"Sensible" Group Cycling: Teaching Indoor Cycle Classes Using Heart Rate Monitor, Part 1

Posted 5 March 2008

Are you a seasoned cycle instructor or new to the cycle trainer world? Regardless of your level of training, you can use heart rate monitors to create better cycle classes and improve fitness. Heart rate monitors “sense” and transmit the heart beat to a wrist watch or exercise machine console. Instructors who incorporate heart rate monitor education and technology help students make “sense” out of training.

Teaching indoor cycle classes using a heart rate monitor is a broad topic and cannot be completely covered in article format. I recommend a full day course on heart rate training or study from a number of authors. However, this article serves as an introduction for cycle instructors who want to incorporate heart rate monitors in their classes. The article is divided into two parts.

Part One focuses on an instructional method, the Elementary Method, which uses heart rate for directional cueing and observation. The Elementary Method is a good starting point. This method is applicable to classes where some students wear monitors and others do not.

Part Two focuses on teaching with a heart rate monitor when an anchor or reference point has been established. The anchor point may be maximum heart rate, threshold heart rate, or a starting heart rate value. This method is named the Anchor Method. The Anchor Method requires that each person undergo specific assessments and establish a reference point, the anchor. The anchor point becomes the foundation of the teaching method and the anchor point is the foundation for determining zones.

Elementary Method
Bobby, a popular cycle instructor, walks through the cycle room door. He is greeted with smiling faces, each eager for a great cycle workout. He asks “How many of you are wearing heart rate monitors?” Half the class raises their hands, the other half does not. He pulls a couple extra heart rate monitors out of his bag and loans them. Bobby knows that he must teach the class with two types of cueing. He will cue in a traditional manner designating specifics about resistance, cadence, and body position. Bobby will also use the Elementary Method providing specific direction for those wearing heart rate monitors. As an instructor, Bobby realizes that students who wear heart rate monitors will probably benefit more from the workout. Why?

Heart rate monitors eliminate guesswork. Heart rate cues define specific parameters for the workout. For example, Bobby asks the students to increase or decrease heart rate by a specific number of beats via a change in cadence, resistance, or body position. The student observes his exact change in heart rate as he changes his effort. Without a heart rate monitor, the student supposes his effort and cannot be assured that his heart rate changed accordingly.

Heart rate monitors help students maximize the workout. Maximizing a workout does not mean maximizing the hardest effort. Maximizing a workout means that you perform a workout as closely to the workout plan as possible. Instructors maximize workouts by setting a goal for the workout. Then instructors follow a specific plan for the workout. Each segment of the plan should be timed. Thus, students maximize workouts by adhering to the instructor’s workout plan. Let’s apply this technique in Bobby’s class. Bobby directs the students to hold a steady state heart rate for four minutes. The students with heart rate monitors observe their heart rates. They maintain this specific heart rate for four minutes. The heart rate should not fluctuate more than plus or minus two beats. A student without a heart rate monitor will not have heart rate feedback and cannot be assured of maintaining the goal. The only way to know if the heart rate remains steady is to observe it. A heart rate monitor becomes the tool to assure the work expected is the work delivered.

Heart rate monitors associate data. Students who wear heart rate monitors learn to associate their heart rate with their work efforts, recover rates, fatigue or energy levels, state of health, effects of medication, and even food intake. This data becomes personal trend data. Personal trend heart rate data is one of the first steps in understanding how fitness is improving or weakening.

Heart rate monitors motivate. Bobby instructs the class to raise heart rate by 10 beats by applying resistance. Each student observes his heart rate and follows Bobby’s instructions. Students wearing heart rate monitors obtain instant feedback to the designated work. Achieving and observing the work gives a sense of accomplishment. Accomplishment builds motivation.

How to use the Elementary Method

Be the example. As the instructor, you must set the precedent. Wear your heart rate monitor to every class. The weight of your example is greater than the weight of your words.

Note your personal trend data. When you are fatigued, do you have difficulty reaching certain heart rates? Are you surprised that a steady state heart rate is difficult to maintain precisely? Does your heart rate recover as quickly as you thought or is the heart rate monitor displaying a slower recovery? Your personal trend data is important to you. Observing your data will help you discuss and understand your student’s excitement as they start to observe their heart rate physiology. Share your observations and listen to others.

Transition. You are the change agent. Some students embrace change; others hesitate. Transition intensity cueing by using specific heart rate directions, RPE (Rate of Perceived Exertion) and a method to elicit these changes. For example, after the warm-up, Bobby instructs: “Let’s increase our resistance. For those with heart rate monitors, increase your heart rate by 10 beats; those without heart rate monitors, increase your effort from an exertion level 3 to an exertion level 4.” Bobby knows that the students with heart rate monitors will eliminate guesswork and precisely elevate intensity. Students without heart rate monitors are not sure if they elevated their heart rate by 10 beats, but they can still follow the class by using RPE. By simultaneously cueing, the instructor generates an interest in heart rate without criticizing the student who does not have a heart rate monitor.

Be specific. Instruct using precise directions. Try to eliminate general phrases like “push harder, lighten up, go to the max.” Here’s a example from Bobby’s cues: “This is a cadence drill. Increase your cadence every 30 seconds and increase heart rate by no more than 5 beats.” Students with heart rate monitors know exactly what to do; students without monitors are still participating, but lack heart rate feedback.

Encourage modifications. Instructors should always acknowledge individual’s health and training needs. Encourage students to modify the workout according to their needs. The heart rate monitor is an easy tool to help the student. For example, a student who is returning after illness may modify the instructor cues by lowering the heart rate by 5 beats each time the instruction is given. Students should feel comfortable to work at their levels. Observation of heart rate may be their goal for the class.

Be patient. Learning and teaching with a heart rate monitor is fun. You will be excited with your personal observations and quick improvements. Students with heart rate monitors will be excited also. Keep sharing these experiences, but remember that everyone does not adopt new technology and ideas as quickly as you. A great way to help students change is to loan them a monitor during class.

Teaching with a heart rate monitor is a process. The Elementary Method is a good first step. If you are a new cycle instructor, you will find that instructing using heart rate monitors is easier because you specifically guide the students using time, heart rate, cadence, body position, and resistance. This method takes the guess work out of your class and helps you meet the goals for the class. If you are a seasoned instructor, adopting heart rate into your class adds a new dimension of precision, direction, awareness, and improvement. Heart rate teaching cultivates a higher level of instructor skills. Your guidance gives students a new opportunity to learn and improve. Kudos to instructors who embrace teaching methods that keeps students safe, healthy, and acknowledgeable.

Try the sample class to help you get started and make “sense” out of your workout. Soon you will progress to the Anchor Method. For more information on the Anchor Method, look for Sensible Group Cycling: Teaching Indoor Cycle Classes Using Heart Rate Monitors, Part 2, to be posted on the NuMetrex Coach’s Corner website.

Sample Class: Elementary Method

Goal: Endurance Training. The workout plan is to use a ladder technique to raise heart rate and a steady state heart rate to maintain the heart rate or intensity of the class. This class helps athletes train for longer outdoor rides and for fitness enthusiasts to increase the duration of indoor class rides. Resistance, body position, cadence, heart rate, and timing provide the parameters for cueing. Music should be motivational and varied.

Ride Time Chart

Ride Time (Min)	Ride Plan	Heart Rate Cue	RPE Cue	Elapsed Time
10 Min	Warm- up. Begin class with a balance of resistance and leg speed. Feel that you are pedaling on a smooth, level surface, no tail wind and a very mild head wind. Make sure there is resistance on the bike that keeps you from bouncing. By the end of the warmup, cadence should be between 80-100 rpm (revolutions per minute.	Observe heart rate at the end of the Warm-up.	By the end of the warm-up, RPE is approximately 4.	10 min
1 Min	Increase resistance slightly.	Increase heart rate by 5 bpm.	Increase RPE to 4.5	11 min
2 Min	Maintain resistance.	Maintain heart rate within 2 beats.	Maintain RPE 4.5	13 min
1 Min	Increase cadence	Increase heart rate 5bpm	Increase RPE 5	14 min
2 Min	Maintain cadence unless heart rate drops, then increase cadence	Maintain heart rate within 2 beats	Hold RPE 5	16 min
1 Min	Increase resistance.	Increase heart rate 5 bpm	Increase RPE 6	17 min
3 Min	Hold resistance unless heart rate exceeds designation.	Hold heart rate	Increase RPE 6	20 min
2 Min	Recovery. Reduce resistance and establish cadence between 80-100 rpm	Reduce heart rate 15 beats	Reduce RPE to 4	22 min
1 Min	Increase resistance slightly.	Increase heart rate by 5 bpm	Increase RPE to 4.5	23 min
3 Min	Maintain resistance.	Maintain heart rate within 2 beats.	Maintain RPE 4.5	26 min
1 Min	Increase cadence	Increase heart rate 5bpm	Increase RPE 5	27 min
3 Min	Maintain cadence unless heart rate drops, then increase cadence	Maintain heart rate within 2 beats	Hold RPE 5	30 min
1 Min	Increase resistance.	Increase heart rate 5 bpm	Increase RPE 6	31 min
3 Min	Hold resistance unless heart rate exceeds designation.	Hold heart rate	Hold RPE 6	34 min
1 Min	Add resistance and safely stand. Use stand for posture break.	Heart rate will increase, note.	RPE 6-6.5	35 min
2 Min	Cool Down, using light resistance and gradually slowing cadence.	Decrease heart rate to 110 beats or less before exiting bike.	RPE 3 or less	45 min

Rate of Perceived Exertion Chart

Rate	Intensity	Descriptor
1	Slight intensity, ok to go	I feel great, breathing normally.
2	Very, very light intensity	I don't feel like I'm exercising.
3	Very light intensity	This is fun. I could go forever.
4	Light intensity	I can't tell I'm exercising, I feel good.
5	Moderate intensity	Sweating a little, I'm working. Breathing is becoming rhythmic.
6	Moderate to Intense intensity	I'm exercising harder than I thought I would. I'm getting a workout.
7	Intense	Workout is hard, but I can take it.
8	Very Intense	Difficult, Breathing hard, not sure how long I can go.
9	Very, Very Intense	I'm uncomfortable. I can't talk. I want to and should slow down.
10	Maximum Intensity	Completely exhausted. Destroyed. Must stop.