by Melissa Plumeau, BS

Close your eyes and think about the best water fitness class you ever attended. Maybe it was the catalyst that launched you onto the path towards teaching.  Maybe it was one that inspired you to push past your own perceived expectations and when you left the pool, you felt like you were capable of anything.

A great class experience is one in which you know exactly what is expected of you. The transitions are smooth, and the time moves quickly. The instructor is prepared and confident and the energy of the class is one that is almost tangible. What you experienced in the pool is the end result of planning and preparation on the part of the instructor.

So how can you create this same experience? Whether brand new to teaching, or just looking to improve your skills, diving back into your AEA Aquatic Fitness Professional Manual is a great way to revive your teaching and deliver a “wow” experience to your participants.

Step 1: Identify performance outcome and objectives.

A performance outcome is what you want participants to experience in the workout; also referred to as the class focus. AEA recommendations for program design begin with determining the format. Are you designing a HIIT class, or one that focuses on aerobic endurance and strength? Are you teaching an arthritis format, or one to active older adults? Each class format has a different expected outcome, and more than likely, a different demographic. Designing a class specific to a population or specific condition, ensures that not only will participants feel successful, but that you will be comfortable and confident in your presentation.  Other considerations include the depth of the water, the water temperature and even the type of equipment.

Create performance objectives that reflect the desired outcome of the class design.

How will you determine if participants are successful? ​​A performance objective is both measurable and observable. Are your participants able to ​follow your directions? Do participants ​demonstrate ​proper technique? Do not be afraid to define what that technique looks like. When you know what you are looking for, your cues will blossom. Can your participants accurately ​define​ ​and discuss​ a high intensity interval? Create a clear connection to the workout and a specific why behind the what.

As an example, Tabata intervals are a popular option to push participants to their peak performance. Introduce the movement pattern or interval set including the work to rest ratio, what movements will be used, and how participants should feel during and after. Your set up may look like this:

• Basic description: In this four-minute set we will perform a high intensity Tabata interval.
• How: We will repeat eight cycles of 20 seconds all-out effort followed by ten seconds of passive recovery.
• What: We will use two moves today contrasting speed and power, a white water run followed by a power jack. You will have ten seconds to get into the move, and twenty seconds to max out your effort.
• How should you feel: In each 20-second segment, you should feel as if you are working at your top end of your effort and cannot sustain it longer than 20 seconds. Rate of perceived exertion should be between 8-9, maybe even a 10. This should be uncomfortable and non-conversational.

As the instructor, you will know your participants are successful when you see the following:

• Participants are following along easily.
• Visible distinction between work to recovery ratios.
• Participants are not chatting. Watch for facial changes that indicate they have achieved the desired working target range.

Performance outcomes and objectives will help to keep you focused and provide balance and structure to your class. As we move into choreography and programming considerations, use your performance outcomes and objectives to guide you in selection of exercises as well as work to rest ratios.

Step 2: Planning

Once you know ​what​ you want your class to achieve and ​who ​you will be teaching to, you can select the appropriate exercises and design the components to pull it all together. In this phase, begin by determining the style of choreography you will be teaching. AEA defines choreography as “the arrangement or written notation of a series of movements”. So, while the concept may seem a bit intimidating at first glance, recognize that by simply jotting down what you plan to do is creating choreography.

As a refresher, let’s take a moment to reexamine choreography styles. Chapter 10 in your seventh edition AEA Manual provides a more extensive description of each style as well as the practical applications (pages 195-197).

You now have your purpose and your presentation style. It is time to add your class components including the warm-up, conditioning, cool-down and stretching. Exercise selection and interval ratios should be determined here. Part III of your AEA Manual, Instruction and Programming, discusses both shallow and deep-water base moves and various types of transitions. When selecting moves, consider the level of difficulty involved, ways to add variations, and how to apply the physical laws and properties of water.

Also, consider the class population as well as the purpose of the workout. Pay close attention to the progressions as well as regressions. Most classes have a diverse population, from more experienced exercisers to those just starting out. Anticipate how you can increase or decrease the difficulty of the class to reach ​all ​participants and provide an experience that is inviting and challenging at just the right time. There is a fine line between challenging and too difficult. Participants typically enjoy being challenged but may not come back if they feel it was too difficult (they could not perform the activity).

On the flip side, you need to be meeting the needs of the new exerciser and creating regressions that assist with successful performance. Dave Duro, CEO of the Treasure Valley YMCA, once said in a leadership meeting that everyone who walks through those doors wants to do their best. Recognizing this as a subjective experience, ensure every participant is given the opportunity to excel.

Select your teaching cues and coaching points. Remember the set-up we used for the Tabata interval? What do you want your participants to be able to do or feel? Select one or two key points to emphasize as you set up the exercise. Too much information can be overwhelming, and you may lose your participants along the way. Using a concept called “attentional focus”, you can direct your participants’ attention.

Your teaching cues should be short and catchy.  “Armpits to hips” tells your participants to pull their shoulders down and creates an internal focus (what is happening in their body). Cues such as “Push the floor away” or “Push the water over the pool deck” provide an external focus that allow participants to direct their attention to the result of their movement. The key to good cueing is consistency and clarity. This will allow your participants to connect to your vocabulary as well as understand what you want from them. Your AEA manual (pages 183-188) discusses types of cues and recognition of learning styles.

Equipment and music considerations, class layout, etc. are also considered in this phase. You may create your class design based on a particular song (I have done that before) or even the amount of equipment you want to use. The possibilities are endless.

Step 3: Practice

In this phase of preparation, you try out your class, either on yourself, with another instructor, or perhaps your coordinator. Ensuring your workout is effective will create more confidence when you step in front of class, You will spend less time with your notes, and more time connecting with your class. Questions to consider in this stage include:

•  Flow: Are the transitions seamless? Do the movements work as you expected them to?
•  Equipment: Is the equipment easily accessible and is it appropriate for the moves? Consider how long it is immersed during the exercise, movement patterns (e.g., pull versus push), etc.
•  Timing: Is it too long? Too short? Are work to rest ratios distributed appropriately to elicit the training response you are trying to create?

Step 4: Performance

You have designed the perfect class. The music is on point and the transitions are seamless. You arrive to class with ample time to set up, greet participants, and troubleshoot any technical glitches. This is where you shine. As an AEA aquatic fitness professional, your demonstrations of movements should be not only clear, but accurate. Maintenance of proper alignment, posture and form will ensure participants have a clear visual image of what you are looking for. Use a microphone where possible so that your participants can hear you as well as see you. Chapter 10 in your AEA Manual, Aquatic Exercise Leadership, provides more detailed explanations of how to deliver the safest, most effective classes with confidence.

While application of exercise science may seem challenging at first, it can be as simple as creating a workout that helps you to learn planes of motion through class design. Jenni Lynn Fitness created a fun, freestyle flow class designed to help instructors solidify their knowledge of the planes of motion by selecting moves specific to each plane and formatting the class in four different blocks. She defines the objective of the class “​to help instructors improve their knowledge in the planes of motion and thus achieve better muscle balance in their class routines.” The outcome of this class is that participants will achieve a balanced, full body workout.

​Planning your class is not what runs through your head on the way to the pool.​  A well designed class will resonate with your participants. Not only will they feel successful, but they will see and feel results, and they will keep coming back.

RESOURCES
AEA. 2018. Aquatic Fitness Professional Manual, Seventh Edition. Human Kinetics: Champaign, IL.

Shimon, Jane. 2019. Introduction to Teaching Physical Education. Human Kinetics: Champaign, IL.