Beyond The Workout

Author – Melissa Plumeau – AEA Aquatic Training Specialist.

The first aqua fitness class I taught in 2003, consisted of a long list of every move I had ever done in the pool. I planned EXACTLY eight repetitions of each, with no repeats. Before I taught, I sat in the bathroom stall anxiously reviewing that scrap of paper as if my life depended on it. And when I walked out to that pool deck, you can bet your bottom dollar I did not deviate even slightly from that sheet of paper.

Over the years, as I gained more experience and more confidence, I became less dependent on the class notes, and figured I could just “wing it”. I also began to place less priority on the reps and started teaching based on the clock. And, full confession: while I added more focus to the class style, I had no real “plan” going in. No structure to the class itself, no emphasis on training variables, and certainly no measurable outcomes. Each class was different.

On my way to the pool, I would simply ask myself: How do I  want my participants to feel during the class? What do I want them to take away? When I started the class, I would consider how one move would transition to the next for the purpose of flow as well as if maybe I should use the equipment and where. In short, I was providing a workout for my classes, quite possibly even a good workout. People seemed to like me and my classes were well-attended. But I knew there was room for more, not just for my own growth, but also for the people coming to my classes.

So I dove back into my AEA manual and started researching ( both in my manual and online) how the body responds to aquatic exercise – including the benefits of intervals, understanding thresholds, submersion depths, impact, equipment, and leadership. I enrolled in coaching classes offered at my university and I started attending more classes in my area, both as a participant and an observer. One day a professor said, “A quality practice is not just something that pops into your head in the car”. And it felt like every eye in the room was right on me. Because for the last several years, that is exactly how I had been teaching my aquatic fitness classes.

Everything shifted for me at that moment. Where I used to be solidly comfortable with arriving on the pool deck, selecting a playlist, and “winging” it, I started to apply the science and the theory to my classes, to ensure each and every one achieved a specific purpose. I applied the FITT-VP principles ( See box)  and started treating my classes like a program. Pretty soon, I started to feel naked without my notes.

This is why I LOVE my notes, and why your classes will too!

1. I know exactly what equipment I need and how the transitions work. I can also consider options for intensity. 

Between juggling work, family, and social activities, making time to exercise for people can be tough. In fact, it is one of the top-referenced reasons why adults do not exercise. So in saying “yes” to attending our class, participants have identified the value of participation and have said “no” to something else in their life.

A well-structured, purposeful class tells our participants that we too value their presence, and recognize their commitment to their health. With structure, we not only maximize the use of time, space, and equipment, but we can also plan for a variety of options to meet the needs of multiple fitness levels.

The end result? Less downtime and more opportunities for success.Because nothing is more frustrating than arriving at a class, only to leave feeling as if you wasted your time.

2. Each class is formatted to achieve a specific result, and I love results-driven programming.

There are many reasons that people come to our classes. These reasons could be out of a personal desire to achieve better health or because their physician or a family member thinks they will benefit. Perhaps they have an injury, and exercise in the water is the safest place for them to achieve the intensity they would like. It may be that they are seeking to change their body composition in some way. Or maybe, they “drank the koolaid” long ago, and know that the liquid gym is the best-kept secret around.

Regardless of why they are there, when we deliver the results they are looking for, they begin to perceive value in the experience. And this perceived value helps to move the dial from extrinsic motivation to intrinsic and regular activity becomes something they look forward to, rather than something they have to do.

3. If I don’t have to focus on “what I am going to do next”, I can focus on offering specific cues and coaching points.

Not knowing what to do is yet another reason people often cite as why they do not participate in regular physical activity. Your participants are counting on you, as a professional, to guide them..

A purposeful, well-structured class design does just that. And your notes? They are like a road map, telling not just where you are going, but how you are going to get there. Progressions and regressions are clearly identified, and equipment setup and layout are right there, so no need to track down those noodles when the mood strikes.

Once you are in front of the class, you can devote your attention to providing powerful setup, safety, and motivational cues in just the right amount, at just the right time. This will not only inspire, educate, and motivate your participants, but also build trust in your ability to coach them through an incredible experience.

4. My class loved the workout. Great! I can repeat it and progress it. I can also go back and make adjustments in my reflection process.

From a training perspective, we know that through manipulation of training variables ( FITT-VP), an individual will experience measurable improvements in both the health and skill-related components of fitness. However, they may also experience positive psychological changes related to competence and self-efficacy.

Through repeat exposure to movement patterns, people gain confidence in their ability to perform an activity. When introduced to a new activity or routine, a participant will believe that they can be successful in this new endeavor because they have been successful before.

Conversely, the workout looked great on paper- but you noticed in class that participants were struggling, or maybe you realized the flow was just not quite what you had hoped. You don’t have to start from scratch, you can go back and adjust the timing or components, and repeat the class in the next session.

Regardless of whether the class was off the hook or left you wondering what happened, the reflection process is valuable in helping you to become a better instructor. And the application of those training variables? Your participants will notice the results of all of your hard work, and appreciate the time you have invested in their fitness.

5. I can share it.

I can share it with other instructors. I can share it with class participants as they travel. I can leave a class plan for a sub.

We can all recognize the value of attending other instructor’s classes, yet we may not always have the time to do so. Sharing our notes can facilitate growth amongst your team and foster creative thinking. Some of my best ideas were sparked by a moment in another class, and by snagging that idea and building it into my own class plan, well… the possibilities are endless. Plus, your participants will love to hear you dole those kudos out to your peers.

Now I love my notes. But I recognize not everyone is the same. We all have a different formula for success- what matters is we have a formula. In fact- regardless of whether you use notes or not, having a “formula” memorized can help you to adapt to any situation.

As an example, Jenni Lynn Patterson-LaCour’s S’WET “formula” is just that. Her program teaches instructors how to structure blocks of work designed to deliver purposeful and balanced H.I.I.T classes without “choreography” and using the available equipment. Instructors are equipped with a system to offer classes that deliver results, ensure safety, and maximize the exercise experience.

Read more about S’WET here: https://www.jennilynnfitness.com/swet

Regardless of how we teach, and how our participants got there, as instructors we have the ability to shape the environment and to create experiences that go beyond “the workout”. Sure, you may be able to deliver a great workout, and maybe you have been doing so for years. I did.

 I am not in any way saying you are doing anything wrong. And I am not saying you should spend hours writing a “perfect class”. What I am inviting you to do though, is ask yourself, what can you give your participants, that you are not already doing? Chances are, that with some self-reflection, you may find yourself inspired to dig a little deeper and explore the possibilities.

But at the end of the day, what keeps participants coming back and telling everyone they know about how awesome our class is… is that we can take them somewhere they cannot go alone. And if you don’t know where you are going, how can you take them there?

Resources to take your teaching to the next level
Aquatic Exercise Association	https://aeawave.org/
Aqua Fitness Online	https://aquafitnessonline.com/
Fitness Career Mastery	https://www.fitnesscareermastery.com/
Fitmotivation	https://fitmotivation.com/
IDEA	https://www.ideafit.com/mind-body-recovery/self-determination-theory-a-key-to-motivation/

FITT-VP

FITT Refers to: Frequency – How often you exercise Intensity- How hard you exercise Time- How long you exercise Type- What kind of exercise are you doing Volume- Total amount of time you exercise Progression- How the program is advanced