by John | Feb 20, 2021 | Best Practices, Engage Your Students, Instructor Training, KEEPING IT FUN, Learn Leadership Skills
4/1/16 update – not an April Fools joke, rather I'm re-publishing this today to help a friend with this issue.
I heard a very disturbing story this morning, from a regular in my 6:00am class.
What follows is a sad example of what happens when an Instructor isn't the leader in the class and tolerates disruptive behavior by one or more members.
Member: Did you hear what happened yesterday? I'm really curious what will happen tomorrow.
Me: No… what happened, tell me.
Member: It was total anarchy. The guy behind me completely lost it. I guess he couldn't take her non-stop talking anymore and yelled, SHUT THE F*** UP at the women who was riding two places to his right, while she was talking loudly on her phone.
Me: Wait, she was on her phone… in the middle of class?
Member: Yeah, she had on hand covering her ear and was talking really loudly in a conversation that seemed to go on forever. A number of us gave the instructor pleading looks to ask her to do something. She just shrugged her shoulders with a “I can't do anything” look.
Me: That's crazy.
Member: That was only the beginning. What happened next was complete chaos. People started yelling at each other. It's was almost like the people who come to focus and really work hard were empowered by that guy expressing his frustrations with the talkers. They'd also had had enough and many joined in to support him. I couldn't believe all this was happening…
I can believe it. Our riders pay a lot of money to be members. They're also polite people who tend to sit quietly, even though internally they're seething inside, being forced to endure frequent (in some classes constant) disruptions, when all they want is to listen to the music and work hard. I've been told by members, on multiple occasions, that they appreciate how I try to keep disruptions to a minimum.
I can also understand how, for some Instructors, it is difficult to be the leader and impose order on his/her class. Indoor Cycling classes are supposed to be a fun experience – not a contentious time when we need to act more like a strict parent, than a personable, fitness Instructor.
Thinking back, I don't remember “Leadership Skills” being included in any of the certification programs I've taken. Which I feel is a mistake. It's my belief that learning to be the leader in your class is the most important role you have in your studio – especially for new Instructors and a critical skill for anyone teaching in a Big Box studio with a large & diverse membership.
Understanding that many Instructors aren't natural “leaders” I have written a bunch of articles that I hope will explain; WHY your class needs you to be the leader, signs that some in class don't accept and/or respect your leadership, and what you can do to assert your proper role – even if you haven't in the past.
Stop the Talkers — Step One… Identify The Real Issue
There’s a recurring issue that keeps popping up on Facebook and Pedal-On forum:
Does anyone have a suggestion about to do about the consistent talkers in my classes? They’re really disruptive, but I don’t what to offend anyone. What should I do?
Stop the Talkers — Step Two… It’s an issue of disrespect, but why?
So if in one instance people are disrespecting you and the other’s in your class by talking, but in a different situation they wouldn’t, the obvious question to ask is WHY? Why do people act disrespectfully?
The whole concept of why people do what they do is fascinating to me. Back in 2011 I introduced you to the concept of Start with WHY and that it’s important to understand WHY you are doing what you do… and WHY some of your participants do what they do.
Stop the Talkers — Step Three… Let’s Fix This Today!
Your class participants and manager/owner are expecting you to be the leader of your class.
So let’s end these Talker problems today!
You'll find additional suggestions on developing as the leader of your class (or outdoors as a ride leader) here.
Originally posted 2016-04-01 01:33:59.
by Joan Kent | Jan 23, 2021 | Engage Your Students
Because I work in different fitness environments, I see different approaches to health and fitness.
In one gym, the equipment and the personal trainers focus almost entirely on strength training. Cardio is secondary, and done while watching TV — with that level of intensity, and that level of discipline. Stretching is often skipped.
In gyms with classes, cardio may become the focus. Strength training may become secondary, and flexibility may be limited to a few stretches at the end of the class.
How’s This For ‘Old School’ Thinking?
I’ve always advocated full fitness programs that include C-V, strength, and flexibility work. This post will cover cardio programs.
The benefits of cardiovascular work are familiar:
– enhanced tidal volume, air to lungs
– greater blood volume
– greater stroke volume, blood ejected by the heart per beat
– expanded capillary network
– greater size and density of mitochondria
– improved sensitivity of muscle to insulin
– enhanced free fatty acid oxidation to spare muscle glycogen.
Moderate to moderately high cardio training feels great, is excellent for recovery days, and can be enjoyable, thus self-perpetuating.
Benefits of HIIT
Higher intensity work can also improve most of the factors in the above list, along with a few others. The benefits of alternating HIIT with moderate to moderately high cardio are considerable.
Intensity improves VO2 max, increases glycogen storage capacity, and raises lactate threshold.
High-intensity training has been shown to increase HDL-cholesterol and decrease blood pressure.
HIIT offers a greater post-exercise metabolic boost than moderate cardio, and that can help reduce body fat.
Regular HIIT improves tolerance to high-intensity work and promotes faster recovery through more efficient removal of metabolic waste.
The human growth hormone and insulin-like growth factor stimulated by interval work can enhance muscle volume and definition.
Finally, the ability to do more work in less time may make it possible to maintain training when time is short.
And There’s Cross-Training
Varying activities may offer additional benefits on a localized muscular level. Cross-training can give overworked muscles a needed rest, while keeping the cardio work consistent.
Not every change of activity represents true cross-training, however. That’s one reason I’ve always been a huge fan of Kranking®.
Most cardio relies on the legs — and typically the same muscles — while the Krankcycle® gives the legs a complete rest. Adding Kranking workouts regularly allows training intensity to remain extremely high on the days of complete leg rest — and raises the overall workload throughout the workout week.
That last point combines cross-training and HIIT perfectly. It’s the best of both worlds.
My recommendation: Start nagging your fitness facility to buy a few Krankcycles. They typically don’t know the benefits, so they don’t have any.
What About Training Formats?
One way to incorporate different training formats is to focus 3-4 times a week on “serious” longer cardio, while incorporating 2-3 shorter workouts of high-intensity intervals. If you’re cross-training on the Krankcycle, the number of high-intensity workouts is up to you. Even daily might not be a problem.
Important note: Contrary to common belief, “cardio” is not necessarily easy. As I’ve covered in previous posts, well-trained individuals — both athletes and fitness enthusiasts — can go hard AND long.
Looking in a different direction, taking a class that “sounds” the same every day, week after week, may fail to offer variety. I’ve known good instructors with extremely limited teaching repertoires. Does every class include those “Come on, kill yourself!” comments? Is every class a ride through imaginary terrain, but never a real training? Would adding a different instructor occasionally — or a different type of class — work better for you?
Perhaps a future post can cover the benefits of both strength and flexibility work. I’ve long been an advocate of Active-Isolation Stretching (AIS) and weight lifting.
The older I get, the more important each of the 3 aspects of fitness feels.
Originally posted 2017-04-04 07:29:34.
by John | Jan 14, 2021 | Engage Your Students, Instructor Training, KEEPING IT FUN, Master Instructor Blog, Training With Power
Image from http://www.thesecretlifeofdee.com/
John, I'm still confused by this power stuff… where should I be riding? How many watts should I be seeing on my monitor, because I'm no where close to my body weight?
I get questions similar to this frequently from members. My answers has evolved over time:
- I used to give into the pressure; “please tell me a number” and would throw out a vague target – “your first goal could be seeing watts equal to your your body weight”.
- Later I revised it down a little; “what would be your desired, lean body weight?” “Let's try to reach that as an early power goal.”
But now I'm learning that throwing out watts = body weight (lean or actual) isn't as helpful as I intended. Sure for some it works. Those who are reasonably fit looking (read not overweight) and with a good fitness base. For others I've found I was asking them to work too hard, using a kind of formula that wasn't personalized for each individual. Which sounds is a lot like using the 220 – age for MAX HR 🙁
Now my preference is to conduct a short “Best Effort”, about a quarter of the way through class, to give everyone an understanding of a number they can work from. Not a true FTP or PTP, but it's been reasonably well accepted… but not by everyone.
Case in point: last Thursday after class I had the “how many watts should I be making?” discussion with a female member. She's a fit 50 year old and I would guess (I never ask) she weighs about 130lbs.
So I asked her what she normally sees during the “Best Effort” interval. “I average about 80 watts.” Which confused me… a lot actually. I would have guessed she could easily make more than 80 watts. I was stuck for an answer. Rather than guess at the reason, I started asking questions:
- Do you ride outdoors? No, not regularly.
- Are you a runner? YES!! Big smile.
- How would you compare running vs. cycling? Cycling is much easier. I'm getting to something here…
- Do you run in competitive events like a 5k, 10k, Marathon, etc…? Another YES !!! I love to compete!!!
- Do you run faster & harder in a 5k vs. a Marathon? Yes, of course I do – why?
- When you're riding in here with me, does your “Best Effort” feel more like a 5k or a Marathon? She stopped to think about it and then said; like a Marathon.
- Bingo!
I didn't need to say anything more. The look on her face told me she understood exactly where her confusion was coming from. Her perception of working hard was at her Marathon level of intensity = 80 watts was exactly right, figuring an aerobic level of effort. I had been making the assumption that when I asked for hard, everyone would work at the level I perceive as “hard” – which for her was different.
She ended the conversation with; so when you ask us for our “Best Effort”, I should be working at my 5k level of effort?
Exactly, or maybe a 5k where you're chasing one of your faster friends 🙂
Originally posted 2018-06-22 07:00:33.
by Matt Wahleithner | Jan 8, 2021 | Best Practices, Engage Your Students, Instructor Training, KEEPING IT FUN, New Instructor 101
For years I have taught classes that were physically challenging to participants but when I started to bring more than the Physical Dimension of Wellness to my classes, MAGIC HAPPENED.
Dr. Bill Hettler, the co-founder of the National Wellness Institute (NWI), created a model named, The Six Dimensions of Wellness, in 1976. His idea of Wellness was not merely just the absence of disease, but living a life in which you become more aware and make decisions towards a more successful existence.
The dimensions from Dr. Hettler’s model are;
- Physical
- Social
- Intellectual
- Spiritual
- Emotional
- Occupational.
These 6 Dimensions when fully obtained can be thought of as a wheel, the more full your wheel is the better life may be, the less full the wheel is the harder life may be. Knowing this as a Fitness Professional, I made it a point to bring more than just the Physical Dimension to each of my classes and saw an improved mood and performance from members.
Below are a few ways to implement some of the Dimensions of Wellness into your classes and getting your participants to living more successful lives!
Social Wellness: I start each of my classes by having participants near one another introduce themselves and share their goals with each other, during the Warm-up. This really creates a sense of community and connection that might not be there unless you initiate it to happen.
The first time I tried this in class there was a silent pause and a look of hesitation of those in the room. I quickly followed up my request by sharing a stat that I read in Forbes Magazine, stating that those who share their goals with others, are 75% more likely to accomplish those goals than those who do not. This lit the fire and soon my classes were celebrating each other’s successes and helping hold each other accountable.
Physical Wellness: During the class it’s crucial you create a sense of connection with the body, whether it is Heart Rate, Perceived Exertion, or simple stating where and what they should be feeling. This help will get your participants engaged and understanding what’s happening PHYSICALLY rather than just going through the motions.
Whenever you get a chance during your classes, tell your participants exactly what they should be feeling so they know they are accomplishing the goals you have set.
For example, when I am teaching a Standing Attack Drill, I will prep the class by saying, “think of the word ATTACK, it’s strong, it’s powerful, and it’s aggressive! If you attack with those words in mind, your legs will start to warm, your breathing will become heavy, your heart rate will rise and when you finish this attack, you will be breathless and that much harder to beat! Let’s Roll!”
Your riders will now be able to connect with physical signs and feedback from their own bodies, which will be a great way to keep them engaged and working hard no matter if they are a beginner or a well-seasoned athlete.
Emotional Wellness: Towards the end of classes, I usually have a track where I give full control to the riders. I have a set directive for the drill and try to evoke an emotional attachment to their work effort and goals. I will ask again and again, “Is this the best you can do? Is this as hard as you can work, if so KEEP GOING, IF NOT MAKE THE CHANGE! BE BETTER!” I try to create a sense of pride and worthiness to their work and show them not just how PHYSICALLY strong they are but EMOTIONALLY.
This is all about song selection and coaching. The best example I can give that I use in my classes is the song, Breakn’ a Sweat by Skrillex & The Doors (Zedd Remix). The drill is simple; it’s a seated climb up the hill that scares you, the one you can BARLEY make it to the top of, the hill that when you get to the top, you feel victorious. The gear choices are up to you but the RPM’s must never go below 65. Ever rider will have a different idea of what this hill looks and feels like. It then becomes the instructor’s job to coach their team of riders up this hill and make them believe every second of the way that they can do it.
Spiritual Wellness: Finally at the end of class, during the Cool-Down, I always have participants turn to their neighbors and give them a good-job or some words of praise for their work. The Cool-Down to me has 2 parts to it, first to bring recovery and relief to the body through a controlled ride and stretches, and second to feel a strong sense of pride for the effort and work they did during class.
As soon as the last beat drops and the work part of the class is over, I always tell my class to turn to their neighbors and commend them for their effort during class. I also always make sure that the song or songs that I use for Cool-Down provide motivation or inspiration, like the song, I Lived, by One Republic. The lyrics talk about taking chances and, my personal favorite, OWNING EVERY SECOND! As the leader of your class, assure your team of riders that the effort they put in is one they should be proud of and feel good about.
Since the implementation of these techniques I have seen a steady retention and full classes. When you start to introduce these Dimensions into your classes, be authentic and go in wholeheartedly, and you too will see MAGIC HAPPEN!
Originally posted 2018-09-27 11:19:55.
by Jim Karanas | Jan 8, 2021 | Engage Your Students, Instructor Training, Master Instructor Blog
By Team ICG® Master Trainer Jim Karanas –
The experience of flow remains one of the least-understood phenomena in training. Yet it’s one of the richest, most memorable experiences we can help deliver to our students. Creating the circumstances though which students can experience flow in a training session is the topic of this article.
When I mention flow, people sometimes confuse it with being “in the zone”. That often relates to a brain release of beta-endorphin as a result of the activity. It’s a different phenomenon and not what I mean here. When you’re able to collapse what you’re doing down to a single moment and experience total immersion in it, you will feel flow. You’re completely involved in the ride for its own sake. There’s no ego, no awareness of time or distance. Every action follows seamlessly from the previous one.
You might be tired or in pain, but those things don’t distract you. You might not even notice them at times.
Recently, I led a five-hour ride at ICG® Academy in San Francisco. We rode an indoor 100 miles as a fall, base-building ride. The ten 30-minute segments were each built around a different 30-minute “Challenge” video on Myride®+. The plan was not to take any scheduled breaks or rest stops, and to roll from one world destination to the next. To be quick and efficient if anyone needed to get off the bike, but we were going to ride 100 miles. I calculated that, if the riders could average 85 rpm for the 5 hours, they would total 100 miles on their odometers.
I wanted to make this more challenging than an outdoor century.
There were 30-minute segments of pure hill climbing, where we would average 65-70 rpm. We had to compensate on the flat segments by turning fairly high rpm. That doesn’t sound hard until you understand that we were on belt-drive bikes with little or no momentum from the flywheel. 90+ rpm on a belt-drive bike takes a much bigger hit on your legs. We also had a heart-rate challenge. Early on, I had the participants commit to an average training heart rate that they would not go below.
I wasn’t making it hard for training purposes. I wanted to take everyone to a place where they could experience flow. This isn’t always possible in a 45- to 60-minute class.
After four hours, I looked around the room. Not one person was not experiencing flow. How did I know? I asked them if, at that time and for the first time that day, they felt as if they could ride for 10 hours. Everyone smiled and nodded. The discipline and fatigue created a state where they had to go beyond what they normally felt they could do. That’s when you experience flow: a state of non-reaction to fatigue and discomfort; a feeling of serenity; a loss of self-consciousness; a heightened awareness; a feeling of control over the situation and the outcome.
Once you’ve experienced true flow, you can feel it any time.
And that’s when you realize that flow is more than a beta-endorphin rush. You can sense it while walking on a busy street, winding your bike through traffic and stalled cars, in a conversation, in a business negotiation, in the supermarket shopping for food. Flow is working with what’s happening, as opposed to against it (see my previous post on Timing). On my road bike, I often notice that the farther away from home I go, the greater the feeling of flow. I simply stop thinking about things I have to do.
Psychologist Mihaly Csikszentmihalyi describes the mental state of flow as “being completely involved in an activity for its own sake. The ego falls away. Time flies. Every action, movement, and thought follows inevitably from the previous one, like playing jazz. Your whole being is involved, and you're using your skills to the utmost.”
Csikszentmihalyi spent time in an Italian prison camp in World War II. At age 16, he traveled to Switzerland, where he had the opportunity to listen to Carl Jung speak. The experience influenced him. He later explained, “As a child in the war, I'd seen something drastically wrong with how adults — the grown-ups I trusted — organized their thinking. I was trying to find a better system to order my life. Jung seemed to be trying to cope with some of the more positive aspects of human experience.”
Csikszentmihalyi's theory of flow has influenced people in a wide range of fields. Former U.S. President Bill Clinton and former British Prime Minister Tony Blair were reportedly influenced by his book Flow: The Psychology of Optimal Experience. Jimmy Johnson, former coach of the Dallas Cowboys, utilized Csikszentmihalyi’s ideas to prepare for the 1993 Super Bowl. His ideas have also influenced people in business, government, education and the arts.
Flow can occur in such diverse situations because it simply requires full immersion and involvement, energized focus, and enjoyment of the process. Clearly, that can apply to many activities.
Csikszentmihalyi calls flow “focused motivation”, deep focus on nothing but the activity. It works particularly well for cycling, brings consciousness to it, and can be created through the right combination of factors.
Originally posted 2014-12-24 06:24:37.
by John | Dec 27, 2020 | Engage Your Students
Image from www.chicagonow.com
This is getting to be a bit of a trend, people writing about their experiences in a Spinning class. Here's another from ChicagoNow.com called Spin Classes are Cool (for men too) Like we need to told that 🙂
I've been spinning since I stopped going to my regular health club, riding the bike for about 10 miles in about 30 minutes, working up a nice sweat but feeling rather unfulfilled. I've been spinning every Saturday since the first spin class when my feet kept popping out of the pedals, when I had to sit down on the bike seat every few minutes because I was so tired, and when I looked around I saw women (yes, I was the only guy there) standing up on the pedals pounding out the pace. I've been spinning every Saturday since the instructor, a woman named Kat (a crazy, deranged, drill sergeant of a woman), pedaled every mile of the way along with the class while playing music that matches the rhythm of the ride she is directing. I've been spinning every Saturday because it makes me feel good and, at my age, it's time to stop worrying about how I'm perceived. (That's true, but aren't we all at least a little self-conscious?)
Read more: http://www.chicagonow.com/blogs/its-never-just-black-and-white/2011/04/spin-classes-are-cool-for-men-too.html#ixzz1L8ZJJjtg
Originally posted 2011-05-01 16:11:35.
