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This jumped out at me right away. 61% of respondents are reporting that the primary reason people aren't riding and training with heart rate monitors is that they don't see or understand the value.
Click image to enlarge
Which begs the questions; why not? and as Instructors and Studio Owners is there anything we can do to correct or effect this in a positive way?
My Grandfather loved this quote from Albert Einstein: The significant problems we have cannot be solved at the same level of thinking with which we created them. John Sr. (I'm actually the third John in my family) would typically remind me of this concept when I would come to him with some problem I had identified. I was interested in his ideas for creating an “Invention” that would be seen as the ultimate solution.
Back in the 90s I was coaching my daughters youth soccer teams. I, like most of the other dad-coaches, was going crazy trying to coordinate which player on the team played when, at what position and for how long. The basic requirement was each kid get equal playing time. With some help from another Dad, I had devised a rather complicated spread sheet at home. I was so proud of my solution 🙂 Now I'm prepared I thought. But when I would get to the game, someone would always be late, or wouldn't show up at all, messing up spreadsheet to the point of being useless. I then resorted to just randomly assigning players during the game. Inevitably some player (or parent) would feel that they weren't treated fairly… not good. I needed a solution and went to John Sr. looking for help.
After discussing and brainstorming solutions, we applied Einstein's thinking; where was my current thinking possibly preventing me from finding a solution to this problem? My desire to treat all the kids on my team fairly made sense and it was the leagues policy that each player receive equal playing time. So we decided that wasn't it. Maybe I could demand that parents have their kids there on time? I'd already tried that without success. How about my need to be prepared before the game? What if I could find a way to create the spread sheet a few minutes before the game actually started? No way. This was years before laptops were popular. What we decided I needed was some type of chart, where I could add the names of the players who were there on time, right before game time. It would also be necessary for me to adjust for players who showed up late or needed to leave early. The end result was the FairTurn Coaching Tool U.S Patent #6,260,845 which I have since sold to another company.
My goal with this survey was to begin applying this process of creative problem solving to the issue of why our students don't see the value of wearing a Heart Rate Monitor. The first step is understanding what we and our club's are doing now. Then we can step back to see if there is anything we are or are not doing currently, that could be contributing to this problem. The next step will be to think differently, in search of some potential solutions. Stay tuned.
Scosche RHYTHM+ Heart Rate Monitor Strap works with ANT+ and BLE devices and consoles.
I'm thinking this new Scosche RHYTHM+ Heart Rate monitor strap could be the best I've ever tested – for a bunch of reasons that include removing what I feel has always been one of the biggest objections to wearing a HR strap.
Despite all of our collective efforts explaining the benefits of training in specific heart rate zones, we're lucky if we have 30% of our participants monitoring their heart rate. I know that some classes are better than that, but based on all of the surveys I've done in the past that's about where we are.
Why?
If I put on my salesman's hat, I know that people don't buy a product or service for lot's of reasons. Salespeople call these objections. If you want to make the sale, you typically need to remove or minimise the prospect's objections; who in this instance is our class participant.
So what are the often stated objections?
No interest – it's almost impossible to sell anything to someone with no interest.
Too expensive – for relatively lowpriced objects like an $80 HR monitor, the selling price objection is often masking some other issue – or – means the prospect isn't seeing enough benefit.
Too complicated – do the manufactures of HR monitors actually use their own products? Setting the typical Polar watch is needlessly complicated. I've gotten to the point where I refuse to help people set their HR watches before or after class because I can't get sucked into a 30 minute project where, more often than not, I'll fail. See #5
Too confusing – as an industry, with all of the branded zone based training systems, we've made heart rate training impossibly confusing for new participants. IMO if you're talking about anything more than three zones based on thresholds, you've lost many of your club athletes. See #5
Too stressful – It's stressful to me when I'm offered a coupon the grocery store, good for my next visit. Why? Because then I'll have to remember the coupon the next time I'm there – which I won't when the cashier asks me; “do you have any coupons?” Our members aren't any different than me or you: getting to class on time is stressful enough. I don't need the added stress of remembering my HR monitor… finding both of my shoes is tough enough. See #8 for the source of even more stress.
Willful ignorance – face it, there are people in your class who want to believe they're burning 1,000 calories in a 45 minute class, where they don't break a sweat. You'll never sell these people on any form of performance measurement (these are the peeps who cover their power console so they can't see their wattage) unless you're running a special on unicorn spit detox syrup.
Uncomfortable – the old versions of hard plastic HR chest straps were very uncomfortable. The new soft straps are an improvement – but they are still not pleasant to wear. Many women won't even think of wearing a HR strap for anatomical reasons. Then there's the other type of uncomfortable as in; “I'm not comfortable opening my shirt to put this strap on, with other people around” 🙁
Unreliable – how many times have you found yourself thinking; IS THIS THING ON? Is the strap battery dead? Maybe I need some additional spit on it? Do I need to shave a horizontal stripe across my hairy chest to get this thing to connect? Wait, who's BPM am I seeing here?
That's 8 realistic reasons why you see so few people wearing a HR strap. The new Scosche RHYTHM+ Heart Rate monitor strap addresses many of the objections I've listed above:
Not complicated – the HR watch is the source of most of the confusion. No watch = no confusion. The RHYTHM+ pairs easily with any bluetooth device (iPhone / Android) using any fitness App that has a HR function. It also pairs with ANT+ monitor consoles found on the Schwinn AC, FreeMotion S series and Spinner Blade Ion. Sorry – the RHYTHM+ doesn't connect with the Keiser M3.
Removes a little stress – It's so small that I can tuck it into my shoe. So if I find both I've also got my HR strap 🙂
Super comfortable – just slide it onto your forearm. Because it uses optical sensors it doesn't need to be moistened and it's not affected by hairy arms. And no one will feel embarrassed when they put it on.
Better reliability – there's a little red light that shines when it's on and it comes with a USB charger.
You'll find more info about the Scosche RHYTHM+ Heart Rate monitor strap here.
With a title like that, we could be here for days. Perhaps a better title would have been: What Is Power As It Relates To Cycling or even more to the point would be: Training on Indoor Cycling or Spinning® Bikes With Power. But as you see, that would have been quite a long and clunky title. So I spared you. Naturally, we will be confining our discussion to how the dynamics and science of Power has been applied to the sport of cycling. More specifically how it relates to the world of Indoor Cycling or Spinning® and the equipment used for this in most fitness facilities; stationary bikes. While most of our work was done on the Keiser M3 indoor bike, we are currently in the process of acquiring other power bikes for continued independent research.
Definition
Power is the product of strength and speed or put in terms of indoor cycling, the resistance applied to the fly wheel, and the RPM or cadence of pedaling. That seems pretty easy to understand right. The equation that comes to mind is:
Power = Resistance X Cadence
Oh if it were only this simple. Well, for the purposes of Indoor Cycling or Spinning®, this is all we need to know, and thuse, we have made it that simple. However, if you ride outside, you need to know that there are quite a few factors that also impact power as it relates to cycling. While we enjoy the perfection of a controlled environment for training, riding outside is anything but a perfect and consistent. Consequently, there are lots of factors that can affect one’s power. A bunch of very smart people from Penn State put together a nifty Power Calculator for those of you who are even bigger data geeks than myself. You can find it at: http://www.me.psu.edu/lamancusa/ProdDiss/Bicycle/bikecalc1.htm
Here is a sneak peak at all the factors that go into calculating power when we move outside:
As you can see form the screen shot above, at least 65 thousand other people have a similar curiosity about power. You can also find a kazillion references to power as it relates to cycling on the internet, but our discussions will be squarely focused on how power is measured and used for Indoor Cycling or Spinning®.
This does not mean that the power generated indoors is not the same as the power generated outdoors. Essentially they are the same. It simply means there are different methods used to measure that power due to differences in equipment, environment and cost. Yes, there will be differences in the Watts you generate indoors, and what your power meter measures outdoors. Even cyclists who use the exact same bike, with the exact same power meters indoors and out will experience differences. Shocking as it may seem, the most expensive equipment available will still produce variations due to the enormous influence environment has on the rider and the equipment.
Nevertheless, this does not take away the value of training with power. Power meters still represents one of the best tools for improving your general fitness and/or performance on a bike that has hit the Indoor Cycling or Spinning® market in a very long time. The differences between indoors and out will not negate these positive effects. At the end of the day, it’s the results we are looking for, and training with power will surely deliver!
Read more of Gino's Training with Power Articles – Here
I used Epic Planet's video Epic Acadia this morning in a class I subbed. Because these early AM people are very committed and they all understand the value of Threshold based training, I knew I could lead them on a ride that included a 20 minute climb at (or very near) Threshold. The first 30 minutes are a perfect warm up with a number of short climbs I used to bring them to Threshold before we got to the climb. The graphical representation of where you are during the class is the best of any of the DVD creators that I have experienced, although I'm not completely sure what TZ 4-5 means. I assume TZ stands for Training Zone and if we only had a universal standard for what TZ stood for …
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.
Watt Is Power? Or rather what is power?
