Instruct group exercise, for exercise, movement and dance

​This standard is about instructing group exercise, for exercise, movement and dance for apparently healthy adults.

The main outcomes of this standard are:

1. prepare participants and environment for group exercise, for exercise, movement and dance
2. instruct group exercise, for exercise, movement and dance
3. close and reflect upon a group exercise, for exercise, movement and dance session

This standard is for instructors who prepare, instruct and review group exercise, movement and dance programmes of all types.

1. ​prepare the environment and self for the exercise session
2. identify and select safe and correct equipment for the exercise, movement and dance session
3. meet the participants at the agreed time
4. carry out the appropriate screening process and collect any new information relating to the participants' readiness for exercise, movement and dance
5. confirm or revise the agreed exercises based on any new information received from the participants
6. advise participants of the facility's emergency procedures
7. give explanations and demonstrations that are technically correct
8. provide the participants with effective instruction, teaching and motivational strategies to carry out the session safely and effectively
9. ensure that the participants carry out the exercise in a safe and effective manner
10. use appropriate music styles and speeds relevant to the participants needs and overall objective of the session
11. monitor the safety and effectiveness of the exercise for all participants using appropriate techniques and methods
12. use techniques of voice projection with or without a microphone to instruct the group
13. provide effective cueing to enable the participants to exercise as appropriate to the session
14. develop participants' confidence by building exercises up gradually
15. review participants' performance and provide suitable progressions, regressions in response to their needs
16. encourage participants to express themselves through dance
17. provide health-related and/or fitness advice relevant to the activity
18. adhere to the planned timings for the session
19. provide opportunity for participants to reflect on the session and provide feedback
20. give the participants a summary of your feedback on the session
21. ensure that the participants have details about future sessions
22. leave the environment in a condition acceptable for future use by yourself or others
23. refer any health, safety or welfare issues in accordance with legal and organisational procedures

1. ​the current legislation, guidelines, policies, procedures and protocols which are relevant to your work practice and to which you must adhere
2. the scope and limitations of your own competence, responsibilities and accountability as it applies to your job role
3. the principles of anatomy and physiology including skeletal, neuromuscular, cardiovascular, respiratory, energy and digestive system
4. how to apply anatomy and physiology when delivering safe and effective sessions for a range of participants
5. the components of health related fitness and how to apply these into a programme of exercise to suit your participants' needs
6. the health benefits of physical activity and risks of inactivity
7. the general healthy eating advice that can be given to participants based on credible sources
8. ways of identifying and preparing safe and correct equipment and environments for exercise, movement and dance
9. why you should meet the participants punctually and help them feel welcome
10. methods of screening and collecting any new information relating to the participants' readiness for exercise, movement and dance
11. when to confirm or revise the agreed session based on any new information received
12. ways of explaining the physical and technical demands of the session to the participants
13. ways of providing explanations and demonstrations that are technically correct with safe and effective alignment of exercise, movement and dance positions
14. the principles of group behaviour management during exercise, movement and dance
15. the history, culture and origins of exercise, movement and dance
16. how the type and speed of music relates to the choreography
17. methods for monitoring the intensity and technique of the exercises selected
18. different types of instructing and teaching methods and how they can be used to meet different participants' needs
19. how to develop participants' confidence by building exercises up gradually
20. ways to review the participants' ability to perform the exercises and when to provide suitable progressions and regressions in response to participants' needs
21. how to provide cueing to enable participants to work to the structure and phrase of the music
22. ways of using voice projection effectively with or without a microphone
23. when and how to provide health related and fitness advice
24. ways of assessing if a participant has needs outside your level of competence and how to refer to other professionals
25. the types of new hazards or risks that may occur during a session, how to identify and manage these
26. the purpose of allowing sufficient time to end the session according to the participants' level of experience
27. the methods of gathering feedback from participants and others
28. ways of providing participants an accurate summary of your feedback on the session
29. why the participants should have information about future sessions
30. ways of leaving the environment and equipment in a condition acceptable for future use by yourself or others
31. specific procedures for reporting issues which are beyond your competence, responsibilities and accountability

​Environment 

1. space
2. layout
3. temperature
4. flooring
5. lighting
6. ventilation
7. use of music
8. equipment for the session
9. personal clothing and equipment

Exercises

1. cardiovascular fitness
2. muscular fitness
3. flexibility
4. motor skills
5. dance
6. choreography
7. non-choreographed activity

Information

1. personal goal
2. lifestyle
3. medical history
4. physical activity history
5. physical activity preferences
6. attitude and motivation to participate
7. current fitness level
8. stage of readiness
9. psychological readiness

Music

1. speed
2. rhythm
3. style

Voice projection

1. pitch of voice
2. use of volume

​Methods

1. questionnaire
2. verbal screening
3. observation

Instructing and teaching methods

1. changing teaching positions
2. asking questions
3. making adaptations and progressions
4. verbal and visual communications
5. mirroring
6. hand signals
7. strategies for group management

​This standard links to SKAEAF2, SKAEAF10 and SKAEAF20