Not sure how you’d construct an experiment on this one
If you’ll recall from Blog post #5, we are doing our best to stick to “The Scientific Method” as we conduct our research. To that end, we have just accomplished three of the initial steps:
The Process So Far
Select a topic of study
Simplify the topic
Conduct a review of the literature
Now it’s time to form a simple and direct hypothesis to act upon. The word “hypothesis” is the fancy science term for basically “my best guess”. That’s really OK since without an idea being a mere guess, we have no reason to do the research. We want to find out if our guess is true or not, and if it is true, the next phase of development would be to use that knowledge to make us (or our students) better riders.
Testability — Can It Be Measured
While it goes without saying, if one can prove something, one should be able to disprove it as well. Either outcome is acceptable if one can measure what is being studied. To do that, we must identify the Variables that are going to be specifically studied an used to prove or disprove our Hypothesis.
A Variable is a factor or element that can be changed and manipulated in ways that are observable and measurable. However, the researcher must also define exactly what each variable is using what are known as operational definitions. These definitions explain how the variable will be manipulated and measured in the study.
“These precise descriptions of each variable are important because many things can be measured in a number of different ways. One of the basic principles of any type of scientific research is that the results must be replicable. By clearly detailing the specifics of how the variables were measured and manipulated, other researchers can better understand the results and repeat the study if needed. (1).”
Our Variables for Muscular Endurance
Fortunately for us, the two variables that are being manipulated are also easily measured in our exploration of Muscular Endurance. These are Cadence and Heart Rate. Since we have used these to define the range at which one should expect the training effect to be activated or produced is defined by those very parameters. These would also be referred to as the “Independent Variables” since an independent variable is a variable that is manipulated in an experiment. We are going to have our subjects change their cadence and heart rate (through resistance or gearing).
The dependent variable is measured to determine if the manipulation of the independent variable(s) had any effect. In some ways, this is the more important variable to identify in that it represents the actual training result we are looking for. In this case, it is the Muscular Endurance of the legs. The problem is how to measure that. Unlike a proper research lab at a university, we do not have a near-infrared spectroscopy (NIRS) which estimates the relative changes in muscle oxygenation and blood volume during exercise.
That being said, it is true that researchers only began using this equipment in recent history, and so the practice of measuring one’s physical ability (or that of one’s legs) has been commonplace in this type of research and can be done with specific controlled riding drills.
The Hypothesis Formula
To “formalize” our hypothesis, we only need to construct it as an “If-then statement”. Specifically, it would be in the format:
IF Independent Variable = X and/or Independent variable = Y, THEN Dependent Variable should change (improve, increase, etc).
Specifically, our hypothesis would be formalized to look something like this:
IF a cyclist maintains a cadence within the range of 65 and 85 RPM while keeping their heart rate within a designated range of BPM (the middle of their Heart Zone 3 and 4) THEN improvements in Muscular Endurance will ensue after some period of repeated training sessions.
The next post will discuss the specific drills we will use to measure the level of Muscular Endurance in each of our study participants.
It can be intimidating and awkward to instruct an indoor cycling class when not on the bike. Our bike seat can become a security blanket — a comfortable, happy place. However, getting off the bike and mingling with our riders can enhance their experience and allow them to draw closer to us as their instructor or coach. I find it to be an excellent way to engage riders and keep them focused on the objective of the class while adding a more “personal touch” to an otherwise group format. Here are 3 ways you can start to mingling with the crowds during class.
Introduction and Warm-Up
I love starting class OFF the bike. It gives me a chance to pace the room and stir up some energy as I introduce myself, learn who is new, and explain the objective of our time together. It is not uncommon for me to spend the the first 3-5 minutes of the class nowhere near my bike. As I’m rambling on about all of what we will experience, I randomly say “hey” to people as I pass their bikes. I also find this an effective way to bring an overly energetic class to order. Instead of trying to get their attention from the instructor bike (usually farther away), I’m in the crowd and in their face (strategically close to those with the greater tendency to continue chatting once class has started).
Recovery Time
Some instructors may find it easier to be off the bike during times of recovery. One usually doesn’t have to keep track of detailed timing and cues for 2-5 minutes and can feel free to move around the room. Similar to the introduction and warm-up, I use recovery times to explain what’s ahead. As I’m talking and moving around the room, I will often pause next to a rider and give them some encouragement “Abby, you looked like you were really focused during that last drill, how are you feeling?”. Abby may say “yeah, that was tough, but I was able to hang on until the end”. I would then say something to include the entire class like “Abby, you certainly got the most out of it. So how about everyone else? How are we doing?”. Remember, as the instructor, you are standing in the middle of the class. This puts you in the action and better connects you to your riders.
During Drills
In many of the surveys I’ve conducted, a greater percentage of riders prefer to see the instructor on the bike during hard efforts. It is motivating and an example of good form and technique. I don’t often get off my bike during climbs or when visualizing a road or certain terrain (feels like I’m being left behind), but I do find getting in amongst your riders during intervals can be very motivating. Instead of being in an educational mode, I go full-bore into coach mode. For example, during a 3-minute strength interval, I’ll walk from rider to rider “Joe you are crushing it! Keep your foot on the gas!”…. “Anita, you are a machine…unstoppable…unwilling to back down! You’ve got this!”….”Alright everyone, we’ve only go 45 seconds left, dig down deep and finish what you’ve started!”. Again, you can use a combination of personal encouragement and group motivation.
EXTRA: Get Physical
I will often make direct contact with my riders as I walk around the room. Sometimes it is as simple as solid eye contact as I stand in front of their bike. However, other times I may put my hand on a rider’s shoulder as I’m giving them some words of encouragement. Obviously, you as an instructor need to be comfortable with this and be aware of those who may want their personal space. In general, I usually reserve physical contact for my “regulars”. Those who attend often and who I’ve spoken to on an individual basis. 99.9% of the time, if you act with the proper intentions, it will be received as positive personal attention and yet another way to draw yourself into your class. However, if you are uncertain — DON’T DO IT! If you want to give it a try, choose one of your best friends in class to be your first victim.
Get off your bike, get in your class and get connected!
You'll be able to ride longer with less fatigue. You should have your feet attached to the pedal (either with toe cages or clipped in) to ride at 90 RPM comfortably if you are not used to this pedal speed.
Here's the Science:
90 RPM recruits more Type 1 (“slow twitch”) muscle fiber which generally use aerobic forms of energy (stored fat for fuel) and allows you to cycle for longer periods of time without getting fatigued.
Pedaling slower, say 60 to 80 RPM, tends to recruit the Type 2 “fast twitch” muscles (ironic, right?) which are larger and more powerful. Because of their high demand, Type 2 muscle fibers tend to use anaerobic energy production (glycogen stores) for powerful bursts of speed.
Glycogen stores are limited, fat is not. Let's use more fat and pedal at 90 RPM.
I'll add that most people whom I've worked with who have never had any cycling training start out pedaling slower, say at 60-75 rpm. I think this is because…
1) No one has taught them good pedal stroke (how to pull back, up, and over the pedal in addition to pushing down).
2) Their feet are not attached to the pedal – it is hard to impossible to have a good pedal stroke when your feet are not somehow attached to the pedal (cleats, toe cages).
3) No one has explained the whole idea of pedaling faster to conserve energy. And they haven't practiced it to make it smooth and comfortable.
4) No one has explained that pedaling slowly into a hill will only S L O W your pedal speed even more – and maybe you'll end up walking up the hill. If you head into the hill at a faster cadence, then you have more room to slow your pedals as the hill gets longer or steeper. (Don't forget to shift or reduce resistance!)
How to Count your Cadence – Watch the video below
Does your Indoor cycle or bike monitor show RPM or Cadence? (by the way, RPM – Revolutions per Minute – and cadence mean the same thing)
If not, here is how to count your RPM:
* Take a 15 second count
* As you pedal, tap your right knee each time at the top of the pedal stroke, count how many times you tap.
15 taps = 60 RPM
17-18 taps = 70 RPM
20 taps = 80 RPM
22-23 taps = 90 RPM
25 taps = 100 RPM
27-28 taps = 110 RPM
Here is a video to show you exactly how to do this: How to Count your RPM
Happy Tapping!
Coach Robin
CEM (Chief Executive Mole)
www.powertopedal.com <= We teach you about pedal stroke and speed in these videos!
Chrispins sent me a note earlier this week about how the iPhone/iPad Class Builder App will now work with Spotify playlists. Fantastic! I've been waiting for someone to create an Instructor App that uses Spotify.
I have a sort of love-hate relationship with the Spotify App… I love the huge selection of music available for $10 a month, sharing playlists and especially the cross fade – it has my playlists sounding like a near professional mix, with no extra effort. But I hate the tiny numbers they use for the track length timers. If you're a 30 something year old Instructor, with youthful eyes, those itty bitty numbers are probably not a problem. I (and there's a good chance you) on the other hand, have reached the start of my Golden Years where everything looks a little fuzzy without my readers.
Class Builder has BIG NUMBERS – which is awesome and that feature alone is enough for me to look past the $19.95 cost of the App. The options to add cues, tied to each specific track, could really simplify teaching a well crafted profile. Projecting the class profile's training zones on a screen would be cool if your studio's system will accept the video signal from your device.
Class Builder does have a few limitations…
Class Builder requires a premium Spotify account
No off-line mode… only streaming using WiFi.
But before you purchase Class Builder, with the plan that you'll be using music from Spotify, there's something important that you should be aware of – Class Builder doesn't offer a play music off line, option. To use Spotify in a class, where you're using the Class Builder App as the music player, you'll need to be connected to a reliable wireless internet connection. Which is fine if you've got one. In the studio where I teach, the WiFi is weak and when I've tried to use it in the past I was repeatedly asked to sign in to the WiFi multiple times. So I'm doing some testing to find if I can feel comfortable using Class Builder.
No option for Local tracks
Spotify will only stream Spotify tracks. Because Class Builder can only stream music, it can not play your local iTunes music tracks.
I realize this is can be confusing. Let me try to explain: Let's say you want to include a fun remix or mashup MP3 that you have in iTunes, in a playlist on your iPhone/iPad. The only option is to sync your device with your computer, using the same WiFi to connect between them and then set the playlist on your device to Make Available Off Line or my iPad now says Download Playlist.
Because Class Builder has no ability to download, or make tracks available off line, there is no option to include your local files (iTunes) in a playlist used with Class Builder.
No cross fade or EQ either
There was some early discussions about Class Builder on one of the Instructor Facebook groups. People were having a hard time understanding why, for example, Class Builder wouldn't follow the settings they've made in the Spotify App or play in an off line mode. It took me a while before I understood where the confusion was coming from; Instructors were rightly thinking that “I have everything set correctly on the Spotify App… why isn't this working?”
Class Builder doesn't use the Spotify App on your iPhone – Class Builder is a completely separate App that can access your premium Spotify account. I haven't tried it, but I'm guessing you could delete the Spotify App off your phone and Class Builder would continue to steam music from Spotify.
Realizing that much of what I've written here is conjecture, I've scheduled an interview with the App's developer Gene Nacey, from Cycling Fusion, for early AM Friday. We'll explore this latest version of Class Builder. If you have any questions you'd like me to ask him – please leave a comment below. Friday 8/8 update: scheduling issues have moved this out until next week – stay tuned.
P.S. If you already own Class Builder, the Spotify option was included with the latest update. From the Home Screen go to Settings > tap the Spotify logo > enter your Spotify User and Password. If you've been playing with this please let us know your experiences.
Before I risk provoking your wild side, I’m referring to your stomach. The riders in my classes can be the best informants as to what is circulating around the indoor cycling industry. They are hungry for knowledge and some are even taking workshops to become instructors. It is common for one of them to approach me each week and ask about something they’ve read or seen about indoor cycling (or cycling in general) that confuses them. This week the question was “should I suck my stomach in when I ride?”
The answer….NO. That’s right, I didn’t say “it depends” or “only when…” Simply, No. Usually it is someone who participates in or teaches another fitness discipline that believes the abdomen needs to remain contracted “always”. But this time it was another indoor cycling instructor — no, don’t say that!
Breathing is Good
The most important reason to keep one’s stomach “relaxed” while cycling is to be able to breathe optimally. When your abdomen is contracted it restricts the movement (contraction) of the diaphragm and the expansion of your lungs. The diaphragm is a muscle between the abdominal cavity and thoracic cage. When you take a deep breath in, the diaphragm contracts creating more space in the thoracic cage allowing the lungs to expand. If your stomach is sucked it, the diaphragm is pinned by the contents of your abdomen. Thus, your breathing is severely restricted.
Breathing properly also includes the ability to exhale. Exhalation (particularly when your training and riding hard) will contract the rectus abdominis. If your stomach is already sucked in, it will very hard to contract the rectus abdominis and exhale fully.
But I Thought Cyclists Need a Strong Core?
Yes we do. However, there is a difference between a strong (or tight) core and sucking in your stomach while riding. It is often thought that the stomach is responsible for supporting the upper body while riding. There is more to the “core” than just the stomach. The core (to cycling coaches) also includes the other upper body muscles such as the back, obliques, chest, shoulders, etc. Although we do not want to voluntarily contract any of these core muscles either, we do need them to be conditioned to support our posture, movement and transfer of power.
What a Waist
Yeah, I know you’re not going to look nearly as sexy in the mirror while you ride, but you’ll be able to work harder and perform better and longer. Not sucking in your stomach will also help you in 2 other ways. First, tightening your stomach while riding requires that your abdomen be contracted. Contracted muscles require fuel and oxygen. In this case, both are being “waisted” in order to restrict your breathing. Second, if you are an outdoor rider, tightening your stomach while you ride will hinder your ability to respond quickly when bike-handling skills are required.
So, breathe! Let it hang out and enjoy a full deep breath in and long exhale. Experience the additional endurance, power and performance from utilizing your full aerobic capacity. And keep working on that core. Just don’t work on it while you’re riding.
I was greeted by another Spotify update this morning and see they've added a new way to accidentally screw up your class 🙁
Forgive me if you have already experienced this Spotify update. I might be a few days late reporting the change – I've been using the new Schwinn Class Tamer app and wanted to use a past Spotify playlist today.
That big Shuffle Play button sits there at the top, taunting you to inadvertently touch it (or drip on it) and mix up your song order. It won't go away. Swipe up or down to scroll through the playlist to see what's next and that dang button stays right there at the top. Who thought that would be a good idea?
I do like the white on black fonts – they're a bit easier for me to see/read – but still the same frustratingly tiny track length time font.
During class this morning it took me a few tries to get out of the Now Playing Info screen. Tapping anywhere on the bar across the top doesn't work anymore – you need to carefully tap the little X in the top-left corner.
For some reason I couldn't see that X this morning.
Not sure how you’d construct an experiment on this one
