cue

Uses expression, gestures, posture, or other nonverbal forms of communication to keep the class engaged. After providing a pre-cue and a movement cue, mirror image participants, smile, make direct eye contact, nod your head, clap your hands, or emphasize the energy and beat of the music.

In order to facilitate supportive communication, Group Fitness Instructors can implement which of the following approaches into their teaching style? Using "I" statements rather than "you" statements Sticking to the class plan no matter what Bringing up experiences from past mistakes Using "you" statements rather than "I" statements

Using "I" statements rather than "you" statements

Positive Based Correction

Using various forms of verbal and non- verbal feedback to elicit a corrective change in the most encouraging manner possible.

Visual Learning

Visual learners prefer to learn by seeing or watching. With movement, visual learners prefer to see things displayed and demonstrated and find value in the observation of body language. Instructors can accommodate visual learning through the demonstration of correct and incorrect movement in exercise and the use of gestures for direction.

Deliver Messages at the Time of Occurence

When Group Fitness Instructors see participants performing incorrect or dysfunctional movements, specific feedback should be provided immediately. This allows the participant to better understand and comprehend the change, as well as reduce the risk for injury. It is better to take a few seconds to quickly fix an improper movement, than let a participant neurologically process or learn improper patterns they then have to unlearn later

Two Way Communication

When a communicator (instructor) sends an audio, visual, or kinesthetic signal and the receiver communicates a response back to the sender

One Way Communication

When a communicator (instructor) sends an audio, visual, or kinesthetic signal with no confirmation of receipt from the receiver(s) Appropriate when giving broad direction about the class, workout, or movement pattern

Examples of Having a Positive and Inviting Attitude

be open for feedback or criticism. remind themselves, and the class, they are there for the participants' benefit—not their own. be friendly. be a leader. look the part.

Rapport Building Activities

meeting participants and learning their goals. making eye contact with participants in conversation and during class. learning and using participants' names. taking an interest in participants' lives and families. taking music or exercise requests.

Which of the following auditory cues is the most effective way to implement two-way communication? "It's time for biceps curls. I'll know you're ready when I see you standing up with your dumbbells, palms facing up, and a big smile on your face" "It's time for biceps curls. Pick up your dumbbells." "It's time for biceps curls. Pick up your dumbbells and curl with your palms facing up." "It's time for biceps curls. Pick up your dumbbells and start curling on a two count like this: lift-lift, lower- lower."

"It's time for biceps curls. I'll know you're ready when I see you standing up with your dumbbells, palms facing up, and a big smile on your face"

Rather than "don't let your shoulders rise up," an instructor focusing on inclusive and participant-centered teaching could say which of the following? "If your shoulders are rising up, please decrease your weight." "You're doing great, but don't let your shoulders rise up." "Try to keep your shoulders down." "Check out your neighbor, are their shoulders rising up? If so, give them a nudge to remind them keep those shoulders down."

"Try to keep your shoulders down."

Hands On Cueing

A movement correction technique that requires the instructor to redirect the participant through the use of touch.

Personal Cue

A short, personal anecdote disconnected from class purpose; builds community and rapport

Which types of cues work best to facilitate efficient movement execution for the participants? Anatomical and informational Empowering and directional Alignment and safety Motivational and rhythmical

Alignment and safety

Which of the following best describes the cue: "This plank is going to activate your oblique muscles on the right side"? Directional Alignment Anatomical Spatial

Anatomical

Punctuality

Arriving early, starting class on time, and ending on time.