This Book Belongs toimages.beachbody.com/powderblue/all-star-presenter-camp-course-manual.pdf8:00-8:50am Welcome, PiYo™ or Hip Hop Hustle™ Workout 8:50-10:15 Communications 10:15-10:25

This Book Belongs to:

June 2009

Powder Blue Productions, LLC 460 Goddard Irvine, CA 92618

Phone 800.315.2505• Fax 949.830.4387 www.PowderBlueProductions.com

Table of Contents

1 P R E S E N T E R C A M P

Introduction 1-3

AGENDA 4

All-Star Presenter Camp Course 5

2 M A D S K I L L Z ®

Music Overview 6-7

Practical Assessment Combos 8

Cueing 9-10

More Skillz® 11

Cueing Sculpt 12

The WOW Factor 13

3 PERSONAL BRAND

Brand Overview 15

First Impressions and External Brand 16-20

Build Your Personal Brand 21-22

Mad Speaking Skillz® 23-24

Brand Yourself 24

Wrapping up Day 2 24

4 C O M M U N I C A T I O N S

Communications Overview 25

Open Ended Questions 26

Tips on Talking 27-29

Social Media 30

5 F I T N E S S C O N V E N T I O N S

Fitness Convention Overview 31

Convention and Application Process 32-33

6 E X P E R T A D V I C E 5

Expert Advice Overview 34-35

More Skillz® 36

Take the 1st Step 36

Sample Resumes 37-38

Be a Great Employee 39

Attendee Feedback Form 40

Written Exam 41-46

Practical Assessment Form 47

All-Star Presenter Camp

PRESENTER CAMP All successful people men and women are big dreamers. They imagine what their future could be, ideal in every respect, and then they work every day toward their distant vision, that goal or purpose. - Brian Tracy

ll-Star Presenter Camp shows you how to unleash the dynamic speaker in you! Whether you are teaching a class or delivering a workshop to hundreds, you will learn how to captivate and motivate any audience! Most instructors just need more guidance and practice before they enter the world

of presenting. All-Star Presenter Camp gives each of our participants just what they need! Our training is highly interactive as you learn how to:

Master your Mad Skillz®

Connect and sizzle with anyone

Add that WOW factor to how you move

Develop your personal brand

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ALL-STAR PRESENTER CAMP AGENDA

DAY 1

8:00-8:15am Course Introduction

8:15-10:15 Mad Skillz®

Music, Cueing

Practical Combination

10:15-10:25 BREAK

10:25-11:10 Turbo Kick® Workout

11:10-12:10pm LUNCH

12:10-1:10 Killer Skillz…The WOW Factor

1:10-2:30 Personal Brand

2:30-3:50 Speaking Skills

3:50-4:00 BREAK

4:00-6:00pm WOW—You’re a Star!

Written Test, 1-on-1 Conversation

DAY 2

8:00-8:50am Welcome, PiYo™ or Hip Hop Hustle™ Workout

8:50-10:15 Communications

10:15-10:25 BREAK

10:25-11:05 Fitness Conventions and Application Process

11:05-12:05pm LUNCH

12:05-1:05 Expert Advice and Q/A

1:05-1:20 BREAK

1:20-3:20 Practical Assessment Testing

3:20-4:00 Turbo Kick® or Hip Hop Hustle™ Workout

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All-Star Presenter Camp Course Requirements

The All-Star Presenter Camp manual is your step-by-step guide to becoming a presenter. Throughout the weekend, we encourage you to take notes for future reference and review. Continuing education credits for this course will be mailed with

your record of completion. To receive an All-Star Presenter Camp record of completion, ACE CECs and/or AFAA CEUs, the participant must:

1. Attend the entire course

2. Complete the written exam (open book)

3. Participate in the practical assessment

All-Star Presenter Camp Rank System The All-Star Presenter Camp rank system has three levels. The combined written and practical exam scores determine rank status. The written exam is “open book.” You will have in-class time to complete the written exam. A record of completion will be mailed 4-

6 weeks after the workshop. This record is valuable as you build your fitness resume and provides additional information about you to future managers. This is an exciting opportunity to set you apart and become a “Rock Star!” All-Star graduates are welcome to attend and participate in any future All-Star Presenter Camp for a $99 refresher course fee. If you attend a future All-Star Presenter Camp event, you will receive an updated manual and are eligible CECs/CEUs. Re-testing to improve your rank is $35.

1. Rising Star (79% or lower)

2. All-Star (80-89%)

3. Rock Star (90% or higher)

This course just doesn’t exist anywhere else! It’s true! A course like this JUST DOESN’T EXIST ANYWHERE ELSE. Most presenters have learned and improved their presenting through trial and error. All-Star Presenter Camp will blow you away! You will have plenty of time to practice with your peers and

you also will receive lots of cool “inside information.” By taking this course, you have put yourself ahead of every other instructor. We encourage you to take advantage of every activity, the feedback provide to you, and realize you will continue to grow and reap the benefits of the training in the years to come. Some of what you hear may be new information and some may be helpful feedback that you’d only receive in a training of this kind. It’s important to remember we are all a “work in progress!” You will leave All-Star Presenter Camp will new confidence and feel as if you have been transformed. We are excited you have joined us and look forward to watching you grow and develop into a world class presenter!

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All-Star Presenter Camp

MAD SKILLZ® very great presenter knows there are certain skills that you just can’t live without! In fact, if you don’t have these mastered before you start presenting, you most likely won’t make it past most fitness convention screening committees! It’s similar to auditioning for American Idol without having any

singing skills! And, we’ve all seen what kind of feedback those people receive! Basic skillz are a pre-requisite and essential if you want to move to the front of the presenter line!

Mad Skillz® you can’t present without:

Understanding music 8-count and 32-count phrase

Knowing when and how to cue

Moving with the WOW factor

Music Music has a special power that causes us to experience different emotions. In exercise classes, it not only provides the timing or cadence for movement, but also can create energy, excitement and relaxation. Music is the foundation of every class and affects the entire ambiance and atmosphere. Instructors communicate not only with words and actions, but with the music they use in their class. The beat of music establishes unspoken directions that influence how people move and feel. When choreography is designed around the music, it encourages class unity, and participants follow the instructor’s lead more effortlessly. Instructors who feel music in their bones, their soul and pulsing through their veins can turn a regular class into an amazing workout experience!

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Components of Music Music has its own terminology. The terms are words that describe what we hear and with practice become easier to identify. This section will introduce you to the basic principles and concepts of music as it applies to group exercise.

Music starts with a beat.

1. The beat is the steady, rhythmic pulse in a song. 2. It is identified by the strong, dominant base sound. 3. Beats are referred to as “counts.” Counts 1-8 are used to identify the beats.

8 Beats = 1 Measure 1. Measure is a repeating, predictable pattern throughout the song. 2. Counts or beats are organized into measures. 3. 8 counts or beats = 1 measure. 4. The strongest down-beat is on count 1 and a strong downbeat is on count 5 5. Begin all movement patterns on count 1 with a right lead (foot).

DRILLS: Just checkin’ that everyone “has the beat!”

4 Measures = 1 Musical Phrase Four measures create a musical phrase. Musical phrases create a powerful, dramatic musical story with a beginning, middle and end that you can “feel.” It is sometimes referred to as “square” music. When movement follows the musical phrase, it is more memorable and easier for participants to follow. It just “feels right!”

Beware! Not all music is square. Fitness music has been specially altered to have continual

musical phrases throughout the song.

1. 8 counts = 1 measure

2. 32 counts = 4 measures

3. 4 measures = 1 musical phrase

If you have trouble learning the musical phrase, focus on making sure you can identify the 8-count. Finding the beat is a skill you can’t teach without. With time and practice, you will be able to understand the musical phrase. HERE’S A TIP: Cueing CD by Powder Blue Productions can be used to perfect your musicality and cueing whether you are at home or listening to it in your car.

Tempo or BPM (Beats Per Minute)

Tempo is the speed of a song. BPM or beats per minute is determined by the number of counts or beats in one minute. Here are the general BPM guidelines for specific formats:

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Turbo Kick® = 138 BPM Sculpting Classes = 120-130 BMP PiYo™ = 90-120 BPM Step = 120-135 BPM Hip Hop Hustle™ = 110-130 BPM Cycle = Uses RPM (pedal revolutions)

ACTIVITY: Show off your SKILLZ!

You probably have a favorite combination mastered that shows off your teacher talents! Now it’s time to “show us your stuff!” Get ready to perform with some mad skillz: just move to the phrase and add other skills if you want! Stellar presenters practice and practice before an event to make sure every aspect of their basic teaching skills are perfected! Feel free to use your combination with your music or ours, or you can use the choreography and music we provide for you.

1. Practice either your own combination or learn one of the Turbo Kick®, Hip Hop Hustle™, or sculpting combinations. You can use your own music or the music we have selected for this drill!

2. Use all the music skills to dramatize your performance. You can either build the section or

perform the final product. That’s up to you! But, each person only has 3 minutes.

Practical Assessment OPTIONS Turbo Kick® Combo: Double bob & weave with jab Jab/knee Jab, cross, jab, knee (twist) 2x Wheel, zigzag

Hip Hop Hustle™ Combo: Step together step with “slide” Funky knee lift R-L crossover run Squat 2x, body roll

Sculpting Combo: Squat R and L with lateral raise Squat R and L with bicep curl Alternate front lunge with shoulder press Hold squat position, tricep kickback

Cueing Cueing serves as a warning system to alert class participants of new moves or changes approaching that you want them to follow. How well an instructor cues can make the students feel “cool” and confident with enough warning or like a “fool” if they don’t have enough time to follow your cues. Practice giving cues that will “cool” anyone!

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Types of Cueing There are two types of cueing—visual and verbal. Experienced instructors learn to use both techniques at the same time to maximize their communications or directions to the participant.

Visual Cueing

Visual cueing has a universal system of hand or body signals that non-verbally communicate directions.

Use big movements with the full lever range of motion.

Best when used in tandem with verbal cueing.

There are 4 types of visual cues:

1. Footwork--

2. Directional--

3. Numerical--

4. Instructional--

Verbal Cueing

Verbal cueing uses vocal commands to communicate instructions.

Examples of the following verbal cues:

Footwork: __________________________________________________________________

Directions: _________________________________________________________________

Numerical: _________________________________________________________________

Description: ________________________________________________________________

Step name: ________________________________________________________________

Warning: __________________________________________________________________

Visualization: _______________________________________________________________

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Cueing with Music Good cueing takes practice. Cueing too early or too late can result in confusion. Every instructor thinks they cue on counts 5-8 but most only use counts 7-8. Counts 5-8 are the perfect amount of time to say what needs to be said and for the participant to process it and do it!

Pre-designed classes have been a great addition to the fitness industry. However, familiarity with the choreography can lead to late cueing. Many instructors assume everyone knows the choreography. To make sure you don’t get too comfortable and develop bad habits, always cue as if it were a room full of new students. It’s a guarantee there are always a handful of them in every class. Cue with ROCK STAR quality so everyone can follow your directions and cues easily!

Tips to remember

1. Keep your cues short and simple, a maximum of 5 words.

2. Speak your cues on 5-8

3. Lower the pitch of your voice.

4. Say it, don’t sing it.

5. Don’t yell into the microphone

6. The music volume should be lower than the microphone volume so you can be heard.

7. Cueing resistance or strength moves are slightly different. Cue on counts 1 and 5 to match the movement. We’ll cover this a little later in our training.

When to Cue When you add cueing to music, it requires knowing how to deliver directions with perfect timing. Cueing too early or too late can cause major confusion for your class. GENERALLY--Counts 5-8 are the perfect “window of opportunity” to verbalize your cues.

Knowing when and what to say when you cue may seem like a mystery. Many new instructors find it overwhelming and confusing. All-Star Presenter Camp has found a technique to make the process easier to understand and learn. By using the generic phrase “now I start to cue”, you will not worry about WHAT you are going to say and your focus can be on learning WHEN to say your cues. Once

you “feel” the timing and pace of cueing, actual cues can be added to the process.

ACTIVITY: Movin’ n Cuein’ Okay, baby, SHOW US YOUR STUFF! We’ve seen you perform your choreography, and now, we’re ready to hear you move n’ cue! It’s all about giving enough directions so they can follow whatever you are doing!

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Show us-- Verbal cues (starting on count 5)

Visual cues

Combine visual and verbal cues together

LOCO-MOTION

How we move from one place to another is called locomotion. All movement comes from seven basic locomotor patterns—walk, run, hop, leap, skip, jump and slide. Choreography may look fancy when presented in its final form but it all starts with a basic move. Understanding this can eliminate some of the fear associated with learning and teaching movement based classes. Instructors who are easy to follow generally understand how to “breakdown” choreography to the lowest common denominator or base move and from there add layers or variations on the basic move to create more complexity and variation. Choreography and drills have rhythmic movement patterns that require instructors to move with agility and coordination when leading classes. A basic understanding of how they are created, how to make your transitions from step to step easier, and knowing how to cue these changes will increase the instructor’s confidence and success when leading participants. With a better understanding, you will be able to modify pre-choreographed material to custom fit your class or to create your own choreography that’s easy to follow.

Lead Leg Movement in group exercise classes starts with a right lead. The foot you step onto on count one identifies the “lead”. It never refers to an arm, knee or the direction you are traveling. Many movement patterns alternate the use of the right and left lead and automatically create balance. Alternating patterns are easy for participants to follow because they naturally alternate the lead leg without any disruption in the movement. An example of an alternating lead leg pattern would be a skip.

Neutral Moves When both feet land at the same time, they “neutralize” the lead. Unless an instructor cues or tell the class what leg to step on next, the room may turn into mad chaos when everyone chooses a different way to go! Knowing when and how to prevent these traffic jams is easy once you know the neutral moves and know how to cue them. Neutral moves: 1. Jumping jacks—tempo or slow

2. Slow squats can be neutral or lead leg specific 3. Double leg jumps or scoots

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Cue the new lead leg on counts 5-8. Instructors can provide additional directions and use a non-verbal cue by “tapping” the new lead leg with their arm as they verbally cue the change

DRILL: Cueing Neutral Moves In this drill, demonstrate cuing new lead leg. Perform the following 2 moves to practice cueing “lead leg” on counts 5-8.

Alternate slow squats 4x (16 counts)

Jumping Jacks 8x (16 counts)

ACTIVITY: Cueing Sculpt Classes Sculpt and strength classes require different cueing skills. Resistance exercises tend to be repeated for longer periods of time making it easier for the participants to follow. Because of this, instructors who teach these classes need to have the ability to “weave” exercise cues and fun conversation. The gift for gab is an ideal quality to possess!

Teaching these formats is a blast and more forgiving because these classes don’t rely on intricate choreography and music. Several things about cueing resistance classes:

1. Exercises are generally repeated for a minimum of 32 counts.

2. Alternate cues and conversation to sustain the energy.

3. The musical phrase is your guide to change exercises or tempo.

DRILL: Work with a partner: (Use a Chatterbox™ card.) Perform a basic squat and practice:

Changing the tempo of the exercise every 32-counts.

Giving cues in the middle of a conversation.

Practice mirroring the class.

Mirror your class… Can you remember the last workshop, convention, or concert you attended? Were there mirrors on the stage for the performers to use? Bingo! Being a presenter means you must have “mirroring” mastered!

As an instructor, “mirroring” or facing your class opens up a whole new world for you and the students. It’s powerful to teach FACING your class! Think of a time you attended a concert. Wouldn’t it have been strange if the band turned their back from the audience the entire time? Facing the audience is your opportunity to connect with the students. Believe it or not, mirroring the class is not as difficult as it may seem. In the beginning, follow these 3 steps:

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1. Face the class only during simple moves.

2. Use visual cues to avoid becoming confused on right and left cues.

3. Keep it short. “Flipping” back and forth will build your confidence in mirroring!

Don’t expect to mirror your entire class! That’s not realistic nor is it the best for students. Anytime choreography changes angles, directions, or has turns involved, you need to “join” the action (or face the mirror)! Mirroring is ideal when the movement or choreography is simple. Just remember, when in doubt, face the mirror and do it like the students!

KILLER SKILLZ . . . THE WOW FACTOR! The WOW factor is a unique combination of the way someone moves, dresses and interacts with people—they seem to have “something’ special. Anyone can learn the choreography. And with practice, anyone can teach choreography. What sets instructors apart is the ability to add the WOW factor to their teaching style. Adding WOW takes a good class and turns it into a GREAT class with off the chart energy! It’s just like decorating a cake. A basic, undecorated cake is good. But, when we add the extras—yummy frosting, creamy mousse filling, fresh strawberries and whipped cream, the cake becomes unique and stands out next to the plain, undecorated version. If you want to move with WOW, you can. It just takes practice to make regular moves spectacular!

Let’s breakdown the WOW factor: Moving with WOW looks different. It’s bigger, more of a show, and it’s BOLD. Moving with WOW makes everyone from the front of the room to the back to feel the energy from you. When an instructor moves with WOW, you can’t take your eyes off them. They are captivating! Here’s the scoop.

1. Use full range. You’ll need to practice. Most instructors assume they are moving with full range. But, watch any class and you will see differences from one person to another. Most people just don’t use full extension in their moves. They keep it “safe.” Full range means you stretch BEYOND your reach. Don’t be timid or shy. Just go for it!

2. BIG, dynamic and sharp moves. Imagine you are in the middle of a football field. If you

want people at the top of the bleachers to see you, you make your movements exaggerated. That’s how cheerleaders and gymnasts do it. Nothing is “soft” in their moves. They ‘hit” each move with perfect precision and on its own specific count. In a class, great instructors do the same. They move with such energy and extension that it fills more space than normal. Remember—if it “feels” like it’s too big, you’re probably doing it right!

3. Perfect posture and confidence. Whether walking or teaching, a person with great posture

looks more self-assured and confident. Daily activities can make our posture suffer! Just work on your posture and periodically “stand up” straighter! With the WOW factor, you HAVE to have “I’m a star” posture.

4. Facial expressions. Your face should reflect your excitement. Big smile, eyes that seem to

be “alive” with energy, and a face that shows expression. Change your expression periodically so it matches the music and choreography. Don’t make it so scripted that it isn’t real. Remember the couple on So You Think You Can Dance? One of the female performers would wink at the judges every 8 counts. It was so annoying! Don’t script your facial expressions. Just keep it high energy and natural!

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5. Heads up. Pay close attention to how performers use their head to add focus or accent to a

step or move. A strategically placed head “snap” adds more emphasis and drama to a performance. If you are going to look to the right, do it with “over the top” energy and snap.

6. The Unexpected. Every instructor who has the WOW factor adds something a little

unexpected to their performance. They “show-off” occasionally and it surprises and entertains the class. It could be performing a creative, stylized version on the choreography or changing a jumping jack into an air jack.

BREAK (20 MINUTES) TURBO KICK® WORKOUT LUNCH

All-Star Presenter Camp Are you bored with life? Then throw yourself into some work you believe in with all your heart, live for it, die for it, and you will find happiness that you had thought could never be yours.

-Dale Carnegie

PERSONAL BRAND

hat is personal brand? Personal brand is what other people think about you. When people interact with you, they automatically form mental associations that connect you to certain descriptive adjectives,

often within the first few moments. Your brand becomes others perception of you: your strengths, values, goals, personality, and expertise. Personal branding becomes unavoidable and in some ways, is almost out of our control. Learning to assess, modify and redefine certain aspects of our internal and external images can create the most powerful and positive impression and influence the way we are perceived.

Redefine your personal brand

First impressions

Internal and external image

ID your personal brand

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First Impressions Statistics show that within the first few seconds or minutes of seeing a person, first impressions are formed.

50% of a first impression is based on appearance (wardrobe, hair/makeup, body language, and our facial expressions).

40% of our first impression is based on voice and speech quality.

About 5% is based on what we say.

A Clairol Corporation salary research study found that companies projected salaries up to 20% higher based on a job applicant’s appearance

First impressions are powerful. Every time you interact with people, they immediately scrutinize and analyze you. The fact is people tend to believe what they see. Let’s learn how to make a better first, and lasting impression!

EXTERNAL BRAND Like it or not, our exterior is what people will notice first. The good news is that this is in YOUR control! If you don’t like it, you can change it. If it just needs more pizzazz, you can change it. If it just doesn’t make the right impact, yes, you can change it. How you look should tell people something about you and give them an idea of who you are. So, becoming a “Rock the House” instructor or presenter is more than just having great teaching skills. It’s time to learn more about the art of “selling” -- YOU!

Let’s do a little self-analysis. How would your friends answer these questions about you?

1. “He/She wears _____________________________________________________________

2. “His/Her workout attire style is ________________________________________________

3. “Outside fitness, he/she usually wears ___________________________________________

You Need a Signature Look Developing a signature looks starts BEFORE you start presenting. It a NOW project. With a great signature look, you become a walking billboard to promote yourself and build your reputation. What we wear reveals a set of beliefs about us and what we want people to believe. As an instructor our clothing and appearance matters and sends a strong message. If somebody appears not to care about their appearance, we think they may not care about much else. If we wear dated fitness clothes, people might think we left our teaching skills behind, too. Your signature look represents what you stand for when you teach.

So, do you have a signature look? If so, write it down.


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Check out the pictures below. Does their “exterior” seem to be the right identifiable, signature look?

Dance Yoga Sculpt Dance

Signature Looks = Fitness Personality

Billy Blanks Kathy Smith Richard Simmons Jillian Michaels

Without a doubt, these celebrities have a signature look. It has been carefully thought out so it matches their fitness personality! You can tell a lot from their pictures. Billy—strong, athletic, boxer. Kathy—timeless, girl next door, non-threatening. Richard—fun, passionate, zany. Jillian—serious, tough, commanding. They have taken their style and MAGNIFIED IT! It doesn’t mean you have to change the way you look, it should be clear that “you have it goin’ on”!

What 3 words would a NEW person in your class use to describe your fitness personality?

Does your signature look match your fitness personality? Synchronizing these two personas really locks in your external brand and makes it easy for you to be remembered. Isn’t that what we all strive for—to be something that is unforgettable?

If you aren’t exactly sure what your signature look is, think about this:

Who are your favorite fitness personalities?

Who are you drawn to in the fitness world?

What are your favorite classes? Most motivating to you?


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Stand-out in a Crowd

The key to finding your fitness style and personality is to follow your “fashion role model!” It doesn’t mean you will copy and wear everything they do but, it will help you create a more identifiable YOU!

Notice what your favorite instructors wear. It has a certain “star quality” that stands out. Watch how they walk into the room! You know right away they are the instructor by the way they dress, walk and talk. These instructors view their wardrobe persona as another teaching skill that makes each class unique. If you ask them why “dressing to impress” is so important, they may say it energizes them and gets them in the mood for the class they are getting ready to teach. It shows they cared enough about class to make it an event. Those added attention to details helps make their classes “rock” and add the WOW factor from the minute you walk in the door.

Red Carpet Ready Times have changed since the 80s and 90s when clothing choices were not as complicated. Today's fashion fitness choices are limitless and require a keen sense of what looks right on your body, what look is right for each class, and what looks have come and gone. Let’s face it; instructors need to match their clothes with the activity not only for the WOW factor, but also for what’s appropriate for the movement in the class. What works in a hip hop class could be dangerous in indoor cycling! It doesn’t mean it’s wrong to wear the same genre; it just means you miss an opportunity to ID yourself. Your clothing should provide a mental picture of what the participants might expect. Think like a celebrity and make each outfit you wear ready for the fitness “red carpet.” Not only will the vibe in the room be different, but you’ll feel more confident. The great thing about confidence is that it is self-perpetuating. Get a little and you will soon have some more. It's a cumulative process. Clothing and appearance can change even YOUR attitude!

When you aren’t teaching… What you wear when you aren’t teaching is just as important. It’s just a natural extension of your external brand. Wearing current, fashion forward clothes sends an unspoken message that you have confidence and you care about how you look. The opposite happens when you don’t give that attention to detail outside the gym. You may have heard “it doesn’t matter what I wear, people will get to know me and love me!” That may be true, but in the “learning to love you process” people make judgments and assumptions. Whether it’s wrong or right, they are going to be watching and judging us before they even get to know what we are all about. What this means is that it’s a definite advantage to make “how you look” a top priority! So, sort through ALL YOUR CLOTHES and get rid of anything worn, faded or dated. Anything that looks like it’s “too comfortable” is probably best saved for cozying up on the couch and watching a movie.

Britney and Nicole did it! We see it every day in the magazines at the check-out stand—stars who have had makeovers. What’s great about this is that the change in attire or their look does more for their public opinion than almost anything else they could do!


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So, what does your “look” say about you?

What changes would give you more WOW?

PERSONAL BRAND? Whether it is a corporate brand to personal brand, values and qualities come to mind when you think of certain celebrities. They create an emotional response such as: trust, honesty, power, and etc. What are the words would you use to describe the following celebrities?

1.

2.

3.

1.

2.

3.

Personal Branding Most people think that having a personal brand is just for celebrities. It’s not! Personal branding is how we market ourselves to others. It adds that “WOW” factor! With the changes in social technology, branding has become possible for every person. The key is to understand what is in your control and what is out of your control as we discover, create, and promote our brand. An important step in building your brand is to identify who you are and either accept it or work to correct and/or change it. What emotions do you want others to associate with you? The labels people attach to you become part of your personal brand.

What adjectives describe “you”? Take a minute to think about it and then jot them down. Is this the brand you feel best describes you? If you could change the words, what would that be? These three words should describe how you do what you do. It’s validates your unique talents and says, “This is who I am and this is what I do.”

You

1. 2. 3.

BUILD YOUR PERSONAL BRAND ID YOUR TALENTS Everyone has something that makes them special. It may be a certain skill, personality trait, or the way you “do what you do!” The key in making a name for yourself is to identify your special talents.

As an instructor, it starts with what you teach. Much as you would like to think you can teach it all, the fact is you can’t be the BEST and stand-out when you spread yourself too thin and teach anything that comes along. Identifying you as a brand means you have a special niche you are passionate about and you know your special talents. To help you identify you talents that will help you create your brand, let’s start from the big picture and narrow it down:

What makes you special?

What you are currently teaching?

What are you passionate about teaching, can’t wait to teach, get a “high” from teaching?

FIND YOUR NICHE Presenters are a special breed of talent, visionary, and relentless drive. Selection committees for most conventions are looking for presentations that offer something different beyond the basic classes. If you want to present your own format, it needs to be different from what is currently offered, and something that will make you stand out in a crowd.

However, if you find you like the idea of being part of a presenting team, it’s a good idea to find your teaching niche and perfect the teaching skills unique to that format. Many manufacturers and product distributors create presenting teams that are able to consistently represent their product. Think of it as a “pre-designed” presentation. YOUR NICHE—what makes you stand-out, highlights your strengths, and is something unique—that’s why people are looking for it.

Do you project your passion in what you do? Do you love doing it? Do your actions/activities support your niche, your passion?

PRESENTATION STANDARDS The steering committee of conventions has a vested interest in who presents and know that the success of their event (registration dollars) lies in the hands of their talented presenters. Conventions offer a broad scope of topics, workshops, workouts, and lectures that will have mass-appeal. Therefore, when they determine who will present, there are certain standards that each applicant must possess.

Strong public speaking skills

Adhere to current industry guidelines

Ability to create and/or follow logical outlines and teaching aides

Knowledge or education to support topic

Experienced expert in area presenting

Blend of educator and motivator

Great body mechanics (movement workshops)

A L L - S T A R P R E S E N T E R C A M P

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PRESENTERS ARE ROLE MODELS Have you ever wondered what “secrets” top presenters might have that could help you? Beyond their knowledge and preparation, they have certain characteristics that showcase their passion and excitement! They are genuinely nice, approachable, and humble. They represent the best in what an instructor or presenter should be:

Connect and communicate with audience

Likeable

Humble, no “Diva” attitude

Give more than they get, grateful for the opportunity

Professional and positive (aka: “no gossip”)

Fit, live what they say

Certain “something” that makes them special

Look the part!

Tough skin

COURAGEOUS--STRONG BACKBONE Like any other performer, presenters know they are only as good as the performance they just delivered. Attendees are instructors who have standards of expectations for each presentation. Whether we like it or not, we will be judged by our peers. Just like an instructor, presenters will have good and not so good classes or workshops. The key is to develop a tough exterior. If a presentation doesn’t go as well as you expected, learn from it! In the future, you can use this experience and make it better next time. Thorough preparation and practice can help you overcome speed bumps. Every veteran presenter can tell you a time where it seemed like the WORST experience ever; but they lived through it and learned from it. Nerves can play a huge role in how we react in front of an audience. The more experience you have, the more you put yourself in uncomfortable situations to test your speaking or teaching skills, the better and easier it will become. A great presenter learns to become consistent by practicing, practicing, and practicing his or her presentation.

TOP 10 things people fear the most 1. Public speaking 2. Snakes 3. Confined spaces 4. Heights 5. Spiders 6. Tunnels and bridges 7. Crowds 8. Public transportation (especially airplanes) 9. Storms 10. Water (as in swimming and drowning) © Copyright 2009 Globe Newspaper Company.


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MAD SPEAKING SKILLS For years, speaking or talking in front of a group of people has been listed as the number one fear in life; well ahead of death. The reason it continues to rank so high is that people are fearful of humiliating themselves in front of friends and other people that matter to them. Unfortunately, whether our memory serves us correctly or not, each person can tell about a childhood memory that tends to support this fear. Luckily, overcoming this fear can be accomplished or minimized with practice and experience. It requires us to attack it the same way we would with new choreography--learn what’s needed and practice!

Eye Contact Can you remember the last time someone kept his or her sunglasses on while talking to you? Did you get a sense you were talking to a wall and just weren’t sure you were connecting with the person? Eye contact is an important way we emotionally connect with people. Use eye contact to build that bond whether it’s one person or an audience of one hundred.

1. Sustain your eye contact. Generally speaking, the longer the eye contact is between two people, the greater likelihood of creating a bond with that person. People who sustain their eye contact during conversations are perceived as having more self-esteem. When you maintain or sustain eye contact, it lets a person know you are involved and paying attention to what is being said. Remember--staring or talking into space means you really aren’t talking to anyone special. Changing eye focus too quickly has the same affect. As a rule, when talking to a group, finish at least one sentence or thought while looking at one person before changing eye contact.

2. A slight lean forward. Being in front of large crowds requires most speakers to utilize not only their voice when making a point but also their body language. A slight lean forward as you speak will emphasizes that you are very focused on the topic. When you use a slight lean, people will also get the impression you are very passionate about the subject. As an instructor, there will be many opportunities for you to “emphasize” directions or thoughts about fitness.

3. Move and connect with the back row. We have all attended large conferences or conventions and know how “comfortable” the back row can become. The further away you are from the “action”, the more comfortable and relaxed you become. Unfortunately, new students usually stay in the back of the room. They seldom get to be “up close and personal” with the instructor and sometimes miss the impact of the class. If an instructor moves around the room and interacts with more people, it’s another chance to make “eye connection” with more people. By moving around, the WHOLE class can feel your energy. When an instructor only stays in the front of the room, there is also the temptation to form a “posse” and start telling inside stories and jokes. If you add these two pieces together—new students in the back and the risk of forming a posse, you have to move around a little and keep the whole class involved in your party!

Voice Perfection Remember the statistic about first impressions? ”40% of first impressions are made by voice and speech quality.” Consider this as another opportunity to create a positive impact. It does take practice to be able to juggle the microphone, music and working out while talking. Here are a few skills that can improve voice quality and how it is amplified: 1. Deepen your voice. Have you ever noticed how commanding men’s voices are? When we

deepen our voices, we become easier to understand and appear to be more confident. Cheerleaders have known this for years. They are trained to speak from their diaphragm and not their throat. It also protects the vocal cords and reduces the risk of damaging your normal speaking voice.


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2. Speak clearly. The back row needs to hear you as clearly as the front row but it’s not just volume – it’s the quality. Speak in short phrases and enunciate each word. Fast-talking makes it difficult to understand what the person is saying.

3. Talk with a mix of “highs” and “lows.” If we only played a song over and over, the boredom would be excruciating. The same can be said about repeating the same tone and pitch with our voice. Every voice has an amazing range of expression–highs, lows, and everything in between. Make your voice an expression of you. It’s like using colors in your voice. Use red for power, blue for compassion, and yellow for enthusiasm. Adding inflection and emotion to our voices allows us to have the power to influence people.

4. Don’t singsong. Statistics indicate negative reactions to a whiny voice or singsongy voice. Think of it this way. You need to be the boss and you need to be in control. It requires energy for your class to listen to you. Make it enjoyable for them to “tune you in.”

5. Have a likeable and friendly voice. The easiest way to sound warm and friendly is to smile. If you do nothing else but smile while speaking, it will leave a positive impression on your class.

TIME TO BRAND YOURSELF The material we have covered can help you begin to develop your own personal brand. Knowing who you are allows you to quickly convey this to others when needed. Spend a few minutes and take time to write an introduction that highlights you…what you are about, what your brand message to those who don’t know you would be. Think of it as a mini-commercial “all about you!” Allow only 15-20 seconds for the finished product.

WRAPPING UP DAY 2 The balance of Day 2 will be focused on preparing for a successful testing experience. You will:

1. Rehearse your Brand Introduction and Practical Assessment combination 2. Complete Written Exam (open book) 3. 1-on-1 Conversation

ACTIVITY: WOW—You’re a STAR! From _______ to _______ Total = 67 min.

You have been given great tips and advice on becoming an instructor who can “Rock the House.” Now it’s time to add the WOW techniques to the EXAM COMBO and perform for the group! The All-Star Presenter Camp Practical Assessment form will be used so you can leave today with a “dress rehearsal” evaluation. This is an EXCELLENT opportunity to learn how and what you can improve before the final assessment! Find your “star” quality and ROCK IT!

All-Star Presenter Camp Effective communication is 20% what you know and 80% how you feel about what you know. Jim Rohn

COMMUNICATIONS The way we communicate and the way we teach are very closely linked. What we are and what is important to us is generally reflected in our teaching style. Every instructor wants to be a great communicator and to convey the passion behind his or her teaching. Learning or improving communication skills is an ongoing process and takes practice to perfect.

The purpose of COMMUNICATION is to describe and demonstrate the following:

How to use open-ended questions to connect with people

When to chatter and when to cue

When and how to talk with people

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MEANINGFUL CONVERSATION

Building relationships is the best way to promote yourself. The more you get to know people and they get to know you; the greater chance they will want to attend your class, workshop, or presentation. Although we are usually more concerned with teaching and motivating, conversation is what builds a connection. When conversation comes to a screeching halt in class, can you feel the energy plummet! It’s funny, but when there is that uncomfortable silence, we always wonder “yikes, what are they thinking?” Knowing when and how to “chatter” can keep any class or workshop movin’ and shakin’ until the very end. Aside from cueing, there are 4 reasons we talk with our students to:

1. Get to know them

2. They get to know us

3. Create a bond or connection

4. Keep the energy “up”

OPEN ENDED QUESTIONS

KNOW THE DIFFERENCE

Watching talk show hosts can be a great learning experience on asking questions and allowing someone to share personal information. It just requires a change in your tactics. Learning to ask open-ended questions is the secret to getting more than a single word response. Closed-ended questions are questions that can be answered with a simple "Yes," "No," or other very simple responses. Open-ended questions ask people for their thoughts or opinions on topics. It can be “what did you think about…” to “what’s your favorite….” Open-ended questions are friendlier and feel less like you are prompting or leading the person. They also get the results you want—information about the person! Once a person has answered your questions, try asking “why”, “how”, or “what” to get even more information. When you understand what a person likes, what’s important to them, and generally, what’s on their mind, you create a personal bond. You really get to know the person!

Open-ended questions provide an opportunity for the person answering to:

Tell you what he or she considers to be important.

Have freedom to speak honestly.

Give a wide range of responses and more than just facts.

Listening to the answers of open-ended questions help you:

Get to know the person.

Build a common bond with the person.

Connect with and understand the person better.


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Work with a partner (someone you don’t already know well) and create a list of open-ended questions geared at getting to know a new person. Practice using the questions.

1.

2.

3.

REMEMBER TO LISTEN

Sometimes we are guilty of formulating the next question without paying attention to the answer to the first. You miss great opportunities for follow-up questions if you do this! Make an effort to listen to the answer you asked for!

When to CHATTER

1. Before Class If you want to build relationships, the best place to start is before class even begins! Start conversations the minute you walk into the gym. Get to know your students and learn their names. Find out what they do for work and for fun. Use their names in class. Set a goal to learn 3 names each time you teach. If you have problems remembering names, write down their names and a short description ASAP after class.

Learn more about what they like and don’t like in a class. As a new instructor, it is tempting to ask “how am I doing” or “do you like my class?” Honestly, who could resist giving an obligatory “it’s great!” to such a desperate character? Try asking questions for better results. Here is a possible blueprint for this conversation:

Ask: “What makes a perfect class or workout?” “What is your favorite class” “Who is your favorite instructor?” (besides you, of course)

THEN ASK… “Why?” You are going to get valuable information from these simple questions. It’s not that you are doing anything wrong; it’s more about learning how to “beef up” what you are already doing. Remember, this is about customer service and learning how to improve it. If they tell you about a favorite class or instructor—GET TO THAT CLASS and “borrow” whatever you can!

2. Welcome and Warm Up Just like any great entertainer, you need to plan and have a great opening story or opening monologue. It can be funny, inspiring or a “did you hear about” news item. Make it quick. Make them laugh or feel good. It’s a great way to start a workout.

3. Sculpt or Resistance Class Unlike choreography-type classes, sculpt and resistance classes that have higher, easier to follow repetitions, require the instructor to engage in more conversation. It actually is a more challenging class to teach, but offers greater opportunity for the instructor to get to know the participant and encourage class interaction.

4. Final Stages of Class (floor work, abs, cool down) During the floor work section, the exercises are high repetition and easy for participants to follow. You need “talking” material to keep class fresh and sustain the energy. Nothing can be worse than “silence.”


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Chatterbox™ Even the best instructors get trapped in repeating the same stories or finding themselves at a loss for words. That is exactly why Chatterbox™ cards were invented. Chatterbox™ has great ideas on creating interesting chitchat, motivation cues, fitness tips, and more. You can order Chatterbox™ TODAY and have the cards to start practicing with before you start teaching.

Keep Your Conversation REAL Learning anything new can be slightly uncomfortable, but with practice it becomes easier and we gain more confidence. Talking in front of groups of people requires the same determination and practice. It’s like learning to ride a bike, it was difficult in the beginning but became second nature after those first few “bumps” and falls were out of the way. Here are some tips to keep in mind as you develop your speaking and talking style.

1. Be ready to REVEAL. Be ready to share a censored version of yourself. As an instructor, be ready to let your class know who you are and share your life. They want to know what you eat, where you shop, and the list goes on and on. When you show them you share the same frustrations and joys, they begin to see you as a “real” person and begin to connect with you.

2. Be EAGER to show an interest and learn more about the other person. Get to know your students by asking them questions about themselves. It will reduce your jitters and nerves while providing another way to build relationships and connections.

3. Be AUTHENTIC. Be true to who you are and what you want to portray. As new instructors, we tend to “copy” or mimic our favorite instructor or role model. We figure, “if they are popular doing that, then I will be too.” Unfortunately, it usually isn’t authentic. Usually it’s a “watered” down version of the real thing. Learn to be the best version of YOU possible.

4. Know where to draw the LINE. Some people call it TMI (too much information). If you aren’t sure what is and isn’t appropriate, think like a talk show host, Oprah or Ellen. They don’t mind being funny or making fun of them, but certain Information remains private. (Example: discord with significant others) Too much personal information makes even the most devoted students uncomfortable. Your students want to see you as “something special.” Maintain that star quality and keep your chatter “talk show” appropriate.”

Traits of Good Talkers Did you know that public speaking is one of the most feared events of people's existence? It's true - most people rank it right up there with spiders and snakes. Have you ever noticed that certain people seem to have the gift of gab? No matter where they are, they can strike up a conversation with anybody. From the checker at the grocery store to the person at the gas pump, good talkers make it look so easy. There are common traits that good talkers seem to have. As you develop your skills and confidence when talking in front of your class, consider these qualities to improve your delivery.


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They are great storytellers and have a broad spectrum of topics beyond their daily lives. They are enthusiastic and display passion for whatever they do or say at that moment. They don’t talk about themselves all the time. They see things differently and take unexpected points of view on familiar subjects. They have their own version of “cool.” They are curious and ask “why” so you will tell them more. They empathize with others. They listen to you and put themselves in your shoes. They have a great sense of humor and don’t mind telling funny stories about themselves. They don’t mind if others laugh at their misfortunes or mistakes. They can “read” their audience.

Explore the Possibilities Create conversation by instigating questions or topics that will promote longer discussions or interactions. Here is a list of ideas to get you started. Create specific examples for each category.

POP CULTURE o Current Events o Sports and Entertainment News—celebrities, music, movies o Hot TV shows

REAL LIFE STORIES o Kids and Parents o Funny things happen to you or your family

FITNESS TIPS o Life-style o Wellness Information

Don’t Be Afraid There isn’t a right or wrong way to communicate with your class. By exploring what does and doesn’t work, you will develop your own unique version of classroom chatter. But, don’t be afraid to try something new and crazy once in a while. Catch your class off guard by doing something unexpected. If you have ever watched the David Letterman show, you know he will have something new mixed in with his regular skits. It keeps his show fresh and interesting. That’s what great instructors do to keep their classes exciting. Members can’t wait to see what might happen at the next class.

Leave it at the Door Ellen DeGeneres’ ability to create and spread positive energy is sheer genius! Her easy going demeanor sends a vibe into the audience and makes everyone feel comfortable and at ease. How else could she get everyone in the audience to get up and dance? It’s because her attitude and body language let’s them know its “okay.” A bad attitude will have an equally damaging effect. Have you ever had a bad day? Did you notice how everything bugged you? That’s the power energy (good or bad) can have. Emotions aren’t something we generally can keep bottled up inside. These emotions become part of our exterior and people around us can “read” how we are feeling. We may think that no one knows when we are upset but they do. Our body language affects everyone around us. Think of it as a continuous ray of power. It can either “hit” someone or make them feel better or pull them down. The “best” learn to “leave it at the door” before they go to teach or present. Drop anything negative because it will show. Every time you are in front of a group, it’s your chance to have a positive impact and inspire everyone to leave with renewed vigor.


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SOCIAL MEDIA Technology has changed dramatically in the past few years. Whether you use Facebook, Myspace, Twitter, emails, blogs, or all of the above, all are advantageous and to promoting yourself. The important thing to remember is that consumers have changed. If you are not a regular updater and creating communications in these venues, you may be working hard, and not working smart. Consumers are changing. They want to connect via the internet before they buy. Your networking can result in huge benefits. But, remember to be careful. It’s great to divulge things about you and your life. Feel free to share information that is helpful, topical, sometimes funny, sometimes personal, but not too personal. It’s probably the fastest and best way to promote you, your niche, your personal brand. Recent studies show a huge increase in the way people are making decisions to spend their money. Over 30% of internet purchases can now be traced back to a social media "buzz". Create the "buzz" in your class. Collect people's names in your classes and add them to your facebook!. Work smart, not hard! UPDATE REGULARLY Keep your information current. Think of it as a personal “newspaper.” If you only have “yesterday’s” news to read, people might lose interest. BE PROFESSIONAL. Be careful about what you say. It will be read by the world. KEEP IT APPROPRIATE Double check to make sure all your comments and social photos fit with the "brand" you're trying to create for yourself, then be sure to untag yourself! Put it this way... all your kid's teachers are now on facebook, so is your Mom, for pete's sake. The World is watching!

BREAK (20 MINUTES)


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All-Star Presenter Camp The quality of a person's life is in direct proportion to their commitment to excellence, regardless of their chosen field of endeavor. Vince Lombardi

Fitness Conventions Over the past 10 years, fitness conventions have developed into an exciting selection of classes and workshops. Conventions now offer a diverse selection that included many equipment based options. As fitness has evolved, so has the world of presenting. Equipment companies have a huge interest in promoting their products to instructors and usually have developed a team of trainers and presenters to bridge the gap between learning and teaching using their product. In addition, fitness classes have changed with the growth and popularity of pre-designed formats developed by companies like Powder Blue Productions, Body Training Systems, and Les Mills programs to name a few. Each of these companies has also seen the benefit of training their team of presenters for conventions.

Most conventions have also seen the advantages of using seasoned and popular presenters year after year. Why? Conventions want high registration for their events. Presenters who have an instructor fan base will draw more attendees. In addition, these presenters know how to consistently deliver a top-notch, flawless workshop or lecture. This is what they do and they do it amazingly well!

With these exciting changes, the world of presenting evolved from a great instructor with great choreography to a presenter who represents a brand or product. Conventions still actively look for new trends and unique personalities that are promoting either products or formats. But, those numbers have dwindled due to the infiltration of the larger companies. If a presenter is to succeed in this new market, they need to be unique and at the top of their game. It’s a new world, it’s exciting, and it’s not for anyone who hasn’t done their homework!

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Life of a Presenter From the outside, it looks glamorous and exciting to be a presenter. They almost achieve celebrity status. But, these presenters will tell you another story. Many times they have traveled most of the day or night to arrive at the convention destination with only hours to prepare for their workshop. And, that’s if the travel goes smoothly and there are no delays! Workshops can have unexpected blips—stereo or microphone might malfunction, what if their CD doesn’t work, or there isn’t pitch control on the stereo, or the equipment they need doesn’t arrive in time. All this can and has happened in the past. What sets presenters apart is that they “go on with the show” as if nothing ever happened! They would never let the audience know what’s really going on behind the scenes. Once they have completed their one-hour workshop, they generally are working the convention booth (either their own or the company they represent) anywhere from 10-18 hours. They know the value of their presence, their energy, their ability to help sell the product! And, if they have more workshops, it’s a short night’s sleep before the entire process is repeated. What’s the pay for working these long hours and days? As a new presenter, you may or may not be compensated for presenting. If so, it is minimal. And, if you are only able to teach one workshop, you’ll be lucky to be selected. If you are, you’ll probably find yourself on a plane heading home soon after your workshop is over. Although presenters make it look effortless and exciting, they are working hard! They love what they do and that shows in their demeanor and presentation but no one should ever think it’s an easy life.

Have a Game Plan Setting your sites on becoming a presenter is a great goal and we encourage you to take steps to achieve your dream. The most important tip we can offer is to develop a plan and hold yourself accountable to your goal. Create a network of industry mentors that can help you achieve becoming a presenter. Many times people have the idea that presenters are “picked” or chosen to lead a workshop or workout at a convention. That couldn’t be further from the truth! Every presenter must follow the guidelines and rules each convention sets in order to be considered as a presenter.

Here is a list of fitness events. This by no means is all the conventions nor does it showcase the international events. In fact, search for local events within your region. It’s a great way to build your resume and gain experience.

Conventions AFPA www.afpafitness.com

CanFitPro (Canada) www.canfitpro.com

DCAC www.dcacinc.com

FitFest www.fitflixpro.com

IDEA www.ideafit.com

SCW Fitness www.scwfitness.com

ECA World Fitness www.ecaworldfitness.com


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Convention and Presenter Application Info

FILMING A DVD Submitting a DVD is a standard pre-requisite when you apply to present at a convention. It really gives you an opportunity to showcase your skills and why you are more than just a great instructor! First, plan ahead and always ask your club/gym for permission to videotape. Explain what and why you are videotaping. Participants in your class should also be asked for their permission to be filmed—even if it is just the back of someone’s head, etc.! DVDs do not need to be professionally produced as long as the production quality and content achieve the desired goals. Make sure: 1. You are clearly visible throughout the DVD. 2. Shows you presenting a real or staged workout or lecture. 3. It has clear, understandable audio quality that shows exceptional motivational and cueing. 4. Make sure your form and technique has plenty of WOW! 5. Mirror the class or lecture participants. If the choreography requires to you turn your back

from the camera, you should return to mirroring as soon as possible. 6. Showcase what is unique about you. Use every ounce of your WOW factor! Demonstrate

what makes you special and put those qualities into your voice and body language. 7. Connect with the participants.

Once the DVD is completed, remember to: 1. Label your video: Send it with your application!

a. Title of your presentation or workshop b. Your name, address, contact information

2. Make more than one copy to have on file for future applications. DVDs are NEVER returned.

LUNCH

Name Events Education Requirements How to Apply DVD?

SCW Manias 7

Fitness related degree or current ACE and AFAA certification

Download printable application Optional

ECA World Fitness 2 Current national certification

Mail hard-copy. Email online interest form DVD

IDEA 4 Idea membership Online application process

yes (1st timers)

DCAC 2 Info not available Require 2: 1 hard-copy and 1 disc/cd

yes (1st timers)

CanFitPro 10 Info not available Electronic attachment Yes

FitFest 7 Info not available Contact Fit Fest for info

Info not available


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All-Star Presenter Camp Getting ahead in a difficult profession requires avid faith in yourself. That is why some people with mediocre talent, but with great inner drive, go much further than people with vastly superior talent. Sophia Loren

Good to Know Advice When you start something new, it takes a while to get comfortable in the situation and feel like you know what to do and when to do it. Being a presenter is just the same. As the new kid on the block, there is information you can learn beforehand to avoid the “trial and error” experience. Some of it you will say, “oh, I know that!” That may be true but be open to reviewing and addressing this information. Every little bit

helps when you are working to create the best personal brand!

The purpose of EXPERT ADVICE is to describe and demonstrate:

Difference between various types of classes

Build your classes

Be a great employee

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How Choreography Is Created

1. Combinations of 32-count moves are “connected” to create a longer choreographed section. 2. Layers or modifications can be added to increase or decrease difficulty and/or intensity. GOOD TO KNOW: Choreography can make or break a class. If it is hard to follow, students may not come back. Prior dance and/or teaching experience are helpful when creating easy to follow, balanced routines. Music is purchased by the instructor to meet the specific tempo guidelines of the format.

1. Starts with one movement and transition to another. 2. Moves are never connected together into routines. 3. Uses high repetitions on moves to increase intensity making it easy for participants to follow. GOOD TO KNOW: Easiest class to teach if you can keep the class interested and have strong knowledge of base moves, making smooth transitions, and a huge chitchat repertoire. Music is purchased by the instructor to meet the specific tempo guidelines of the format.

1. A team of professional instructors create the choreography and music. 2. Choreography DVD, music CD is consumer tested prior to release. GOOD TO KNOW: Removes all the work for the instructor and allows the instructor to focus on having fun and adding personality to class. Music included with purchase on each new format release.

Find a Mentor

Mentors are more experienced instructors who can offer advice on education, networking and career opportunities. They can steer you in the right direction and help you avoid some of the new instructor challenges. We highly recommend each of you enlist the help of a mentor as soon as possible. Here are some ideas to consider when selecting a mentor.

1. Make it a good fit. Look for someone who is already successful. You may find that there are several instructors that you want to mentor and learn things from. It is not necessary to make this a formal agreement. By attending class and taking notes of what they do to create excitement and energy in their class, will be of great benefit to you. Generally, you will take “bits and pieces” from a lot of great instructors and then customize what you learn to fit your personality and style.

2. Brief conversation. Have a brief conversation with the instructor(s). It doesn’t have to be a formal “sit down” meeting. Basically, let the instructor know you are new and would like to learn more about becoming a great instructor. Once an instructor realizes this, they may offer you some “oh, by the way” tips and guidance before, during or after class.

3. Be open to feedback. Explain why you selected him/her and how you would appreciate any help offered. Let them know you want and are open to whatever feedback they give. Some instructors may offer to meet with you while other instructors will be happy to just have you in their class. Most instructors are honored to be a mentor and they will be excited to help you along your way!

4. How to learn from your mentors! Observe every little thing they do and take copious notes on their class. Remember, it is not about choreography but more about what they do, what they say, what they wear and etc. that makes their class an absolute blast! Learn from the details.

BLOCKS

LINEAR

PRE-DESIGNED


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MORE SKILLZ TO REMEMBER Move Around When a group is in a holding pattern (simple, repetitive move), make every effort to move around the room. Remember, you can teach from ANY spot in the room as long as the members can see and hear you. Your participants will find it exciting if you are “right next” to them and don’t be surprised if they start adding a little WOW to the way they move, too!

Modify up or down Every class you teach will have a variety of fitness and skill levels. Great instructors know how to make choreography simpler and also know how to “take it up a notch.” Skilled students only need to see advanced or WOW moves once or twice before they take ownership and can perform them without your lead. On the other hand, students with less experience or less fitness will need you to lead modifications. Make modifications look cool and never point out that you are showing an “easy way” to do things. Be just as energetic and enthused whether you are taking it “up” or taking it “down.”

THE FIRST Step What’s next after All-Star Presenter Camp? Here are important steps that will continue your journey of becoming a fitness instructor:

Establish a timeline NOW!

1. Identify my special skills (now)

2. Improve your skills

3. Add additional education and training

3. Get certified (6-12 months)

ACE (www.acefitness.com)

AFAA (www.afaa.com)

2. Improve Public Speaking Skills

Find a toastmasters group in my area: ____________________________________________

3. Identify your presentation goal. Solo? Apply to join a team?

4. Set your goal for presenting at a local event.

I will apply for: _______________________________ by (date) _______________________.


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2007 Piyo Lane Los Angeles, CA 92007

555-123-4567 (cell) [email protected]

Presenter Extraordinaire

Objective Become a group exercise presenter and be part of a professional, fitness-minded team.

Experience 2006-present LitWare, Inc. Soomuchfun, CA

District Sales Manager Expanded sales team from 50 to 100 representatives.

Tripled division revenues for each sales associate.

Implemented training course for new recruits.

2003-2006 Duffey Sportswear, Inc. Oakwood, SC

Sales Representative Received company’s highest sales award four years in a row.

Developed Excellence in Sales training course.

Education 2007 Turbo Kick® Soomuchfun, CA

Turbo Kick® Instructor Training

Gold rank. Earned score of 10.

2007 Turbo University™ Soomuchfun, CA

All-Star Presenter Camp™.

95% test score (combined presentation and written)

“Rock the House” rank.

1999 North Oak High School Oakwood, SC

Marching band and woodwind section leader, first chair.

Junior varsity and varsity baseball team.

Graduated with 3.0 average.

Fitness Experience Group exercise student (4x week) for the past 6 years.

Step, Resistance, Hip Hop and Kickboxing classes

Dance student at Mr. Jim’s Dance World for the past 8 years.

Interests Music, exercise and fitness, cooking, professional sports enthusiast.

Professional Goal My goal is to excel as a group exercise instructor and become a presenter.


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Address City, State Zip Code

Phone # Email Address

Your Name Here

Objective Explain why you want to become a presenter.

Experience Employment dates Place of Employment City, State

Job Title Job experience, skills and recognition

Job experience, skills and recognition


Employment dates Place of Employment City, State

Job Title Job experience, skills and recognition



Education Completion Date Training or Certification City, State

Pertinent information on training activity or results.



Completion Date Training or Certification City, State




Graduation Year School City, State

Activities, awards/recognition.

Activities, awards/recognition.

Grade point average. (Optional)

Fitness Experience Pertinent exercise experience

Specific activities.

Professional Goal Explain why you want to become a presenter, your goals and objectives.


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Create a Positive LOCAL Reputation

Build Your Class No matter how fabulous you are as an instructor, it takes 3-6 months to build a class in size and reputation. Here are some tips that can help speed the process:

1. Be there REGULARLY and give 110%. Avoid having substitutes for any class you teach.

2. Arrive early and stay late. Be there when members arrive and stay after to answer questions.

3. Get to know the front desk, sales staff and personal trainers.

4. Know your stuff and make every class an experience.

5. Exude confidence and joy for what you’re teaching.

6. Make it about “them.”

Be the Best Employee . . . EVER!

Group exercise or fitness managers have a staff that averages between 25-30 employees per club. If your manager has 3 clubs, they manage close to 100 instructors. The most important thing you can do to be a great employee is –love what you do, make your managers job as easy as possible and occasionally say “thank you!”

1. Be low maintenance.

a. Don’t ever make money an issue.

b. Keep your communications positive and to a minimum but don’t disappear.

c. Follow the rules and do what they ask, when they ask.

2. Remain positive—no matter what. Don’t get involved in petitions or member complaints.

3. Stay educated.

4. Network to remain connected with your peers within the fitness industry.

5. Don’t swap or change your schedule. Take on a “dog.”

BREAK (20 MINUTES)


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PRACTICAL ASSESSMENT It’s time for the Practical Assessment! Your hard work and attention to detail during All-Star Presenter Camp will help you “shine” during the test. Good luck! Fill-out the top portion of the Practical Assessment form. Remove this page from your manual for the presenter to use during the testing process.

THANK YOU . . .

For attending ALL-STAR PRESENTER CAMP!

We appreciate your feedback . . . Your feedback is helpful and will allow us to continually improve our training course. Please give the completed form to the presenter before you leave today. Thank you.

Needs Work OK It Rocked!

Was the course the right length?

Did you like the days and times it was scheduled?

Did the training meet your expectations?

Would you recommend it to a friend?

Was the Instructor Workbook helpful?

Did you like the activities and drills? What do think gave you the most confidence? On a scale of 1 to 10, rate how do you feel you improved? Circle the number that applies with “10” being a perfect score: Before All-Star Presenter Camp? 1 2 3 4 5 6 7 8 9 10 After All-Star Presenter Camp? 1 2 3 4 5 6 7 8 9 10 How can we make this course more helpful and useful?


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All-Star Presenter Camp Answer Sheet

FULL NAME: _________________________________________________________________

PLEASE MAKE AN “X” IN THE APPROPRIATE SPACE PROVIDED.

1. A____ B____ 26. A____ B____

2. A____ B____ 27. A____ B____ C____ D____

3. A____ B____ C____ D____ 28. A____ B____ C____ D____

4. A____ B____ C____ D____ 29. A____ B____

5. A____ B____ 30. A____ B____

6. A____ B____ C____ D____ 31. A____ B____

7. A____ B____ 32. A____ B____ C____ D____

8. A____ B____ 33. A____ B____ C____ D____

9. A____ B____ C____ D____ 34. A____ B____ C____ D____

10. A____ B____ C____ D____ 35. A____ B____

11. A____ B____ 36. A____ B____ C____ D____

12. A____ B____ C____ D____ E____ 37. A____ B____ C____ D____

13. A____ B____ 38. A____ B____

14. A____ B____ C____ D____ E____ 39. A____ B____ C____ D____

15. A____ B____ 40. A____ B____ C____ D____ E___

16. A____ B____ C____ D____ E____ 41. A____ B____ C____ D____

17. A____ B____ C____ D____ E____ 42. A____ B____

18. A____ B____ 43. A____ B____

19. A____ B____ 44. A____ B____ C____ D____

20. A____ B____ C____ D____ E____ 45. A____ B____

21. A____ B____ 46. A____ B____ C____ D____

22. A____ B____ C____ D____ 47. A____ B____ C____ D____

23. A____ B____ C____ D____ 48. A____ B____

24. A____ B____ C____ D____ 49. A____ B____

25. A____ B____ 50. A____ B____

PLEASE MAKE AN “X” IN THE APPROPRIATE SPACE PROVIDED


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WRITTEN TEST - Do NOT write on the test. Use the answer sheet provided.

1. Music that is square has a consistent 32-count musical phrase. A. True B. False

2. Participants form their first impressions about an person the moment they meet them. A. True B. False

3. Music components are: A. Cueing, beat, measure and musical phrase. B. Beat, 8-count and class format. C. Musical phrase. D. Beat, measure and musical phrase.

4. How many counts are there in a musical phrase? A. 8-counts. B. It depends on how long the song is. C. 130 BPM. D. 32-counts.

5. Each instructor can develop their own unique style from the way they look to the way they teach. A. True. B. False.

6. Which classes are athletic based and require a coach-like approach to teaching? A. Only resistance. B. Choreography and mind-body. C. Boot Camp and resistance. D. Mind-body and resistance.

7. Knowing the BPM of a song is important when selecting music for a class. A. True. B. False.

8. Personal brand is more about what others think of you.

A. True. B. False.

9. A measure has __________ and a musical phrase has __________. A. 8-counts, 32-counts. B. 32-counts, 4 measures. C. 8-counts, 4 measures. D. Both A and C.

10. What is the recommended BPM for sculpt? A. 120-130 BPM. B. 90-160 BPM. C. Is not important for this format. D. 145 BPM.

11. Directional, numerical and step name are examples of verbal cueing. A. True. B. False.


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12. If a microphone is not working, an presenter should ____________.

A. Move to a room that does. B. Let the audience know what’s going on. C. Complain about it so the audience will understand it’s not your fault. D. Refuse to give your presentation until one is located. E. Do your best to with the situation.

13. It is not important to be concerned about what you wear when you are not “working.” A. True. B. False.

14. 50% of first impression is based on ____________________. A. What you say. B. The tone and pitch of your voice. C. Facial expressions. D. How much education you have. E. Your appearance.

15. The welcome, warm-up and the end of class or presentation are the most ideal times for casual conversation and chatter. A. True. B. False.

16. Voice projection can be enhanced by ____________. A. Talking or cueing only on counts 5-8. B. Lowering the pitch of your voice. C. Maintaining the same pitch and tone throughout class. D. Occasionally yelling to get everyone’s attention. E. All of the above.

17. You are more marketable if you: A. Have found your “niche” and have a unique identifiable quality/skills. B. Know influential people. C. Have 1-2 years experience. D. Are available. E. Have pictures of you partying and drinking with friends so people will know you

are a fun person.

18. Pre-designed formats still require good cuing from the instructor. A. True. B. False.

19. Mentors help new instructors by offering advice on education and networking opportunities. A. True. B. False.

20. The steady, regular pulse of music is known as the ____________. A. Syncopation B. Downbeat C. Upbeat D. Tempo E. Beat


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21. BPM is the acronym for “beats per minute.” A. True. B. False.

22. In most cases, cueing is verbalized ____________. A. On counts 5-8. B. On counts 1-8. C. In 5 words or less. D. A and C.

23. When you apply to present, A. Tell them what you fee is right away so they don’t waste your valuable time. B. Tell them you will send a DVD if they need it because you didn’t have time to film

one before the application deadline. C. Complete the application process and submit all requested documents on time. D. Avoid telling them you are a new presenter. It’s better for them to think you have

a lot of experience.

24. What is block choreography? A. Squats, jumping jacks and hops on one leg. B. Resistance training. C. 32-count moves connected together to create longer choreographed sections. D. A and B.

25. Visual cues increase the communication and direction for the participants. A. True. B. False.

26. Teaching pre-designed choreography allows the instructor to focus on having fun and adding personality to their class. A. True. B. False.

27. If an instructor wants to be a valued employee, they should _________________. A. Teach their scheduled classes and avoid getting substitutes. B. Never make teaching about money. C. Support management decisions and avoid getting involved with member disputes. D. All of the above.

28. What is cueing? A. Previewing steps or moves for the class. B. Layering or modifying the choreography. C. Writing the chatter or conversation for your class on note cards. D. A warning system to alert class participants of new moves or changes.

29. Visual and verbal are two cueing techniques. A. True. B. False.

30. Lead leg is identified by the direction you are traveling. A. True. B. False.

31. Jumping jacks are an example of a neutral move. A. True. B. False.


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32. __________ classes require an instructor to have excellent social and conversational

skills. A. Yoga. B. Sculpt. C. Turbo Kick®. D. Aqua.

33. Social media should include: A. Higher than the noise from the gym. B. Lower than the music. C. Higher than the music. D. Information, tips, and etc. that will lets people know you and develop your brand.

34. Example of neutral moves: A. Jumping or hopping on 1 leg. B. Jumping jacks C. Double leg hops D. B and C

35. Neutral moves can create a “surprise” element and require early cueing from the instructor. A. True. B. False.

36. When you maintain eye contact during a conversation, a person thinks____________. A. You are watching to see if they are on the right count. B. You are paying attention to what is being said. C. You are angry or upset with them. D. You are busy concentrating on the choreography.

37. Being a great employee means: A. Following the rules until you have enough status to “bend” them occasionally. B. Remaining positive and only getting involved in member petitions that involve your

classes. C. Sending messages and emails to your supervisor every day or so. D. None of the above.

38. Our body language affects everyone around us. As an instructor you must never let the class know when you are having a bad day. A. True. B. False.

39. Building a class in size and reputation takes time. To make the process go faster: A. Know your stuff and make every class a great experience. B. Get a sub once in a while. C. Arrive early and stay late to get to know your class. D. A and C.

40. Open-ended questions: A. Can be answered with a simple “yes” or “no.” B. Can put people on the “spot.” C. Are of little or no value in developing relationships or connections with people. D. Leads the person to tell you what you want to hear. E. Lets you get to know the person better.


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41. Moving with the WOW factor means:

A. Wearing just the right clothes, cueing perfectly and having confidence. B. Sharp, energetic moves C. Perfect posture and full lever range of motion. D. B and C.

42. Mirroring is an important skill every presenter must learn and use. A. True. B. False.

43. The information presented in this course can equip both veteran and new instructors with the tools needed to become a great instructor or a presenter. A. True. B. False.

44. Social media studies show: A. Facebook is geared more to the college-age market. B. Over 30% of internet purchases can now be traced back to a social media "buzz". C. Updating your information once a month is ideal. D. All of the above.

45. Once you have done a successful presentation, you won’t need to work so hard on future workshops and presentations. A. True. B. False.

46. “Patting” the top of your head is a visual cue and tells participants to:

A. Perform the choreography from the beginning. B. Move from the front of the room to the back. C. Watch what you are doing for a preview of what’s to come. D. None of the above.

47. Good talkers:

A. Talk about themselves to appear humble and “cool.” B. Don’t mind laughing at others. C. Are great at telling stories. D. All of the above.

48. Music is the foundation of every class and affects the entire ambiance and atmosphere. A. True. B. False.

49. Leaving the stage and moving around the room when you teach is an opportunity to connect with more participants in the room. A. True. B. False.

50. Instructors who add the WOW factor to their moves, cueing and personal style can take a good class, workshop, or presentation and make it great. A. True. B. False.


5/2/2013 48

Complete the following:

PRINT YOUR NAME First Last

Address

City State

Phone

Email

Do not write below this line

All-Star Presenter Camp Assessment RRIISSIINNGG SSTTAARR AALLLL--SSTTAARR RROOCCKK SSTTAARR

Personal Brand introduction

Creates excitement & energy

Posture and confidence

Personality and facial expressions

On the beat, used the phrase

Verbal and visual cueing

BIG, full range, dynamic moves

Clothes, shoes, hair

Eye contact

Voice

RANK:

Rank Scoring System RISING STAR ALL-STAR ROCK STAR

Rock Star (90% or higher) 0 2 or less 8 or more

All-Star (80-89%) 2 or less Total 8 or more

Rising Star (79% or lower) 3 or more Total 7 or less

Documents

This Book Belongs toimages.beachbody.com/powderblue/all-star-presenter-camp-course-manual.pdf8:00-8:50am Welcome, PiYo™ or Hip Hop Hustle™ Workout 8:50-10:15 Communications 10:15-10:25