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  • A Not-So-Traditional Path to a Career as a Certified Wellness Professional

    by Greg Margason | Mar 23, 2023

    A Not-So-Traditional Path to a Career as a Certified Wellness ProfessionalAs a society, we are facing ballooning rates of obesity, Type 2 diabetes, heart disease and high blood pressure, conditions that drive up health costs, decrease productivity and erode quality of life. Exercise can have a positive impact on all of these conditions, yet many people don’t have access to informed, competent professionals who can guide them in addressing these problems.

    At the same time, many potential fitness professionals are questioning the wisdom of pursuing a degree in exercise science or a related field of study. Is it worth incurring the debt that so often comes with a college degree? 

    Within the last decade, the American College of Sports Medicine® (ACSM) amended its requirements for certification as a group exercise instructor or personal trainer to include those with a high school diploma or equivalent. Now women and men of all ages and backgrounds who already enjoy being physically active and working out for personal reasons can make an indelible mark on the health status of all segments of the population by becoming certified through ACSM. 

    This topic is dear to me; my path to ACSM certification was not traditional. I spent nearly two decades as a steelworker at a Pittsburgh area mill but always loved working out. While I had already been certified as a personal trainer, I really wanted to earn the industry’s “gold-standard” ACSM certification. Without a bachelor’s degree, that path was closed to me. 

    My opportunity came at a meeting at my church for members who had any background in health and wellness. In attendance was the associate director of the University of Pittsburgh Center for Minority Health. The university was starting a community wellness program to help people attenuate the effects of high blood pressure and diabetes. My participation in the program as a health coach would eventually lead me to earning both a bachelor’s and master’s degree, starting a personal training and wellness practice, and creating the Community Wellness Initiative, a nonprofit organization that aims, among other goals, to provide similar and even greater professional opportunities than those afforded to me.

    Today, those who aspire to ACSM certification face fewer hurdles. While a college degree offers clear advantages, with intense study and preparation, a meaningful career as a health professional is open to them. I urge current health and wellness professionals to encourage those just starting out by mentoring promising individuals of any age and work experience to follow their dreams. We need them if we are to make an impact on the health issues undermining the lives of so many today.

    Additional Resources: 
    Blog | 5 Skills of High Performers in the Fitness Industry
    Download | ACSM Career Guide
    Jobs | ACSM Career Center

    Christopher Howard
    Christopher E. Howard, M.S., ACSM-EP
    , is the founder and executive director of the newly launched nonprofit organization the Community Wellness Initiative of Pittsburgh. After a career as a steelworker, Chris earned a Bachelor of Science in exercise science at the University of Pittsburgh and a Master of Science in exercise science with a concentration in health promotion, wellness and fitness at California University of Pennsylvania. He is an ACSM Certified Exercise Physiologist® and established the personal training and wellness practice C. Howard Fitness in 2012. 

  • ACSM Hot Topic | Good Health is as Easy as a Walk in the Park!

    by Greg Margason | Mar 20, 2023
    Walk in the park Day

    I just found out that Thursday the 30th of March is “Take a Walk in the Park Day” here in the U.S., and although it sort of sounds like a “Go jump in a lake day,” I have to admit — on reflection — that the founders of this holiday are on to something good. After all, as I type this blog, I’m sitting in a climate-controlled office in front of a laptop computer screen completely separated from nature, with the possible exception of the wood my desk might actually be made from. 

    And yet, even here in Los Angeles, I’m spoiled for choice on park opportunities. From beach walks to mountain canyon trails, I have nearly 39,000 acres of park land right here in the city, with an additional 27,000 acres spread throughout the county. And that’s just Los Angeles. You folks in places like Washington, D.C., or the Twin Cities or Houston or Seattle fare even better per capita according to data from the Trust for Public Land. As a matter of fact, even the U.S. National Park Foundation reports that we have 424 national park sites that cover 84 million acres throughout the country with opportunities to engage in physical activity beyond that of walking. 

    If “Take a Walk in the Park Day” is all about getting us to recognize and utilize the parks available to us, I say it’s high time we do. Spring is on the way in many parts of the country, so a walk in the park is a good way to break that hibernation groove following a long, cold winter. This is good not only for our physical health but for our mental well-being too. Study results referenced from a 2020 American Psychological Association blog similar to this one justify our need to connect with nature. The APA reports that cognitive development in children improves from having parks near schools and mood states improve across all age groups when we connect with nature. I was surprised to learn from a 2019 study cited by the APA that even the sounds of nature (e.g., ocean waves, crickets) improve subject performance on cognitive tests when compared to subjects who listen to city sounds. 

    We need nature. Experiencing nature directly, by getting out there to take a walk in the park, also connects us to our communities and helps us to understand how much that we and our built environment influence our surroundings and how, ultimately, our natural world governs the quality of our lives. Among the most enduring images in my mind during the COVID-19 pandemic are those of wild animals tentatively roaming the streets of our cities as we retreated indoors during lockdown. I doubt they missed us much, but I know I missed them. 

    Take a walk in your local park on Thursday the 30th. Get away from the screen, get some fresh air, and don’t be surprised if your escape becomes a habit. In more ways than one, you’ll be better off for the effort.  

    Christopher Berger

    Christopher Berger, PhD, FACSM, ACSM-EP, CSCS
    is an Exercise Physiologist with Occidental College in Los Angeles where he never needs a national holiday to enjoy a walk in the park.

  • Active Voice | We Can and Should Do Better When Estimating Cardiorespiratory Fitness

    by Greg Margason | Mar 07, 2023
    Active Voice: We Can and Should Do Better When Estimating Cardiorespiratory Fitness

    Cardiorespiratory fitness (CRF) is an important component of physical fitness and represents the ability of the heart and the lungs to deliver oxygen to the working muscles during maximal-effort exercise. Over the past decades, CRF has been shown to be inversely related to many common and prevalent chronic diseases, including but not limited to cardiovascular diseases, diabetes and several cancers. Also, CRF has been shown to be directly related to mental health. 

    One of the most important roles of an exercise professional is to assess and evaluate CRF to develop an appropriate aerobic exercise prescription. Indeed, the American Heart Association issued a Scientific Statement that CRF be considered a vital sign. Submaximal exercise testing using a treadmill, a cycle ergometer or a stepping bench is commonly used to assess CRF in many health fitness settings. The utilization of these tests necessitates the exercise professional having the skill to assess heart rate accurately and to estimate maximal heart rate (HRmax).  

    Measurement of heart rate is commonly done through either palpitation or the use of wearable technology. However, there are shortcomings to both approaches; thus, exercise professionals should be aware of the pros and cons of both methods. There are also some drawbacks associated with estimating of HRmax. Although several regression equations can be used to estimate HRmax, all of them are subject to interindividual variability (i.e., SEE= ± 3-12 bpm) which makes these estimations less reliable than direct measurement from a maximal exercise test. Both the inability to measure heart rate correctly and the inaccuracy of estimating HRmax, can lead to prescribing exercise at intensity levels that are higher or lower than intended. 

    In our March/April 2023 article published in ACSM’s Health and Fitness Journal, we sought to provide exercise professionals with practical examples of submaximal exercise testing to illustrate potential shortcomings associated with these common practices. For example, we demonstrated how small heart rate measurement errors and miscalculations can lead to substantial under- and overestimation of CRF. We provided insight into steps that the exercise professional can take to develop a more accurate exercise prescription. These simple steps include regular calibration of testing equipment, choosing appropriate and population-specific HRmax equations, following testing instructions, selecting test protocols that suit the individual, meeting the submaximal exercise testing assumptions, measuring heart rate accurately and utilizing the rating of perceived exertion (RPE) scale as a supplementary tool. 

    The accurate estimation of CRF using submaximal exercise testing helps exercise professionals prescribe an appropriate exercise intensity for their clients. Intensity is an integral part of the FITT (Frequency, Intensity, Time, and Time) principle of exercise prescription as described by ACSM. The knowledge, skill and ability to correctly conduct submaximal exercise testing and understand the limitations of these assessments is a critical skill for all exercise professionals. 

    Meir Magal
    Meir Magal, Ph.D., FACSM
    , is the chair of the School of Mathematics and Sciences as well as program director and professor of exercise science at North Carolina Wesleyan University. Dr. Magal served on ACSM’s Committee for Certification and Registry Boards (CCRB) in several capacities, including as chair of the International Subcommittee and as the chair of CCRB. He also served as an associate editor of the 10th edition of ACSM’s Guidelines for Exercise Testing and Prescription and as a coeditor on the sixth edition of ACSM’s Fitness Assessment Manual. 

    Deborah Riebe
    Deborah Riebe, Ph.D., FACSM
    , is the interim dean of the College of Health Sciences and professor in the Department of Kinesiology at the University of Rhode Island. Dr. Riebe served on ACSM’s Board of Trustees, as chair of the ACSM International Health & Fitness Summit and as chair of the CCRB. She is the senior editor of the 10th edition of ACSM’s Guidelines for Exercise Testing and Prescription and has authored more than 80 articles in refereed journals and book chapters. 

  • GSSI Presented Webinar Q&A | Follow Your Gut

    by Greg Margason | Feb 27, 2023

    Miss the webinar? Access it below

    View recording
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    GSSI Presented Webinar Q&A | Follow Your GutQ: Angiogenesis function? This is new to me. Are there are references you can point me/us to? 

    Franks I. Gut microbes might promote intestinal angiogenesis. Nat Rev Gastroenterol Hepatol. 2013;10(3). doi: https://doi.org/10.1038/nrgastro.2012.227. 

    Hassan M, Moghadamrad S, Sorribas M et al. Paneth cells promote angiogenesis and regulate portal hypertension in response to microbial signals. J Hepatol. 2020;73(3):628-39. 

    Q: Is there a recommended test for to assessing dysbiosis?  

    The most direct measurement for now would be to have a GI map done on a stool sample.    

    Q: Does wine (red/white/rosé) count as a fermented food/beverage?  

    It’s more likely that the polyphenols in red wine contribute to the growth of beneficial bacteria as the benefits are seen in alcohol-free wine as well. Excessive alcohol consumption has also been found to break down the tight junctions and damage the intestinal epithelium.    

    Q: Dr Osterberg discussed the negative effects of strenuous exercise and overtraining on the gut. What amount of overexercising could cause this effect?  

    This is likely very dependent upon the individual’s fitness and training environment, diet, lifestyle, etc.  Some studies say that “overexercising” is anything over 60 minutes of moderate exercise, but the athletes in many of the studies I mentioned did much more than that, as do most elite athletes.  

    Q: Thank you for your presentation! Can you please comment on “leaky gut” and lectin-containing foods? Many athletes are leaning on a plant-based intake and they are getting protein and fiber from lentils and legumes, but Internet info raises concerns about leaky gut.  

    There may be some genetically susceptible people for whom lectins can cause an inflammatory reaction. I believe this is an autoimmune response, and I don’t have statistics on the prevalence of this, but if it’s like other autoimmune conditions, it would only affect a small number of people.  

    Q: what would you say should be our one to two takeaways to teach our clients?  

    Eat a wide variety of plant foods. Exercise regularly. Find ways to reduce psychological stress. 

    Q: Are you providing a rationale for carbs? What does this mean for the keto people? 

    Carbohydrate from plants is very important for health and supported by many epidemiological studies. A ketogenic diet reduces microbial diversity. For some people, especially those with seizure disorders, a ketogenic diet can improve symptoms, but it still reduces microbial diversity. 

    Q: Can you recommend a reliable fiber-screener tool to use with clients?  

    I don’t know of one, sorry. 

    Q: Would you please explain the difference between prebiotics and probiotics?  

    Prebiotics are fibers from plants that support the growth of beneficial bacteria in the gut. Probiotics are live bacteria that are ingested. 

    Q: Are you aware of any literature addressing how long it takes to “change” or “shift” a person’s microbiota after changing their diet? Curious as to length of that process within the gut. 

    Populations can shift very quickly — in as little as 24 hours. Most studies are short term, but the changes should last for as long as the dietary change is in effect.   

    Q: Realistically, how easy/effective is the process of adding to/getting your micro biome and gut health back to normative levels after years of bad diet and overusing antibiotics?  

    It’s a great question. A dietary change (from say Western to plant-based) would probably change microbial communities very quickly. The antibiotic piece is difficult to predict as it probably requires more than a “shift” but rather a repopulation.   

    Q: Meditation and gut health — could you please provide sources?  

    I didn’t have one when I made the comment — just a suggestion for reducing stress. But see below: 

    Jia W, Zhen J, Liu A et al. Long-term vegan meditation improved human gut microbiota. Evid Based Complement Alternat Med. 2020. doi: 10.1155/2020/9517897. 

    Q: With so much research proving a plant-based diet’s benefits for the gut, why would you say in your talk today that you’re not promoting the diet?  

    I fully support and would recommend a plant-based diet. I think my comment was that I wasn’t necessarily promoting a vegetarian or vegan diet. An omnivorous diet can also be healthy as the study I cited showed poultry, fish and low-fat cheese were also strongly associated with a healthy gut microbiota.  

    Q: How do you see the role of fermented food helping gut health?  

    Eating fermented food is essentially eating food that contains probiotics. When food is fermented under the right conditions, an acidic environment is created, allowing for the growth of beneficial bacteria (many Lactobacillus species) and the inhibition of pathogenic bacteria. 

    Q: Any caution regarding alcohol intake on gut health?  

    Excessive alcohol intake can increase gut permeability and damage epithelial cells.  

    Q: Do you have a theory for why the marathoners had that strain of microbiota spike so greatly after the marathon vs. during training? Was the exertion that much greater on race day, perhaps?  

    It’s a great question! It may have been related to exertion or maybe fueling … or lack thereof?   

    Q: Has there been any study comparing gut health and performance of athletes with plant-based diets (vegan & vegetarian) vs. those who consume meat?  

    There are many studies comparing plant-based to omnivores in humans, but nothing that measured performance (that I know of). 

    Q: Are there any good studies with recommendations for fermented food intake? Including frequency and amount? 

    I don’t know of any specific recommendations.   

    Cold weather training doesn’t place the same thermal stress on the gut. Blood flow to the gut is more easily maintained because it doesn’t have to be diverted to the skin for cooling. 

    Q: Do supplemental probiotics need to be taken indefinitely, or do they eventually colonize in the body?  

    It’s a great question. I’m not sure if it’s ever a case that they colonize, but I do think they help balance total communities in favor of beneficial bacteria. I think the amount of time you would need to take them would depend on the reason they’re being taken (diarrhea, food intolerance, immune function, etc.). 

    Q: Does sodium bicarbonate supplementation impact gut microbiota?  

    Great question! My guess is that most sodium bicarbonate is absorbed in the small intestine, so it would not impact microbiota to a large extent. 

    Q: You discussed the Veillonella rat study, increasing run time in rats. There are now some probiotics that include this bacteria. Could taking these pre race improve performance? 

    Interesting! I didn’t know this, but I can’t wait to see if supplementation helps!   

    Q: You mentioned that high cardiorespiratory fitness and more intense exercise increases bacterial diversity. How is intense exercise different than exhaustive exercise? And how do we determine helpful vs. harmful levels of exercise?  

    Intense exercise is exercise that is done at a high percentage of VO2 max. Exhaustive exercise is generally defined as exercise that continues until a certain minimum % VO2 max or max wattage can no longer be maintained. Intense exercise doesn’t have to be exhaustive. As for your second question, I don’t have a good answer in the context of gut microbiota. It’s likely multifactorial and based on many other factors in any individual athlete’s life, including diet, fitness, lifestyle, etc. 

    Q: Toward the end you mentioned avoiding cutting blood flow to the gut? How would one be cutting circulation? 

    Intense exercise, especially exercise in the heat, diverts blood flow away from the gut and to muscles (for fuel and oxygen) and skin (for cooling). This decreases blood flow to the gut and can damage the epithelium and increase the likelihood of gut permeability. 

    Q: How would you compare “themed” diets like keto, paleo, etc. with their effect on gut health? 

    Studies would suggest that the more plants and fiber the diet contains, more microbial diversity would be present in the gut. 

    Q: What is a good way to determine if the gut is irritated by consumption of certain food? Should that food be cut out for good?  

    There are certainly conditions that call for cutting out the food for good (celiac disease, for example). For some people, eliminating foods that contain certain components (FODMAPs) can help ameliorate symptoms of GI distress. When a person is in dysbiosis, they may respond to food components differently than they would if their gut is healthy. In general, I would recommend keeping as many plants in the diet as possible.  

    Q: Comments on fecal transplants?  

    Definitely works for certain conditions (C. diff)

    Q: From a sports medicine standpoint, do you think objective measures of gut health could realistically be something incorporated into a preparticipation exam? Or should it be more athlete specific during the season?  

    Really good question! My guess is that it would be athlete specific simply because you’d have to have an athlete that was motivated and willing to make changes if you found dysbiosis. In my experience with athletes, if they don’t have a good reason to change their dietary habits (e.g., they feel bad), they won’t.       

    Q: Do you have any information as to how bariatric surgery would affect the microbiome?  

    It seems to have a large impact. Here is a study that outlines some of the effects: 

    Ulker İ, Yildiran H. The effects of bariatric surgery on gut microbiota in patients with obesity: a review of the literature. Biosci Microbiota Food Health. 2019;38(1):3-9. doi: 10.12938/bmfh.18-018. 

    Q: I know whole foods are best, but what do all of the additives and preservatives in various foods do to the gut?  

    Zhou X, Qiao K, Wu H, Zhang Y. The impact of food additives on the abundance and composition of gut microbiota. Molecules. 2023;28(2):631. doi: 10.3390/molecules28020631. 

  • Cueing for Confidence: How to Keep New and/or Struggling Students on Pace for a Successful Class

    by Greg Margason | Feb 22, 2023
    Cueing for Confidence: How to Keep New and/or Struggling Students on Pace for a Successful Class

    Making sure that a new student is comfortable and feels included and welcomed throughout the class is key to reducing any intimidation they may have felt when they walked in the room, and enhancing their overall experience in your class.

    New students should be monitored particularly closely during their first few classes. Look for signs that they might be intimidated by the class to help guide the tactics that you use throughout the class to keep them focused on the progress that they are making.

    Signs of intimidation:**

    • Constantly watching other students
    • Facial expressions of frustration or fear
    • Withdrawn body language, such as moving to the back of the space, looking at the ground and moving hesitantly
    • Giving up — doing exercises with little to no energy or not doing them at all

    If you see a student displaying these behaviors, it’s important to note that any action on your part that makes them feel “singled out” from the rest of the students is likely going to have a negative effect. There are two approaches I have found to be successful: the verbal approach, and the nonverbal approach. (And, spoiler alert, they often work best when used together!)

    Caveat: The cueing tips below may seem old hat to seasoned instructors — you’re likely doing many of these things without even realizing it. For new instructors, I know there is already so much going through your head just trying to remember the exercises/movements for your class, let alone think about all of these cueing tips at the same time! I recommend practicing these just as you would practice other cueing. Rehearse your class at home: Imagine different scenarios and practice how you would cue in response. As you get more and more classes under your belt, you will become very comfortable and confident in interacting with your students, both new and “regulars,” this way.

    Speak up: The verbal approach

    The verbal approach is focused on using your words effectively to communicate to the group in a way that provides needed direction without calling out individual students and telling them to correct their behavior. This should flow seamlessly into your verbal cueing for the class as a whole and not give any indication that you’re giving direct instructions to a specific student. You can also provide verbal encouragement to help manage any internal dialogue your students may be having about their ability to do exercises or judging themselves against others in the class.

    You may not know the specific reason a student is responding to a movement or exercise while the class is going on, so your verbal cues should cover the spectrum of potential points of intimidation. Offer students modifications and motivation while still giving them “permission” to take the space they need to rest.

    An example of the verbal approach: The class is instructed to hold a high plank, and you notice a new student immediately dropped down from the plank and is now sitting or lying on the ground with a defeated look on their face. You don’t know in that exact moment why they have given up, so you verbal cues should cover the spectrum noted above:

    “Remember that planks can be performed with your forearms and elbows on the ground to take pressure off of your wrists. You can also lower your knees to ground, or you can even do both. It’s normal to feel a little shaky in a plank, but you’re pushing those muscles! Hold if you can, but rest if you need to; you’re all doing a great job!”

    This example offers multiple modifications, motivation/normalizing of the physical challenge of the exercise and also acknowledges that the student may simply need to rest, and if so they should not feel badly about taking that time.

    You can also use the verbal approach to focus students’ attention. Example: You see a new student looking around and anxiously watching other students for cues during an exercise with which they are not familiar. This can cause confusion and also introduce unnecessary comparison between their performance and that of other students. Call out, “Be sure to look at my feet! See how they are pointing forward? Check that your feet are pointing in the same direction as mine.” You’ve now redirected their attention back to your cueing and their own body placement.

    Eyes on me: The nonverbal approach

    Depending on the format of the class you are teaching, verbal cueing may not be the most effective way to support an intimidated student. Physical cues and nonverbal communication can help a struggling student to feel more comfortable and confident during the class.

    A straightforward way of giving physical cues is to position yourself to directly face or move near the new student. Make sure that they can very clearly see you demonstrating movements and modifications without other students or equipment obstructing their line of view. This is a version of a psychology technique called mirroring. If you’re teaching a class where you regularly move around the room (such as yoga or barre) you can spend time directly next to the student as you are cueing, giving additional physical cues to the student while you are giving verbal cues to the “regulars” in your class who are comfortable with following along.

    Eye contact is a very important part of nonverbal communication and mirroring during a fitness class. You can give a student a correction by making eye contact with them, and then point to or move the area of your own body where they should be making a correction with theirs. This is best described with an example: You see the student pulling their shoulders up to their ears during an overhead dumbbell press. Make eye contact, and either tap your shoulders (if you’re not also holding the dumbbells) or do a little lift of your own shoulders (if you are also holding dumbbells), and then overexaggerate a lowering of the shoulders. If you make this exaggerated movement while making eye contact, it very clearly signals to them to relax their shoulders.

    You can also use eye contact to congratulate or “cheer on” the student. Make eye contact and give them a big smile and/or a positive head nod. This clearly signals to them that they are doing a move correctly. This can be particularly effective if their face says “I don’t know if I’m doing this right” while, in fact, they are doing the movement correctly.

    All together now

    As noted before, these techniques can often work together to increase effectiveness. You may use one or the other at various times throughout a class, and you may find yourself using both at the same time. Not all approaches work the same way for every student or every format. You may need to try both or a combination to get a positive reaction from a student.

    Follow up with an invitation

    After the class finishes, check in with your new students. Ask them how they felt about the class and answer any questions that they may have. Finally, thank them again for coming and invite them to join you in the next class. “We have this class every Thursday at 6 p.m.; I would love to have you join us again next week!” You may be surprised at how a very simple invitation can make them feel much more at ease, and confirm to the student that they belong in your class.

    Some final tips that I’ve collected over the years:

    • Humanize yourself. All of your students will feel less intimidated by you as an instructor if you acknowledge the parts of the class that are challenging you too. “Wow, my legs are really shaking as we hold this position! What about you all?”
    • Use inclusive language. Avoid using any kind of gendered language, or language that assumes the gender identity of your students. Phrases like “great job, guys,” or “come on, ladies” are frequently heard in fitness classes; instead, focus on using inclusive terms like “everyone/everybody,” “you all,” “friends,” “folks” and “ya’ll” (if you’re so inclined).
    • Allow students to set their own bar. Avoid using subjective terms like “hard” or “easy” to describe exercises. This can set a bar, especially for new students, that may not be realistic. What feels relatively easy to one student may feel impossibly hard to another.

    **An important reminder: it is CRUCIAL for you as a fitness professional to be able to discern frustration or situational discomfort from physical pain and/or overexertion. If there is any indication that a student is in distress, immediately pause the class to attend to the situation based on your facility’s protocols.

    Related Content: 
    Blog | How to Reduce Intimidation for New Clients in Group Exercise Classes or Group Training Sessions
    Blog | Music that Moves: Building a Playlist that Hits
    Certification | Become an ACSM Certified Group Exercise Instructor®

    Caitlin Kinser
    Caitlin Kinser, M.S.
    , has been teaching group exercise classes since 2010. She’s taught in a variety of settings including fitness studios, large gyms, college campuses, youth/community centers and virtually. She has taught multiple formats, but her heart belongs to dance fitness. Caitlin owned and operated a boutique fitness studio for two years prior to joining the professional staff at the American College of Sports Medicine®, where she serves as the director of digital strategy. 
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