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USP62X Instructing studio cycling sessions

Unit reference number: K/507/5617

Level: 2

Guided Learning (GL) hours: 18

Overview

This unit is about instructing studio cycling sessions. Learners will develop the knowledge and skills to prepare the environment and equipment ready for a studio cycling session; and instruct a studio cycling session and communicate effectively with clients. Learners will also develop the knowledge and skills to evaluate the safety and effectiveness of studio cycling sessions.

Learning outcomes

On completion of this unit, learners will: LO1 Know how to prepare the environment and equipment for a studio cycling session

LO2 Know how to instruct a safe and effective studio cycling session

LO3 Know how to evaluate the safety and effectiveness of the studio cycling session

LO4 Be able to prepare the environment and equipment for a studio cycling session

LO5 Be able to instruct a safe and effective studio cycling session

LO6 Be able to evaluate the safety and effectiveness of the studio cycling session

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Assessment requirements

Learners must produce a portfolio of evidence which includes: 1. Service portfolio 2. Summative practical assessment

1. Service portfolio

Learners must produce a service portfolio which contains assessed evidence covering all the theory assessment criteria in the unit. The service portfolio must also contain evidence relating to the practical assessment criteria. At a minimum the practical evidence contained in the service portfolio for this unit must include, records detailing the preparation for, instruction of, and evaluation of studio cycling sessions covering all of the following:

Worked with all types of clients - Individuals - Groups - With specific needs - With general health needs

Set all objectives - Improve fitness - Improve motivation - Address barriers to participation - Improve skills and techniques - Improve health - Fun and enjoyment

Collected all client information - Personal goals - Lifestyle - Medical history - Physical activity history and preferences - Attitude and motivation to exercise - Current fitness level - Psychological readiness to change physical activity/exercise behaviour

Considered all hazards - The clients - The activities - Other activities happening at the same time

Carried out a risk assessment and all checks of: - Environment - Space - Layout - Temperature - Flooring - Lighting - Ventilation - Equipment - Clothing and footwear

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Followed legal and organisational procedures (a minimum of 4) - Health and safety at work act (1974) - Control of Substances Hazardous to Health - Reporting of Injuries, Diseases and Dangerous Occurrences Regulations - Electricity at Work Regulations - First Aid Regulations - Individual and organisation policies and procedures

Signposted clients to other professionals (a minimum of 2) - Doctors - Physiotherapists - Psychologists - Registered dietitians - Registered nutritionists - Physiologists - Bio-mechanists - Counsellors - Sports therapists - Massage therapists - Specialist health/ exercise professional

Covered all components of the session - Warm up - Main workout - Cool down and stretch

Covered all components of fitness - Cardiovascular fitness - Muscular fitness - Flexibility - Motor skills

Used all equipment to develop - Cardiovascular fitness - Muscular fitness - Flexibility - Motor skills

Evidence from the summative practical assessment must also be presented in the service portfolio. The service portfolio must be completed prior to learners undertaking the one summative practical assessment.

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2. Summative practical assessment

Learners must instruct a full studio cycling session which will be observed, and marked by centre assessors. Learners must achieve all assessment criteria in order to pass and achieve the unit. The summative practical assessment must take place in a real or realistic working environment on a group of real or realistic clients. At a minimum the summative practical assessment for this unit must cover:

Clients - Individuals - Groups - With specific needs - With general health needs

Objectives - Improve fitness - Improve motivation - Address barriers to participation - Improve skills and techniques - Improve health - Fun and enjoyment

Hazards - The clients - The activities - Other activities happening at the same time

Risk assessment and checks of - Environment - Space - Layout - Temperature - Flooring - Lighting - Ventilation - Equipment - Clothing and footwear

All components of the session - Warm up - Main workout - Cool down and stretch

All components of fitness - Cardiovascular fitness - Muscular fitness - Flexibility - Motor skills

Equipment, to develop - Cardiovascular fitness - Muscular fitness - Flexibility - Motor skills

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Recorded professional discussion can also be used as an assessment method attached to the practical assessment and is particularly useful for gathering evidence for criteria related to evaluation and reflection. Professional discussions should be planned and recorded.

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Unit content

LO1 Know how to prepare the environment and equipment for a studio cycling session

Describe the arrangements needed to prepare the environment and equipment for a studio cycling session:

Professional image and self presentation - Personal clothing and footwear

- Hygiene and appearance

- Punctuality

- Behaviour and language

- Organised

- Polite

Equipment information - Conduct informal risk assessment and health and safety checks on all

equipment to identify and manage any risks

- Equipment checks – availability of drinking water/water bottles (minimise any risks of spillage) and sweat towels, bike maintenance schedules up-to-date, positioning of bikes and number of bikes, wear and tear, safe storage, safe use of manual handling techniques when moving bikes, cleanliness, use of electrical equipment (music system), sufficient quantity of equipment, access to anti-bacterial spray, disposable paper roll, clean fans

- Equipment maintenance – visual checks, brake, foot straps, stability (level feet to flooring)

Music checks: - Appropriate music for all components of session – warm-up, main workout,

cool down

- Appropriate for different cycling profiles – seated, standing, flat, climbing

- Consideration to – music speed (BPM), genre/type, volume, tempo, instrumental, lyrics

- Safety: Electrical systems

Check for no trailing wires

Reasons to use a microphone – instructor health, projection, audio learners, atmosphere, motivational

- Legalities and licences: Phonographic Performance Limited (PPL) licence

Performing Rights Society (PRS) licence

Music company licences

Legal implications of not having a licence

PPL free providers

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Environment: - Conduct informal risk assessment and health and safety checks for entrance

to studio, space, other users, temperature, ventilation, lighting, floor surface (even surface and dry), bicycle spacing

- Identify and manage any risks – consideration to water spills during session

Know organisation procedures for: - Fire – location of fire exits, location of fire extinguishers, conduct for

evacuation, location of meeting or assembly points, recording attendance

- Accident or medical emergency procedure – location of duty first aider, location of first aid kits, other advisory emergency information: location of nearest office and telephone

- Other health and safety information – correct manual handling of exercise equipment

Client checks - Experience and ability, any new clients, screening and respond accordingly

- Pre instruction – plan time for bicycle set-up, seat height and position, pedal position, handle bar position, riding positions and correct resistance (according to specific make of bicycle), hand grips

- Clothing and footwear – shoelaces tied, appropriately fitting clothing

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LO2 Know how to instruct a safe and effective studio cycling session

Describe the qualities and skills of a studio cycling instructor:

Qualities – empathetic, friendly, approachable, knowledgeable of principle of exercise and fitness and related anatomy and physiology

Skills: - Instruction skills – able to explain, demonstrate correctly with effective joint

alignment, cycling technique and posture, cue changes (visual and verbal) and provide feedback

- Facilitation skills – able to assist learning, break down information

- Leadership skills – able to manage group behaviour

- Communication skills – able to listen and observe, effective verbal and non-verbal communication

- Motivational skills:

Verbal – language used, voice tone, pitch, volume and pace

Non-verbal – body language and posture, dress and appearance, facial

expressions, gestures

Professionalism: - Awareness of health and safety

- Gain client’s confidence and build-up trust/rapport

- Gain client’s respect

- Enhance professional reputation and maintain/increase client base

- Raise profile of the industry and sector

Professional behaviours: - Appearance

- Attitude

- Respect equality, diversity, inclusion and exclusion

- Respect role boundaries and work within scope of practice and responsibilities

- Timekeeping

- Health and safety and risk assessment

- Follow Register of Exercise Professionals (REPs) Code of Ethical Practice)

- Follow (REPs) specifications on continuing professional development (CPD)

The roles of the studio cycling instructor: - Plan and prepare studio cycling sessions

Welcome and pre-screen clients

Check the health and safety of the environment and equipment

Prepare self

Plan a safe and effective session structure and content

- Instruct studio cycling sessions: Explain and demonstrate exercises

Maintain control of group

Monitor intensity – talk test, RPE, heart rate monitoring, observation

Observe clients and respond to needs – motivate, change teaching position, move to observe, offer alternatives, reinforce teaching points, correct client technique

End the session safely and clear the environment

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- Evaluate studio cycling sessions: Gather feedback from clients and use self evaluation Review content and structure, communication and instructional methods Identify strengths and areas to develop Identify opportunities to improve skills though continuing professional

development

Describe a safe and effective studio cycling session structure:

Difference between free and fixed wheel cycling - Fixed wheel – indoor cycling, braking required

- Free wheel – outdoor cycling, movement required

- History of studio cycling – Johnny Goldberg, Schwinn, other brands and cycles developed

General planning considerations: - Ride objectives

- Profile selection

- Music choice

- Visualisations, motivational and technique cues

Layout and locations - Layout

Bicycle spacing, layout

Positioning of instructor bike

Positioning of clients’ bikes

Position to improve observation – semi-circle, 2-3 rows, U-shape

- Locations: Sports halls – where bikes are moved before and after use

Indoor cycling studio

Studio cycling section in gym-based environment

Range of handle bar grips for different riding positions: - Traditional:

Position 1 – seated, ride easy

Position 2 – seated climb

Position 3 – standing climb

- Additional: Standing/seated sprints, jumps, aero (certain cycles)

Importance of efficient pedal stroke cadence: - Power output

- Efficiency

- Full circle, relevance to cadence

Bicycle adjustments: - Seat height

- Handlebar position

- Foot straps and position

- To reduce injury

- To meet client’s needs

Importance of posture for efficient breathing: - Posture check – shoulders away from ears, spine lengthened, abdominals

engaged, appropriate hand grip for seat position and riding style

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- Breathing pattern – diaphragmatic versus chest, breathe in through nose and out through mouth

- Importance of efficiency – effectiveness, performance, enjoyment

Importance of rehydration: - Body temperature

- Pump blood

- Metabolise stored fat

- Toxin removal

- Hydrate - before, during, after session

Profiles used to plan sessions: - Warm-up

- Flat sections – seated and standing

- Sprint sections – seated and standing hill sprint

- Climbing sections – seated and standing

- Cool down and stretch

- Special themes

Visualisation techniques used to plan sessions: - Breathing focused

- Descriptive journey techniques/story-telling, e.g. beach ride, Tour de France

- Chase and race tactics

- Variation of voice pitch and projection

Session objective and the benefits of studio cycling - Improve health-related components of fitness

Cardiovascular fitness

Muscular endurance/strength – lower body and core strength

Flexibility (inclusion of stretches)

- Improve skill-related components of fitness: Speed

Power

Agility

Balance

Co-ordination

Reaction time

- Improve health and wellbeing: Reduce risk of chronic health conditions, e.g. cardiovascular disease

Assist weight management

Non-weight bearing/injury rehabilitation

Improve body composition

Improve muscle tone

Opportunity for social interaction

Assist stress management

Improve sleep patterns

Higher energy levels

Feel good factor

Improved confidence

Fun and enjoyment

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Session structure: - Warm-up and stretch

- Main workout – build, maintain and lower intensity

- Cool down and stretch

- Session review

Equipment: - Bikes, padded seat covers, water bottles and racks, cycling gloves, sweat

towels, music system Safe and effective exercises:

Appropriate to client needs and information gathered

Appropriate to environment checks, e.g. temperature

Warm-up: - Profile used

- Mobility exercises – preparatory movement for all joints, during set up, working through full range of motion, e.g. shoulder lifts, spine rotations, during preparatory cycle action; lower body ankle and knee mobility using cycle range of motion

- Pulse raising/muscle warming – intensity appropriate to level of fitness and skill level, e.g. lower resistance and slower pace, progressively building resistance and speed

- Stretching – static or dynamic stretching, appropriate to client fitness and skill level. Focus on lower body stretching, calves, hamstrings, quadriceps

Main workout: - Build intensity to target heart rate level

- Profiles used Flat sections – seated and standing

Sprint sections – seated and standing hill sprint

Climbing sections – seated and standing

Cool down and stretch

Special themes

- Visualisation techniques used: Breathing focused

Descriptive journey techniques/storytelling, e.g. beach ride, Tour de France

Chase and race tactics

Variation of voice pitch and projection

Number of profiles and order

Work/rest ratios, active recovery

Progressions, regressions, or alternatives for all profiles and drills

- Pulse lower as appropriate to reduce intensity after main workout

Cool down: - Static or range of motion/dynamic maintenance stretches for all muscles used

- Static developmental stretches to improve flexibility, specifically hamstrings, calves, quadriceps and postural muscles, e.g. pectoralis and erector spinae

Progressive planning considerations, application of principles and variables of fitness:

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- Frequency – with consideration to recommending cross-training for enthusiasts to prevent over-use injuries

- Intensity – range of motion, resistance, cadence/rate, target heart rate, development of profiles and drills used and intensity of profiles and drills

- Time/duration

- Type – drill and profile intensity/aerobic/anaerobic

- Overload, specificity, progression, adaptation, adherence

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LO3 Know how to evaluate the safety and effectiveness of the studio cycling session

Explain the purpose of evaluation and reflective practice:

To gather information from clients and use this with own self-evaluation

To review content and structure, communication and instructional methods

To identify strengths

To identify areas to develop

To identify opportunities to improve skills though continuing professional development

To improve skills

To improve knowledge

To plan for continuing professional development

To enhance career opportunities

To build reputation as a professional instructor

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LO4 Be able to prepare the environment and equipment for a studio cycling session

Prepare the area and safely set up the appropriate equipment for the studio cycling

session:

Professional image and self presentation - Personal clothing and footwear

- Hygiene and appearance

- Punctuality

- Behaviour and language

- Organised

- Polite

Equipment information: - Conduct informal risk assessment and health and safety checks on all

equipment to identify and manage any risks

- Equipment checks – availability of drinking water/water bottles (minimise any risks of spillage) and sweat towels, bike maintenance schedules up-to-date, positioning of bikes and number of bikes, wear and tear, safe storage, safe use of manual handling techniques when moving bikes, cleanliness, use of electrical equipment (music system), sufficient quantity of equipment, access to anti-bacterial spray, disposable paper roll, clean electrical cooling fans

- Equipment maintenance – visual checks, brake, foot straps, stability

Music checks: - Appropriate music for all components of session – warm-up, main workout,

cool down

- Appropriate for different cycling profiles

- Consideration to – music speed (BPM), genre/type, volume, tempo, instrumental, lyrics

- Safety: Electrical systems

Check for no trailing wires

Reasons to use a microphone - instructor health, projection, audio learners, atmosphere, motivational

- Legalities and licences: Phonographic Performance Limited (PPL) licence

Performing Rights Society (PRS) licence

Music company licences

Legal implications of not having a licence

PPL free providers

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Environment: - Conduct informal risk assessment and health and safety checks for entrance

to studio, space, other users, temperature, ventilation, lighting, floor surface (even surface and dry), bicycle spacing

- Identify and manage any risks – consideration to water spills during session

Know organisation procedures for: - Fire – location of fire exits, location of fire extinguishers, conduct for

evacuation, location of meeting or assembly points, recording attendance

- Accident or medical emergency procedure – location of duty first aider, location of first aid kits, other advisory emergency information: location of nearest office and telephone

- Other health and safety information – correct manual handling when moving cycles (where relevant)

Client checks - Experience and ability, any new clients, screening and respond accordingly

- Pre-instruction – plan time for bicycle set-up, seat height and position, pedal position, handlebar position, riding positions and correct resistance (according to specific make of bicycle), hand grips

- Clothing and footwear – shoelaces tied, appropriately fitting clothing

Implemented effective instruction of all teaching methods Portfolio reference

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LO5 Be able to instruct a safe and effective studio cycling session

Welcome and prepare clients before starting the session:

Greet all clients as they enter the room

Help clients feel at ease

Establish rapport

Demonstrate respect for equality and diversity

Maintain professional conduct (behaviour, respect)

Adopt a friendly and informal approach

Demonstrate empathy, non-judgemental attitude

Health and safety checks: - Clothing and footwear appropriate

- Availability of drinking water and where to position water bottles

- No large jewellery and no chewing gum

Verbally screen the clients and check their readiness to participate:

Verbal screening to check client readiness to exercise - Refer or defer if required

Discuss demand of programme

Discuss purpose and value of exercises: - Warm up exercises – safety, physiological and psychological preparation,

reduce injury risk, specific skill rehearsal, improved main session performance

- Cardiovascular exercises – improve health and efficiency of heart, lungs, and vascular system

- Motor skill exercises – improve specific motor skills, e.g. co-ordination, balance, speed, power, reaction time, improve movement efficiency, improve functional movement

- Cool down exercises – safety, gradually return the body and mind to a resting state, lower heart rate, prevent blood pooling, promote recovery from exercise

- Flexibility exercises – muscle length, reduced tension and tightness, develop or maintain range of motion, reduce injury risk, improve posture

Instruct a safe and effective warm-up component that is appropriate to the clients, programme and environment needs:

Profile used

Mobility exercises – preparatory movement for all joints, during set up, working through full range of motion, e.g. shoulder lifts, spine rotations, during preparatory cycle action; lower body ankle and knee mobility using cycle range of motion

Pulse raising/muscle warming – intensity appropriate to level of fitness and skill level, e.g. lower resistance and slower pace, progressively building resistance and speed/cadence

Stretching – static or dynamic stretching, appropriate to client fitness and skill level. Focus on lower body stretching, calves, hamstrings, quadriceps

Effective instruction and communication

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Instruct a safe and effective main workout that is appropriate to the clients, programme and environment needs:

Build intensity to target heart rate level

Select appropriate profiles: - Flat sections – seated and standing

- Sprint sections – seated and standing hill sprint

- Climbing sections – seated and standing

- Special themes

Select visualisation techniques: - Breathing focused

- Descriptive journey techniques/storytelling, e.g. beach ride, Tour de France

- Chase and race tactics

Number of profiles and order

Work/rest ratios, active recovery

Progressions, regressions, or alternatives for all profiles and drills

Effective instruction and communication

Instruct a safe and effective cool down and stretch component that is appropriate to

the clients, programme and environment needs:

Pulse lower as appropriate to reduce intensity after main workout - Static or range of motion/dynamic maintenance stretches for all muscles used

- Static developmental stretches to improve flexibility, specifically hamstrings, calves, quadriceps

- Appropriate stretch positions and use of cycle, where appropriate, e.g. fixing wheel and stretching calf muscle by dorsi flexing ankle from foot pedal, or holding cycle to assist balance for a quadriceps stretch

- Effective instruction and communication

Monitor exercise safety and intensity and respond to client’s needs:

Methods to monitor exercise intensity: - Talk test

- Rate of Perceived Exertion (RPE)

- Heart rate monitoring (within target heart rate zones)

- Observation, e.g. exercise technique, use of equipment and behaviour

Method appropriate for clients

Method appropriate for component

Recognise signs of overexertion – breathlessness, pain or discomfort, change in skin colour, loss of co-ordination, client verbal expression

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Use effective instruction skills:

Pre instruction before session for newcomers and early arrivals - bicycle set-up, seat height and position, pedal position, handlebar position, riding positions and correct resistance (according to specific make of bicycle), hand grips

Explanations and demonstrations (as appropriate for client needs and environment) - Verbal explanations – technically correct instructions, to correct poor

technique, to meet individual needs, feedback on performance (timely, clear, motivational, positive praise, specific, clear and concise and tailored to group and individual client needs)

- Visual demonstrations – use of mirroring, technically correct and accurate demonstrations, effective posture and pedal action, appropriate empathetic movement speed and range, use of visual reinforcement to correct alignment, e.g. emphasising changes of hand position for different riding styles

Instruction and supervision skills: - Observation of clients

- Use different teaching positions to observe clients from all angles, e.g. get off bicycle and move around

- Positive reinforcement of group and individual client performance, e.g. teaching points

- Use of motivation and encouragement

- Respond to client needs and offer adaptations or progressions

- Answer client questions, succinctly and without losing control of group or session

- Other methods of correction, e.g. manual/touch, with sensitivity to client, seek permission first and guide to position rather than moving limbs

Use effective communication skills to support and motivate clients: Communication skills:

- Verbal communication – positive language, volume, pitch and tone

- Non-verbal communication – positive body language, hand gestures, eye contact, facial expressions, active listening

- Appropriate to client needs (e.g. visual or hearing impairments, speakers of other languages), personalised, new or returning clients, culturally competent interactions

- Appropriate to environment (e.g. space, layout), use appropriate methods of voice projection (noisy or busy), use effective volume and pitch of voice (instructions, explanations, teaching points, motivation)

Motivational techniques: - Positive reinforcement, praise, encouragement

- Appropriate voice pitch and tone

- Motivation: Reward motivation, e.g. ‘30 seconds and then a rest’

Peer-motivation, e.g. use of group to assist motivation, buddies and training partners, experienced clients can help and support less experienced or used to motivate more experienced participants

Affirming statements, e.g. ‘excellent spine alignment and posture’

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End the session safely and effectively:

Appropriate timing for clients – level of fitness, skills level, experience

Appropriate to session – intensity, duration and main activities

Appropriate to environment – temperature, space, time of day, intensity of session

Gather feedback from clients

Provide clients with feedback: - General summary of strengths and areas for improvement in relation to:

technical performance and progress, motivation and effort, health and safety

Leave the environment in acceptable condition for other users:

Environment – clean, hygienic, tidy, temperature, ventilation, and lighting, ensure safe and clean for other users

Equipment – safely stored/stacked, cycles wiped down after use, report and record maintenance issues/faults

Supervise departure of clients to clear area

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LO6 Be able to evaluate the safety and effectiveness of the studio cycling session

Evaluate the safety and effectiveness of the session using clients feedback and own self evaluation:

Gather information from clients:

- Session content and exercise selection – drills, visualisations

- Instruction methods

- Enjoyment and satisfaction

- Methods to gather information – open questions, observation, active listening, written questionnaires, comment cards

Use own self evaluation, with consideration to:

- Session content and exercise selection – appropriateness for whole group and individuals

- Client’s feedback

- Client’s performance – individuals and whole group

- Instruction methods – observation, teaching position

- Communication skills – relationships, rapport, motivation

- Health and safety

- Identify strengths

- Identify areas to improve

- Identify ways to improve personal practice

Action plan to improve practice:

- Identify areas for personal improvement Planning

Communication

Instruction

Motivation

- Continuing professional development activities: Work experience

Working with peers

Shadowing other professionals

Mentoring

Workshops

Reading

Conferences

Lectures

Online resources and activities

Higher level qualifications

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Employability skills to be demonstrated throughout the practical assessment

Professionalism

Adhere to industry codes of ethical practice, e.g. REPs, UKactive

Wear appropriate clothing and footwear (if provided)

Present positive image

Communication:

Adapt and tailor their communication approach for different clients:

- New and existing clients

- Special populations (young people, older adults, ante- or post-natal women, disabled people)

- Clients who are new to exercise

- Clients who are experienced exercisers

- Clients with different levels of motivation

- Clients with other needs, e.g. speakers of other languages, deaf or partially hearing, blind or partially sighted

Communication considerations – speaking manner and tone of voice, being supportive,

respectful, sensitive to client, use open questioning and active listening to gather

information, be aware of body language, eye contact, gestures, posture, space and

proximity. Sensitivity to clients with different communication styles

Customer service:

Principles of customer service: Quality, keeping promises, managing customer

expectations, customer satisfaction, speed of service, follow organisation procedures for

meeting and greeting and inducting clients to equipment. REPs code of conduct to

inform all client working practices

Examples of good practice in customer service: meeting and exceeding customer needs

and expectations, adding a personal touch, providing personal attention, knowing client

names, using polite language, making extra efforts to demonstrate willingness to please

the customer, treating the customer as an individual

Dealing quickly and effectively with a complaint. Acknowledge complaint immediately

(HEAT – Hear, Empathise, Apologise, Take action), handle complaints (privately,

positively, confidently, professionally, promptly, confidentially, empathetically, with trust

and respect, to client’s satisfaction), follow agreed procedures to check complaint has

been dealt with

Use of incentives and rewards, free or reduced cost training sessions, or guest passes,

gym challenges, social events, rewards, e.g. member of the month (based on

attendance). Appropriate information sources to keep members up-to-date and informed

about activities: Timetables, notice board, e-mails, REPs code of conduct

The importance of customer service to a business - professional image, reputation of

instructor, organisation and industry sector, exercise adherence, customer retention,

customer satisfaction, customer relationships and repeat business, including word of

mouth recommendations and referrals

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Commercial awareness:

Eco-friendly and cost-efficient use of resources (e.g. time, disposal of waste, use of

products and consumables)

- Provision of water for bottles but no paper/plastic cups

- Use of non-toxic and ecologically friendly cleaning products

- Recycling paper towel

- Shredding programme cards and other documents

- Turning equipment and air conditioning off overnight

Opportunities to promote and sell additional products and services

- Personal training sessions

- Lifestyle support

- Specialist courses or sessions, e.g. weight management, healthy eating, back care

- Group exercise, e.g. suspension training, circuits

- Training products: clothing and footwear, exercise mats, heart rate monitors, water bottles

Opportunities to promote other exercise sessions and services offered by the facility, e.g.

group exercise and studio classes, swimming, racquet sports, sports massage,

physiotherapist, nutritionist, café, beauty therapy

Awareness of competitors

- Other gyms and fitness facilities available locally, their benefits and disadvantages

- Different business types locally that may compete for a client’s disposable income

- Diets and weight loss services that clients may choose as an alternative to exercise

Unique selling points of products and services. Combination of facilities and services

offered that are not available elsewhere. Specialities and target market niches

Opportunities to differentiate self and services from competitors, e.g. other studio cycling

instructors. Own experiences and achievements relevant to supporting others in a fitness

capacity

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Assessment criteria

In order to pass this unit, learners must achieve all pass criteria. The pass criteria relate to the proficient demonstration of skills and knowledge.

Learning outcome

The learner must:

Assessment Criteria

The learner can:

LO1 Know how to prepare the environment and equipment for a studio cycling session

P1 Describe the arrangements needed to prepare the environment and equipment for a studio cycling session

LO2 Know how to instruct a safe and effective studio cycling session

P2 Describe the qualities and skills of a studio cycling instructor

P3 Describe a safe and effective studio cycling session structure

LO3 Know how to evaluate the safety and effectiveness of the studio cycling session

P4 Explain the purpose of evaluation and reflective practice

LO4 Be able to prepare the environment and equipment for a studio cycling session

P5 Prepare the area and safely set up the appropriate equipment for the studio cycling session

LO5 Be able to instruct a safe and effective studio cycling session

P6 Welcome and prepare clients before starting the session

P7 Verbally screen the clients and check their readiness to participate

P8 Instruct a safe and effective warm-up component that is appropriate to the clients, programme and environment needs

P9 Instruct a safe and effective main workout that is appropriate to the clients, programme and environment needs

P10 Instruct a safe and effective cool down and stretch component that is appropriate to the client needs, programme and environment

P11 Monitor exercise safety and intensity and respond to client’s needs

P12 Use effective instruction skills

P13 Use effective communication skills to support and motivate clients

P14 End the session safely and effectively

P15 Leave the environment in acceptable condition for other users

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LO6 Be able to evaluate the safety and effectiveness of the studio cycling session

P16 Evaluate the safety and effectiveness of the session using client’s feedback and own self evaluation

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Assessment guidance

Assessors must use the amplified assessment guidance in this section to judge whether assessment criteria have been achieved.

P1 Describe the arrangements needed to prepare the environment and equipment for a studio cycling session

Learners must describe the preparatory arrangements that need to be made to instruct a safe and effective studio cycling session. Learners must outline the arrangements they need to make to deliver the session and the health and safety checks that would need to make to the environment, equipment and resources, e.g. space, temperature, floor surface, positioning of cycles and checks to cycles (brakes, pedals)

Learners must describe how they use the information and how this impacts the session structure and content. For example, if the environment is cold, a longer warm up should be delivered.

P2 Describe the qualities and skills of a studio cycling instructor

Learners must be able to describe the range of personal qualities (e.g. friendly, approachable, empathetic, and sensitive) and skills needed by a studio cycling instructor, including: instruction skills, planning skills, leadership skills, communication skills and motivational skills. Learners must also be able to describe the specific roles of the instructor, with regard to the planning, instructing and evaluation of a studio cycling session, including:

Planning - pre-screen clients, check the health and safety of the environment, check and prepare equipment, prepare self, plan a safe and effective session structure and content

Instructing - explain and demonstrate exercises, maintain control of group, observe and respond to clients: motivate, offer alternatives, reinforce teaching points, correct client technique

Evaluating - gather feedback from clients and use self evaluation to review session content and structure, communication and instructional methods, motivation, and identify strengths, areas to develop and opportunities to improve skills though continuing professional development

P3 Describe a safe and effective studio cycling session structure

Learners must be able to describe a safe and effective session structure for a studio cycling session. Learners must be able to explain the purpose of all components (warm up, main workout and cool down and stretch) and outline appropriate exercises for inclusion in each component - profiles, drills, riding techniques, resistance and cadence/speed.

P4 Explain the purpose of evaluation and reflective practice

Learners must be able to explain the value of evaluation and reflective practice and how this contributes to their continuing professional development.

Learners must be able to explain how they have used their evaluations to develop their skills and knowledge and improve their own practice.

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P5 Prepare the area and safely set up the appropriate equipment for the studio cycling session

Learners must demonstrate that they have prepared the environment, equipment and resources needed to instruct the studio cycling. Learners must be organised and appropriately dressed and must check the environment, e.g. space, temperature and adapt the session in response to any identified issues.

There should be time set aside at the start of the session to explain cycle set up (seat height, pedal action, handle bar position and how to alter resistance and position hands during different riding styles and how to apply brakes.

P6 Welcome and prepare clients before starting the session

Learners must welcome and greet all clients as they arrive, introducing themselves to new clients and providing them with an overview of the session demands. Client footwear and clothing should be checked to ensure it is appropriate and any clients wearing unsuitable attire (e.g. inappropriate footwear) should be advised to defer exercise.

P7 Verbally screen the clients and check their readiness to participate

Learners must verbally screen all clients to check their readiness to participate. Verbal screening should be discrete and sensitive and clients should be given appropriate advice. For example: a client who is feeling unwell should defer exercise and a client with cardiovascular disease risk factors should be signposted to their GP, prior to participation.

P8 Instruct a safe and effective warm-up component that is appropriate to the clients, programme and environment needs

Learners must instruct a safe and effective warm up to prepare clients for the studio cycling session. The warm-up must contain appropriate mobility, pulse raising and stretching exercises. The intensity of the warm-up should build progressively and gradually and be appropriate for the client’s fitness and skill level and the environment, e.g. temperature. Intensity can be progressed by increasing the cadence, resistance and introducing more challenging riding styles.

Learners must demonstrate effective instructional and communication skills to lead the warm up activities.

P9 Instruct a safe and effective main workout that is appropriate to the clients, programme and environment needs

Learners must instruct a safe and effective main workout. The intensity must be appropriate for the clients and the environment. The range of profiles and drills should be explained and demonstrated and alternatives should be given to accommodate different abilities (e.g. use of seated climb instead of a standing climb, or reducing the resistance or cadence).

Learners must demonstrate effective instructional and communication skills. They must use a teaching position that enables them effectively to observe all clients, occasionally getting off their cycle to observe clients. Learners must also give specific information on the hand position and riding style and resistance required for any planned profiles and drills.

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P10 Instruct a safe and effective cool down and stretch component that is appropriate to the client’s needs, programme and environment

Learners must instruct a safe and effective cool down and stretch. Intensity must reduce gradually after the main workout and all muscles worked in the session should be stretched after use (maintenance stretches) with the inclusion of developmental stretches to improve flexibility in specific muscles, as appropriate to client’s needs (e.g. muscles worked maximally in the session or postural muscles). Where appropriate the cycle should be used to perform stretches, for example: fixing the wheel and stretching the calf muscles by dorsi flexing the ankle from the pedal or when off the cycle using the cycle seat to support the leg and perform a hamstring stretch. All stretch positions should be appropriate to the client’s flexibility.

Learners must demonstrate effective instructional and communication skills to lead and control the cool down and stretch component.

P11 Monitor exercise safety and intensity and respond to client’s needs

Learners must demonstrate that they are able to monitor the intensity and safety of all exercises in all components. The methods used to monitor intensity should be appropriate for the client’s needs (e.g. talk test can be used without explanation or equipment, but is less accurate than other methods that require explanation or use of equipment) and where appropriate, adaptations should be offered, for example, reducing the resistance or cadence, providing an alternative riding drill or profile (e.g. seated climb instead of a standing climb).

Learners must ensure that all adaptations and modifications are inclusive and enable clients to continue to participate fully and not feel embarrassed or excluded.

P12 Use effective instruction skills

Learners must demonstrate a full range of effective instructional techniques when leading and controlling all components of the session. There should be an opportunity for a pre-session preparatory set up phase, where cycle set-up (seat height and handlebar height, how to change resistance and how to brake) are explained and checked and where newcomers are instructed to the main riding techniques (seated, standing, flat and climbing) and hand positions.

Learners must use appropriate voice projection, pitch and tone and provide explanations that are concise and use accessible language. Demonstrations must be accurate and in a position where all clients can observe.

Learners must change teaching position (occasions when they move off their cycle) and ensure they are able to observe all clients at all times, they must reinforce teaching points to correct client technique and all reinforce correct technique (e.g. praise correct performance).

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P13 Use effective communication skills to support and motivate clients

Learners must demonstrate effective use of both verbal and non-verbal communication skills to support and motivate learners. All communication should be appropriate the environment, e.g. noise and number of clients exercising.

Learners must use positive and open body language, positive facial expressions and gestures, and positive and motivational language and affirming statements, all spoken with a motivational voice tone and pitch. All communication must be appropriate to the client’s level of experience and confidence and any specific needs presented by individuals (e.g. partial hearing or speakers of a different language).

Learners may choose to use visualisation techniques or storytelling to guide the indoor cycling session and assist motivation.

P14 End the session safely and effectively

Learners must allow sufficient time to end the session that is appropriate to the session intensity and duration and appropriate for client needs. Learners must gather feedback from clients to assist with evaluation and must provide feedback to clients using a positive and constructive approach.

P15 Leave the environment in acceptable condition for other users

Learners must ensure that the environment is left tidy after use. Indoor cycles should be wiped down and all waste removed from the studio and the lights switched off. Any maintenance issues identified at the end of the session should be reported. The departure of clients must be supervised and the room locked (as appropriate) at the end of the session.

P16 Evaluate the safety and effectiveness of the session using clients feedback and own self evaluation

Learners must demonstrate that they have used information gathered from clients and their own observation to evaluate the safety and effectiveness of the session content and structure, instructional skills and communication skills.

Learners must use this information to identify strengths and areas to develop and identify appropriate ways to improve personal practice.

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Resources

The special resources required for this unit are access to a real or realistic working environment which supports the instruction of studio cycling. Best practice should be encouraged by giving learners the opportunity to access current research and guidelines that inform exercise science (e.g. NICE, ACSM, BASES, BHFNC, Department of Health) and specifically, indoor cycling.

Delivery guidance

Teachers are encouraged to use innovative, practical and engaging delivery methods to enhance the learning experience. Learners may benefit from:

Meaningful employer engagement so they relate what is being learned to the real world of work in relation to instructing studio cycling sessions

Work experience within a sports or leisure facility, so they can practise to hone their instructional skills in a real environment, with the opportunity to work alongside or team teach under the supervision of an experienced studio cycling instructors

Using interactive information and technology, systems and hardware so they can learn about concepts and theories, research current trends and different approaches to studio cycling, including different ideas for exercises and approaches

Practical workshops where they can prepare and set up for a studio cycling session, including instruction of pre-session information, such as instructing peers how to adapt seat and handlebar height, different riding styles and hand positions and different profiles

Practical workshops where they able to instruct specific components of a studio cycling session and receive feedback and guidance from peers and course teachers on their own practice and provide feedback to peers on skills they observe.

Links with other units

This unit is closely linked with the following:

USP51M Anatomy and physiology for exercise and health

Learners will be required to apply their knowledge of anatomy and physiology when instructing a studio cycling session in a real or realistic working environment. The content of the anatomy and physiology unit should be delivered before the instructing studio cycling sessions unit.

USP52M Health, safety and welfare in a fitness environment

Learners will be required to apply their knowledge of health and safety when instructing studio cycling sessions in a real or realistic working environment. The health and safety unit should be delivered before the instructing studio cycling sessions unit.

USP53M Principles of exercise, fitness and health

Learners will be required to apply their knowledge of the principles of exercise, fitness and health when instructing studio cycling sessions in a real or realistic working environment. The content of the principles unit should be delivered before the instructing studio cycling sessions unit.

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USP54M Planning gym-based exercise

Learners will be required to use the knowledge and skills gained from the planning gym-based exercise unit when instructing studio cycling sessions in a real or realistic working environment. The content of the planning gym-based exercise unit should be delivered before the instructing studio cycling sessions unit.

USP55M Instructing gym-based exercise

Learners will be required to use the knowledge and skills gained from the instructing gym-based exercise unit when instructing studio cycling sessions in a real or realistic working environment. The content of the Instructing gym-based exercise unit should be delivered before the instructing studio cycling sessions unit.

USP61X Planning a studio cycling session

Learners will be required to use the knowledge and skills gained from the planning a studio cycling session unit when instructing studio cycling sessions in a real or realistic working environment. The content of the planning a studio cycling session unit can be integrated with the delivery of the instructing studio cycling sessions unit.