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ASSESSING YOUR PROGRAMMESThe objective is to determine whether an instructor delivers the minimum standard of competency and represents the Les Mills® brand with integrity. Assessment is the process that provides the checks and balances to our system. It is a way to compare the development of our instructors against the Les Mills standard of competence and to help create well-rounded instructors who aspire to improve their skills. For Les Mills licensees, assessment provides a measure of quality control and enables Les Mills to monitor whether each programme is represented appropriately. For the future, it is recommended that Les Mills licensees continue to measure and develop their instructors using the same assessment model.

The assessment processAny analysis of an instructor must acknowledge both their natural style and strengths, as well as ensure understanding of what is being done well and what needs ongoing attention (especially if they do not achieve competency) in the Key Elements of Choreography, Technique and Coaching. The concept of being critically reviewed is threatening to most people, so all feedback should be communicated in a clear, positive and caring manner. This skill is particularly important with written feedback, as it can be easily misinterpreted. Providing consistent reinforcement of training objectives, identification of strengths and inspirational feedback, as well as a detailed action plan, will build confidence in the assessment process and the value of the Les Mills quality control system.

The sequence of assessment The sequence of assessment defines the process used to assess effectively and efficiently. In assessment, there are three distinct areas: • Assessing an instructor’s style

• Assessing the 5 Key Elements• Preparing feedback

Assessing an instructor’s styleThe best way to develop an instructor to their full potential is to recognise and help them to maximise their natural style. Developing a good understanding of the diversity within behavioural styles gives us the power to develop each person from their strengths. Some people are natural comedians, while others will possess an ability to demand attention. Other instructors can draw on their skills of communication or organisation. As instructors need to appear natural and comfortable, as well as be able to exude charisma on stage, assessment should always be about encouraging them within their dominant style and then offering secondary styles for the purpose of developing contrast and balance.

When preparing to assess an instructor, ask yourself the following questions and write down your first impressions. This will help you determine the behavioural style preference of the instructor:

• What sort of energy do they possess?

• What kind of stage presence do they have?

• What is the feeling they create in the room?

Differing behavioural styles in instructors require differing considerations and approaches, which should always be reflected in the instructor’s action plan:• The shy instructor should meet and greet the class first.

• The egotistical instructor should break down the barriers of “me and them”.

• The negative verbal de-motivator should record their class and then re-script their class with positive verbal motivation.

• The “clown-like” instructor should be aware of compromising technique.• The intimidating instructor should soften their delivery and choice of expression.

As with instructors, participants are also individuals and should be treated as such. For example, beginners or elderly people in the class will respond to a different teaching style and approach than those front-row participants who attend regularly.

Behavioural stylesSome instructors are direct and assertive. We identify this style through use of verbal statements such as, “You must know this … in fact, you will know this ...“These instructors have great class control and like to challenge participants towards reaching their goals. They can be “high achievers” and sometimes aggressive.Other considerations• Dislike long transitions and messing about• Go for results, outcomes and challenges• Like to be in control • Like specific feedback and compliments

Some instructors are highly vibrant and energetic. We verbally identify them with statements that reflect, “Whatever they want ... as long as they love me.”These instructors are less likely to give detailed feedback, mainly because their style is focused on entertainment. As far as they are concerned, entertainment comes first and they are friendly, social instructors – learning names is one of their strong points. Other considerations

• Like to be the centre of attention• Are friendly, talkative and positive• Like praise and encouragement

For more information on assessments, contact Club Solutions on +44 (0)20 8586 7332 or at lesmills@fitpro.com

• Does the teaching style sit in the essence of the programme? Yes/No

• Does the teaching style match the requirements of the participants? Yes/No

• Is the instructor communicating well with the class? Yes/No

• Dislike mistakes • Dislike inconsistency • Dislike general terms

• Want other people to notice them• Like a fast and lively pace • Like to know the general expectations

www.fitpro.comSome instructors are more class focused and team orientated. We verbally identify them with statements that reflect, “I wonder what they need .... I will do whatever it takes to help them.” These instructors are very loyal to participants, the club and the programmes. They are generally busy worrying about the class and ensuring everyone is safe and happy – they are keen observers.Other considerations• Like a steady, easy pace • Will appreciate connection at a low-key level • Like a steady environment • Strive for consistency• Like reduced risk

Some instructors are more focused on the detail.We verbally identify them with statements that reflect, “This is what it says in the manual; therefore, this is how I will teach.” These instructors are detailed and thorough and know their choreography inside out – they never break rules. They tick all the boxes and are comfortable with a systematic approach to teaching.Other considerations

• Like accuracy and compliments about being correct

• Prefer left-brain type cues and information such as “2/2”, “singles” and “90 degrees at”

• Are consistent, reliable ... almost predictable

• Are perfectionists, so are very good at technique and cues• Can be critical of other people’s imperfections

The most important concept in assessing instructors is to understand where each instructor teaches from, because human nature is such that you treat people the way that you want to be treated yourself. Put another way, most instructors will probably teach people the way they would LIKE to be taught, which is their PREFERRED BEHAVIOURAL STYLE. Being able to assess different behavioural styles is the most important trick you can have in your hat. It means treating people the way THEY want to be treated, with a willingness and ability to accept a range of behaviours that is not necessarily characteristic of your own personal style. It is a trick that you apply to yourself rather than other people. It involves making strategic adjustments to your own way of thinking, based on the needs of the particular instructor.

Assessing and defining the 5 Key ElementsThe 5 Key Elements assessed in the Les Mills programmes are:• Choreography• Technique

A full class overviewWhen assessing a full class, it is important to find a system that allows you to efficiently and effectively gather the required amount of detail in minimum time. Defining the 5 Key Elements when assessing: there are some easily identifiable “signs” to look for within each Key Element. The following guide will assist in developing a “critical eye” and provide direction when preparing your feedback.

ChoreographyAs the first Key Element, note that correct delivery of choreography is non-negotiable. Any deviation from the script by the instructor that seriously compromises the integrity of the programme attracts an immediate RESUBMIT, even if they are deemed competent in all other Key Elements. Ask these questions:• Was the choreography correctly delivered? (Compulsory skill)

• Is the choreography “second nature”?• Are the exercises matched to the music?

Not delivering the choreography correctly can be identified by:• Focusing too hard on the choreography with little attention to the other Key Elements

• Blank facial expressions and “distance” in the eyes • Constantly counting the repetitions

TechniquePeople come to classes to get results. The main way they achieve them is by following the instructor. The way the instructor looks and the quality of their movement determines participants’ physical experience. Great technique forms the foundation of Les Mills teaching. Ask this question:Is the instructor an example of role-model technique? (Compulsory skill)

• Position: Correct alignment and body positioning for each move, exercise or riding position• Execution: Demonstration of safe, effective movement and range of motion • Timing: Moving in time with the music and on the correct beat

• Fitness: Demonstrating appropriate strength, flexibility and cardiovascular conditioning as required by the programme

• Feel: Capturing the appropriate look, feel and attitude in each track as defined by the programme and its unique essence• Target zones not accurate or moving past the recommended target (EXECUTION)• Executing with a lack of appropriate strength and/or flexibility and/or cardiovascular conditioning (FITNESS)

• Bouncing, uneven or “loose” movements (EXECUTION)• Not maintaining good technique to the finish (FITNESS)

• Moving in a way that is contrary to the programme’s essence or track’s training objective (FEEL)

For more information on assessments, contact Club Solutions on +44 (0)20 8586 7332 or at lesmills@fitpro.com

• Prefer tasks more than people • Are inclined to keep to themselves• Like detailed explanations and rationale• Are quiet and observant

• Dislike change, chaos, unpredictability and being rushed• Dislike abrasiveness or aggressiveness• Dislike unfriendliness • Give and expect sincere attention

• Coaching• Connection

• Fitness Magic

• Not recovering well from choreography mistakes • Struggling with musicality and working with the music

• Are the transitions smooth and seamless?

‘’We love music and movement’’

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CoachingPeople come to classes if they can follow the instructor easily and they lead them to a place they couldn’t get to on their own. An instructor’s job is to make sure their class can follow successfully and get the results they came for. Ask these questions:• Is the instructor easily understood and followed? (Compulsory skill)

• Does the instructor appear to effectively deliver or communicate WHAT to do (INITIAL and FOLLOW-UP CUES), WHEN to do it (PRE-CUEING) and WHY we do it (FOLLOW-UP AND MOTIVATIONAL CUES) at appropriate times? (Sequence of cues)

• Does the coaching dialogue follow the correct SEQUENCE OF COACHING? Is there use of words from a wide vocabulary? (INITIAL, FOLLOW-UP AND MOTIVATIONAL CUES) • Does the instructor project well, varying pitch and tone? (VOICE)• Do the participants appear to be able to follow the instructor? (INITIAL CUES, PRE-CUEING AND VISUAL INSTRUCTION)• If you close your eyes and listen, can you follow the instructor's verbal cues? (INITIAL AND FOLLOW-UP CUES)

• Is there anything annoying you (e.g., vocal pitch or overuse of words)? (VOICE/MOTIVATIONAL CUES/FOLLOW-UP CUES)

• Does the instructor use effective coaching language?

• Does the instructor CRC for technique correction? (FOLLOW-UP CUES)• Is the delivery losing impact? (MOTIVATIONAL CUES/VOICE)• Have you switched off – are you no longer listening? (INITIAL, FOLLOW-UP AND MOTIVATIONAL CUES AND VOICE) • Does the instructor deliver the right information at the right time?• Does the instructor appear to effectively deliver or communicate WHAT to do and WHY we do it (INITIAL, FOLLOW-UP AND MOTIVATIONAL CUES), WHEN

to do it (PRE-CUEING) and at the appropriate times? (SEQUENCE OF CUES)Was the instructor organised?

• Does the instructor follow PUSH PLAY AND GO?An instructor who is “not easily understood and followed” can be identified by:

• Saying too much – leaving no time for the information to “land” and be acted upon• Not saying enough

• Not varying the delivery according to the content

• Not pausing between cues

• Using repetitive or redundant imagery (with no purpose, link, focus or direction)

• Not recommending change at the right time

• A majority of participants appearing unable to follow

ConnectingWhen instructors create an atmosphere that allows participants to tune in with themselves, the workout and the instructors, they create connection.Ask these questions:• Did the instructor engage their participants?

• Does the instructor use a variety of methods to interact – eyes, voice and body language?• Does the instructor draw the class into the magic of the moves, the music and their own uniqueness?• Does the instructor use individuals’ names – not just the same ones over and over again?

• Does the instructor make eye contact and “really look at” individual participants?

• Does the instructor appear open and approachable to all participants?

• Does the instructor treat the class members as equals, using eyes, voice and body language to break down barriers?

• Does the instructor cater to the needs of their class?• Is there rapport and consideration (options) throughout? • Does the instructor stay class focused?

Less-than-ideal class connection can be identified by: • Negative body language and facial expressions• No interaction behind the scenes, either before or after the class

• The instructor not screening or recognising new people “We strive to be star performers and remain team players

Fitness magicFITNESS MAGIC is visible when we see an instructor charming their audience, maybe even mesmerising them with a seemingly endless supply of tricks pulled from a hat! FITNESS MAGIC is obvious when the instructor and participants are synchronised and connected – it is like watching a dance that takes place between them. Instructors must captivate their class by creating a memorable experience that people hate to miss. Their job is to teach with the look and feel of the programme and to do this in a natural way. Ask these questions:

• Does the instructor capture and stay true to the essence of the programme?• Does the instructor inspire or role-model with their physical presence?

• Does the instructor create a journey of contrasts?

• Does the instructor keep me interested? • Does the instructor vary or contrast their voice/emotions and physical delivery throughout? • Does the instructor express/interpret the dynamics of choruses against verses?

For more information on assessments, contact Club Solutions on +44 (0)20 8586 7332 or at lesmills@fitpro.com

Less-than-ideal focus on “creating fitness magic” can be identified by:• No variation of emotions from the songs• Projecting a style or voice that does not appear natural or

comfortable • Not connecting the exercises to the music

• Not wearing the programme colours or a complementary clothing style

• Not using words, phrases or references that reflect the programme’s essence

‘’By inspiring positive change in our classes, we can change the world’’

‘’We are the warriors in the battle against a sedentary lifestyle’’

• No visible eye contact• Introduction not creating “buy-in”

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• Is the instructor’s teaching style natural?• Is the class naturally entertained/having fun/getting involved? • Does the instructor express their personality naturally and comfortably?

Assessment feedbackWhen giving VERBAL or WRITTEN feedback it is important to be upbeat, positive and proactive. To achieve this, use the CRC model as a guide for WRITTEN feedback:

Connect by highlighting what you noticed the instructor doing well. Celebrate their achievements.Recommend by detailing some of the elements or skills still requiring attention and how this can be done in the most efficient and effective way. The focus should always be on the first 3 Key Elements.Commend by signing off positively, suggesting that they can make a difference!

ConnectingThe most universally accepted way to make a connection is to use a name, for example:“John, congratulations on delivering a great BODYPUMP® class. You’ve shown that you can deliver this programme with power, strength and determination ...” Small things can make the biggest difference when writing feedback. Starting with some tried-and-true sentence starters can change the feel of your feedback substantially ...Connect with: Recommend change with:A strength of yours that really shines through is ... When you smile, your face just lights up ...The power of your ...Great use of ...Your sense of ...You showed an amazing ability to ... Excellent use of ...One of your best assets is ... You have the best way of ...

Continue to focus on ...Make ____ even more effective by ...Take technique to a new level by ... The programme manual defines the ... This is a programme that requires ... Participants often enjoy it when ... Now is the time to refine the skill of …Now start to develop the ability to ... Time now to start working towards ...

When giving verbal or written feedback you MUST separate the instructor from the areas that need work. When you do this, the instructor will receive your recommendations objectively.

Putting together an assessment overview Even though a positive feel is being sought, it is important to ensure that all written feedback is delivered in a personalised and professional manner. Verbal and written feedback hints:

• Avoid making it about you – there is no “I” in “team”.

• “I think your face is a little serious,” could start “Your smile really lights up your face and I would love to see that more often.”

• “I think you need to work on your technique,” should start “The Key Element of Technique should be your next focus.”• Measure against a standard rather than provide opinions.

• Try saying, “The Les Mills Programme Manual defines/details …”

• Always offer areas on which to improve (even if they are already very good).

For more information on assessments, contact Club Solutions on +44 (0)20 8586 7332 or at lesmills@fitpro.com