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Module 8

Applied Exercise and Health Fitness 3: Circuit Training and Body Conditioning. Module 8. Module Outline. Unit 1 Free Movement Warm up What is circuit training? Circuit training terms Phases of a class Circuit training equipment General considerations when planning circuits.

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Module 8

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  1. Applied Exercise and Health Fitness 3: Circuit Training and Body Conditioning Module 8 Module 9

  2. Module Outline Unit 1 • Free Movement Warm up • What is circuit training? • Circuit training terms • Phases of a class • Circuit training equipment • General considerations when planning circuits Module 9

  3. Module Outline Unit 2 Aerobic circuits • Planning considerations • Suitable exercises: adaptations/progressions • High/low impact • Work/rest intervals • Heart rates: increase/decrease intensity Module 9

  4. Module Outline Unit 4 • LME circuits • Planning considerations • Choice of exercises, • compound/isolation • Balancing exercises • Adaptations/progressions Module 9

  5. Module Outline Unit 5 The mixed circuit • Planning considerations • Suitable exercises • Maintaining intensity/sequencing Module 9

  6. Module Outline Unit 6 Anaerobic circuits • Suitable exercises • Work/rest intervals • Ratio of anaerobic to aerobic exercises Module 9

  7. Module Outline Unit 7 Circuit layouts • Circles, cylinders, lines,squares,etc. • Circuits for:special populationssports specific groups Module 9

  8. Continuous Assessment Two Practical Assessments: (a) Practical Assessment 1 • Peer teaching of a 5-minute body conditioning class. 35% (ii ) One class plan for the Body conditioning section 5% Module 9

  9. Continuous Assessment • (b) Practical Assessment 2 • (i) Peer teaching of a 3 minute free movement warm up 20% • (ii) Peer teaching of one 5 minute circuit class, which will be a similar format to the final practical examination. 35% • (iii) Two class plans, one for each of the above sections 5% (2 x 2 ½ %) • While teaching the class or the exercises, the student’s personal technique and instructional skills (demonstration, teaching, observation and correction of exercise) will be assessed. Module 9

  10. Circuit Training • You will be required to teach 5 mins of a mixed circuit • 6 stations consisting of 2 aerobic, 2 anaerobic and 2 LME exercises Module 9

  11. Sequence • The sequence must be : • Anaerobic • Aerobic • LME • Anaerobic • Aerobic • LME Module 9

  12. Body Conditioning Session 1 Objectives At the end of this session, students will be able to: • define body conditioning (BC)/body resistance and flexibility • differentiate between BC at the end of an exercise to music class and a BC class Module 9

  13. Session 1 Objectives • Demonstrate good personal technique and teaching points whilst teaching • Ab curl • Oblique curl • Reverse curl • Back extension • Demonstrate appropriate adaptations and progressions for the above exercises Module 9

  14. Body Conditioning • BC exercises: Resistance exercises to improve lean muscle tissue using high reps and low weights • BC class: Resistance exercises performed in a class format to improve lean muscle tissue using high reps, low weights and the minimum of equipment (BR/dynabands/light dumbells) Module 9

  15. Body Conditioning • BC at end of exercise to music class: Short resistance phase at end of class to improve lean muscle tissue - usually in legs and abdominals - using high reps and body resistance Module 9

  16. Phases of a BC Class • Low impact aerobic warm-up, 6 - 8 mins • Pre-stretch • Main conditioning phase - all major muscle groups • Post-stretch/flexibility phase (Phases can vary in length to suit ability of class) Module 9

  17. Equipment for BC • Usually of limited variety and resistance • Options: • Body resistance • Step • Dynabands • Light dumbells • Stability balls Module 9

  18. Suggested Exercises • Squat • Lunge • Ab curl • Back extension • Oblique curl • Reverse curl • Abductor raise • Adductor raise • Tricep dips • Bicep curls • Press up • Any other exercise performed with dynabands/dumbells/Stability ball Module 9

  19. Teaching Methodology This methodology should be used during the performance of the exercise and not all together at the outset. The aim should be to keep the class active at all times • Name the exercise • Name the body parts • Name the muscle groups • Silent demonstration • Demonstrate, giving key teaching points • Give adaptation and progression Module 9

  20. Considerations when designing a BC Class • Participants • Warm Up • Pre-Stretch • Conditioning Phase • Exercises • Balance • Equipment • Music • Repetitions • Cueing Module 9

  21. Considerations when designing a BC Class • Teaching • Post-stretch Module 9

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