ACE_Chapter 11: Offering Group Fitness Classes in Diverse Settings (Reading Notes)

ADAPTING TO DIVERSE CLASS SETTINGS

• The COVID-$19$ pandemic fundamentally transformed the fitness industry, shifting exercise habits toward online and outdoor settings.

• Certified Group Fitness Instructors (GFIs) must increase versatility by adapting teaching strategies and leadership techniques to these diverse environments.

• This guide covers considerations, strategies, and techniques for online and outdoor group fitness.

ONLINE GROUP FITNESS CLASSES

• The American College of Sports Medicine (ACSM) worldwide survey of fitness trends ranked online training as the top consumer trend in $2021$.

• Benefits of Online Classes:

  • Access to group fitness anywhere and anytime.

  • Convenience helps participants maintain consistent habits despite tight schedules.

  • Participants experience group activity in a private environment, removing the intimidation or pressure to perform found in studios.

  • Encourages body awareness and ownership of the experience through self-refining movements and alignment.

DELIVERY FORMATS FOR ONLINE FITNESS

• Live Streaming: The GFI broadcasts to an audience in real-time. This allows for direct interaction, feedback, motivation, and instructional corrections.

• Prerecorded (On-Demand): The GFI records a class and posts it for access at any time. This allows for a more polished, edited product but offers no opportunity for real-time observation or feedback.

• Hybrid: The instructor teaches in-person participants while simultaneously streaming to an online audience. This requires managing dual technologies and teaching styles.

SAFETY AND RISK MANAGEMENT FOR ONLINE CLASSES

• Regardless of the delivery method, adherence to laws and risk management is critical.

• Introduction Guidelines:

  • Inform participants that safety is of the utmost importance.

  • Remind participants to stop exercising if they experience signs of physical distress, such as difficulty breathing or an unusually rapid pulse rate.

  • Instruct participants to be aware of their surroundings to ensure a safe area free of obstructions.

• Pacing and Transitions:

  • GFIs should slow down explanations and extend transition times so participants can see and understand techniques on their electronic devices before moving.

LEGAL CONSIDERATIONS FOR ONLINE CLASSES

• Music Licensing: GFIs must ensure they can legally use music online. Standard in-person licenses often do not cover online streaming. Some platforms may automatically mute copyrighted music regardless of the instructor's licensing status.

• Jurisdiction and Waivers: Documentation and waivers must be formatted to match the jurisdiction (city, state, or country) of the participants, which may differ from the GFI’s location.

• Privacy: Specific permission may be required for the transmission of participant images through online webpages.

• Hybrid Legal Issues: Local ordinances might restrict the number of supervised participants in a facility area; GFIs must consider if online participants count toward these limits in terms of supervision quality.

• Liability: Secure professional liability insurance that explicitly mentions online instruction.

TECHNICAL SETUP AND CONSIDERATIONS

• Platforms: Common apps include Zoom, Skype, WhatsApp, Instagram Live, and Facebook Live. Private video hosting services are also available.

• Device Usage: Use a laptop or tablet rather than a smartphone for a larger screen to better monitor participants.

• Connection: Connect directly to an internet router via an Ethernet cable to reduce lagging. If using Wi-Fi, stay as close to the router as possible.

• Visuals:

  • Positioning and lighting should provide a clear, full-body picture.

  • Face a window for natural light or use external lighting.

  • Use a green screen for virtual backgrounds to ensure a crisp image of the body.

  • Clear the frame of clutter but include specific class props for recognition.

  • Ensure both standing and ground-based exercises are visible without constant camera repositioning.

TEACHING AND CUEING STRATEGIES ONLINE

• Simplicity: Simplify the blueprint and choreography to help participants follow along through the screen. Minimize transitions between standing and ground-based work.

• Teaching Styles:

  • Beat-Based: Challenging online due to music and video lag. Often better for prerecorded on-demand sessions.

  • Coaching-Based: Most common for online HIIT, boot camp, and muscular fitness. Uses the "Show, Tell, Do" method.

  • Practice Style: Encourages participants to practice at their own pace and intensity.

• Cueing Types:

  • Internal Cues: Direct attention toward the body (e.g., "keep wrists below shoulders during a push up"). Useful for beginners and motor learning.

  • External Cues: Direct attention toward the environment or outcome (e.g., "explode off the ground during a jump"). Enhances performance effectiveness.

  • Visualization: Using mental images (e.g., "visualize jumping over a puddle of water" for a lateral leap).

VOCAL QUALITY FOR DIGITAL ENVIRONMENTS

• Clarity: Overemphasize enunciation. Avoid detailed cues during extreme exertion.

• Tone: Maintain a lower, strong tone using steady breathing. Avoid high-pitched sounds that become uncomfortable through digital microphones.

• Speed: Speak slowly enough for everyone to understand through the stream.

• Contrast: Use the voice to create the mood (e.g., quiet, enthusiastic, or celebratory).

LEADERSHIP AND COMMUNITY IN THE DIGITAL SPACE

• Authenticity: GFIs should be their most authentic selves to build rapport. Sharing personal stories or professional anecdotes helps participants relate.

• Self-Check Before Login:

  • Pause for at least $1$ minute to get focused.

  • Take $5$ slow breaths, counting to $3$ on the inhale and $3$ on the exhale.

• Community Strategies:

  • Engage in questions or icebreakers as people join.

  • Utilize chat functions.

  • Use participants' names in greetings and cues.

  • Create fitness/wellness challenges.

  • Consider adding a moderator to assist with the tech and welcome participants.

OUTDOOR GROUP FITNESS CLASSES (GREEN EXERCISE)

• Outdoor activity ranked as the fourth most popular fitness trend in the ACSM $2021$ survey.

• Green Exercise Benefits:

  • Exposure to nature linked to stress reduction, improved mood, and enhanced cognitive function.

  • Mitchell ($2013$) found outdoor exercisers had about half the risk of poor mental health compared to indoor exercisers.

  • Each extra weekly day of nature-based activity reduces the risk of poor mental health by an additional $6\%$.

  • Exposure to sunlight enhances Vitamin D production, helping mood enhancement.

• Community Benefits: Classes are more accessible (neighborhood spaces) and affordable (no facility overhead costs).

OUTDOOR LOCATION AND LEGAL CONSIDERATIONS

• Permission: Never assume public property (beaches, parks, trails) is usable without a permit or government approval. Private land use may require a nominal fee or a mutually beneficial relationship (e.g., selling recovery snacks/beverages).

• Risk Mitigation: Visit the site to assess safety (EMS access, uneven ground, tree roots, rocks). Ensure cell phones have service at the location.

• Waivers: Use waivers specific to the outdoor environment (e.g., mentioning beaches or forests).

• Shared Use Agreements: Formalize the use of the area in writing and do not deviate from the agreed-upon location.

ENVIRONMENTAL AND STEWARDSHIP STEPS

• Leave No Trace: Remove all garbage. Avoid excessive wear and tear on infrastructure (do not use lighting or landscaping as equipment attachment points).

• Shared Spaces: Respect other users. Limit classes to established hours. Avoid excessive noise or amplified music in quiet areas.

• ACE Moving Together Outside Campaign: Advocates for state/local governments to expand access to green spaces for structured physical activity led by professionals.

TEMPERATURE-RELATED ILLNESSES AND HYDRATION

• Heat Cramps: Muscle spasms in arms, legs, and stomach. Signs: pain, loss of strength, thirst. No EMS unless vomiting/nausea occurs.

• Heat Exhaustion: Due to high temperatures and loss of electrolytes/fluids. Signs: weak rapid pulse, low BP, fatigue, headaches, dizziness, clammy skin, sweating, core temperature elevation. Activate EMS if symptoms progress.

• Heat Stroke: Medical emergency. Signs: hot/dry red skin, rapid pulse, anxiety, irritability, dyspnea, core temp over $104\,^{\circ}F$ ($40\,^{\circ}C$). Activate EMS immediately.

• Hypothermia: Body temperature drops below $95\,^{\circ}F$ ($35\,^{\circ}C$). Signs: shivering, numbness, tingling. Can lead to cardiac arrest. Activate EMS if temperature does not rise.

• Hydration Guidelines:

  • Before: Drink $5$ to $7\,ml/kg$ ($0.08$ to $0.11\,oz/lb$) at least $4$ hours before. For a $154\,lb$ person, this is approximately $12$ to $17\,oz$.

  • During: Monitor weight to estimate sweat loss. Aim for a composition of $20$ to $30\,mEq/L$ of sodium, $2$ to $5\,mEq/L$ of potassium, and $5\%$ to $10\%$ carbohydrate. Prevent a greater than $2\%$ loss in body weight.

  • After: Drink $1.5\,L/kg$ ($23\,oz/lb$) of body weight lost.

TEACHING OUTDOOR CLASSES

• Program Design: Explicitly include warm-up and cool-down to help participants acclimate to the environment. Use the terrain (hills/stairs) for training.

• Equipment: Use light, portable gear (bands, medicine balls, mats). Inspect equipment regularly as pavement and outdoor elements cause faster wear.

• Vocal Quality: Acoustics are poor outdoors. Avoid yelling to prevent vocal straining. Use exaggerated nonverbal cues and portable microphones.

• Leadership Best Practices:

  • Arrive early and set the stage.

  • Use opening and summative closing statements.

  • Plan partner or group challenges and games.

  • Establish a closing ritual or cheer to bond the group.

  • Focus on accessibility and inclusivity for all fitness levels.