by Jim Karanas | Aug 28, 2019 | Master Instructor Blog, Zone based Heart Rate Training
By Team ICG® Master Trainer Jim Karanas
Interval: n., the amount of time between two specified instants or events.
You teach indoor cycling, so you know intervals. If you asked another instructor for the workout he/she used in class that morning, odds are you’d get a response something like, “The main climbing set was 4 X 5/1:30 min at 85%,” indicating four five-minute climbs at 85% max effort, with 90 seconds of recovery between efforts.
Intervals are standard practice in indoor cycling and all types of CV training because of how effective they are. Interval training dates back to the 1930s, when German coach Dr. Woldemar Gerschler pioneered training methods based on sound physiological principles. He teamed up with cardiologist Dr. Herbert Reindel to develop a training protocol that would maximize the heart’s fitness.
The study involved some 3000 subjects completing three weeks of precise, heart rate-controlled training. The participants were track athletes who ran a relatively short distance at a very fast pace. Average stroke volume increased 20%, with significant improvements in performance. Gerschler and Reindel dubbed the repetitions “interval training” and considered the recovery period between the runs the most important part of the training.
When I first read this, I was amazed. To the founders of interval training, “interval” meant the recovery interval. When managed correctly, that period of time had the greatest physiological impact. The descriptive “formula” I used above would have made no sense to them because the rest interval should be the primary concern and dictate the repetition of the work effort.
For Gerschler and Reindel, if my heart rate did not recover properly in 90 seconds, I wouldn’t be allowed to do the next interval. Improved fitness would have occurred when my heart rate actually achieved the desired recovery in 90 seconds.
If that heart rate reduction didn’t occur, the workout was too difficult. Unless it was adjusted, the heart would be overworked, leading to fatigue and exhaustion, rather than to the desired training effect. So, the reduction of the recovery interval is the most important aspect of the training, not the degree of effort or duration of the work interval.
Consider the state of training within indoor cycling today in light of that information. Rigid interval formats form the core of most classes, with limited (or no) attention paid to what the founders of interval training actually meant by interval training. And not just in indoor cycling. Consider the prevalence of high intensity interval training (HIIT), such as the Tabata Protocol, in the fitness industry in general. Tabata intervals are often max efforts with extremely short recovery — less than half the duration of the work interval. Consider Gerschler and Reindel rolling over in their graves.
Is respect for recovery even possible with current class schedules, equipment or perceptions? My guess is no, except in selected, controlled situations. Is it even desired by the average class member? Most of them would not feel they were getting a good enough workout because we gave them too much recovery.
As indoor cycling instructors, we’ve all heard, “It’s not how hard you work but how fast you recover.” Yet it’s difficult to implement, given what we have to work with, and that includes the mindset of our members.
Maybe the question becomes whether or not we should really be doing intervals at all. When an interval is considered as described in the first sentence — the amount of time between two specified instants — then it’s a valuable tool for us as instructors. It allows us to develop patterns and give participants an understanding of the training we have planned for them. It also enables us to implement music more effectively by selecting songs by length to fit the patterns that we create.
As soon as “interval” becomes “interval training”, however, I think it’s wise to take a step back and consider where this kind of training came from and what the founders of interval training discovered about the work/recovery relationship.
Make that the recovery/work relationship.
Originally posted 2013-04-08 07:42:14.
by Jim Karanas | Oct 2, 2018 | Health and Wellness, Master Instructor Blog
by Team ICG® Master Trainer Jim Karanas
“Today was the hardest recovery ride ever! I complained the entire way and had three different plans to abort and shortcut the ride throughout the route.”
That’s an actual comment sent to me by a former student of mine. The rider is dedicated, committed and strong. And the statement raised so much conflict in me, I felt obliged to write another post about the all-too-real dangers of overtraining. (Please see my earlier post, “Endurance Exercise and Heart Damage”.)
Being able to ride long distances makes you feel like a cyclist, regardless of how fast you are. Riding long gives a feeling of accomplishment. It’s the kind of training that can easily become overtraining because the conditioning increases your ability to endure whatever happens on the bike. Aches, pains, bad weather, lousy traffic are all part of it. You get tough. The tougher you get, the more you ignore the signs that it’s time to let the miles go.
Many of my students have graduated from my classes to the road. Some have gone on to become accomplished cyclists. Several have gone in the direction of riding long distances.
If you’ve never racked up a lot of miles, it’s important to understand that there’s a “buzz” to it. Each week, you end up riding many more miles than are good for you, but it’s gratifying to have finally reached the point where you can ride that many miles. All the training has culminated in considerable ability; you don’t want to let go of the conditioning. Couple that with the resilience you had to develop and, before you know it, you’re no longer getting stronger. You’re doing whatever you can to keep yourself from breaking down.
This kind of overtraining syndrome can be hard to discern. The intensity isn’t high, a day or two of rest helps you feel better, and there’s a mindset that this is what it takes to get strong on the bike. It’s difficult to know when you’ve crossed the line.
Dr. Philip Maffetone talks about three stages of overtraining. He calls Stage 1 Functional Overtraining. It may include a seemingly minor plateau or a slight regression in training performance. While that may be noticeable in a professional athlete receiving close observation, it’s likely to be overlooked in the situation I’m describing.
Maffetone refers to Stage 2 as Sympathetic Overtraining. The sympathetic part of the nervous system becomes overactive, which results in a classic overtraining sign — increased resting heart rate. This is discussed by cyclists and indoor-cycling instructors all the time. I can say from experience is that it’s easy to keep training through this.
Stage 3 is Parasympathetic Overtraining. Chronic overtraining has led to more serious hormonal, neurological and mechanical imbalances that parallel adrenal dysfunction. Eventually the sympathetic nervous system becomes exhausted, and most, if not all, hormone levels are significantly reduced, including cortisol. Believe it or not, this is not an uncommon state for many of our students who like to ride long distances. At this point, negative feelings increase, such as depression, anger, fatigue and irritability. Ratings of perceived exertion increase, as well. (Consider the statement at the beginning of this post.) Serious injury is possible, as is an increased likelihood of crashing. Yet getting on the bike for another ride is still within reach, still feels accessible.
My question for discussion is: What can be done with students in this state? I know from experience they don’t want to hear anyone tell them to stop riding so many miles. They know from experience that their conditioning will lose its edge and they’ll detune. That’s hard to accept. The ego is engaged here because they’ve reached a level of conditioning that makes them proud of their training.
I’ve often tried to intervene — to little avail — with students going through this. A coach of mine once told me that life is the only real coach when it comes to ego, and that everyone needs to go through significant downturns and trauma to learn life lessons.
I’m interested in what the rest of you have experienced.
by Jim Karanas | Mar 2, 2018 | Master Instructor Blog
By ICG® Master Trainer Jim Karanas
Many things contribute to a great Indoor Cycling class, but none as much as cueing. Cueing a class is a skill, even an art, that develops over decades. Like public speaking, it’s about more than the words and involves multiple factors.
Cues add depth and color to a class and focus the students on aspects other than getting some exercise. In the class of a Master Instructor, the words flow, go beyond workout instructions, and command attention.
We’re professional instructors, and cueing is our craft.
The Opening
Every class needs an opening. No matter how many times you’ve taught the group, the opening is critical to the success of each class. While it’s OK to greet students personally with just your voice, always open on the microphone. The tone and content of a good opening should be amplified.
When you open, you must do two things: get in sync with the students and grab their attention. If they’re quiet and serious, don’t open energetically. Use a subdued tone. Once your energy matches theirs, move them to where you want to take them. Even in a subdued voice, though, you have to get them to listen right away.
Instructors may miss an effective opening by socializing with the students or ignoring them while fiddling with their bike or music. As with any presentation, the opening sets the tone for the class.
“Good morning, everyone. As we start, I want you to focus on what you’re doing and what’s happening. The rollout is a special time in the ride. Let me tell you why.”
Whether you open from the bike or from the floor, your opening depends on that optimal moment that experience helps you feel. It’s the moment when students first direct their attention toward you and are most receptive. Use it as soon as you feel it.
Cueing the Class
The cues for the day should encompass more than ride instructions or motivation. Cues can relate to the Concept, the Workout, Exercise Science, Philosophy, Music, Video, Personal Experience, or Motivation.
The Concept is what you want your students to learn from the day’s class and is more important than the Workout. Your concept can be standard, such as Endurance, or more esoteric, such as Finishing Every Climb. If it’s an endurance class, teach the concept of endurance. There’s the science of endurance (aerobic metabolism, building a foundation, oxygen transfer), and there’s the philosophy (contemplation, discipline, resilience). The more your knowledge and experience grow, the more compelling your cues become.
The Workout consists of the mechanics of the class, which we learn in any Indoor Cycling curriculum: ride positions, hand positions, terrain, cadence, technique, proper breathing and modifications. Many instructors never progress their cueing beyond this.
Exercise Science cues should support the day’s concept. If you don’t know much about exercise science, read some articles or tap into the wealth of fitness information here for PRO members. Students look to us to explain what’s happening in their bodies through exercise. It’s disappointing when an Indoor Cycling instructor can’t explain the physiology of cardio.
Cues around Philosophy take some experience. Yet students may need to hear them to realize what they’re doing transcends exercise (which may become boring). It takes courage to introduce these cues because they can sound preachy. The key is to say them as a student of philosophy who’s still seeking answers — and stick to cycling. When you talk about a philosophical point you’ve contemplated for a long time, it won’t sound preachy.
Music and Video are sensory assets that can and should be included in your cues. Why did you select the song you’re playing — the nuance? The structure? Why did you want the class to ride to the video segment you put up that day? These make relevant and interesting cues.
Personal Experience lets your class know that you feel what you’re asking them to feel. Even if you don’t ride a bike, years of dedication to your cycling-based workouts are a quality experience. For instance, how did your thousandth class differ from your first?
Last are Motivation cues. These are straightforward encouragement but too heavily relied upon by many instructors. When said time and again, motivational cues lose their impact. “You can do it” is much more effective when used infrequently. Said at the right time with the right tone, though, it can change the direction of a student’s effort.
The Close
A close for each class is important and a good time to make a final, perhaps philosophical, point. Students are open and receptive after a hard effort.
Timing
Timing cues properly is one sign of a quality instructor. Timing is your sense of flow, your sensitivity to what’s happening in class, and how you change in the moment to balance and maximize performance.
Time your cues around the vocals in your music; speak in the pauses. Match the video playing. Couple that with tone: Should you be supportive and quiet? Firm and commanding? Never yell.
When you’ve timed your cues well, the class energy will build, and the students will be with you.
No matter how good you are, inexperienced students with less awareness will exercise “unconsciously” and not listen. You’ll need to repeat cues, finding different ways to say the same thing.
If this type of cueing is different from what you do, ease into it. One day, try an attention-grabbing opening that explains the workout, and close by summarizing it. Another day, open with how important cardio fitness is. During the class, explain one physiological point that you know really well. Close by reminding the students of that benefit they just got.
The goal is optimal communication that lets the students walk away with something besides exercise.
by Jim Karanas | Oct 30, 2017 | Master Instructor Blog
By Team ICG® Master Trainer Jim Karanas
The demand for our product is there. The market for our product consists largely of club operators. Yet the factors we believe make our product special are no longer clear to our customers.
The product is Indoor Cycling and all of its trappings: brand, bike, service, ancillary products, training, continuing education — everything in a club’s indoor cycling program. At ICG®, for example, we believe we have a great product, and I can tell you precisely why. But all directors will tell you the same thing about their product. What I finally realized is that the things I believe make ICG unique are not generally recognized by the market as a whole.
Indoor cycling has become commoditized. A commodity is “a class of goods for which there is a demand that is supplied without qualitative differentiation across a market.” That means the market treats the product as nearly equivalent no matter who produces it.
Club operators know they have to offer indoor cycling to be competitive. Yet many of the factors that matter to us as instructors don’t necessarily matter to others. Cycling movements. The number of hand positions. Cadence ranges. Beat Match vs. Freestyle. RPE, heart rate or power. And my favorite, Q factor.
The market doesn’t care about these things the way we do. Some of these may influence buying decisions from time to time, but they’re often trumped by sales relationships, service and timing. The club operators want to know if they can get a good product at a good cost, if the company will be there when they need help, and if they can get the product as soon as they need it.
Last week, Team ICG® posted an opportunity for ICI-PRO members to access our online continuing education service. It’s free. It will save you money and provide you with a service that improves the product you offer (your class) to your customer (your club’s indoor cycling director).
Like it or not, our classes are also commoditized. Do you believe that those who hire us as instructors really care which education curriculum we present? Most indoor cycling instructors present a combination of what they’ve learned over the years. The principles we’ve accumulated have become our own. As long as our employer knows we’re certified under a governing body and presenting techniques that keep the members safe, do you really think they see a difference in which name they put on their program?
If you do, you’ll contradict what I’ve written and won’t believe that indoor cycling is a commodity. You’ll still think differences between cycling programs are more important to clubs than sales, service and timing.
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by Jim Karanas | Aug 18, 2017 | Instructor Training, Master Instructor Blog, Teaching Intro Classes, Zone based Heart Rate Training
By Team ICG® Master Trainer Jim Karanas
This protocol, developed by Team ICG®, outlines a “first HRM experience” to help the student connect HR with perceived exertion. The last post covered the warm-up and Level 1. From here, the progression builds to greater levels of effort.
Level 2
This is where the student’s sensitivity will grow the most. A novice is least able to feel the subtle changes that occur at this level. Level 2 is the point at which a training effect, i.e., improved functioning of the cardiovascular system after recovery, begins to take place. Level 1 is not intense enough to produce such a fitness effect.
Still maintaining 90 rpm, have the students raise the resistance slightly. At some point, the low muscle load will lead to a combination of rhythmic breathing and light sweating. The sensation of a training effect is quite noticeable to the experienced exerciser. There’s a feeling that continued training at Level 2 would make you stronger. Over time, the practical consequence of the training effect is a reduction in force necessary to apply power, and you can feel this begin to happen at level 2.
This sensation is hard to pin down for beginners. They may notice an amplification of their senses, a tingling throughout their body, or emotions. They may feel more relaxed and peaceful, even though their HR has gone up. They may smile.
In order to improve, musicians practice scales. There’s awareness that practicing scales will make them better musicians, so they don’t mind doing it. That’s the training effect. Level 2 feels like the beginning of practice that you know will bring improvement.
As an instructor, you must spend time at this intensity to recognize and appreciate the sensations fully so that you can accurately describe them to your students. Then relate them to HR. Maintain for 4 minutes.
Level 3
Continuing at 90 rpm, add resistance to raise HR again. There should be an immediate shift in the students’ feeling of effort. It now takes work to maintain 90 rpm. There may be an immediate sensation of difficulty, e.g., burning in the legs and/or breathlessness. This should last no more than one minute, although Level 3 continues past that.
Some students will start to breathe rhythmically and exhale forcibly to mitigate the difficulty. This natural mechanism dispels carbon dioxide and stabilizes blood pH. Demonstrate rhythmic breathing with forceful exhalations and explain that it will alleviate the feeling of difficulty, so they’ll feel better. Have them notice, or even induce, synchronization between their breathing and their cadence.
Have them settle into a new, higher target HR. This HR needs to be at a level that they could hold for about an hour, but with difficulty. “There are a lot of HRs you could hold for an hour, but we’re looking for the highest one you think you could maintain for that length of time.”
This level of effort feels like working out. It’s sustainable for an hour or so and isn’t painful, yet requires rhythmic breathing and focus to maintain comfortably. Maintain it for 4 minutes.
This is a good time to discuss what aerobic really means and how the increased workload has increased the demand for oxygen.
Before this segment is over, let them know what’s going to happen next: you’re going to raise their level of effort to threshold. (You may want to modify some students’ training, depending on fitness.) Threshold, in this case, is the level of effort at which the body’s ability to transport oxygen to the working muscles becomes compromised, resulting in an increase in anaerobic metabolism and a state of continuous discomfort.
My post “Why Do I Have to Hurt?” mentions that we’re not neurologically wired to accept pain willingly. Unless we’re completely conscious of what we’re doing, we’ll unconsciously find some way to offset the work and mitigate the pain. (Reducing cadence is the most typical example.) Let them know that they’re about to go into hurt, and that it’s part of training. If they’re not up for it, have them stay at their present HR.
Level 4
While maintaining the same resistance, have them increase their cadence to 100 rpm. You must use Beatmatch; otherwise, they won’t pedal hard enough. “This time, you’re at a level that you could hold — with difficulty — for about 30, maybe 40, minutes.”
Point out that this should change a number of things in the body: certainly breathing (they may find it difficult to get enough air), body temperature (pouring sweat), even thinking (conflict and doubt). An internal monologue may begin.
Encourage them to maintain focus. There are various names for this level of effort — anaerobic threshold, lactate threshold, ventilatory threshold — and each of them means something slightly different physiologically. For now, we’ll just call it threshold. It is not an exact number and refers to the heart rate below which you can keep exercising for a sustained time (with effort), and above which you tire very quickly. Thirty minutes seems like an eternity.
Have them pick their target HR and maintain it for 4 minutes. It’s easy to recognize this level of effort in a student. No one should seem distracted. Also, a look of true anxiety is difficult to fake.
It needs to hurt right away. The hurt is manageable, but they’re never comfortable. If you were to approach the student and ask how he/she is feeling, the reply would be, “Please get away from me.” (Perception of this level may vary with fitness.)
If they’re doing it right, it’s not a good time to discuss or teach anything. Remind them to stay at their target HR, maintain the increased pedaling speed, and breathe out forcibly in a rhythm. If they can’t maintain 100 rpm, have them adjust their resistance slightly but maintain their target HR.
Level 5
Tell them that it’s now time to peak their HR, to take it as high as they can that day. They need to go above threshold. Add resistance and maintain 100 rpm to raise HR for the final stage. Alternate a 30-second standing jog at ~90 rpm with 30 seconds seated at 100 rpm — but at full effort. The actual standing cadence is less important than the effort, but it must raise their HR. Many students, however, will drop their cadence because they’ve stopped caring about what they’re doing. It hurts too much. So the best cue is to make them jog as fast as they can. The effort is barely manageable and not sustainable for more than a few minutes.
Do this for only 3 minutes. Every time they stand and jog, they attempt to raise the HR higher. Since they’re holding this for 3 minutes, it will be uncomfortable and pretty much about survival. Cadence will keep slipping. They’ll experience failure. Keep them checking their HRMs so they remember their peak HR. Play razor-sharp, acerbic music with a rhythm to which they can Beatmatch when standing. Tell them to stay tough and not give up until you cue it, even if they hit failure.
Recovery
Have them regain composure quickly. After they’ve rolled for a few seconds, have them take off all resistance and bring the spin up to 100 rpm. It should feel easy.
Your students now have a numerical representation to match a perceived awareness of their exercise HR range. They’re likely to have come close to max HR, which can be used to help determine zones, depending on your method.
Training zones can now be related to a perception of effort. This will eliminate ambiguity when it comes to determining the correct level of effort for a designed training.
Have them ride with good form for 10 minutes as they spin their legs. If they start to get cold, have them add a little resistance. Review the various levels of effort (including resting and warm-up) and have them recall both the perception and the approximate HR for each feeling.
Originally posted 2012-10-01 07:56:16.
