TOUR F · 2nd Edition Step Certification Excellence in Group Exercise Certification Education F i...

FiTOUR®

Step Certification

2nd Edition

Step Certification

Excellence in Education

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FiTOUR®

Group Exercise Certification

Excellence in Education

2nd Edition

Book 1

FiTOUR® DOUBLE BOOK

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Book 2

Book 1

FiTOUR® DOUBLE BOOK Turn it Over - Two in One!

Book 2

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Table of Contents Introduction ......................................................................................................................... 3 Step Research ...................................................................................................................... 4 Musculoskeletal Anatomy................................................................................................... 6 Myology ......................................................................................................................... 6 Osteology ....................................................................................................................... 7 General Basic Physiology ................................................................................................... 8 Cardiorespiratory Function ............................................................................................ 8 Muscle Function........................................................................................................... 10Kinesiology/Biomechanics................................................................................................ 13 Planes of Movement..................................................................................................... 13 Joint Actions................................................................................................................. 14 Anatomical Directional Terminology .......................................................................... 15 Training Concepts and Terms ........................................................................................... 16 Five Components of Fitness.............................................................................................. 18 General Exercise Guidelines ............................................................................................. 19 FITT Principle .............................................................................................................. 19 ACSM Guidelines and the FITT Principle................................................................... 19 Monitoring Intensity..................................................................................................... 20 General Safety Tips...................................................................................................... 22 Special Populations ...................................................................................................... 23 Injury Prevention and Management ............................................................................. 27 The Step Equipment and Set Up ....................................................................................... 28 Room Setup ....................................................................................................................... 29 Step Terminology.............................................................................................................. 30Stepping Technique........................................................................................................... 31Summary of Stepping Guidelines ..................................................................................... 32 Stepping Execution ........................................................................................................... 33Music................................................................................................................................. 43 Choreography .................................................................................................................... 45 Class Format...................................................................................................................... 49 Example Beginner Class: 30 Minutes ......................................................................... 52 Example Intermediate Class: 45-60 Minutes .............................................................. 54 Instructor Skills ................................................................................................................. 56 The Motivator............................................................................................................... 56 The Great Communicator............................................................................................. 58 The Observant Coach ................................................................................................... 59 Human .......................................................................................................................... 60 Step Instructor Check List............................................................................................ 61 Appendix A: Slow Stretches ............................................................................................ 63 Appendix B: Choreography Building Blocks .................................................................. 65 References ......................................................................................................................... 66


Introduction �� What is Group Step? Cardiovascular training performed by stepping up and down on an

elevated platform paced by music in a group class. �� Characteristics

�� Great appeal to all �� Uncomplicated �� Athletic �� Strong Movements �� Results Oriented

�� History of Group Step and its Roots �� Early 1900s: Step training began in early 1900s with athletes running up and down

stadium stairs/steps for cardio conditioning. �� 1950: Harvard Step Test developed to measure cardio-respiratory fitness. �� 1969: Jazzercise was born �� 1970s: Group Hi Impact Aerobic Dance Classes were sweeping the United States. �� 1980s: Lo Impact Aerobic Dance Classes were beginning to develop and become

popular due to the stress and the increase in injuries from the standard Hi-Impact classes. Due to the interest increasing in Lo-Impact Aerobics, the workout evolved into increased tempo and more complex choreography.

�� 1989: Gin Miller inspires the world to step group fitness style. Gin Miller is con-sidered the pioneer for developing the original step aerobics class. Her own over-use injuries of the knees lead to therapy using her porch step upon which to step up and down. To relieve the monotony of stepping up and down, she turned on the music and voila , step aerobics was created. Reebok came on board with Gin and developed a team to train fitness professionals on how to teach step aerobics in a class setting. In addition, The National Step Reebok Training Team developed Step Reebok programming backed by scientific research. Moreover, The Step Company came on board to manufacture the club steps.

�� 1993: Reebok University was launched and stepping guidelines and terminology were established. Original stepping was performed on 10-inch steps at 80-120 beats per minute (bpm).

�� Benefits �� Improved Cardiorespiratory Fitness �� Improved Core Strength �� Improved Speed, Endurance, and Power �� Reduces Resting Heart Rate �� Reduces Blood Pressure �� If performing interval training on the step, through anaerobic training, one can

achieve: �� Greater Efficiency �� Going outside of comfort zone and exploring new territory �� Higher Caloric Expenditure

�� Metabolic pathways are optimized through interval training to enhance interest and adherence.

�� Reduces body fat while increasing lean body mass �� Relieves stress and increases beta-endorphins


Step Research �� 1993 Original Research:

�� Auburn University: Blessing, et. a.l. �� The Effects of One-Pound Hand Weights During Stepping on an 8-inch Step

�� No significant difference in energy cost (measured in oxygen uptake) �� Subjects reported a “perceived” increase in energy expenditure. �� The heart rates overall were reported as being higher with one-pound

weights.�� It was concluded that the perception of increased energy expenditure was

due to fatigue and discomfort while the elevated heart rate was due to the pressor response (blood pressure activity due to external stimuli).

�� The Effects of Two-Pound Hand Weights During Stepping on an 8-inch Step �� Energy expenditure increased 6.7%. �� Acute pain in shoulders was reported.

�� University of Pittsburgh: Goss, et. a.l. �� The Effects of 1 and 2-pound Hand Weights and Music Tempo of 80-120 bmp

while stepping on a 14-inch step. �� The effects of lifting 1 and 2 pound hand weights were undetermined due

to the fact that data was not collected on stepping without hand weights during the research study.

�� 80 bpm Results: �� One-Pound Weights: Energy Cost Increased by 18.6% �� Two-Pound Weights: Energy Cost Increased by 21.7%

�� 120 bpm Results: �� One-Pound Weights: Energy Cost Increased by 17% �� Two-Pound Weights: Energy Cost Increased by 21.2%

�� Interesting Finding: Determined that when BPM increased that the en-ergy cost decreased. Indicating that the intensity of the workout doesn’t necessarily increase due to the tempo increasing.

�� San Diego State University �� The Effects of Stepping on Physiological and Biomechanical Functions �� The Effects of Stepping on Energy Cost and Fatigue �� The Effects of Platform Height �� The Effects of Hand Weights �� Impact Forces on the Feet �� Video Analysis

�� University of Texas (Stanforth, et. al.): Studied Music Tempo 120-128 bpm �� San Jose State University (Kravitz, et. al) �� University of Colorado �� Based on the above research, the original Step Reebok guidelines were established.

Step Reebok originally recommended that one step at bpm no higher than 122. It was recommended that one NOT use hand weights while stepping for cardio training. The potential risk for injury to the shoulder and elbow joints is greater than the benefits from little increased energy expenditure. It is best to perform stepping for cardio and perform weight training using the step as a prop.


Step Research �� 1997 Research Revises Stepping Guidelines:

�� Auburn University Montgomery: Michele Scharff Olson, Ph.D. �� The Introduction of Gradual Exercise Progression �� Stepping in a linear fashion �� One change at a time �� Variables to change:

�� Increased Platform Height �� Greater Arm Involvement �� More Advanced Movements �� Increased Tempo

�� Increase in Intensity �� 7-10% increase in energy expenditure with each 2-inch riser increase �� 7-10% increase in energy expenditure with the increase from the original

guidelines of bpm (118-122) to 128 bpm. �� BPM Cap: Based on physiological and biomechanical data collected, research

determined that tempos greater than 128 bpm produced significant impact forces, increase in lactic acid, fatigue, and poor movement technique, postural misalign-ment, and improper foot alignment.

�� See Revised Guidelines on page 32.


Musculoskeletal Anatomy Anatomy Definition—The structure of the human body. �� Striated or Skeletal Muscle: The anatomical structure that provides the force necessary

to move the body. �� Myology: The study of muscles


�� Bone: The anatomical structure that provides support, movement, and protection for the body.

�� Osteology: The study of bones Skeletal Anatomical Figure

Cranium

Sternum Humerus

Sacrum Radius

Ulna

Costa

Vertebrae

Os coxae Coccyx

Femur

Patella

Tibia Fibula

ClavicleAcromion

Metacarpal Bones

Phalanges

Phalanges

Metatarsal Bones Tarsals


General Basic Physiology �� Definition: Physiology is the study of human body function. �� Cardiorespiratory/Cardiovascular Function

�� Cardio– Heart �� Respiratory– Lungs and Ventilation �� Vascular– Blood Vessels �� Definition: A health-related component of physical fitness that relates to the ability

of the circulatory and respiratory systems to supply oxygen during physical activity. �� Respiratory System: The primary function of the respiratory system is to

supply the blood with oxygen in order for the blood to deliver oxygen to all parts of the body. The respiratory system does this through breathing. When we breathe, we inhale oxygen and exhale carbon dioxide. This exchange of gases is the respiratory system's means of getting oxygen to the blood. Res-piration is achieved through the mouth, nose, trachea, lungs, and diaphragm.

Oxygen enters the respiratory system through the mouth and the nose. The oxygen then passes through the pharynx and the trachea which is a tube that enters the chest cavity. In the chest cavity, the trachea splits into two smaller tubes called the bronchi. Each bron-chus then divides again forming the bronchial tubes. The bronchial tubes lead directly into the lungs where they divide into many smaller tubes which connect to tiny sacs called alveoli. The average adult's lungs contain about 600 million of these spongy, air-filled sacs that are surrounded by capillaries. The inhaled oxygen passes into the alveoli and then diffuses through the capillaries into the arterial blood. Meanwhile, the waste-rich blood from the

veins releases its carbon dioxide into the alveoli. The carbon dioxide follows the same path out of the lungs when you exhale. The dia-phragm's job is to help pump the carbon dioxide out of the lungs and pull the oxygen into the lungs. The diaphragm is a sheath of muscles that lies across the bottom of the chest cavity. As the diaphragm con-tracts and relaxes, breathing takes place. When the diaphragm contracts, oxygen is pulled into the lungs. When the diaphragm relaxes, carbon dioxide is pumped out of the lungs.


�� Cardiovascular System: The cardiovascular system is a complex system with one central organ: the heart. The heart is the body’s pacemaker. It pumps oxy-

gen-rich blood to the different parts of the body. The blood’s journey through the body is an ex-tensive trip through highways of veins, arteries, and other branches. The heart is divided into four chambers: the left and right atria, and the left and right ventricle. The atria are on the up-per half of the heart, and the ventricles make up the lower portion. The object of the blood is to circulate oxygen for the growth and develop-ment of cells.

�� Cardiorespiratory System: Blood enters the heart in the left atrium, from the superior and inferior vena cava. The superior vena cava is the vein that col-lects the blood returning from the upper body, and the inferior vena cava re-turns blood from the lower body. The deoxygenated blood of these two veins enters the heart in the right atrium and is pumped to the right ventricle. Then the blood travels out of the heart and enters the pulmonary artery. This artery

carries the blood to the lungs to get oxygen. Once the blood reaches the lungs, carbon dioxide already in the blood is diffused into the lungs. Carbon diox-ide is a cell’s waste product after using oxygen. This is where the circulatory system and the respi-ratory system intertwine. The oxygen in the lungs is diffused through the alveoli sacs and then through the wall of the lungs into the bloodstream. The blood carries the oxygen to the various cells in the body. To get the oxygen to the actual cells, the arteries branch off into smaller arterioles. These even branch off to capillaries, the smallest of blood vessels. Their walls are extremely thin and elastic. In these vessels, the red blood cells must travel sin-gle file to pass through. The oxygen diffuses across the capillary wall. It then travels to a nearby cell and enters through the cell membrane. The carbon dioxide that leaves the cell to allow room for the oxygen makes its way to the bloodstream. Once it reaches the capillaries, it has entered the blood-

stream. The capillaries then fork into venules, which then fork into veins. The veins carry the carbon dioxide in the blood back to the heart. This completes the cycle of the circulatory system.


�� Muscle Function �� Muscles

�� 3 Types �� Smooth (Involuntary) �� Cardiac (Involuntary) �� Skeletal/Striated (Voluntary): About 400

�� Muscle (Fasciculus– A bundle of muscle fibers surrounded by perimyseum)

�� Muscle Fiber �� Myofibril

�� Sarcomere: Fundamental Unit of Contraction �� Actin - Thin Filament �� Myosin - Thick Filament


�� Motor Unit: The functional unit of muscular contraction that includes a motor nerve and the muscle fiber that its branches innervate.

�� Muscle Contraction: Muscles apply force by contracting and pulling on bones. �� All or None Law: Given a threshold or supra threshold stimuli, a muscle

fiber will contract all the way or not at all. �� Sliding Filament Theory: The actin slides over the myosin pulling the ends

of the sarcomere together creating a contraction and shortening the muscle. �� Isotonic Contraction: A muscle contraction in which the force of the muscle

is greater than the resistance, resulting in joint movement with shortening of the muscle.

�� Concentric Phase: A shortening of the muscle as a result of its con-traction.

�� Eccentric Phase: A lengthening of the muscle during its contraction; resists movement caused by another force

�� Isometric Contraction: A muscle contraction in which the muscle length is unchanged.

�� Isokinetic Contraction: A muscle contraction with controlled speed, allow-ing maximal force to be applied throughout the range of motion.

�� Muscle Mass Changes from Resistance Training �� Hyperplasia Theory: An increase in muscle size due to muscle fibers split-

ting and forming separate fibers. �� Hypertrophy: An increase in muscle size due to the cross-sectional area of

the muscle increasing in size.


�� Muscles...con’t �� Muscle Fiber Types

�� Type I Slow-Oxidative (SO)�� Also known as Slow-Twitch Fiber �� Speed of Contraction: Slow �� Force: Low �� Resistance to Fatigue: High

�� Type IIa Fast Oxidative Glycolytic (FOG) �� Also known as Intermediate Fiber �� Speed of Contraction: Fast �� Force: High �� Resistance to Fatigue: High �� These muscle fibers can be trained to act as either Type I or Type IIb

�� Type IIb Fast Glycolytic (FG) �� Also known as Fast-Twitch Fiber �� Speed of Contraction: Fast �� Force: High �� Resistance to Fatigue: Low


Kinesiology/Biomechanics

�� Definition: Kinesiology is the scientific study of human movement. �� Planes of Movement: Flat imaginary surfaces that divide the body into halves in order

to correspond with movement, motion, and actions. Human movement occurs in a plane. �� Median/Sagittal Plane: A vertical plane that passes through the body anterior to

posterior dividing the body into right and left sections. Flexion and extension ac-tions occur within the sagittal plane.

�� Frontal/Coronal Plane: A vertical plane that passes through the body from side to side dividing the body into anterior and posterior sections. Abduction and adduc-tion actions occur within the frontal plane.

�� Transverse/Horizontal Plane: A horizontal plane that passes through the body di-viding the body into superior and inferior sections. Rotation and twisting actions occur within the transverse/horizontal plane.

�� Oblique Plane: A plane that lies tilted among the 3 primary planes associated with kinesiology.

*Movement within a plane will always occur parallel to that plane.

�� Muscle Movement/Action �� Prime Movers (Agonist): Muscles responsible for a definite movement of a joint. �� Antagonist: Muscles that cause movement at a joint in a direction opposite to that

of its agonist. �� Synergists: Muscles that keep the joint steady while the prime mover applies force

to a neighboring joint.


�� Joint Actions �� Flexion: The movement of a limb caused by concentric muscular contraction, re-

sulting in a decrease in the angle of a joint. �� Extension: Increasing the angle of a joint. �� Hyperextension: A continuation of extension past the normal anatomical position. �� Lateral Flexion: Flexing to the side (Usually an action of the vertebral column) �� Dorsiflexion: Flexion of the ankle joint bringing the top of the foot towards the

shin �� Plantar Flexion: Extension of the ankle joint lowering the top of the foot away

from the shin. The bottom of the foot lowers towards the floor. �� Abduction: Within the anatomical position, movement of a bone laterally away

from the midline of the body. �� Adduction: Within the anatomical position, movement of a bone towards the mid-

line of the body. �� Rotation: Movement around an axis �� Internal Rotation: Rotation of a joint inward towards the midline of the body. �� External Rotation: Rotation of a joint outwards away from the midline of the body. �� Circumduction: A stationary point on a line with the distal end moving in a circle

forming a cone. This is a combination of movements in all planes. �� Elevation: Upward movement/action of the scapula �� Depression: Downward movement/action of the scapula �� Protraction: Abduction of the scapula �� Retraction: Adduction of the scapula �� Pronation (eversion): The position of the hand with the palm facing down. The

inward rotational roll position of the foot. �� Supination (inversion): The position of the hand with the palm facing up. The out-

ward rotational roll position of the foot. �� Neutral Spine: The natural inward arch of the low back which distributes load

equally throughout the low back. This distribution of load helps to prevent injury and allows for efficient movement.

�� Anterior Tilt: An arching of the lower back that causes the pelvis to tilt towards the front of the body.

�� Posterior Tilt: A rounding of the lower back that causes the pelvis to tilt towards the back of the body.


�� Anatomical Directional Terminology �� Anterior: In front or in front of the body �� Posterior: Behind or in back (rear) of the body �� Prone: The body lying face downward �� Supine: Lying on the back, face upward position of the body �� Midline: An imaginary external vertical line which is used as a reference line to

divide the body or body parts into left and right sections �� Lateral: On or to the side, outside, farther from the median or midsagittal plane �� Medial: Relating to the middle or center, nearer to the medial or midsagittal plane �� Proximal: Nearest the trunk or the point of origin �� Distal: Situated away from the center or midline of the body, or from the point of

origin �� Superior (Supra): Above in relation to another structure, higher �� Inferior (Infra): Below in relation to another structure, lower


Training Concepts and Terms �� Acclimatization: A physiological adaptation to a new environment (higher altitude, tem-

perature, or humidity). It may take 7 to 12 days to acclimate to different environments.

�� Adherence: A state of continuing an exercise program as prescribed.

�� Aerobic Activities: Sub-maximal intense activities that use large muscle groups with en-ergy supplied in the presence of oxygen that can be performed for a long period of time.

�� Agility: Ability to start, stop, and move the body quickly in different directions.

�� Anaerobic Activities: High intensity activities during which energy demands exceed the ability to supply oxygen and cannot be performed for a long period of time.

�� Balance: The ability to maintain a certain posture or to move without falling; symmetrical.

�� Conditioning: Exercise conducted on a regular basis over a period of time (“training”).

�� Coordination: The ability to perform a task integrating movements of the body.

�� Cross Training: Incorporating different modalities of exercise into one’s overall training regimen to avoid over-training, boredom, and/or plateau.

�� Delayed Onset of Muscle Soreness (DOMS): Muscle soreness that occurs 1-2 days after an exercise training session.

�� Efficiency: The ratio of energy expenditure to work output. How well an individual can perform or execute an exercise.

�� Fartlek (Speed Play): A form of physical conditioning which alternates fast and slow run-

ning over varied terrain for 3-4 miles.

�� Force: Any push or pull that tends to cause movement

�� Interval Training: A fitness workout that alternates harder and lighter bouts of intensities throughout the session.

�� Overload Principle: To place greater than usual demands upon some part of the body. �� Periodization: A specific period of time (weeks, months, or years) over which the fre-

quency , volume, and intensity of training are systematically varied to avoid over-training and to promote continued progress.

�� Plyometrics: A method of resistance training that emphasizes the stretching of the muscle prior to the contraction.


�� Power: The ability to exert muscular strength quickly. Expressed as Force X Speed = Power

�� Progressive Overload Principle: Introducing overloads in a systematic manner.

�� Rest: One must plan days of rest to yield an improvement in one’s overall performance �� Active Rest– Days that consist of light, fun activities different from one’s normal workout program �� Passive Rest– Days that consist of doing no activity.

�� Reversibility: A marked decrease in endurance, muscular strength, and flexibility with the cessation of exercise

�� Muscular Strength– Begins to reduce after 72 hours of cessation �� Cardiovascular Endurance– Begins to reduce after 2 weeks of cessation

�� Specificity Concept: The idea that one should train in a specific manner to achieve a spe-cific outcome.

�� Speed: The ability to move the body quickly.

�� Training Effect: Overall positive improvements in the performance of the heart, lungs, and muscles due to conditioning.

�� Training Variation: Systematically manipulating training variables to create an overload thereby demanding the body to adapt and improve.


Five Components of Fitness 1. Cardiorespiratory Fitness (CRF)- A measure of the heart’s ability to pump oxygen-rich blood to the working muscles

�� Cardio– Heart �� Respiratory– Lungs and Ventilation �� Vascular– Blood Vessels �� Aerobic– Working with Oxygen �� Anaerobic– Working without Oxygen �� Measurement of Cardiorespiratory Fitness

�� 3-minute step test �� 1.5 Mile Walk/Run

2. Muscular Endurance– The ability of a muscle to perform repetitive contractions over a pe-riod of time or the ability to sustain an amount of weight over a period of time.

�� Abdominal Curl-up Test �� Push Up Test

3. Muscular Strength– The ability of a muscle to generate the maximum amount of force in a single effort.

�� Measurement �� 1 Repetition Maximum (1RM) Test (Bench Press/Leg Press) �� Vertical Jump Test �� Dynamometer Test (Grip Test)

4. Flexibility– The ability to move a joint through a full range of motion without discomfort or pain.

�� Measurement �� Sit and Reach Test �� Shoulder Reach Flexibility Test

5. Body Composition– Relative percentages of various components of the body, usually di-vided into fat mass (%of body fat) and fat free or lean mass (%fat free mass).

�� Fat Mass– Subcutaneous Adipose Tissue �� Lean Mass– Muscles, bones, blood, organs, skin, hair, teeth, etc. �� Measurement

�� Hydrostatic Underwater Weighing– Gold Standard �� Skinfold Calipers �� Infrared�� Bioelectrical Impedance

�� Body Fat Standards for Active Individuals �� Men– 5-15% �� Women– 15-25%


General Exercise Guidelines �� FITT Principle: The 4 principles involved in all progressive exercise programs.

�� Frequency: How often one exercises during the week or the number of sessions one exercises during the week.

�� Intensity: How hard one works during an exercise session. �� Time (Duration): The length of the exercise session. �� Type: The modality of exercise being executed.

�� ACSM Guidelines and the FITT Principle

�� Cardiovascular (Aerobic) Training �� Frequency: 3-5 Days a Week �� Intensity

�� Guidelines for Monitoring Intensity (See also next page) �� 60%-90% of MHR (Age Predicted Maximum Heart Rate) �� 50%-85% of VO2max or HRR (Heart Rate Reserve)

�� Time �� 20-60 minutes of continuous vigorous activity �� When just beginning, do as much as you can �� 1996 Surgeon General’s Report– Accumulate 30 minutes of vigor-

ous activity throughout the day for health purposes. �� Resistance Training

�� Frequency: Minimum 2 days/week �� Intensity: 8-10 Major Muscles �� Time: 8-12 Reps/1-2 Sets

For continued muscular development increase to 3 sets and heavier load �� Flexibility

�� Frequency: At least 3 days/week or after every workout �� Intensity: Stretch all major muscles to the point of mild discomfort �� Time: Hold each stretch 15-30 seconds/Repeat each stretch 3-5 sets


�� Monitoring Intensity �� Monitor Intensity 3 Times During the Class

�� 5 minutes after class begins �� During the most intense part of the class �� After the post exercise cool down

�� Measuring Intensity �� Taking a Pulse: Target Heart Rate Zone (THRZ)

�� Either at neck (carotid artery) or wrist (radial artery)

�� Take for 10 seconds and multiply by 6

�� Age Predicted Maximum Heart Rate 220-Age=MHRMHR X .60 = Low end of THRZ MHR X .90 = Upper end of THRZ Target Heart Rate Zone is within 60-90%

�� Karvonen Formula 220-Age=MHRMHR-Resting Heart Rate=HRR HRR X .50 + Resting Heart Rate = Low end of THRZ HRR X .85 + Resting Heart Rate = Upper end of THRZ Target Heart Rate Zone is within 50-85%

�� Perceived Exertion (See next page) �� Borg’s Original Rating of Perceived Exertion �� Borg’s Revised Rating of Perceived Exertion

�� Talk Test �� Intensity is too high– If one cannot speak �� Intensity is too low– If one can sing songs and make long speeches �� Optimal Intensity– One should be breathing heavily and be able to

speak in short phrases


Borg’s Scale of Rating of Perceived Exertion

Original Scale

6 No Exertion at All 7 Extremely Light 8 9 Very Light 10 11 Light 12

13* Somewhat Hard 14* 15* Hard (Heavy) 16* 17 Very Hard 18 19 Extremely Hard 20 MAX

Revised Scale 0 .5 Extremely Weak 1 Very Weak 2 Weak 3 Moderate

4* 5* Strong 6* 7 Very Strong 8 9 10 Extremely Strong (MAX) *The intensity level that is optimal for cardiovascular improvements.


�� General Safety Tips �� Always consult a physician before beginning a new exercise program. �� Warm up and Cool down before and after every workout. �� Avoid exercising in extreme temperatures (hot or cold) and humidity. �� Take days off during the week to rest and repair the body. �� Wear Proper Clothing and Footwear �� Drink Water Before, During, and After Exercise �� Maintain Heart Rate Within the Target Heart Rate Zone During Exercise �� If one has a special health condition, take medication as prescribed by his/her phy-

sician.�� Warning Signs to Discontinue Exercise and Seek Medical Advice

�� Labored Breathing (Difficulty breathing not associated with regular in-creased ventilation during exercise)

�� Loss of Coordination �� Dizziness�� Tightness in Chest


�� Special Populations �� Older Adults

�� Choose a modality that does not impose significant orthopedic stress. �� The activity should be convenient and fun—stressing social aspects. �� Emphasize programs that will enhance functional strength and flexibility

thereby enhancing one’s ability to lead an independent lifestyle. �� Incorporate cardio activity �� Incorporate resistance training that focuses on muscular health and endur-

ance emphasizing all major muscle groups. �� Incorporate a flexibility program.

�� Youth �� Incorporate consistent but fun exercise program �� Children are more apt to adapt to a cardio exercise program that emulates

the way children play. For example, intermittent bouts of cardio activity within a session models how children play tag.

�� Incorporate a light resistance training program that incorporates tubing or light weights that will elicit a rep range of about 20. Limit resistance train-ing to 2 days a week.

�� Incorporate a flexibility program �� Teach proper eating habits �� Use multi-joint rather than single-joint exercises �� Children overheat much faster and are more prone to heat injuries than

adults. �� Athletes

�� Provide a variety of activities that offer a challenge�� Incorporate plyometric moves and interval training�� Incorporate games

�� Obesity �� Encourage a complete program of diet and exercise for weight loss �� Place importance on health as opposed to physical appearance �� Exercise 3-5 days/week �� Exercise for longer durations at a lower intensity �� Avoid high impact moves �� Wear protective footwear �� Water exercise is excellent for a combination of cardio and resistance train-

ing.


�� Pregnant Women �� Discuss first with the physician an exercise plan of action. �� Exercise 3 days a week �� Perform a longer warm-up (10-15 minutes) �� Avoid overheating

�� Use the talk test or RPE scale to monitor intensity �� Aqua aerobics is recommended with pool temperature between 80-

84° �� Drink water before, during, and after exercise

�� Avoid exercising to exhaustion �� Avoid exercises that are performed while lying on the back after the 1st tri-

mester �� As part of the muscle conditioning, perform kegel exercises �� Avoid deep stretches �� Consume 300 more kcals a day

�� Asthma �� Exercise Induced Asthma– A condition that occurs when an individual

breathes large volumes of dry air that cools and dries the respiratory tract.This causes the airway to constrict making it difficult to receive oxygen.

�� Avoid exercise in a cold, dry environment. �� One may choose an aquatic exercise program. The warm, humid air in an

aquatic setting makes it easier for one to breathe. �� Perform a longer warm-up �� Interval training is optimal �� Avoid eating at least 2 hours prior to exercise. �� Take prescribed medication prior to exercise �� Have a bronchodilator on hand �� Exercise with a buddy in case of an incident

�� Hypertension/Cardiac/Stroke Rehab Released Clients

�� Only those who have been released by their doctors should participate in a group exercise class format.

�� Exercise 3-5 days/week �� Perform a longer warm-up. �� Emphasize large muscle dynamic movement done at moderate intensities

(40-60% of MHR or RPE= 10-12) for long durations. �� Avoid interval training. �� Avoid raising the arms overhead for an extended period of time. �� If an individual complains of pain or pressure in the chest or feels dizzy, he/

she should stop exercising and contact his/her doctor. �� Avoid Valsalva Maneuver: Increased pressure in the abdominal and tho-

racic cavities caused by breath holding and extreme effort. �� Encourage those who are prescribed medications to take them on a regular

basis.


�� Arthritis �� Avoid exercise when the joint is inflamed. �� Avoid exercise in the morning. This is when an individual has the least

amount of mobility. �� Perform a longer warm-up to increase the viscosity of the joint due to syno-

vial fluid being released. �� Move all joints through full range of motion including fingers and toes. �� Perform exercises gently with little to no bounding.�� These individuals should consider an aqua exercise program, keeping the

water temperature between 86-90° �� Incorporate a well-rounded exercise program that incorporates cardio, resis-

tance training, and flexibility.

�� Osteoporosis �� A disease characterized by a decrease in the total amount of bone mineral

and a decrease in the strength of the remaining bone. �� A water exercise program that strengthens bones and the ligaments and ten-

dons around the joints for stability is an excellent class format for these indi-viduals.

�� Knee/Hip Problems �� Incorporate resistance training to strengthen the ligaments and tendons that

support the knee and hip. �� Keep the movements fluid; avoid jerky, rushed movement �� Avoid twisting while keep the fleet planted on the floor �� Keep knees flexed �� Individuals with hip replacement should avoid crossing one leg over the

other. Avoid hip flexion beyond 90°. �� Low Back Problems

�� Avoid bounding movements �� Avoid hyperextension of the lower back �� Strengthen abdominals �� Develop core strength �� Maintain neutral spine �� Stop if an exercise is painful �� Teach client proper lifting techniques


�� Diabetes �� Type I Diabetes– A metabolic disorder characterized by inability to oxidize

carbohydrates because of inadequate insulin. (Insulin Dependent) �� Accounts for 10% of all diabetics �� If blood glucose is below 80-100 mg/dl, one should consume carbo-

hydrates before exercising. �� If blood glucose is above 250 mg/dl, one should delay exercise until

the glucose is lowered. �� One should not exercise during peak insulin action. One should

avoid injecting insulin into the working muscles and instead inject insulin into a skinfold.

�� One should consume additional carbohydrates after exercise. �� Type II Diabetes– A metabolic disorder characterized by inability to oxidize

carbohydrates because of a resistance to insulin. (Noninsulin Dependent) �� Adult Onset �� Individuals with Type II Diabetes usually have other conditions such

as obesity, high blood pressure, and high cholesterol. �� Can be controlled with diet and exercise. Individuals may take oral

medication. �� Exercise Guidelines (set by The American Diabetes Association)

�� Participants should drink water before, during, and after exercise �� Participants should plan insulin injections in conjunction with the

exercise session. �� Participants should wear protective footwear. �� Avoid extreme heat and cold environments. �� Exercise at a steady pace, about 50-70% of VO2 MAX or HRR.

Avoid interval workouts. �� Exercise with a buddy in case hypoglycemia or hyperglycemia oc-

curs.�� Have easily digestible carbohydrates on hand in case of a drop in

glucose.


�� Injury Prevention and Management �� Prevention

�� Increase training gradually�� Alternate more aggressive training days with less aggressive training days �� Get plenty of sleep �� Eat a healthy diet �� Make adjustments to training program when needed. �� Avoid over-training—a condition in which there is a plateau or drop in per-

formance over a period of time. This condition occurs when there is not suffi-cient time for the body to recover after a workout session.

�� Warning Signs—Extreme soreness and stiffness after training, irri-tableness, decrease in body weight, decrease in appetite, lack of moti-vation, and unable to complete a training session.

�� Step Specifics: New steppers may complain of initial discomfort. Below is a list of tips that will prevent step relater injuries.

�� Avoid high kicks.�� Incorporate training that promotes muscle balance.�� Offer alternative exercises ensuring that everyone is working at his/her

own fitness level.�� Step completely on top of the step.�� Avoid the heels hanging off the back edge of the step.�� Maintain neutral spine while stepping.�� Use proper height of the step according to one’s fitness level.�� Step close to the step.�� Step to appropriate bpm guidelines.�� Stepping is contraindicated for those with known limiting osteoarthri-

tis of the knees and/or hips; those with unstable knees; or those recov-ering from knee injury or recent knee surgery. These individuals should seek medical clearance from a physician prior to stepping.

�� Novice participants should learn basic moves on the platform only be-fore adding riser.

�� Management �� RICEM—If one is injured implement basic first aid until medical profession-

als take over. �� Rest�� Ice�� Compression �� Elevate�� Modality—Change activity until healed


Step Equipment and Set Up�� Step with Risers

�� Platform Height: 6 Inches �� Riser Height: 2 Inches

�� Step Reebok�� Height adjusts up to 10 Inches

�� Step Height Guidelines (Established by Step Reebok/1997)

Fitness Level Description of Fitness Level Step Height

Step 1/Novice Someone who hasn’t taken part in a regular exercise class for some time.

4 Inches

Step 2/Beginner A regular exerciser who has never done step training.

Up to 6 Inches

Step 3/Intermediate A regular step trainer. Up to 8 Inches

Step 4/Advanced A regular and skilled trainer. Up to 10 Inches


Room Set Up Setting up the room and arranging the steps depend on the size and shape of the room, exis-

tence of mirror, as well as the level of ability that is being taught.Below are recommendations for step arrangements.

Beginner Level Arrangement: At the beginner level, it is imperative that the instructor has clear view of the students and the students have clear view of the instructor. If the instructor is going to approach the step from different directions, it is recommended that the instructor places steps around the room in order to move to a position where the students can clearly see from different angles.

Intermediate-Advanced Level Arrangement: At the intermediate to advanced levels, the instructor can arrange the steps to enhance group dynamics. Again the convenience of the fol-lowing layouts will depend on size and shape of the room that is available.

Half Circle Circle Half Box

Back

Front Instructor Step 1

Instructor Step 4

Instructor Step 3

Instructor Step 2

Instructor

Instructor

Instructor


Step Terminology �� Step Terminology

�� Step Execution (see pages 33-41) �� Single or Same Lead: The foot which begins the sequence, moving on 1 count: Should not

be performed more than one minute on each lead foot. �� Alternating Lead: When performed, the lead leg will alternate back and forth. �� Self-Reversing: Movements that “reciprocate” or change the lead. �� Transition Movements: Movements commonly used to transfer to other lead.�� Holding Patterns: A step pattern that is held while the instructor previews the new move. �� Propulsion: A step move in which both feet leave the floor or platform at the same time.

Perform up onto the platform and not downward. Limit to one minutes. �� Tapless Step: Stepping without adding any taps, neither on the floor nor on the step.

�� Primary Step Training Patterns and Their Directional Approach

Directional Approach Diagram Single Lead Alternating Lead

Front Basic Step Lift Steps V-Steps Tap Up/Tap Down RepeatersBasic Step

Lift Steps V-Steps Tap Down Tap Up Repeaters

Side Tap Up/Tap Down Lift Steps Repeaters

Over the Top Turn Step Repeaters

Top Straddle Down Lift Steps Tap Down/Tap Up Basic Step

Straddle Down Lift Steps Tap Up Tap Down Lunges

Astride Straddle Up Straddle Up RepeatersLift Steps

End Tap Up/Tap Down Lift Steps RepeatersBasic Step

Tap Down Tap Up Lift Steps RepeatersAcross the Top

Corner Basic Lift Steps Tap Up/Tap Down Repeaters

Corner to Corner Lift Steps Tap Down Repeaters


Stepping Technique �� Body Alignment

�� Shoulders back, down, and relaxed �� Body erect with chest lifted �� Abdominals are engaged to protect the lower back �� Neutral spine �� Buttocks gently tucked under the hips �� A slight leaning forward of the entire body �� Knees are soft and not locked

�� Stepping Guidelines/Technique (Established by Reebok International,1993/Revised in 1997) �� Platform Height: Weight-bearing knee should not flex beyond 90°

�� Deconditioned/Sedentary Individual: 4 inches �� Regular Exerciser but New to Stepping: Up to 6 inches �� Regular Stepper: Up to 8 inches �� Regular Stepper AND Highly Skilled: Up to 10 inches

�� Stepping Up �� Use full body lean from the ankles. Do not lean from the waist. �� Contact the platform with the entire sole of the foot. �� Avoid allowing the heels to hang off the back of the platform. �� Step up softly. �� Periodically look down at the platform to ensure proper foot placement.

�� Stepping Down �� Step down close to the step (no more than one shoe length) �� Place the entire foot down on the floor (heels in contact with the floor) except

when performing propulsion or lunge type movements. �� Leading Foot: Ensure that the lead foot changes often. Avoid leading with the same

foot longer than one minute. �� Propulsion Movements: Power moves increase intensity by 51%.

�� Propulsion movements are considered advanced stepping. �� Avoid performing propulsion movements longer than one minute. �� All propulsion steps should be performed up onto the platform and not down to

the floor. Therefore always leap up, jump up, hop up and not down. �� Avoid forcing your heel down to the floor when performing propulsion move-

ments. �� Repeaters: Avoid performing more than 5 consecutive repeaters at a time. �� Arm Movement: Increases intensity by 12%.

�� Master the footwork before adding arm movement. �� Avoid lifting the arms overhead for an extended period of time to reduce shoul-

der girth stress. �� Frequently vary low, mid, and high-range arm movement

�� Music�� Original Guidelines/1993: 118-122 bpm �� Revised Guidelines/1997: Up to 128 bpm depending on the level of ability.

�� Weights: It is recommended that weights not be used during the cardio portion of a step class. Reserve using weights for the resistance training portion of the class.

�� Carrying the Step: Use proper lifting technique and carry the step close to the body.


Summary of Stepping Guidelines Revised 1997

Participant Level Platform Height Music Speed

Step 1: Novice Someone who hasn’t taken part in a regular exercise class for some time.

4 Inches 188-122 bpm

Step 2: Beginner A regular exerciser who has never done step.

Up to 6 Inches 124 bpm

Step 3: Intermediate A regular step trainer.


Step 4: Advanced A regular and skilled step trainer.



Stepping ExecutionStep Term & Student Approach Execution & Cue Instructor Mirror Teaching

Basic Step Front Approach (Single Lead)

End Facing Step (Single Lead)

Right Foot Up on Step in Center Left Foot Up on Step in Center Right Foot Down on Floor Left Foot Down on Floor

“Up, Up, Down, Down”

Up Tap Front Approach (Self-Reversing)

Side ApproachEnd(Single Lead)

Right Foot Up on Step in Center Left Foot Taps the Step Left Foot Down on the Floor Right Foot Down on the Floor Repeat on Left Side “Up Tap Down Down”

Right Foot Up on Step in Center Left Foot Taps the Step Left Foot Down on the Floor Right Foot Taps the Floor Repeat“Up Tap, Down Tap”

Knee Lift Front Approach Corner to Corner Astride(Self-Reversing)

Side Approach End(Single Lead)

Right Foot Up on Step in Center Left Knee Lift Left Foot Down on the Floor Right Foot Down on the Floor Repeat on Left Side “Step, Knee, Down, Down”

Right Foot Up on Step in Center Left Knee Lift Left Foot Down on the Floor Right Foot Taps the Floor Repeat“Step, Knee, Down, Tap”

Leg Lift (Extension/Abduction) Front Approach Corner to Corner Astride(Self-Reversing)


Right Foot Up on Step in Center Left Leg Extension Lift Left Foot Down on the Floor Right Foot Down on the Floor Repeat on Left Side “Step, Extend, Down, Down”

Right Foot Up on Step in Center Left Leg Abduction Lift Left Foot Down on the Floor Right Foot Taps the Floor Repeat“Step, Abduct, Down, Tap”


Step Term & Student Approach Execution & Cue Instructor Mirror Teaching

Hamstring Curl Front Approach Corner to Corner Astride(Self-Reversing)


Right Foot Up on Step in Center Left Ham Curl Left Foot Down on the Floor Right Foot Down on the Floor Repeat on Left Side “Step, Curl, Down, Down”

Right Foot Up on Step in Center Left Ham Curl Left Foot Down on the Floor Right Foot Taps the Floor Repeat“Step, Curl, Down, Tap”

Leg Extension Front Approach Corner to Corner Astride(Self-Reversing)


Right Foot Up on Step in Center Left Leg Extension Left Foot Down on the Floor Right Foot Down on the Floor Repeat on Left Side “Step, Extend, Down, Down”

Right Foot Up on Step in Center Left Leg Extension Left Foot Down on the Floor Right Foot Taps the Floor Repeat“Step, Extend, Down, Tap”

Hip Abduction Corner to Corner Astride(Self-Reversing)


Right Foot Up on Step to the Corner Left Hip Abduction Left Foot Down on the Floor Right Foot Down on the Floor Repeat on Left Side to the other Corner “Step, Abduct, Down, Down, other Corner”

Right Foot Up on Step in Center Left Hip Abduction Left Foot Down on the Floor Right Foot Taps the Floor Repeat“Step, Abduct, Down, Tap”

V-Step Front Approach (Single Lead)

Right Foot Up on Step Wide Left Foot Up on Step Wide to the other side Right Foot Down on Floor in Center Left Foot Down on Floor in Center

“Up, Up, Down, Down….making a V shape”



L-Step Corner Facing Forward (Single Lead)

Right Foot Up on Step on the end Left Foot Taps up on Step Left Foot Down on the Floor to the end of the step Right Foot Taps Down on the Floor Right Foot Up on Step on the end Left Foot Taps Up on Step Left Foot Down on the Floor Behind Step Right Foot Taps Down on the Floor Behind Step “Up Tap, Side Tap, Up Tap, Down Tap….you are making the letter L”

T-Step End(Single Lead)

If you add a tap down when you finish the T-Step, it becomes self-reversing.

Right Foot Up on the Step Left Foot Up on the Step Right Foot Astride the Step Left Foot Astride the Step Right Foot Up on the Step Left Foot Up on the Step Right Foot Down on the Floor Left Foot Down on the Floor

“Up Up, Straddle Straddle, Up Up, Off the Back”

Intentionally Blank

A-Step Front(Single Lead)

End(Self-Reversing)

Right Foot Up on the Step in the Center Left Foot Up on the Step in the Center Right Foot Down off the Step to the Opposite Corner Left Foot Tap Down on the Floor Left Foot Up on the Step in the Center Right Foot Up on the Step in the Center Left Foot Down on the Floor to the Opposite Corner Right Foot Tap Down on the Floor

“Step Up in the Center, Exit Off to the Cor-ner...Making an A Shape”

Up and Lunge Back Front(Single Lead)

End(Self-Reversing)

Right Foot Up on the Step in the Center Left Foot Up on the Step in the Center Right Foot Taps Back off the Step on the Floor Right Foot Up on the Step in the Center Left Foot Taps Back off the Step on the Floor Left Foot Up on the Step in the Center Right Foot Down on the Floor Left Foot Down on the Floor

“Up, Up, Lunge Back Right, Lunge Back Left, Down, Down”

Lunge Top(Alternating)

Right Leg Lunges Off the Right Side Foot Taps Down Right Foot On Top of the Step Left Leg Lunges Off the Left Side Foot Taps Down Left Foot On Top of the Step

“Right Lunge, Left Lunge”: “Lunge Side to Side”

Intentionally Blank



Tap Down Top(Single Lead orSelf-Reversing)

Front Top

End (Single Lead)

Tap Right Foot Down on the Floor Right Foot on Top of the Step Tap Left Foot Down on the Floor Left Foot on Top of the Step

“Tap Down Side to Side”

*Front Approach: tap down behind. **End Approach: tap down to the side.

Straddle UpAstride(Single Lead)

*To Self-Reverse, add a tap, knee lift, or leg lift at the top.

Right Foot Up on the Step in Center Left Foot Up on the Step in Center Right Foot Down on the Floor Left Foot Down on the Floor

“Up, Up, Straddle Down, Down” “Straddle Up, Straddle Down”

Stomp Step SideEnd(Single Lead)

Right Foot Stomps the Step Left Foot Stomps on the Floor Right Foot Stomps the Step Left Foot Stomps on the Floor

“In a marching fashion, pick up your feet and stomp right, left, right, left”

“Right Foot Step, Left Foot Floor”

Repeater Front(Self-Reversing)

Corner(Self-Reversing)

*To Single Lead add a tap down on the floor. *You can travel corner to corner.

Right Foot on Step Left Knee Lift Left Foot Tap Back on the Floor Left Knee Lift Left Foot Tap Back on the Floor Left Knee Lift Left Foot Down on the Floor Right Foot Down on the Floor Repeat on Left Side

“Up, 3 Repeater Knee, Down, Other Knee”

Straddle Down Top(Single Lead)

*To Self-Reverse, add a tap, knee lift, or leg lift on top.

Right Foot Down on the Floor Left Foot Down Astride on the Floor Right Foot Up on the Step Left Foot Up on the Step

“Straddle Down Down, Up, Up” “Straddle Down, Straddle Up”



Travel (Corner to Corner) Corner(Self-Reversing)

*Any pattern that takes one in different directions on the step is considered travel-ing. **Instead of tapping to the corners, one may perform lifts.

Right Foot on the Step to the left Corner Left Foot Tap on the Step to the Corner Left Foot Down on the Floor Right Foot Down on the Floor in Center as the body turns to the right Corner.

Left Foot on the Step to the right Corner Right Foot Tap on the Step to the Corner Right Foot Down on the Floor Left Foot Down on the Floor in Center as the body turns to the left Corner.

“Up Tap to the Corner, Down, Switch Sides”

Shuffle Corner(Self-Reversing)

*Similar to Turn Step, but with a shuffle step.

Right Foot Taps the Step Left Foot Taps the Floor Right Foot Taps the Step The above is a quick “1,2,3” shuffle step. Left Foot on the floor As the Body Turns the Right Foot Swings around lands on the floor behind. Change to Left Lead

“1,2,3 Turn Around- - - 1,2,3 Turn Around” “Shuffle from end to end”

Over the Top Side(Self-Reversing)

Right Foot Up on the Step Left Foot Up on the Step Right Foot Down on the Floor Left Foot Down on the Floor Left Foot Up on the Step Right Foot Up on the Step Left Foot Down on the Floor Right Foot Down on the Floor

“Step Up and Over, Step Down Together”

Across the Top (End to End) End(Self-Reversing)

Right Foot Up on the Step in the Center Left Foot Up on the Step in the Center Right Foot Down on the Floor Left Foot Down on the Floor Left Foot Up on the Step in the Center Right Foot Up on the Step in the Center Left Foot Down on the Floor Right Foot Down on the Floor

“Step Up and Over, Step Down Together”

Turn Step Corner(Self-Reversing)

Right Foot Up on Step at the Right Corner Left Foot Up WIDE on the Step to the Left Cor-ner. Turn the Body Right Foot Down on the Floor Left Foot Down and Tap Repeat with Left Lead

“Up, Turn, Down, Tap”



Around the World Corner(Single Lead)

Combines a Turn Step with Over the Top

Right Foot Turn Step Left Foot Over the Top Right Foot Turn Step Left Foot Over the Top

“Turn Step, Over, Turn Step, Over”

Pivot Turn Front(Singe Lead)

Can change leads if a cha cha cha is added.

Right foot on the step. Turn the body to the back of the room piv-oting on the right foot. Right foot swings forward onto the floor. Turn the body to the front of the room piv-oting on the right foot. The left foot remains in the same place piv-oting.

“Step up and Pivot Turn, Step on the Floor and Pivot Turn”

1/4 Hop Turn CornerFront(Transition Move)

Right foot on the step. Hop up in the air unloading the right leg. The left foot comes off the floor. While in the air, turn the body facing the end of the step. Land the right foot onto the step. Step the left down to the floor. Step the right foot down to the floor.

“Hop up, turn a quarter and down”

1/2 Hop TurnFront(Transition Move)

Right foot on the step. Hop up in the air unloading the right leg. The left foot comes off the floor. While in the air, turn the body facing the back of the room. Land the right foot onto the step. Step the left down to the floor. Step the right foot down to the floor.

“Hop up, turn face the back and down”

Mambo Front(Single Lead)

Can change leads if a cha cha cha is added.

Right Foot on the Step. Left Foot Lifts Slightly off the Floor. Right Foot Swings Back and Rocks on the Floor.Left Foot Lifts Slightly off the Floor. Right Foot Swings Forward to Repeat.

“Transfer your weight from one foot to the other.”



Reverse Turn Step Corner(Self-Reversing)

Left foot up on the step. Turn the body to face the back of the room as the right foot goes up WIDE towards the opposite end of the step. Turn the body towards the front of the room bring the left foot down on the floor. Right foot comes down on the floor and taps. Repeat to the other side

“Up, Turn to the Back, Turn to the Front, and Down”

Swinging Door Front(Self-Reversing)

Right foot up on step Left foot up on step Turn the body towards the center of the step Right Foot off the front of the step Left Foot off the front of the step Right Foot up on step Left foot up on step Turn the body towards the center of the step Right foot off the back of the step Left foot off the back of the step

“Up, up, face the back, down, down: Up, up, face the front, down, down.”

Pendulum on Top of Step End(Self-Reversing)

Right foot on step Left foot hops up as the right leg swings to the side Swing left leg, right leg, left leg, right leg Step right foot off opposing side. Left foot taps down. Reverse going back to the other side.

“Step Hop, Swing, Swing, Swing, Swing, Step Down.”

Walk the Plank Corner(Self-Reversing)

Right foot on step in the center Left knee lift Left foot down on step Right knee lift Right foot down on floor at the opposing end.Left foot taps down floor (6 counts) Walk around the end on the floor to complete the full 8 counts. Repeat on other lead leg.

“Walk diagonally over your step to the other corner”



March on Top of Step Front(Single Lead)

TOTAL COUNT of 8 Right Foot on Top of Step Left Foot on Top of Step Right Foot March Left Foot March Right Foot Down on Floor Left Foot Down on Floor Right Foot March Left Foot March

“Up, 2, 3, 4, Down, 2,3,4”

Basic Jog Front(Single Lead)

End Facing Step (Single Lead)

Right Foot Jogs Up on Step in Center Left Foot Jogs Up on Step in Center Right Foot Steps Down on Floor Left Foot Steps Down on Floor

“Jog Up, Up: Step Down, Down”

Double Squat Top(Alternating)

To perform single lead, keep left foot on top of the step as you squat to the right and tap up.

Right Foot Steps off to the Right Squat 2 Times Spring Up Left Foot Steps off to the Left Squat 2 Times Spring Up and Keep Switching Sides

“Squat to the Side 2 Times, Switch Sides”

Double Top Squat Corner(Self-Reversing)

Right Foot Up on Step at the Right Corner Left Foot Swings Up WIDE on the Step to the Left Corner. Squat 2 Times Lift Right Knee Up Exit Right foot down on the Floor Left Foot Down and Tap Repeat with Left Lead

“Step, Swing, 2 Squats on Top, Knee, Exit”

Heel Digs on Step Front(Alternating)

Right Heel on Step Right Foot on Floor Left Heel on Step Left Foot on Floor

“Heel, Down, Heel, Down”


Hand Positions Execution & Cue Picture

Fists Both hands are balled into a fist position. The wrists are straight in neutral position.

“Create more power through your fists.”

Fan Hands The hands are fully open with the fingers completely separated. The wrists are flexed and soft.

“Open your hands and give me some jazz.”

Arm Positions

Hands on Hips The fists are resting to the sides of the body on the hips with elbows flexed.

“Hands on hips nice and proud.”

Blades The fingers are fully extended with the thumbs close to the index finger.

“Extend the energy all the way through your fingertips.”

Running Arms The arms swing alternating in a running like motion.


Arm Positions Execution & Cue Picture

Arms Reaching Forward Hands begin on hips. Reach the arms forward until arms are hori-zontal.

“Reach Forward and Back.”

Arms Overhead Reach overhead until the arms are almost vertical. Keep the arms in peripheral vision.

“Reach Overhead.” “Avoid Going Directly Over-head...Keep the arms slightly for-ward.”

One-Arm Overhead Extend one arm up somewhat at a diagonal.

“Reach like the Statue of Liberty.”

“Drive that arm up.”

V-Arms This arm movement is typically performed alternating. Right arm extends up and out diagonally, then the left arm extends up and out di-agonally. Right arm returns down, left arm returns down. Hands are usually in a blade position.

“Make a ‘V’ with your arms.”

Blade Arms Crossed in Front

From the hips cross the forearms across the chest with the hands in a blade position. Return the hands back down to the hips.

“Cross the arms in front.”


Music �� Creates a mood. �� Assists students in visualizing or feeling the energy necessary to execute proper step-

ping technique and intensity. �� Motivation for students. �� Effective way of setting a pace for stepping. �� Considerations when selecting appropriate music style:

�� Class Level/Music Style for Beginner, Intermediate, and Advanced �� Class Level/Height of the step. �� Demographics of individuals of the class, i.e., seniors. �� Choose appropriate style of music in coordination with the segment of the workout.

For example, use motivational music for the warm-up and high energy music for the workout segment.

�� Components of Music �� Downbeat: The first beat of a musical measure. This is indicated by a strong

sound.�� Upbeat: An unaccented beat or beats that occur before the first beat of a measure. �� 4/4 Rhythm: A Rhythm Unit that contains 2 beats of music �� Musical Measure: 4 Beats of Music �� Mini Phrase: 8-Count or 8 Beats of Music �� 32-Count Phrasing: The number of beats or pulses that are in one "phrase" of mu-

sic that totals 32 and is therefore a 32-count phrase. Music is naturally divided into phrases, which can be broken into smaller parts called measures, which normally consist of 4 beats of music. If you were to put 8 measures together, you would have 32 beats or counts of music. These 32-count phrases are the building blocks for complete songs. The phrases create patterns that you can follow and use as an in-structor. Music that is phrased in 32 counts makes it possible for instructors to cho-reograph combinations and routines that end up "on the right beat". Moves or com-binations should be structured in 32 count blocks so that you begin and end exactly on beat. Create patterns of movement that follow the patterns of the music to add energy to your classes, along with a sense of smoothness and organization.

�� Beats Per Minute (BPM): The pace of music measured by the number of beats oc-curring in 60 seconds.

�� Step Reebok Guidelines �� Step 1/Novice: Someone who hasn't taken part in a regular exercise

class for some time. (4 inches/118-122 bpm) �� Step 2/Beginner: A regular exerciser who has never done step train-

ing. (up to 6 inches/124 bpm) �� Step 3/Intermediate: A regular step trainer. (up to 8 inches/126

bpm) �� Step 4/Advanced: A regular and skilled step trainer. (up to 10 inches/128 bpm)


�� Music Laws: By law, group exercise instructors are not permitted to make or use “copies” of original music for use when teaching a fitness class.

�� Licensing: 1976 Copyright Law states, “the copyright owner has the right to charge a fee for the use of his or her music in a public performance.” Clubs, gyms, studios, etc. must pay a licensing fee to ASCAP and BMI.

�� Resources �� Promotion Music www.promotionmusic.com (800) 380-4PRO �� Power Music www.powermusic.com (800) 777-BEAT �� Sports Music www.sportsmusic.com (800) 878-4764 �� Music Mix Productions www.musicmixproductions.com (732) 460-1052 �� MusicFlex Music www.cybercise.com/musicflex/ (800) 430-FLEX �� Dynamix Fitness Music www.dynamixmusic.com (800) 843-6499 �� Monster Music (773) 551-6950�� John Sines www.32mixes.com (888) 32-MIXES �� Pure Energy www.pureenergymusic.com (212) 213-6350 �� MixPlanet Music www.mixplanet.com (877) 294-9567 �� Workout Music.com www.workoutmusic.com (800) 777-BEAT �� Muscle Mixes Music www.musclemixesmusic.com (800) 52-MIXES �� AeroBeat Music [email protected] (800) 536-6060


Choreography �� General Guidelines

�� Choreography should not have repeated stresses over one body part �� Higher stressed movements should be interspersed with lower stressed

movements. �� Movement patterns should be carefully organized and choreographed to

avoid sudden, rapid changes in direction. �� Modifications should be included to accommodate all levels of fitness

unless the class schedule specifies otherwise. �� Learning Types

�� Visual: Early learning stage primarily visual. �� Auditory: Cross of visual and auditory is mid-learning stage, as terms

start to trigger automatic response. �� Reaction time: Reaction time is greater in early learning and shorter in

later learning. Terms must be mentally processed until pathways are established through repetition.

�� Smooth Transitioning: The transition is the bridge between movement pat-terns.

�� Change one thing at a time. �� Begin your second movement where your first movement ends. �� Use conspicuous cueing. �� It is the creative part of choreography. �� It enhances the flow of moves and combinations created. �� Introduces or teaches a new move or skill.


�� Choreographic Building Techniques �� Stage 1: Establish Lower Body Base Moves

�� Low Impact Examples: Basic Step, V-Step, and Up-Tap �� High Impact Examples: Jog, Power V-Step, and Freeze Jump

�� Stage 2: Incorporate Teaching Formulas (Building Blocks) �� Linear Progression: Movements are repeated and progressed from one to

the other, but not necessarily repeated. �� Add-On: Developing sequences by introducing the movement patterns in

the order in which they will be performed. After each pattern is introduced, the combined movements are reduced in repetitions as the next pattern is added to the sequence.

�� Approach to Approach: Developing sequences based on the various ap-proaches - front, side or on the diagonal.

�� Pyramid: Developing a sequence with a large number of repetitions of the movements and gradually reducing to a final sequence or combination.

�� Insert: Movements or a sequence added between combinations. �� Layering: Developing a sequence at its most basic level, followed by

“layers” to demonstrate various options for variety, intensity or complexity. �� Extended Sequence: Developing smaller sequences and combining to build

larger sequences. �� Stage 3: Add Variation—Taking a base move and spicing it up.

�� Direction: Forwards/Backwards/Sideways/Diagonal �� Rhythm/Tempo:

�� Tempo: Movement on the count or downbeat of the music. �� Slow Tempo: Over 2 or more beats of the music. �� Up Tempo: Movement on and between the counts or beat of the mu-

sic.�� Levers: Straight arms and legs or bent arms and legs �� Unilateral/Bilateral: Moves can include the limbs on one side of the body

and can be varied to include bilateral moves with both sides together or al-ternating moves.

�� Mode: Vary moves by adding or removing impact. Include low impact, moderate impact, high impact, and power moves.

�� Plane: Move the limbs in different planes of movement (horizontal, verti-cal, diagonal, forwards/backwards, and side-to-side).


�� Pattern Types �� Neutral: Movements that repeat the same lead. �� Self- Reversing: Movements that “reciprocate” or change the lead.�� Transition Movements: Movements commonly used to transfer to other lead.

�� Cueing Tools �� Anticipatory Cues: Key words and small phrases which describe an exercise or a

sequence which will be performed next. �� When counting down, always state what move will be performed on the

count of “1.” Avoid saying the number “1.” �� Countdown – signals transition or movement change �� Establishing base patterns – movements performed at most basic level �� Single element change – one movement at a time �� Adding variations – arms and levers �� Turns, pivots – from base movement, add optional turns or pivots �� Intensity options – show elements for increased or decreased intensity

�� Visual Cues �� Visual Preview – all or in part �� Hand signals – directional cues �� Pre-mix (warm-up) – preview of new elements in warm-up �� Floor mapping

�� Body Alignment Cues �� Stand Tall but Keep Posture Relaxed �� Keep Body Weight Balanced and Evenly Distributed �� Abdominal Muscles are Always Engaged �� Lift Rib Cage �� Tailbone Pointing Down �� Neutral Alignment �� Soft Knees and Elbows/Avoid Hyperextending �� Head and Neck Alignment �� Shoulders Back, Down, and Relaxed

�� Mirror vs. Actual Teaching �� Mirror Teaching: The instructor faces the class. Challenging because left is right

and right is left. Allows the instructor to fully see the class. �� Actual Teaching: The instructor has the back turned to the class. The class can see

exactly how to move in coordination with the instructor. The instructor, however, has a more difficult time seeing the class unless there is a mirror present.


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p(8

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ern

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p(8

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ount

s

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r the

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ead

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r the

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d (8

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nts)

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b 4

or 8

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dd V

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or 8

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or 8

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Class Format �� Beginner

�� Introduction To Group Step 5-10 minutes prior to class �� Explanation of Stepping �� Step Set-up �� Check Height of Step and Explain Being “Locked In” �� Explain Body Alignment and Foot Placement �� Explain Intensity Options �� Explain Safety Issues, i.e., hydration

�� Warm Up �� Purpose: Prepares the body for vigorous exercise and may reduce the risk

of injury. �� Time: 5-10 Minutes �� Guidelines: Perform movement on the floor gradually bringing the move-

ment up onto the step. By breaking a sweat when beginning an exercise session, a participant may be more able to use the glycogen in his/her mus-cles more efficiently during the workout. After a warm-up, reactions can be quicker and movement may be more fluid. The likelihood of a strained mus-cle or muscle soreness after the workout is reduced with an adequate warm-up. The warm-up increases the oxygen-carrying capability from blood to muscles - and the muscles, ligaments, and tendons will be more powerful because they are warm and supple and can endure a greater range of motion. A warm-up should be long enough to raise the body’s core temperature. The amount of time needed to raise the body’s core temperature will be influ-enced by the temperature in the room and your participant’s fitness level. Instruct your participants to begin moving gradually and to increase the in-tensity as the workout progresses.

�� Workout �� Purpose: Aerobic capacity is the body's ability to deliver oxygen to your

working muscles. The muscles’ ability to use nutrients from oxygen effi-ciently is measured in VO2 max. If your participants train at the upper lim-its of their aerobic capacity, they will perform favorably by increasing their training pace gradually. If participants remain aerobic, but very close to their lactate/anaerobic threshold, they can maximize their time during class. Group Step can incorporate interval training into the workout.

�� Time: 20-25 Minutes �� Guidelines:

�� Start slowly and gradually increase the intensity. �� Steady state should be reached within 3-5 minutes of beginning the

cardio portion of class. �� Maintain Heart Rate within the range of 60-90% of MHR


�� Cool Down �� Purpose: To provide a transition between vigorous activity and less vigor-

ous or intense exercise. This time allows the working heart rate to decrease and return to pre-exercise rate. It also helps participants to flush the lactate out of the muscles and decrease muscle soreness.

�� Time: 2-5 Minutes �� Guidelines: Gradually decrease the stepping movement and bring

the movement down onto the floor. Cooling down also includes re-hydrating with water, a sports drink, or electrolyte solution to replen-ish fluids, carbohydrates and electrolytes. Check heart rate to ensure that the students’ heart rates have returned to approximately resting heart rate.

�� Slow Stretch—SEE APPENDIX A FOR STRETCHES �� Purpose: Flexibility is as significant as strength and cardio. If range of mo-

tion is limited due to inflexibility, potential physiological benefits may be reduced. The post workout stretches improve posture and performance. Stretching alleviates stiffness, maintains joints and prevents low back pain and other injuries. Performing a series of slow stretches is a relaxing way to finish up the workout and increase feelings of well-being.

�� Time: 5 Minutes �� Guidelines: Appropriate static stretches may include soleus, calves, quadri-

ceps, hamstrings, hip flexors, low back, upper back, shoulders, biceps, tri-ceps, and neck. Encourage your participants to practice the slow stretches outside of class as well. A slow, continuous stretch is desired. Exhale as you move into each position. Hold the limits of joint motion until there is tension in the muscle, then relax into the stretch for 15 to 20 seconds.

�� Do’s�� Maintain a lengthened and neutral spine. �� Lead with the chest not the head. �� Stop the stretch with loss of form. �� Stretch when the muscles are warm. �� Breathe from the diaphragm throughout the entire stretching

routine. �� Don’ts

�� Stretch to the point of pain. �� Compete with others and exceed range of motion. �� Bounce into the stretch. �� Hold the breath on the stretches. �� Rush through the stretch routine.


�� Intermediate to Advanced: The class format remains the same as the beginner format except that the length of the introduction can be shortened and the segments can be longer to increase the duration of the class to 45-60 minutes. Advanced Stepping is addressed in the FiTOUR® Advanced Group Step Certification.

�� Introduction: 2 minutes prior to class �� Review proper Step Set-up �� Review proper Alignment and Technique �� Reminder of Safety Tips

�� Warm Up �� Time: 5-10 Minutes

�� Workout �� Time: 30-40 Minutes

�� Cool Down �� Time: 5 Minutes

�� Slow Stretch �� Time: 5 Minutes


Example Beginner Class

Workout 30 Minutes

Include: Floor Warm-Up

Cool-Down Slow Stretch


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ern

#1a

8 C

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s R

ight

Lea

d

Rig

ht V

Ste

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ight

Tur

n St

ep

Patt

ern

#2a

8 C

ount

s

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r the

Top

and

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ack

Patt

ern

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4 or

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s

Rig

ht 3

Kne

e R

epea

ter

(cha

nges

lead

)

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ern

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ount

s

2 K

icks

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4a

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nee

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ead

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ft Le

ad

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ern

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ount

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ight

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k

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1 R

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Left

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Example Intermediate Class

Workout 45-60 Minutes

Include: Floor Warm-Up

Cool-Down Abs/Push-Ups Slow Stretch


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ern

#1a

8 C

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s N

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al L

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Jum

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p 2X

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Kic

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own

Pivo

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n

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R

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Left

Lead

Add

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Focu

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Arm

M

ovem

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atte

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Step

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th

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ide

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it

Patt

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Faci

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ack

Turn

to th

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or-

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nee

Lift

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r the

Top

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the

Fron

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Patt

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L St

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the

Rig

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Patt

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Left

Patt

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1c-

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Left

Lead

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lead

legs

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#1c

8 C

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s R

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Lea

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Up

and

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ack

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ht a

nd L

eft

Patt

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#2c

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Stra

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Kne

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th

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fron

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faci

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ck)

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#3c

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s

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and

Lung

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8 C

ount

s

Stra

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Kne

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th

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back

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faci

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ont)

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erns

1c-

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= C

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Add

Var

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ns

Add

pow

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s you

lu

nge

back

Patt

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#1d

8 C

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s R

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Lea

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1/4

Hop

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th

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f the

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Turn

faci

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ack

to th

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Patt

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#2d

8 C

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1/4

Hop

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n Fa

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th

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f the

Bac

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Patt

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#3d

8 C

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s

Cor

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r A

bduc

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Patt

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#4d

8 C

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3 R

epea

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nee

(cha

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Patt

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1d-

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R

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Add

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Pow

er to

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Lung

es


The Instructor Skills A successful instructor is motivating, a great communicator, observant, and human. Obtain the following char-

acteristics to polish and master your stepping instructor skills �� The Step Instructor as The Motivator

�� Motivation Defined: The psychological feature that arouses one to action toward a desired goal; the reason for the action; that which gives purpose and direction to behavior.

�� Intrinsic Motivation: Motivation that comes from within. The motivation that emerges from a positive self-concept and is the ideal form of energy for pursuing dreams and goals.

�� Intrinsically Motivated People (IMP) �� Place emphasis on the process �� Pursue the “pleasure principle” �� Strive to be competent and self-determining �� Enjoy mastering a task and being successful �� Take pride in exercise experiences

�� Instructor Role for IMP �� Keep the classes enjoyable and creative �� Provide maximum involvement for everyone �� Educate the participants about the changes/processes that are taking

place during exercise. The IMP love to acquire more knowledge. The more knowledge, skills, and understanding the IMP have the more they will desire to continue.

�� Emphasize the social experience. The camaraderie provides a form of self-acceptance.

�� Extrinsic Motivation: Motivation that comes from outside. More emphasis is placed on the outcome as opposed to the process.

�� Extrinsically Motivated People (EMP) �� May workout in an addictive and compulsive way to reach a specific

weight goal or to avoid the negative consequences of being over-weight.

�� Too much too soon may be a characteristic of the EMP. �� Instructor Role for EMP

�� Find a way to turn extrinsic motivation into intrinsic motivation. �� Emphasize the enjoyment of the workout. �� Emphasize exercise in moderation and variety. �� Create a warm and supportive environment. �� Reward personal achievements such as attendance, weight loss,

strength goals, etc. �� Different Client Characteristics

�� Skill-Oriented Motivated: Individuals who will be drawn to new skills and drills.

�� Socially Motivated: Individuals who go to class for the interpersonal con-nections.

�� End Result Motivated: Individuals who want to get fit, thin or strong.


�� Determining a Client’s Needs to Achieve Motivation �� Need for Stimulation: Individuals who seek optimum level of arousal.

�� Fit the difficulty level of the class to the ability of the participants. �� Vary the activities and routines. �� Keep everyone challenged and active. �� Assist clients in setting realistic body, health and performance goals. �� Include your clients’ opinions and suggestions when designing

classes.�� Set up an atmosphere of unconditional acceptance.

�� Need for Affiliation: Individuals who thrive on acceptance, approval, and appreciation.

�� Mingle with the participants. �� Show true empathy and concern.

�� Need to Feel Worthy �� Turn Failure-Oriented students into Success-Oriented students. �� Encourage students to actualize goals. �� Encourage students to be committed and dedicated through hard

work.�� Encourage students to follow proper nutrition. �� Encourage students to think positively.

�� Motivate Different Students Through Different Styles of Teaching �� The Command Style: The instructor has full responsibility of the class in-

cluding music, choreography, and positions. This style signifies the class being the instructor’s class as opposed to the group’s class. The class feels secure but may lack spontaneity.

�� The Submissive Style: The instructor has no clear plan with no goals set.There is a lack of organization. The students may feel insecure and unmoti-vated and may in the long run drop out.

�� The Cooperative Style: The instructor is organized and listens to the stu-dents’ desires. The instructor is creative, open to changes and suggestions.The instructor is sensitive to the needs of the students and can therefore de-sign the class accordingly.

�� Characteristics of an Effective Motivator �� Encourages students independence and self-growth. �� Encourages students to set realistic goals. �� Encourages students to take personal responsibility for their actions towards

those goals. �� Encourages students to enjoy the process of reaching those goals.


�� The Step Instructor as The Great Communicator �� Be an Active Listener. �� Place yourself in the room so that your students can see and hear you. �� Articulate each word. �� Put enthusiasm into what you have to say. �� Don’t over talk. �� Understand non-verbal communication. �� Resolve conflict. �� Cue Properly

�� Anticipatory Cues: Key words and small phrases which describe an exer-cise or a sequence which will be performed next.

�� When counting down, always state what move will be performed on the count of “1.” Avoid saying the number “1.”

�� Countdown – signals transition or movement change �� Establishing base patterns – movements performed at most basic

level�� Single element change – one movement at a time �� Adding variations – moving from a single knee lift to a power knee

lift�� Intensity options – show elements for increased or decreased inten-

sity�� Visual Cues

�� Visual Preview – all or in part �� Hand signals – directional cues �� Pre-mix (warm-up) – preview of new elements in warm-up

�� Body Alignment Cues �� Stand Tall but Keep Posture Relaxed �� Keep Body Weight Balanced and Evenly Distributed �� Abdominal Muscles are Always Engaged �� Lift Rib Cage �� Neutral Alignment �� Soft Knees and Elbows/Avoid Hyperextending �� Head and Neck Alignment �� Shoulders Back, Down, and Relaxed

�� Visualization: The stepping instructor is the facilitator for the journey that the stu-dents’ take. Visualization refers to the concentration of physical effort based on words or a visual image.

�� Use visualization to increase or decrease intensity. �� Use visualization during the warm-up to set the minds of the students. �� Use words and phrases that describe sensations and experiences the journey

is aiming to achieve. �� Visualization with eyes open focuses attention towards the instructor. �� Visualization with eyes closed focuses attention towards the music. Utilize

this technique during the slow stretch.


�� The Step Instructor as The Observant Coach �� It is the instructor’s responsibility as the observant coach to monitor the students’

form and intensity levels. Safety is the main factor for ensuring that all students step with proper technique. Initially, if you see that a student is out of alignment or is performing a movement improperly, address the entire class as a group to make the correction. If the individual does not respond to an overall correction, then per-form the following technique:

�� Connect: Obtain the student’s attention through eye contact. �� Commend: Praise the student’s efforts. �� Recommend: Verbally explain what correction needs to be made.

�� If the student still does not respond to the correction, then the instructor may need to move directly to the student to assist.

�� Instructor Checklist of Proper Stepping Technique

� Legs and Lower Body Observation

Is the step set up right and is the person using the proper step height?

Is the person able to keep in time with the bpm? Too fast, too slow, or what?

Are the feet coming up all the way on the step?

Are the knees soft and the participant stepping quietly?

Are the buttocks tucked gently under the hips?

Upper Body Observation

Is pelvis neutral and the spine straight?

Is the chest lifted?

Are the shoulders relaxed and down?

Are the abs engaged?

Is their face relaxed, calm, and smiling, or strained?

Is there a slight leaning forward of the body?

Other Observation

Are they drinking water regularly?

Are they getting into the workout?

Is the vast majority of the group staying up with the class?

Are people burning out on a particular movement, position, song?

Do they need a breather?

Are they cohesive as a group, interacting with one another, and enjoying the activity as a whole?

Is there a team spirit and sense of working towards a goal as a group made up of individuals, progressing through time and improving?


�� The Step Instructor as Human �� The instructor should connect with his/her students on a warm, genuine, and empa-

thetic level. �� Important Qualities of a Successful Group Step Instructor

�� Spends time prior to the class helping students get set up properly on their steps.

�� Encourages beginner students to progress gradually to minimize soreness and help prevent injury.

�� Monitors students’ heart rates and/or perceived exertion periodically throughout the workout. Adjusts the workout intensity according to the needs and response of the class.

�� Encourages students to drink water throughout the workout and bring a workout towel to class.

�� Is a good role model and a good motivator. �� Can demonstrate exemplary form for each drill. �� Provides students with on-going explanations and positive feedback

throughout the workout. �� Corrects form or answers questions during a class if needed. �� Is concerned with the students’ workout, not his/her own workout. �� A good instructor doesn't show a student what they know, but gives a stu-

dent what they need.


The Step Instructor Checklist: Use this form to evaluate your instructor skills.

� Choreography Guidelines: There are 18 possible points for achieving each element. Check off each element as executed. Each check is worth 1 point.

Selects platform height that allows comfortable execution of choreography, proper alignment and THR.

Maintains 118-128 bpm throughout class. ______bpm _____bpm _____bpm _____bpm

Begins with simple patterns. Adds one element at a time (legs, arms, or direction).

Uses verbal and hand signals to cue students. Transitions are smooth and cued well in advance.

Avoids excessive arm movements over shoulder height.

Alternates the lead leg (maximum one minute per lead leg).

Alternates the workload for safety. Does step movements combined with low impact movements on the floor.

Combines propulsion moves and repeaters with moves that have less vertical forces.

Limits repeater moves and lunges to 5 at a time.

Limits propulsion moves to 30 seconds. Shows modifications.

Balances hip flexion with hip extension during the workout.

Varies the directional forces: FRONT

Varies the directional forces: SIDE

Varies the directional forces: TOP

Varies the directional forces: END

Extends leg low towards the floor on hip extension.

Avoids tricky combinations if the class is not keeping up.

Offers options and alternatives, i.e. performing gravevine on the floor instead of across the top.

TOTAL POINTS

�

Verbally Explained

�

Physically Demonstrated

Biomechanical Safety Guidelines: There are 36 possible points for achieving each element. Check off each element as executed. Each check is worth 1 point.

Stays close to the step.

When landing on the floor, lands on the ball of the foot and rolls back to heel.

Ensures that the entire foot is placed on top of the step when stepping up.

Does not pivot when one or both knees are loaded.

Avoids knee flexion beyond 90°.

Unloads the knee at the top.

Never steps off the step in forward direction.

Avoids hopping down off the step.

Avoids forward flexion from the waist.

Steps down gently.

Steps up gently. Uses neutral foot when stepping onto the step.


The Step Instructor Checklist Continued

� Slow Stretches: There are 14 possible points for achieving each element. Check off each ele-ment as executed. Each check is worth 1 point.

Gastrocnemius

Soleus

ITB/TFL

Hip Flexors

Hamstrings

Quadriceps

Back Extensors (lower back)

Lateral Trunk Flexors

Abductors/Gluteus Medius

Adductors

Anterior and Posterior Deltoids

Triceps

Biceps

Gluteus Maximus

TOTAL POINTS

�

Verbally Explained

�

Physically Demonstrated

Biomechanical Safety Guidelines: There are 36 possible points for achieving each element. Check off each element as executed. Each check is worth 1 point.

While performing repeaters, touches down only on the ball of the foot.

Offers intensity options.

Offers options during “over the top” and “across the top.”

While performing “straddles”, steps slightly forward going up and steps slightly back going down.

When mounting the step from the side, steps forward slightly.

When lunging, turns hips to keep the knee directly over the foot. Offers options.

When picking up the step, uses leg muscles and not the back.

TOTAL POINTS

Biomechanical Safety

Slow Stretch

Total Points

Category Points

Choreography

Scoring Key

60 Excellent

55-59 Very Good

50-54 Satisfactory

45-49 Unsatisfactory

< 45 Reformat Class Before Teaching Again

FiTOUR® Fitness Instructor Observation Sheet

Please contact a fitness instructor from a local health club, YMCA, or any other institution so that you may arrange a time that is convenient for both to complete the instructor observation. This observation will allow you to gain perspective as to the methods of teaching and instruction in the particular discipline. Please complete the form below while doing the observation. NOTE: Please be sure to explain to the instructor that this observation will not be used for anything other than to aid in learning and that this observation sheet will not be viewed by anyone.

Instructor Name ______________________ Class Location/Name ______________________

PERSONALITY

Please place a number from 1-5 on the lines below (5 being the highest)

___Maintains Positive Personal Hygiene

___Maintains Poise and Composure

___Maintains professional attitude

___Develops a Rapport with Participants

___Creates a Fun, Safe, Enjoyable Atmosphere

___Total out of 25

PREPARATION


___Time was used effectively and efficiently

___Use of Appropriate Language

___Evidence of Planning/Preparation

___Room Size/Room Temperature was Adequate

___Demonstrates Proficient Knowledge in Subject Area

___ Total out of 25

TECHNIQUE


___ Encourages with Positive Reinforcement

___Provides an Atmosphere Conducive to Learning

___Utilizes “Hands On” Teaching Strategies

___Voice Projection

___Proximity-Changes Places Frequently to Observe

___ Total out of 25

PARTICPANTS


___Participants are Enjoying the Class

___Participants are on Task Throughout the Class

___Participants Approach Instructor for “chitchat”

___Participants are Serious About the Class

___Communicates with Participants

___ Total out of 25

___Total out of 100

Evaluation/Comments:


Appendix A Slow Stretches: Upper Body

Lower Back Upper Back Chest

Shoulders Biceps Triceps

Neck Release Lateral Trunk Flexors


Appendix A Slow Stretches: Lower Body

Gastrocnemius Hip Flexors Hamstrings

Quadriceps Gluteus Maximus ITB/TFL

Abductors/Gluteus Medius Adductors


Appendix B Choreography Building Blocks

Patt

ern

#1a

4 or

8 C

ount

s Pa

tter

n #2

a 4

or 8

Cou

nts

Patt

ern

#3a

4 or

8 C

ount

s Pa

tter

n #4

a 4

or 8

Cou

nts

Patt

erns

1a-

4a

= C

ombi

natio

n #1

Add

Var

iatio

ns

Patt

ern

#1b

4 or

8 C

ount

s Pa

tter

n #2

b 4

or 8

Cou

nts

Patt

ern

#3b

4 or

8 C

ount

s Pa

tter

n #4

b 4

or 8

Cou

nts

Patt

erns

1b-

4b

= C

ombi

natio

n #2

Add

Var

iatio

ns

Patt

ern

#1c

4 or

8 C

ount

s Pa

tter

n #2

c 4

or 8

Cou

nts

Patt

ern

#3c

4 or

8 C

ount

s Pa

tter

n #4

c 4

or 8

Cou

nts

Patt

erns

1c-

4c

= C

ombi

natio

n #3

Add

Var

iatio

ns

Patt

ern

#1d

4 or

8 C

ount

s Pa

tter

n #2

d 4

or 8

Cou

nts

Patt

ern

#3d

4 or

8 C

ount

s Pa

tter

n #4

d 4

or 8

Cou

nts

Patt

erns

1d-

4d

= C

ombi

natio

n #4

Add

Var

iatio

ns


References A.C.S.M. Guidelines for Exercise Testing and Prescription. Lead & Febiger: Philadelphia, PA, 2000.

Delavier, F. Strength Training Anatomy. Human Kinetics: Champaign, IL, 2001.

Franks, B. D. and Howley, E. T. Fitness Leader’s Handbook. Human Kinetics: Champaign, IL, 1998.

Franks, B. D., and Howley, E. T. Health Fitness Instructor’s Handbook. Human Kinetics: Champaign, IL, 1992.

Golding, L. A., Myers, C. R., Sinning, W. E. Y’s Way to Physical Fitness. Human Kinetics: Champaign, IL, 1989.

Holland, W. H., MacBeth, J. L., Whaley, M. H. Fundamental Kinesiology Made Plain and Simple. William Harold Holland: Murfreesboro, TN, 1995.

LeUnes, A. D. and Nation, J. R. Sport Psychology: An Introduction. Nelson-Hall: Chicago, IL, 1989.

Miller, G. Francis. L, Francis, P. Introduction to Step Reebok. Reebok University Press: Ronks, PA, 1994.

Muller-Wohlfahrt, H. W. and Montag, H. J. Injured...What Now? Hastings House: Norwalk, Connecticut, 1999.

Pillarella, D. and Roberts, S. Fitness Stepping. Human Kinetics: Champaign, IL, 1996.

About FiTOUR® Certifications

FiTOUR® offers affordable, nationally recognized, advanced fitness certifications. Join the thousands of fitness professionals who have chosen to become a FiTOUR® Professional and take your fitness instruction to the next level! FiTOUR® offers various certification programs for any fitness instructor or trainer looking to advance their knowledge while simultaneously creating a marketing edge for themselves as a serious fitness professional. FiTOUR® offers In-Home Certifications and Workshop Certifications to accommodate every fitness professional!

FiTOUR® Certification Programs

� LEVEL I - FiTOUR® Instructor Increase your earning potential and jump-start your career by becoming certified with FiTOUR®.FiTOUR® is a nationally recognized certifying organization ranked high among their class. We offer a wide range of fitness certifications that will meet the demands of the novice all the way to the veteran fitness professional. This program requires successful completion of one certification course.

� LEVEL II - FiTOUR® Specialist Two course required program which includes the FiTOUR® Group Exercise certification course and any other FiTOUR® certification program. This program requires successful completion of two certification courses. The FiTOUR® Specialist status will be achieved when you have completed the FiTOUR® Group Exercise certification course AND the course of your chosen discipline. FiTOUR® Specialist programs are available in Pilates, Yoga, Aqua, Personal Training, Kickbox, Cycling, Elderly Fitness, and more.

� LEVEL III - FiTOUR® Practitioner Take your business to the next level with these high quality, affordable, advanced level certification programs. Become a FiTOUR® Practitioner in Pilates, Yoga or Personal Training! These FiTOUR® programs are advanced level fitness certifications that require learning through a progression of three required courses.

� LEVEL IV - FiTOUR® MASTER Practitioner The FiTOUR® MASTER Practitioner program is for any fitness instructor or trainer looking to advance their knowledge while simultaneously creating a marketing edge for themselves as a serious professional. The FiTOUR® MASTER Practitioner program is the highest level certification available and is clearly a mark of distinction. Become a FiTOUR® Practitioner in Pilates, Yoga or Personal Training! These FiTOUR® programs are advanced level fitness certifications that require learning through a progression of four required courses.

About the FiTOUR® Renewal Program FiTOUR® is dedicated to providing fitness professionals with high quality, convenient, fitness education. Because many of the fitness organizations have raised the CEC requirements resulting in an increased cost to maintain your certification, FiTOUR® has designed a renewal program that will save you valuable money and is unlike any other in the fitness industry.

� NO Continuing Education Credits required!! Simply complete a 25 question renewal examination in the area which you hold the certification!

� The FiTOUR® renewal fee is ONLY $25 for any FiTOUR® Certification! That means that $25 every two years renews your FiTOUR® Certification!

� Your certification is valid/current for two (2) years from the date issued on the certificate

Renewal Fees Each FiTOUR® certification is valid for two years from the date issued and can be renewed anytime within 90 days prior to the expiration date. The renewal fee is ONLY $25 for each FiTOUR® Certification.

About the Renewal Examination The certification renewal examination consists of 25 questions that are derived from the original certification examination. Please reference your FiTOUR® certification study manual in the area of which you hold the certification prior to taking the renewal examination.

If the minimum score (75%) is not achieved on the renewal examination, a retest is available. You may retest as many times as necessary. The fee for each retest is $25.

How To Renew Your FiTOUR® Certification

1. Login to the Exam Center located at www.FiTOUR.com within 90 days prior to the expiration date. Certifications will not be eligible for renewal until 90 days prior to the expiration date. (you may check the expiration date(s) of your certification(s) by logging into you’re the My Account section at www.FiTOUR.com).

2. Pay the $25 renewal fee via our secure online processing system 3. Begin and successfully complete (75% or higher) the 25 question renewal

examination in the area of your certification 4. Receive an updated certificate with an expiration date for another two years! 5. Maintain your fitness certification for ONLY $25 and NO CEC's!!

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