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Title / Plan and teach a Spin class
Level / 3 / Credits / 12
Purpose / People credited with this unit standard are able to: describe the basic exercise techniques and related progressions, preparatory movements and stretches used in Spin classes; design a Spin class and describe how it caters for the expected participants, their conditioning goals, and the level of difficulty of the class; prepare to teach a safe and effective Spin class; and teach a planned Spin class.
Classification / Fitness > Group Fitness Instruction
Available grade / Achieved
Entry information
Critical health and safety prerequisites / Unit 6401, Provide first aid, or demonstrate equivalent knowledge and skills.
Explanatory notes
1Definitions
Exercise Technique is how an exercise is done including the form the body takes when doing that exercise.
Exercise Pattern is the repetition of a technique to the beat of the music.
Choreography refers to how a series of exercises are performed and linked together to create an exercise routine.
The key joints involved in a movement are those that the active muscle group spans and therefore acts across. For example, in the seated cycling position it would be the hip and knee joints.
2In outcomes 1 and 2 where the exercise technique is actually a warm-up for other techniques or does not require a warm-up due to its simplicity or low intensity, the candidate is considered competent where they correctly identify that a specific warm-up for the technique is not required.
In outcome 4 the exercise techniques must be demonstrated whilst the candidate is instructing a class of at least five participants.
Outcomes and evidence requirements
Outcome 1
Describe the basic exercise techniques and related progressions, preparatory movements and stretches used in Spin classes.
Rangemust include but is not limited to – seated cycling with basic hand position, seated cycling with racing hand position, seated climbing, standing run, standing climbing, standing climbing over the end hand position, hover (standing, low body, hands in racing position), jumps.
Evidence requirements
1.1The basic exercise techniques used in Spin classes are described in terms of the muscle groups used, the key joints involved and the placement, path and alignment of body parts.
1.2For each basic technique two options for exercise progression are described using examples.
1.3For each basic exercise technique a dynamic stretch or preparatory movement appropriate for warming up for the technique, and a static stretch appropriate for relaxing muscles involved in the technique are described.
Rangedynamic stretch or preparatory movement must include – the name of the movement, tempo, range, key technique points;
static stretch must include – name of stretch, muscles being stretched, typical duration, path of stretch, breathing used, placement of body parts, alignment of body parts.
Outcome 2
Design a Spin class and describe how it caters for the expected participants, their conditioning goals, and the level of difficulty of the class.
Evidence requirements
2.1The purpose of the Spin class is defined in a class plan in terms of expected participants, conditioning goals and level.
2.2The overall class structure, class components and sequence of those components, and safety considerations are described in a class plan.
Rangeclass components covered must include – warm-up, conditioning components, cool down.
2.3The music for the class is described in a class plan in terms of type, volume, speed and safety considerations.
2.4The exercise patterns for the class are described in a class plan in terms of intensity options and duration.
2.5For each component of the class, the choreographic progressions to be used are described in the class plan.
Rangemay include but is not limited to –linear progression, add-ons, pyramids, holding patterns, movement transitions.
2.6The verbal and non-verbal cues to be used for each component of the class are described in a class plan.
Outcome 3
Prepare to teach a safe and effective Spin class.
Evidence requirements
3.1Preparation ensures instructor and participants’ safety in a Spin class.
Rangecontingency plans for accidents and emergencies; limitations of instructor’s role; instructor and participants’ footwear, clothing, and fluid requirements; understanding of class purpose and participants’ skill and fitness levels; understanding of class demands and instructor’s fitness and skill level required to teach effectively, class set up to minimise voice load; class participant screening procedure completed (may be verbal or written but must cover all contra-indications for safe participation); music selection; equipment set up.
3.2Preparation allows for effective teaching of a Spin class.
Rangemust include but is not limited to – instructor presentation fit for the purpose of the class and audience, contingency planning for class interruptions, instructor’s fitness and skill level identified as sufficient for class demands, the participants’ skill and fitness level required to take part effectively, understanding of instructor’s role within the class setting, music preparation and use, equipment preparation, and contingency plan for audio or equipment failure.
Outcome 4
Teach a planned Spin class.
Evidence requirements
4.1Participants are welcomed and given initial instructions to enable participants to safely and effectively begin the class.
Rangemust include but is not limited to – general welcome (to new participants and all participants), introduction (instructor name, class type), explanation (class purpose, duration and format), safety instructions (including emergency exits, assembly points in case of fire);
may include but is not limited to – club information (for example upcoming events, new classes, new products or services, location of amenities).
4.2Effective verbal instruction is applied to enable participants to safely and effectively complete the class.
Rangevoice projection, tone, pace and pitch, explanations, questioning, cueing (including giving instructions, directions, corrections and positive feedback).
4.3Effective non-verbal instruction is applied to enable participants to safely and effectively complete the class.
Rangepositive body language, instructor positioning (room position and mirror imaging), instructor actions (directive gestures of face, hands or body), instructor technique (form and flow of movements instructed).
4.4Spin exercise techniques are demonstrated to enable participants to safely and effectively complete the class.
Rangetechnique includes – physical execution, flow of movement, tempo;
techniques demonstrated must include but are not limited to – seated cycling with basic hand position, seated cycling with racing hand position, seated climbing, standing run, standing climbing, standing climbing over the end hand position, hover (standing, low body, hands in racing position), jumps.
4.5Class is delivered in accordance with the class plan.
Rangepre-screen, warm-up, cool-down, exercise changes, intensities, timing, duration of phases, sequencing of exercises and choreography.
4.6Instructor responds during class to ensure safety, class purpose and participant needs are met.
Rangeinstructor may respond to own needs (own voice, fatigue, fluid intake, technique), class participants and their reactions (effort, motivation, skill, enjoyment, safety, technique), and environment (music, temperature, humidity, hazards);
responses may include but are not limited to – actions taken (for example turning audio down/up), adjustment of instruction (for example change in verbal or non-verbal cueing, offering technique options), adjustment of environment (for example turning the air conditioning on).
4.7Instructor closes session in accordance with the class plan.
Rangemust include – gaining participants attention, summarising sessions purpose, asking for feedback from participants, offering the opportunity for participants to ask questions, thanking participants, farewelling participants;
may include but is not limited to – giving reminders, checking equipment for damage and returning equipment to pre-class condition.
Replacement information / This unit standard has been replaced by unit standard 27711.This unit standard is expiring. Assessment against the standard must take place by the last date for assessment set out below.
Status information and last date for assessment for superseded versions
Process / Version / Date / Last Date for AssessmentRegistration / 1 / 23 February 2007 / 31 December 2015
Revision / 2 / 23 April 2008 / 31 December 2015
Review / 3 / 17 May 2012 / 31 December 2015
Rollover / 4 / 19 September 2013 / 31 December 2016
Rollover / 5 / 10 December 2015 / 31 December 2016
Rollover / 6 / 15 September 2016 / 31 December 2018
Consent and Moderation Requirements (CMR) reference / 0099
This CMR can be accessed at
Please note
Providers must be granted consent to assess against standards (accredited) by NZQA, before they can report credits from assessment against unit standards or deliver courses of study leading to that assessment.
Industry Training Organisations must be granted consent to assess against standards by NZQA before they can register credits from assessment against unit standards.
Providers and Industry Training Organisations, which have been granted consent and which are assessing against unit standards must engage with the moderation system that applies to those standards.
Requirements for consent to assess and an outline of the moderation system that applies to this standard are outlined in the Consent and Moderation Requirements (CMR). The CMR also includes useful information about special requirements for organisations wishing to develop education and training programmes, such as minimum qualifications for tutors and assessors, and special resource requirements.
Skills Active Aotearoa LimitedSSB Code 101576 / New Zealand Qualifications Authority 2018