{"id":9155,"date":"2022-05-30T11:30:32","date_gmt":"2022-05-30T11:30:32","guid":{"rendered":"https:\/\/www.fitpro.com\/blog\/?p=9155"},"modified":"2022-05-30T11:30:32","modified_gmt":"2022-05-30T11:30:32","slug":"aqua-for-everyone","status":"publish","type":"post","link":"https:\/\/www.fitpro.com\/blog\/aqua-for-everyone\/","title":{"rendered":"Aqua: All ages, all abilities, all welcome"},"content":{"rendered":"

Delivering a water exercise class to a group of mixed ages and abilities needn\u2019t be a constant tug-of-war between opposing options, writes aqua instructor Marlee King.<\/h2>\n

From increasing muscle strength to alleviating pressure on the joints, the health benefits of aquatic exercise have long been known: it\u2019s the quintessential \u2018all-rounder\u2019. It\u2019s not surprising, therefore, that when it comes to group exercise, the pool is a suitable environment for people of all abilities and all ages. However, as a certified aquatics instructor, I am often presented with the challenge of creating a class plan that suits, and appeals to, all ages.
\nWhen preparing a class plan, instructors can easily get caught in a game of tug-of-war \u2013 being pulled between opposing options; \u2018How do I make my class gentle yet challenging, trendy yet classic, new yet familiar?\u2019 No one option is the clear winner, but there are several factors that you can consider when creating a class plan that\u2019s suitable for all ages.<\/p>\n

Implementing fitness variations and modifications<\/h3>\n

One of the core principles we learn when training to become instructors is to offer fitness variations or modifications. In aquatic fitness, it would be surprising to find a certified instructor who is not familiar with the hand variations (i.e., slice, fist, scoop, flat palm). There are a plethora of articles offering advice on fitness modifications, so rather than elaborate on those here, let\u2019s reiterate some useful advice:
\n\u2714\ufe0f Implement progressions. Instruct different levels of the same exercise to accommodate participants with different fitness levels. You may introduce the progressions over the course of the song routine or over multiple classes.
\n\u2714\ufe0f A simple routine doesn\u2019t mean an easy routine. It\u2019s helpful to include a couple of simple routines that encourage muscle load. This is a nice compromise between those who like things simple and those who want a good workout.
\n\u2714\ufe0f\u00a0 Learn to read your participants\u2019 faces. Look for signs of boredom, overexertion, confusion and, of course, excitement. This will keep you on your toes and will tell you when you need to mix things up.<\/p>\n

Music moves us all!<\/h3>\n

Music is our greatest tool in creating a class plan that appeals to all ages. Nietzsche was alleged to have said \u2018We listen to music with our muscles.\u2019 This is true, and often without our knowledge or volition. Take a moment to note how your body reacts to music. When music plays, do you nod your head? Tap your feet? Do you sing along or even change your facial expressions? You\u2019ll find that your body does indeed react in some way to music, regardless of what age you are. The belief that certain genres are too old\/too trendy or too fast\/too slow for certain ages is simply not true. Most songs are useable when paired with appropriate routines and taught correctly. So why not put a variety of genres in your playlist or consider using songs with various beats per minute? If you\u2019re looking for a sure thing, use songs that are familiar and that everyone can sing along to.<\/p>\n

There are some songs and artists that most people seem to know, as if they transcend age. Using hit tracks from (or cover versions of) artists like Madonna, Elvis, Queen and Beyonc\u00e9 can strike a chord with twentysomethings to eighty-somethings. Songs from movie soundtracks such as Dirty Dancing or The Greatest Showman are also worth exploring. If you have a selective preference for music, try to find a happy compromise between your musical tastes and those of your participants by using a mixture of music genres or remixes of popular songs.<\/p>\n

Don\u2019t make assumptions about participants<\/h3>\n

Imagine for a moment that you are standing on the poolside in front of a new class comprising seniors, mothers, teenage girls and male athletes. What would you do? Do you have a class plan to accommodate the wide-ranging needs and interests of this diverse group? If your answer is yes, then the next question is, what do you think their needs and interests are? How have you come to this conclusion?<\/p>\n

Most instructors who have long-term classes come to learn about participants\u2019 abilities, likes and dislikes, but what about new classes or unfamiliar groups? One method to guide your class planning is to use the group\u2019s demographics to roughly ascertain preferences for music style and intensity. I recently used this to guide my song choice for a group of school students. As such, I used more recent and energetic songs. But demographics is just a guide and never a hard and fast rule.<\/p>\n

Regarding music style, don\u2019t underestimate younger participants\u2019 capacity to appreciate the classics. I have literally used classical music with teenagers, with much success. Equally, don\u2019t assume that older participants just want popular genres from the 50s, 60s and 70s. I learnt this music lesson when I started a new Aqua Zumba\u00ae class. I was told that most of my participants would be over 65, so I put rock\u2019n\u2019roll, swing, disco and Motown songs onto the class playlist in place of genres including EDM, reggaeton and merengue. The class was fine, if not overly exciting. So, over time, I introduced a variety of genres. Today, my class enjoys music from across the decades and from all over the world. The most requested song? Fireball by Pitbull.<\/p>\n

Just as with musical tastes, you shouldn\u2019t make assumptions about ability based on age. You might find that your oldest participant is your strongest, so don\u2019t be afraid to shake things up. Include a variety of music, a range of exercises from gentle to challenging, and even try using interval music formats such as Tabata. Your participants might just love it.<\/p>\n

Be an entertainer<\/h3>\n

The saying goes that \u2018Time flies when you\u2019re having fun\u2019 and it\u2019s true. Research shows that individuals in a high state of boredom tend to perceive time as moving slower, compared to those in a low state of boredom. This appears to occur when individuals perceive their task as a chore. No one likes chores and everyone has the capacity to get bored. Therefore, your class needs to be fun and enjoyable. But how do you achieve this? Music and dynamic routines are of course essential, but the answer actually lies in your capacity to entertain your participants while they\u2019re working out.<\/p>\n

When you keep participants entertained, they don\u2019t have time to look at the clock, be self-conscious or think about how much effort a certain move is.<\/p>\n

Being entertaining during class requires creativity. It might sound strange, but in my introduction I sometimes describe the upcoming class like a dinner menu: an entr\u00e9e with some heavy beats, a big hearty main, and a cool-down with some yummy stretches for dessert. This makes the class sound like an unmissable treat. Don\u2019t say things like, \u2018And I have some 50s music for our older participants\u2019. Make it clear that every single moment in your class is for everyone to enjoy.<\/p>\n

Don\u2019t be afraid to do things like pick up an imaginary microphone and encourage your participants to sing along. Not everyone will sing, but it might humour them. Gestures like this engage your participants and keep them open to trying a range of different things.<\/p>\n

It is worth noting that you need to also sell your class to your participants. If you don\u2019t believe that your participants will like your class plan, then they probably won\u2019t. We humans are quite attuned to others’ emotions and can sense an instructor\u2019s lack of confidence in their programme. This affects the participants\u2019 perception of the class because if you don\u2019t like it, then why should they? Simply being enthusiastic and energetic will help to convince your participants that coming to your class was an excellent choice, because enthusiasm is contagious.<\/p>\n

A class for all, by all<\/h3>\n

Make it clear that everyone is a crucial part of your class, regardless of age and ability. There are very simple ways to achieve this. The first is to be adaptable. For example, some classes may not like a certain song, even if it\u2019s a hit in another class. Therefore, it\u2019s important to note what doesn\u2019t work, and implement alternatives when necessary.<\/p>\n

Finally, and perhaps most importantly, when it comes to creating a class that is a hit with all ages and abilities, make sure that you are approachable to all. Encourage participants to make song requests, talk to participants before and after class, introduce yourself to newcomers; learn their names and make eye contact during class. These seemingly minor actions reinforce to participants that no matter their age or ability, this is the class for them.<\/p>\n

THE QUICK READ<\/h3>\n

\u2714\ufe0f Learn to read participants\u2019 faces and adapt your class accordingly
\n\u2714\ufe0f Instruct different levels of the same exercise to accommodate participants with different fitness levels
\n\u2714\ufe0f Use a mixture of music genres and modern remixes of older, familiar songs
\n\u2714\ufe0f Don\u2019t underestimate the capacity of younger participants to appreciate the classics, and older participants to enjoy newer tracks
\n\u2714\ufe0f Entertain your class and make it clear that every single moment is for everyone to enjoy.<\/p>\n

This feature was originally published by fitnessnetwork.com.au and has been recreated with permission.<\/p>\n

Author Bio:<\/strong><\/p>\n

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MARLEE KING<\/strong> is a certified aquatic fitness and licensed Zumba\u00ae instructor. Marlee holds a PhD in health psychology and is an academic at Western Sydney University. Her experience in fitness, combined with her interest in the mind-body connection, gives her a deep understanding of her participants.<\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

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