In this column, we have talked about how to modify a variety of exercise to reduce the chance of injury to some people who may be predisposed to certain conditions like lower back or knee problems. Risk can be based on three factors: chronological, cardiovascular, and orthopedic. The key is to run an exercise program geared to the lowest common denominator. If you have a class attended by students in their 60;s, for example, it is a good idea that your calisthenics sessions takes that into account.
More importantly, as an instructor, you should be aware of potential problems even before you bow in and begin jumping jacks. Chronological factors are obvious but how can you find out if your student has a heart condition or pinched nerves if you don’t ask? Since people are accustomed to filling out forms at the doctor’s office or the dentist’s office, you should do the same. Require new students to fill out a health history form. Here are some guidelines:
There are no absolute rule son what needs to be asked. Start with some basics: Age, weight and height (In a few months, the student may be happy to see how they have lost a few pounds.) list some health factors that the student can check off where they have ever had problems. Include diseases of the heart and arteries, high blood pressure, dizziness, epilepsy or other seizures, stroke, cancer, asthma, diabetes, and orthopedic or muscular problems. Leave room on the form for them to explain in detail if they have checked any conditions on the list. Also, ask if they have a temporary condition that might limit their physical activity such as pregnancy, the flu, or a pulled muscle.
Some of the answers to these sections will also alert you to the fact that some people may need to obtain a doctor’s permission before they take your class. Don’t take the student’s words for it: “Oh, I’ve had a couple of mild heart attacks but I’m fine now.”
Inquire about any family histories of heart disease, hypertension, stroke or diabetes. Are they a smoker? Current or recently quit? Keep an eye of her or him during class. Did you know smoking on pack a day triples your chance of a heart attack?
Ask about current or past medications. It might even be a good idea to have them list the name and dosage in event of an emergency you need to find it in their locker. Certain heart or high blood pressure medications such as diuretics and beat-blockers and increase the risk of problems during exercise. Have the student bring you written advise from a doctor before they join a class.
Regarding their current physical condition: It’s probably not a good idea to ask “Are you in shape?” Most people won’t want to say “heavens, no.” Instead, ask “What describes you level pf physical activity during the last month? Very active, moderately active, occasionally active or inactive?” Inquire whether they are currently involved in a regular aerobic activity like jogging, cycling, swimming or aerobics. Answers to these questions will give you a good picture of their potential for problems in class.
You might even want to assess their fitness level before they do any classes with you. The ACMA Manual gives you advice on how to conduct a fitness test.
Also, ask about any other conditions or problems that the instructor should be aware of. You might be surprised at what people put down. I have seen everything from “lazy eye” to “migraines.”
Use the results of this screening to education yourself and your students. You may have to look up “cystic fibrosis,” like I did. Needless to say, a pre-class health history form can help ensure that your exercise programs won’t cause any problems for the participants and potentially even for you. Use the results of these forms. Study them. Memorize which students have which problems and then go about becoming the motivator that you know you can be.
