Program Planning and Class Management Techniques

Judy AprileJudy Aprile

Gretchen VurbeffGretchen Vurbeff

All content in this presentation appears in Chapter 11 of

FallProof: A Comprehensive Balanceand Mobility Training Program

by Dr. Debra J. Rose

OBJECTIVES

Effectively plan and implement group-based lessons

Effectively manage participants in group-based programs to ensure optimal activity levels and safety

Communicate effectively with participants

Following AssessmentsFollowing Assessments

Identify and list the types of balance and mobility problems observed

Lists the problems that may be temporary and those known to be more permanent

Know your

participants’

impairments

and program

accordingly!

Not all your participants will be able to begin at the same level of difficulty

Participants will progress through the exercises at varying speeds

Progress will be influenced by previous level of motor skill experience and current level of physical activity

Following AssessmentsFollowing Assessments

Before Each Class Session

Professional approach and organization will optimize class flow and increase the participants’ confidence in you as their instructor

Devote an adequate amount of time selecting the sets of exercises to be presented for each class

Be Prepared for the Unexpected

Incomplete equipment kit Facility (non-dedicated)• Unexpected room arrangement

or furniture configuration• Last minute change in room

assignment Staffing• Absence of one or all mentors

!!!!!!

Be Prepared for the Unexpected

Know the emergency procedures for your facilities• Medical emergency

Keep copies of medical histories on-site

• Fire or earthquake procedures

!!!!!!

Planning the Lesson

Early classes will have fewer exercises and more practice time than later classes

All classes should include:• Warm Up (10 minutes)

• Skills Section (40 minutes)

• Cool Down (10 minutes)

Planning the Lesson

Organize exercises to:

• Optimize equipment set-up

• Transition logically and smoothly

• Minimize fatigue

Planning the Lesson

Every class should include exercises from all skill modules

Be clear about your objective in each section of the class

EquipModule Focus Time Activity Cues

Know why!

Planning the Lesson

Determine which activities will be performed with the entire group and which will be done in small groups

Determine which activities can safely be insructed by assistant

Select activities that will be good “waiting exercises”

Planning the LessonSample Lesson Plan

Module Focus Time Activity Verbal Cues Equipment

Warm-Up

Skill Section:

Activity 1

Skill Section:

Activity 2

Skill Section:

Activity 3

Skill Section:

Activity 4

Culminating Activity

Cool-Down

Planning the Lesson

Floor Plan• Preparing a floor plan can

improve your time efficiency

• A floor plan can be used by your mentors or participants to help set-up

Planning the Lesson

Seated Center of Gravity Training

Upper Body Strength and

Flexibility

stations

Standing warm-up

Gait pattern enhancement and variation

Sample Floor PlanMultisensory

training

Postural Strategy Training

tape

chairs & airex pads

The Warm-Up

Elevates the heart rate and prepares the muscles and joints for activity

Shorter than a more traditional fitness class (10 minutes)

Participants should not be fatigued after warm-up

The Warm-Up Select exercises that target specific muscle

groups later involved in skills sections

• Include heel and toe raises to prepare for GPEV walking with reduced base of support

• Include lateral step touches to prepare for COG lateral weight shifts or GPEV Grapevines

The Warm-Up

Each class does not need a new warm-up.

Repetition from class to class will allow participants to focus more on performing the exercise rather than thinking about what they have to do.

Progressively adding new movements also challenges the working memory skills of your program participants.

The Warm-Up Different formations can

be used to adjust for levels of safety and class progress

SeatedStandingStanding with chairs

SeatedStandingStanding with chairs

LinesHalf circleCirclePairs

LinesHalf circleCirclePairs

The Warm -Up

Warm-ups can include exercises from:• COG

Seated Balance Activities• GPEV

Starts & StopsWalking with Reduced Base of Support

• Strength & FlexibilityUpper & Lower Body StrengthDynamic Stretches

The Warm Up Positioning of instructor should ensure that:

• Participants can see and hear you

• Be mindful of those with visual or auditory impairments

• Instructor is facing participants Music should be age appropriate with

moderate tempo (100-120 beats per minute) with volume that does not interfere with hearing of instructions

Safety First

!!!!!!

Program Assistants & Break-Out Groups

Use your assistants efficiently to:

• Set up equipment• Assist higher risk

participants• Lead small groups

Program Assistants & Break-Out Groups

Use an assistant or a higher functioning participant to lead a break-out group

Provide written instructions for exercises complete with cues and instructions

Program Assistants & Break-Out Groups

Combine a lower risk activity for one group while another does a higher risk activity with closer supervision

Create exercise stations

Organize the participants into pairs matching a lower functioning person with a higher functioning person

Skills Section

Safety Factors• Placement & Spacing

Space between participants

Proximity to mentor

Participant to support (wall or chair)

• Equipment selection• Choice of individuals for

break-out groups

Level of safety will

be greatly affected

by how well you

match the demands

of the exercise to

the capabilities of

the participants

Use the programming triad to guide individualization by

• Manipulating the demands of the

exercise• Changing the

environmental demands

Skills Section

Task Demands

Environment IndividualCapabilities

Cool Down Lower the heart rate

and anxiety level of participants

Relaxation• Gentle stretching• Rhythmic breathing to

music• Inspirational readings• Self- or partner massage• Postural awareness

activity

Provide closure• Class review• Exchange feedback• Recognize individual

efforts• Assign homework

Between Classes Evaluate your effectiveness in matching

participants with appropriate difficulty level

Measure your class management skills to estimate how much time your participants were actually engaged in exercise during the time spent in class

Maintain a log of exercise components to better track the flow and progress of your program (will assist with multiple class planning)

After Each Follow-Up Assessment Regular assessments will assist you to:

• Measure individual performance• Evaluate your instructional effectiveness• Demonstrate progress and motivate participants

When performing assessments, remember to:• Review participants’ file for test modifications on

previous assessments and repeat the same conditions• Share the results with the participants in a timely

fashion• Use the results to select the next set of progressive

exercises

Good communication skills, both verbal and nonverbal, are essential

Quality of feedback to participants will often determine performance on subsequent practice attempts

Express a genuine professional interest and concern for each individual

Be prepared to discuss how class activities relate to daily life

Communicating

With Class Participants

Communicating With Class Participants

Use professional and respectful language (no slang)

Learn participant names as soon as possible

Tailor your communication to individual personalities

Allow time after class to talk with participants and answer questions

Instructor Tips

Your success will depend on:• Careful planning and

organization• Good communication skills• Patience

Be on time or even early to class

Encourage participants to be on time and emphasize the importance of attending every class

Keep medical histories up to date with changes in medications, recent falls

Instructor Tips

The more confidence and trust your participants have in you, the more they will challenge themselves

Remember, for some participants, many of the exercises will make them fearful

Remind them that they need to venture beyond their comfort zone in order to improve

Be reassuring but not overprotective