Students often ask about the shoes that instructors wear, and what we would recommend for Jacki’s program.
Please read Things to look for in an aerobic shoe at the end of this article.
For myself, I’ve worn Ryka shoes for the past 15+ years. Their Studio Flex model (http://www.ryka.com.au/products/studio-flex) is designed for indoor aerobics and is very light-weight, so is perfectly suited to Jacki’s Dance classes. Another big plus for me is that these shoes are available in black, and since I generally wear black pants I can achieve a “longer” look. Pairing dark long pants with white shoes visually cuts you off at the ankles and makes the wearer appear shorter. At 5’2″ I don’t need any help to look short!
Ryka shoes (from the USA) are made specifically for women’s feet and feature a narrow heel with a wider front. Ryka change their styles from year to year, so I’ve worn plenty of different models, but all work well for our classes. The Athlete’s Foot carry a limited range of Ryka shoes but they are expensive.
Many students have mentioned that when they are shopping for a new pair of shoes for aerobic dancing classes, the shop assistants always recommend a cross trainer. This occurs, I think, because the retailers do not know what aerobic dancing exercise is, and they think that a cross trainer will do the job simply because it is a general all purpose type of exercise shoe. However, because the design of the cross trainer is non-specific (for any particular sport or activity), this means that functionality may be compromised in other areas.
I would recommend a shoe designed for netball, squash or tennis, since the moves in these sports are quite similar to those used in aerobic dancing classes — swivelling and lateral movements in amongst the jogging and lunging actions of the dance routines.
The good news is that this style of shoe is readily available in many brands and price ranges. And I’ve even seen them in black. 🙂
Here’s every session we’ve danced in Australia! How many have you done?
No. Term Year Session Name
152 Term 3 2018 Shape Of The Heart
151 Term 2 2018 Generation Dance
150 Term 1 2018 Illuminate
149 Term 4 2017 Time Out
148 Term 3 2017 Dance More
147 Term 2 2017 Decades of Dancing
146 Term 1 2017 Looking Up
145 Term 4 2016 Blue Skies
144 Term 3 2016 Carpe Diem
143 Term 2 2016 Love
142 Term 1 2016 Rock
141 Term 4 2015 Sweet Summer
140 Term 3 2015 Good Times
139 Term 2 2015 Live It Up
138 Term 1 2015 It’s All About Dance
137 Term 4 2014 Happy
136 Term 3 2014 Dancing In The Rain
135 Term 2 2014 Unfurl Your Dreams
134 Term 1 2014 Live Love Laugh
133 Term 4 2013 Shine
132 Term 3 2013 Festival of Fitness
131 Term 2 2013 Girl’s Night Out
130 Term 1 2013 Star
129 Term 4 2012 Getaway
128 Term 3 2012 Feeling Good!
127 Term 2 2012 Hit The Lights
126 Term 1 2012 Rock On
125 Term 4 2011 Fireworks
124 Term 3 2011 Just Dance
123 Term 2 2011 Wings
122 Term 1 2011 Dynamite
121 Term 4 2010 Ship Shape at Jacki’s
120 Term 3 2010 Love Love Love
119 Term 2 2010 Enchanted
118 Term 1 2010 The Original
117 Term 4 2009 Summer’s Coming
116 Term 3 2009 All Things Bright and Beautiful
115 Term 2 2009 Celebrate Life
114 Term 1 2009 Superheros
113 Term 4 2008 A Summer Collection
112 Term 3 2008 Forever Young
111 Term 2 2008 Best Friends
110 Term 1 2008 Can’t Stop Dancing
109 Term 4 2007 IslandGirls
108 Term 3 2007 Starring Role
107 Term 2 2007 Strut Your Style
106 Term 1 2007 An Invitation to Dance
105 Term 4 2006 Spring 2006
104 Term 3 2006 Winter Workout 2006
103 Term 2 2006 Seasons of Love
102 Term 1 2006 Magic Moments
101 Term 4 2005 Spring Break
100 Term 3 2005 Back to the Island
099 Term 2 2005 From the Bottom of My Heart
098 Term 1 2005 Still Fired Up
097 Term 4 2004 Break Away
096 Term 3 2004 Wildflowers
095 Term 2 2004 A World of Good
094 Term 1 2004 Still Hooked on Dancin’
093 Term 4 2003 Barefootin’
092 Term 3 2003 Love Is a Wonderful Thing
091 Term 2 2003 I Got the Music in Me
090 Term 1 2003 Here Comes the Sun
089 Term 4 2002 Still Lookin’ Good
088 Term 3 2002 Rock & Roll Party at Jacki’s
087 Term 2 2002 Let Freedom Ring
086 Term 1 2002 Reach for the Stars
085 Term 4 2001 Spring Fling
084 Term 3 2001 Sweet Summer
083 Term 2 2001 Jacki’s Dance Mix
082 Term 1 2001 Dance Party
081 Term 4 2000 Center Stage
080 Term 3 2000 Summer
079 Term 2 2000 Rhythm Divine
078 Term 1 2000 Serious Fun
077 Term 4 1999 Dance into the Millennium and Beyond
076 Term 3 1999 Summer Breeze
075 Term 2 1999 Hot Ticket
074 Term 1 1999 Jump Swing Rock ‘n Roll
073 Term 4 1998 Come Dance With Me
072 Term 3 1998 Living On Sunshine
071 Term 2 1998 Flying High
070 Term 1 1998 It’s Magic
069 Term 4 1997 Lighten Up
068 Term 3 1997 Love Travels
067 Term 2 1997 Do Good Anyway
066 Term 1 1997 Dance! Shout!
065 Term 4 1996 Earth Fire Water Air
064 Term 3 1996 Summer Games
063 Term 2 1996 Play
062 Term 1 1996 Pizza
061 Term 4 1995 Colors of the Wind
060 Term 3 1995 Hakuna Matata
059 Term 2 1995 Wildflowers
058 Term 1 1995 You Gotta Have Faith
057 Term 4 1994 Circle of Life
056 Term 3 1994 Summer of ’94
055 Term 2 1994 Above & Beyond
054 Term 1 1994 At the Movies
053 Term 4 1993 Moondance
052 Term 3 1993 Ragtop Day
051 Term 2 1993 New Horizons
050 Term 1 1993 Love & Luck
049 Term 4 1992 With Spirit
048 Term 3 1992 Fun & Games
047 Term 2 1992 Love Revolution
046 Term 1 1992 The Good Life
045 Term 4 1991 Going Dancing
044 Term 3 1991 Escapade
043 Term 2 1991 Anything Is Possible
042 Term 1 1991 Boogie & Beethoven
041 Term 4 1990 Make It Happen
040 Term 3 1990 Gypsy in My Soul
039 Term 2 1990 Rock Rolls On
038 Term 1 1990 Free To Be
037 Term 4 1989 Summer Lovers
036 Term 3 1989 You Should Be Dancing
035 Term 2 1989 Wild Again
034 Term 1 1989 What a Wonderful World
033 Term 4 1988 Endless Summer
032 Term 3 1988 Dare to Dance
031 Term 2 1988 Love Power
030 Term 1 1988 Shoot the Works
029 Term 4 1987 Summer Madness
028 Term 3 1987 On My Way
027 Term 2 1987 Come On Shout
026 Term 1 1987 Headed for the Future
025 Term 4 1986 Summer Camp
024 Term 3 1986 Command Performance
023 Term 2 1986 Rising Star
022 Term 1 1986 Turn Around the World
021 Term 4 1985 Here Comes Summer
020 Term 3 1985 The Show Must Go On
019 Term 2 1985 Reach Out
018 Term 1 1985 The Best of Times
017 Summer* 1984 Christmas of ‘84
016 Term 4 1984 Strive
015 Term 3 1984 Voice of the Heart
014 Term 2 1984 Fired Up
013 Term 1 1984 Hooked on Dancin’
012 Summer* 1983 Sailing
011 Session 4# 1983 Harmony
010 Session 3# 1983 Lookin’ Good
009 Session 2# 1983 High Spirits
008 Session 1# 1983 Hearts
007 Summer* 1982 Carnival of Love
006 Term 3 1982 One in a Million
005 Term 2 1982 A Chance to Dance
004 Term 1 1982 Camelot
003 Summer* 1981 Dreams
002 Term 3 1981 Rhapsody in Blue
001 Term 2 1981 Hallelujah
* For the first four years, some instructors taught a 6-week session during the summer school holidays.
# In 1984, the NSW school year changed from three terms to four terms. Jacki’s was a year ahead, presenting four sessions in 1983 across the schools’ three terms.
Female muscle diagram
Abductor muscle (ab-duhk-ter) A muscle which draws a limb away from the median plane of the body.
Abs or abdominals (ab-dom-uh-nl) The abdominal muscles are a group of 6 muscles that extend from various places on the ribs to various places on the pelvis. They provide movement and support to the trunk, often called the core. They also assist in the breathing process.
Adductor muscle (uh-duhk-ter) A muscle which brings a part of the anatomy closer to the median plane of the body.
Aerobic (ai-roh-bik) Requiring the presence of air or oxygen.
Bis or biceps (bahy-seps) A flexor muscle located in the front of the upper arm and assisting in bending the arm.
Core (kohr) – see abdominals – The six abdominal muscles are: transverse abdominal, two internal obliques, two external obliques and the rectus abdominis.
Cuffs or Rotators Cuffs (roh-ta-tor) A bandlike structure encircling and supporting the shoulder joint, formed by four muscles attached and merging with the joint capsule.
Glutes or gluteous maximus (gloo-te-us mak-suh-muhs) The broad, thick, outermost muscle of the buttocks, involved in the rotation and extension of the thigh. The largest muscle in the body.
Hams or hamstrings (ham-strings) Refers to one of the three posterior thigh muscles, or to the tendons that make up the borders of the space behind the knee.
Karvonen Method – The method of taking heartrates that factors in the resting heart rate to calculate a target heart rate using a range of 50-85%.
Lats or latissimus dorsi (luh-tis-uh-muhs dawr-sahy) A broad, flat muscle on each side of the midback, the action of which draws the arm backwards and downward and rotates the front of the arm toward the body.
Muscle (muhs-uhl) – A tissue composed of cells or fibers, the contraction of which produces movement in the body
Obliques (oh-bleek) The external oblique muscles of the abdomen functions to pull the chest downwards and compress the abdominal cavity. When the internal oblique contracts it compresses the organs of the abdomen, pushing them up into the diaphragm. Its contraction also rotates and side-bends the trunk by pulling the rib cage and midline towards the hip and lower back.
Pecs or pectorals (pek-ter-uhl) A thick, fan-shaped muscle, situated at the chest (anterior) of the body. It makes up the bulk of the chest muscles in the male and lies under the breast in the female.
Quads or quadriceps (kwod-ruh-seps) A large muscle group that includes the four prevailing muscles in the front of the thigh, the action of which extends the leg or bends the hip joint.
Traps or trapezius (truh-pee-zee-uhs) A broad, flat muscle on each side of the upper and back part of the neck, shoulders and back, the action of which raises, or rotates, or draws back the shoulders, and pulls the head backwards or to one side.
Tris or triceps (trahy-seps) A muscle having three heads or points of origin, especially the muscle on the back of the arm, the action of which straightens the elbow.
Vertifirm™ (ver-ti-firm) – “vertical firmness” – Standing up floor exercises allowing you the benefit of working more than one muscle group at a time by adding upper body resistance training.
Taking student heart rates (heart beats per minute) throughout class has always been an integral and a serious part of Jacki’s Aerobic Dancing. Tracking your heart rate
- enables you to monitor the level of your workout.
- ensures your instructor that you are working at a level that is effective and safe for you.
Most students find their pulse by placing the first two fingers of either hand on one of the two carotid arteries, located in the neck straight down from each eye. Alternatively, you may place your fingers on the pulse at your wrist, or your hand over your heart. Do not use your thumb, which has a faint pulse of its own.
Your instructor will tell you how to determine your resting heart rate at home and will use it and your predicted maximum heart rate (220 minus your age) to help you determine your working heart rate (WHR) zone.
In every class, you will take a
- pre-class heart rate at the beginning of class (6 seconds)
- working heart rate after each aerobic dance (6 seconds)
- recovery heart rate five minutes after the last aerobic dance (15 seconds).
The pre-class heart rate (6 seconds)
This count is taken during pre-class calf stretches. It establishes a base line for the hour’s activity. When the instructor calls “heart rates”, locate your pulse and start counting when she says “Start”. When she says “Stop” after six seconds, add a zero. Thus a count of 8 for 6 seconds becomes 80 for 60 seconds (one minute). Call out the 80 to the instructor when she asks.
The working heart rate (6 seconds)
Following the Body Sculpting Medley (during which the instructor faces the students), the Booster opens the aerobic portion of class. This first aerobic dance is called the Booster because is boosts you into your working heart rate zone. Your heart rate must stay in your WHR zone until the Cooldown for your workout to be of aerobic benefit that is, have a “training effect” on your cardiovascular system.
At the end of every aerobic dance, the instructor says, “Circle up for heart rates” and the students move immediately to walk quickly in an anti-clockwise circle and locate their pulse.
The instructor walks inside the circle but in the opposite direction – clockwise – as she counts six seconds. As soon as she says “Stop”, she continues walking quickly, listening for heart rates as she looks each student in the face.
If you have to slow your pace while counting, you should quicken it again as soon as the instructor says “Stop”. If you cannot walk and count at the same time, you should step outside the moving circle while counting and rejoin it as soon as the instructor says “Stop”.
You should continue to walk quickly anti-clockwise and only leave the circle after you have given the instructor your heart rate. The dance is finished now not when the music stops!
Now is the time to pick up your water bottle (not before, please), have a drink, and keep your legs moving until the next dance begins.
The recovery heart rate (15 seconds)
The recovery heart rate is taken during calf stretches following the Cooldown dance, approximately five minutes after the end of the last aerobic dance. It is taken for 15 seconds, and this time you do not add a zero. If your count is over 30 (120 beats per minute) you may be asked to remain after class for a second counting to ensure that your heart rate has returned to its normal level.
Some frequently asked questions:
Q. What is a “‘good” heart rate? This is unique to every student and depends on one’s age, resting heart rate and level of activity at the time of measurement. As you become more aerobically fit and your cardiovascular system becomes more efficient, your resting heart rate may lower, though this is not always the case.
Q. Why do we take heart rates after every aerobic dance? The answer to this is in the first paragraph of this article.
Q. Why do we have to walk in a circle? Because, with the instructor moving in the opposite direction, this is the quickest and most efficient way to accomplish the task, minimizing the “down” time between dances. Our goal is sustained movement in our working heart rate zone for the duration of the aerobic segment, that is, from the Booster to the Cooldown.
Q. Why do we have to walk quickly and immediately the music stops? So your heart rate will still be the same as when you were dancing (working) that’s what we want to measure. It drops off quickly when you slow your pace or stop moving. And again, because we want to minimize the time between dances.
Q. Why do we have to keep our legs moving between dances? As above to keep in our working heart rate zone and also to keep our blood circulating and not “pooling” in our feet.
Jacki Sorensen describes Aerobic Dancing as Serious fun. We’re serious about having fun, but also serious about the safety and effectiveness of everything we do. Monitoring heart rates is an important part of caring for our students, and showing them how to care for themselves.