ACSM GEI study plan

Map the major muscle groups and joint actions onto 20 common group-exercise movements using correct anatomical terminology (flexion, extension, abduction, rotation, planes).

Diagram the three energy systems and identify which system dominates during warm-up, steady-state aerobic work, and high-intensity intervals.

Summarize the acute cardiorespiratory responses to aerobic exercise (heart rate, stroke volume, cardiac output, blood pressure, ventilation) and reproduce them from memory.

Administer and interpret the PAR-Q+ page by page, stating the purpose of each follow-up section.

Distinguish absolute from relative contraindications to exercise and translate each into a 'do not exercise' versus 'seek medical clearance' decision.

Classify concentric, eccentric, and isometric muscle actions and apply each label to five common strengthening exercises.

Calculate target heart rate three ways (percent of age-predicted maximum, Karvonen percent heart-rate reserve, and percent of VO2 reserve) for three different participant profiles and compare the results.

Convert intensity between percent heart-rate reserve, percent VO2 reserve, and RPE on the 6-20 scale using the established ACSM equivalence.

Differentiate cardiorespiratory, muscular strength, muscular endurance, and flexibility field tests, stating when each protocol is and is not appropriate.

Build a written pre-participation screening workflow that runs from PAR-Q+ completion through risk-factor count, clearance decision, and class entry.

Outline an emergency action plan for a group exercise studio, assigning roles, locating the AED and exits, and specifying documentation steps.

Structure a 45-minute class using warm-up, conditioning, and cool-down components with explicit minute-by-minute time allocations.

Match music tempo ranges (beats per minute) to class formats: step, indoor cycling, dance-based, bar-based strength, and mind-body.

Write full FITT-VP prescriptions for four distinct goals: fat loss, muscular strength, cardiorespiratory endurance, and older-adult function and balance.

Apply the ACSM progression stages (initial conditioning, improvement, maintenance) with a concrete rate-of-progression example for each stage.

Choreograph a 32-count movement phrase and build a teaching progression (simple to layered) that includes an explicit regression for each layer.

Place three intensity checkpoints into a class plan and specify the heart-rate and RPE values that confirm participants are in the prescribed zone at each.

Script the three cueing channels - visual, verbal, and kinesthetic - for a single exercise and state the timing of each cue within the movement.

Explain and rehearse mirroring and directional cueing, describing how to face the class and call left and right without reversing participants.

Design progressions, regressions, and neutral modifications for six exercises so beginners through advanced participants can all work in one class.

Write transition scripts that keep participants moving between blocks and between songs without dead time.

Define the group exercise instructor's scope of practice by listing at least eight situations that must be referred to a physician, dietitian, or other licensed professional versus those the instructor may address.

Explain the elements of negligence and name the practices that reduce liability: informed consent, adequate supervision, equipment inspection, and incident documentation.

Draft a pre-class safety walkthrough checklist covering floor surface, equipment condition, sound levels, exits, temperature, and spacing.

Describe the immediate response sequence for a participant with chest pain, syncope, or hypoglycemia during class, consistent with the emergency action plan.

Review professional and ethical requirements: confidentiality, participant-instructor boundaries, truthful advertising, music licensing, and continuing-education obligations.

Re-derive the risk-factor screening logic and apply it to four case vignettes with different risk profiles.

Adapt class intensity and exercise selection for pregnancy, hypertension, diabetes, obesity, and older adults, justifying each modification.

Convert the accumulated error log into a set of retrieval-practice flashcards targeting repeated mistakes.

Complete two full-length timed practice exams under exam conditions and record every score.

Analyze item-level errors by domain and rank the three weakest sub-topics.

Re-teach the three weakest sub-topics aloud in three minutes each without notes.

Simulate a 15-minute teaching demonstration that integrates cueing, safety checks, and multi-level modifications.