Mind-Body Learning Objectives

Learning Objectives

Mind Body Learning Objectives

Section I - History and Evolution of Mind Body

Methods Chp 1, 6, 12, Review with Foundations Chp 14 & 15

Sub-objectives:

Describe the history and philosophy of the mind body discipline, including how it was developed and evolved over time.
Describe trends, various styles and current applications of the discipline.
Explain the benefits of mind body discipline as they relate to overall benefits of physical activity and exercise.

Section II – Class Structure and Content of Mind Body

Methods Chp 3, 6, 7, 12, review with Foundations Chp 14

Objective I: Planning and Design

Sub-objectives:

Using the ADDIE model, describe components of a mind body exercise class and what to include in each component.
Develop and deliver a mind body class, in which the components meet participants’ needs and levels.
Describe methods for evaluating and monitoring intensity of each mind body class component.
Describe safety considerations when designing each class component.
Describe the use of the following elements in designing each component of a mind body class: phrasing, rhythm, space, directions, plane and lever variations, transitions, pattern breakdown, flow, variety, balance and safety.
Discuss the methods by which class components can be altered for varied populations.
Discuss appropriate class design based on current research in principles of conditioning, anatomy, biomechanics and exercise physiology.
Discuss how to design class components where balance – both between muscle groups and between fitness components – is an integral component.
Develop and deliver an effective class including: flow and transitions, variety, safety, environment and facility amenities.
Discuss methods of evaluating the effectiveness of class components and class design.

Objective II: Risk Management and Safety Guidelines

Sub-objectives:

Demonstrate and distinguish between proper and improper technique, posture and alignment and describe potential injuries that could result.
Explain potential legal risks of implementing contraindicated movements within the mind body class.
Indicate safety guidelines to consider when designing each class component of the mind body exercise class.
Utilize current research to identify appropriate design of mind body class components (e.g., duration, intensity, mode, etc. of warm up, cooldown, etc.).
Review appropriate application of pre-screening tools (PAR-Q+, informed consent, etc.).
Review the scope of practice of the mind body exercise leader and discuss the implications of working outside of that scope.

Objective III: Poses

Sub-objectives:

Describe the primary intent and benefits of each pose/movement.
Describe and demonstrate proper technique in terms of skeletal (postural) alignment, joint actions and muscle engagement of each pose/movement.
Describe and demonstrate breathing rhythm, control and concentration during poses.
Describe and demonstrate safe and effective alternatives and modifications for poses/movements, matching them to participant needs and levels.
Effectively apply the elements of levers, base of support, range of motion, movement planes and complexity to pose modifications.
Develop sequences of poses and movements that meet participants’ needs and levels including: flow, variety, complexity, repetitions, etc.

Section III – Leadership and Communication

Methods Chp 4, review with Foundations Chp 2 & 3

Objective I: Leadership

Sub-objectives:

Demonstrate a level of interaction with participants that create a positive learning environment within the mind body exercise class.
Demonstrate how to create an enthusiastic, motivational environment within the mind body exercise class.
Describe and implement methods for helping participants execute appropriate intensity.
Evaluate participant technique and performance, providing feedback toward optimizing these elements.
Explain the importance of ongoing observation of class participants, adapting as needed to respond to participant needs.

Objective II: Teaching

Sub-objectives:

Describe and implement various instructional techniques including: progression from simple to complex, pattern development techniques, variety of class formations, mirror imaging, and intensity progression (less to more, and vice versa).
Utilize common exercise and base move terms used within the mind body exercise class
Identify instructional challenges specific to mind body exercise classes and strategies for managing and minimizing these challenges.

Objective III: Cueing Strategies

Sub-objectives:

Differentiate between verbal and nonverbal cueing techniques used within the mind body exercise class.
Differentiate between effective and ineffective verbal cueing (e.g., on proper technique, motivation, etc.).
Differentiate between effective and ineffective visual cueing.
Differentiate between effective and ineffective kinesthetic cueing.
Explain the relationship between body language and its effect on class energy, enthusiasm, body alignment and group rapport.

Objective IV: Voice/Vocal Strategies

Sub-objectives:

Section V – Use of Music

Methods Chp 4, 12, review with Foundations Chp 2

Sub-objectives:

List reasons for using music in the mind body exercise setting (e.g., mood, class flow, etc.).
Define the following base elements of music: rhythm, beat, measure, tempo, phrase.
As applicable, identify the 8 count and 32 count and how it affects program design and pattern development.
Select music of appropriate tempo, mood, style and decibel level (volume) for various class components.
Select music of appropriate tempo, mood, style and decibel level (volume) for various class types.
Identify safe microphone volumes.
Identify the legalities of sourcing, purchasing and using music in the mind body exercise class.

Section VI – Exercise Analysis

Methods Chp 3, 7, review with Foundations Chp 8

Objective I: Exercise Selection

Sub-objectives:

Create safe, effective exercise variations and modifications implementing the SEAT acronym (from Foundations) and/or the progressive functional training continuum tool.
Evaluate the effectiveness, applicability (functionality) and time efficiency of a given exercise.
Explain the purpose of an exercise/movement in any given class component.
Identify individual movement/misalignments within each class component and give corrective feedback to improve technique.
Demonstrate safe use of equipment within each component of the mind body exercise class.
Compare proper and improper technique and posture; identify the injuries that could result.

Objective II: Proper Posture and Core Stabilization

Sub-objectives:

State the importance of proper posture and neutral body alignment in all mind body exercise activities.
Describe the importance of core stabilization for maintaining neutral spine.
List and describe the major muscle groups involved in core stabilization.
Demonstrate core stabilization exercises appropriate for various participant levels.