Official Course Description: MCCCD Approval: 05/28/91
PED135 19916-19925	LEC	3 Credit(s)	3 Period(s)
Methods of Teaching Aerobics
Planning and teaching aerobics. Techniques for cueing, use of music, high and low impact aerobics, floorwork, cool down. Prerequisites: (PED110 and PED125) or permission of instructor.

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MCCCD Official Course Competencies:
PED135   19916-19925	Methods of Teaching Aerobics

1.	Describe the characteristics of successful aerobics instruction, including preparation for the instructor and appropriate organization of the class. (I, II, III, IV)
2.	Identify types of cueing and describe problems which may arise, indicating appropriate alternatives. (V)
3.	Identify types of music appropriate to various kinds and stages of aerobics exercise, and describe the effect of the beats per minute and music volume. (VI)
4.	Describe how to structure a low impact aerobic class, including consideration for both benefits and risks to the student. (VII)
5.	Describe how to structure a high impact aerobics class, including consideration for both benefits and risks to the student. (VIII)
6.	Describe how to structure a step aerobics class, including consideration for both benefits and risks to the student. (IX)
7.	Describe how to structure floorwork in an aerobics class, including appropriate and contraindicated exercises. (X)
8.	Indicate the purpose of post-cardio walkdown. (XI)
9.	Describe how to structure cool down, including appropriate and contraindicated exercises. (XII)
10.	Describe the legal responsibilities of the aerobics instructor. (XIII)
11.	Identify resistance equipment and describe the benefits and risks involved in using such equipment, including application in specific exercises. (XIV)
12.	Describe how to structure specialty exercises classes. (XV)

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MCCCD Official Course Outline:
PED135   19916-19925	Methods of Teaching Aerobics

I. Characteristics of successful instruction A. Responsibilities as an educator 1. Leadership styles 2. Learning styles 3. Staying updated B. Serving updated 1. Realistic role model 2. Positive role model C. Serving as a motivator 1. Setting realistic goals 2. Ensuring success 3. Positive reinforcement 4. Participant involvement D. Serving as a trainer 1. Implementing the program 2. Providing variations and modifications II. Leadership preparation A. Organizing self and program 1. Class responsibilities 2. Adaptability B. Attitude of a leader 1. Understanding abilities/expectations of the class 2. Living what you preach 3. Being positive III. Leadership teaching techniques A. Making personal contact B. Verbal and non-verbal communication skills C. Correcting IV. Class organization A. Purpose of the warm up 1. Elevating heart rate 2. Elevating core body temperature 3. Preparing body for vigorous activity B. Structuring the warm up 1. Length and intensity 2. Types of movement 3. Types of music and BPM C. Contraindicated exercises and altenative 1. Unsupported forward flexion 2. Forward flexion with rotation 3. Unsupported lateral flexion 4. Knee hyperextension 5. Neck circles and hyperextension 6. Extreme static stretches 7. Ballistic stretching V. Cueing and transitions A. Types of cueing 1. Verbal 2. Non-verbal B. Cueing problems and alternatives 1. Avoiding late cueing 2. Being too wordy 3. Too much cueing C. Transitions 1. Key to smooth choreography 2. Changing one factor at a time VI. Music motivational magic A. Appropriate beats per minute 1. High impact 2. Low impact 3. Muscle condition (floorwork) 4. Beginning/into class B. Appropriate beats per minute for class segment 1. Warm up 2. Low impact 3. High impact 4. Walk down 5. Floorwork 6. Cool down C. Music variety 1. Integrating varieties of music into a class 2. Music sources D. Music volume 1. Vocal production 2. Factors to consider VII. Low impact aerobics A. Benefits and risks 1. Physiological implications 2. Biomechanical implications B. Structuring a low impact class 1. Basic moves 2. Choreographic variations 3. Choreographic techniques 4. Problem moves and alternatives VIII. High impact aerobics A. Benefits and risks 1. Physiological implications 2. Biomechanical implications B. Structuring a high impact class 1. Basic moves 2. Creating new moves and combinations 3. Contraindicated movements and alternatives 4. Modifications for varied levels of students 5. Smooth transitions between moves 6. HI/LO choreography for variety and safety IX. Steps aerobics A. Benefits and risks 1. Physiological implications 2. Biomechanical implications B. Structuring a step class 1. Basic moves 2. Creating new moves and combinations 3. Contraindicated movements and alternatives 4. Modifications for varied levels of students 5. Smooth transitions between moves X. Floorwork A. Concept and goals of floorwork 1. Muscle strength/muscle endurance 2. General principles for effective floorwork 3. Biomechanic implications - safety guidelines B. Structing floorwork 1. Proper progression 2. Sets and repetitions C. Specific exercises for muscle groups 1. Perctoralis, latissimus, trapezius 2. Bicepts, triceps, deltoids, rotator cuff 3. Hip abductors 4. Hip adductors 5. Gluteals/hamstrings 6. Quadriceps/hip flexors 7. Tribialis/anterior-posterior 8. Abdominals/spinal extensors D. Contraindicated exercises and altenatives 1. Excessive arm circles - horizontal positions 2. Hip abduction "L" position 3. Hip abduction "hydrant" position 4. Hip extension "donkey" kick 5. Quad/hip flexor lift without support 6. Deep knee bends "plies" 7. Sit-up with legs straight E. Leadership techniques XI. Purpose of post-cardio walk down A. Heart rate B. Level of effort C. Types of movement XII. Cool down (flexibility) A. Purpose 1. Heat rate 2. Level of effort 3. Muscle and range of motion 4. Flexibility principles B. Variations in structing a cool down 1. Static stretch 2. PNF stretch C. Contraindicated exercises and alternatives 1. Hurdler stretch 2. Foward flexion with hyperextended knee 3. Plough 4. Sitting achilles stretch 5. Shin and quadricep stretch 6. Ballistic ballet bar stretches XIII. Legal aspects A. Instructor's liability 1. Waiver/informed consent 2. Insurance needs B. Music liability XIV. Resistance equipment (weights, bands, tubes) A. Resistance equipment 1. Muscle strength/muscle endurance 2. Purpose of equipment B. Benefits and risks of weights, bands, and tubes 1. Proper overload (how much weight?) 2. Common alignment problems 3. Modifications for various levels C. Specific exercises; paractical application 1. Upper body 2. Lower body XV. Specific exercises A. Interval training 1. Theory and purpose 2. Structure of class B. kids' class C. Lower back class D. Stretch class E. Pre/post natal class F. Agua classes G. 50+ and senior classes H. Other specialty classes I. Creating and implementing specialty classes

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