Yoga Sculpt Teacher Training (Teaching Toolbox ch-3)

- provides easy way for all students to move at the same time providing safer practice than scattered movement

- Teaching to the beat allows more control over room - Starting and ending exercises is smooth and seamless - Teaching to the beach creates more trust in you as a teacher

Working together as a community provides a feeling of security as well as a challenge for students

Sculpt is challenging, leveraging the energy of music can - uplift students - create motivation - provide further challenge

- Allows YOU to have more fun in class which generates enthusiasm for your students - Choose music with strong beat that speaks personal taste - Music sets the tone for entire student experience

4 beats per 1 (bar) measure of music

- Tune into music and find down beat - Get students moving by saying words like ( lower/lift/press/squeeze/down/up) - Let music play while you focus on refining the exercise and encouraging students - Tune back into music when you want to countdown

- Choose music that will appeal to a broad audience - Choose music you love - Choose music based on the intensity of that section of class - Physically practice sculpt exercise to music you select

- Break down Yoga Sculpt sequence by section - Choose music based on intensity of section - Use length of song as a guide for how long students should stay in each exercise - Ensure songs used for Sculpt Series 1 and 2 are same tempo/BPM so exercises performed on opposite sides are equal - Listen to your playlist: do all your songs flow well together? - Envision bell curve: start slow, build up to keep intensity, then finish slow.

- Integration 110-120 BPM - Sun A 110-120 BPM - Sun B 110-120 BPM - Push Ups/ Biceps 115-125 BPM - Squat-1 125-140 BPM - Cardio 125-160 BPM - Sculpt Series-1 125-140 BPM - Squats-2 125-140 BPM - Supine Glute and Chest 115-125 BPM - Core 125-140 BPM - Surrender as slow as you wish

- Commanding ( directive and heart ) - Clear - Supportive - embodies your intention of having all students successful

- project toward students - lift face up when you talk - slow down and give space between your cues so you can breath - get students moving then work the room and put energy toward your safe vocal projection - turn music down when exercise requires dynamic explanation and back up when the exercise doesn't need explanation

- THIS is joyful movement! - STAY with me! - Dig in DEEP ! - Did I tell you that i LOVE you today ? - We do TOGETHER what we wouldn't to alone! - BURN equals change... - We are ALMOST THERE! - YOU CAN DO IT ! - YES YOU CAN!

- State the foundational pose or body position for exercise ( example: stand on your knees) - State the exercise name (example: Bicep Curls) - Listen to the beat of the music. Listen to where you would CLAP to the beat - Replace the beat with a single word to get your students moving ( Example: Lift/ lower or Down/ up) - use first phrase of about 8 to get them moving and breathing, cue to beat ( Example: Lift, Lower, Lift, Lower, Exhale, Inhale, Exhale, Inhale - thats a phrase of 8 ) - Allow focus on music to fall into background and teach the exercise ( Refinement Cues, Motivation , Benefits, Connection and Coaching) - Repeat for up to two phrases of music (no need to count reps) - To countdown exercise tune back into the beat, listen for top of phrase - Say the number of the countdown to the beat - Throw in cues and tell them whats coming next ( Example: Pulsing in 4,3,2,1 Pulse) - Always start countdown from 8 (or 4) to maximize success of teaching to the top of the phrase

- Have students vocalize with you - count should happen on exertion ( when students are exhaling)

- in general students will have completed about 16-32 reps - 4-8 pulse/temps reps - 0-4 isometric hold before the countdown begins in each segment

- in Yoga Breath is synergy with movement - helps increase performance and connects us to out physical and emotional state

Purpose : Expand and create space Motion: Upward, lifting and lengthening movements

Purpose: Compress and create depth Motion: Downward, twisting, deepening and strength/ exertion movements

- inhales expand and open body - exhales withdraw and release tension from the body - Postures that open and lift are sequences on a inhale - Postures that ground and contract the body are sequenced on an exhale

- Balances energy in the body and mind - Increases body, mind connection - Supplies fresh oxygen to the whole body, cells and muscles - Removes waste products & toxins from our body - Expands and stretches the rib cage, lungs, core and back - Utilizes full lung capacity, increasing oxygen exchange rates - Calms or energizes the nervous system - Can reverse stress responses; tension, headaches, anxiety, concentration challenges

- Combination of exertion breathing, synchronized movement, and weight selection - inhaling through the nose and exhaling through the mouth to release heat - creates effective and safe experience while using weights *results of not properly breathing with weights - increased blood pressure - dizziness - reduces performance

- The act of force as you move your weights ( e.g. lift, press, ect.) - Occurs on the portion of the movement where the work happends

- Exhale on the lift and inhale on the lower. - Exhales are required during the exercises on exertion ( exhale doesn't need to be cued, reminder of the exhale during strength exercises is recommended) - Cueing the inhale is not required during the exercises since the focus is on the exhale or the work - Exertion is the more challenging part of an exercise ( focus should be on breathing during the exercise)

when class moves together community is built

- Lift first then lower * Exception - Push ups

- Lower first, then lift

- Combination of arm and leg movements - move to breath - lower everything down together first - then lift everything up together (example: squats and biceps )

- Sculpt can be effective with or without weights - each student needs light(or sculpting) and heavy set of weights - recommended starting out with 3 and 5 lb - Heavy weights used for biceps and sculpting weights are used for the duration of class - because segments other than biceps involve moving weights away from midline, which increases work of the shoulder and decreases balance

- Is required during posture set-ip to keep students -