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Pilates Level 1 > Pilates Level 1-Module 2 > Flashcards

Pilates Level 1-Module 2 Flashcards

1
Q
  1. A healthy student should be performing all of the Intro Mat exercises fairly well before being given any new ‘add-in’ exercises.

False
True

A

true

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2
Q
  1. There is a natural balance and counterbalance inherent in the order.

False
True

A

true

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3
Q
  1. To best progress a student, the Mat and Reformer exercises are always added into the system in the order they appear in the exercise list.

False
True

A

false

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4
Q
  1. All of the following are Critical Connections EXCEPT:

Three Anchors
Eyes to navel
Rib to Scapula and Scapula to Rib
Heel to Seat

A

eyes to navel

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5
Q
  1. During a first lesson a new student is in a ___________ stage of learning.

Associative
Cognitive
Automatic
Autonomic

A

cognitive

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6
Q
  1. The Transition from Swan I Neck Roll to Shoulder Bridge Prep is:

Lie prone with hands under forehead
Perform ISO-Abs
Push back to Rest
Roll to your side with knees bent

A

Push back to Rest

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7
Q
  1. The correct order for the Abdominal Series is: Single Leg Stretch, Double Leg Stretch, “Lower Lifts”, “Scissors”, Criss Cross.

False
True

A

false

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8
Q

The arms move from the ______ and the legs move from the _______ are concepts that are part of the Language of Pilates and help students to understand initiation and execution.

Back, Front
Front, Back
Ribs, Hips
Center, Center

A

back, front

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9
Q
  1. The name of the exercise in the Side Kick Series that is ‘added in’ is:

Big Circles
Circles
Little Circles
Inner Thigh Circles

A

circles

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10
Q
  1. The Critical Connections are terms that help a student:

Advance their practice

Connect the powerhouse to the rest of the body

All of these are benefits of working with the Critical Connections activated

Work more deeply from the center outward

A

All of these are benefits of working with the Critical Connections activated

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11
Q
  1. When a student moves beyond the Intro level you no longer should teach Fundamentals.

True
False

A

false

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12
Q
  1. Do not progress a student in Short Box Twist Only to the Twist and Reach until they have demonstrated that they can:

Maintain the ‘lift’ when the do the “Twist Only” version

Perform all of the other Short Box Series Exercises well

Arch their back while performing lateral flexion

Explain to you, the instructor, where to look during the exercise

A

Maintain the ‘lift’ when the do the “Twist Only” version

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13
Q
  1. The last exercise in the Short Box Series is the:

Twist & Reach
Tree-Front
Side Sit-Ups
Arch Back

A

side sit-ups

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14
Q
  1. The Power Circle exercises can be taught during Part C or D of the Session Format.

True
False

A

false

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15
Q
  1. When teaching Power Circle for Part D/Endings, it is alright to just end with Seated Knees & Feet

True
False

A

false

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16
Q
  1. Lordotic posture is accompanied by tight _____ muscles.

Upper Back
Low Back
Abdominals
Gluteals

A

low back

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17
Q
  1. With Lordotic Posture a person may exhibit an exaggerated _______ curve.

Lumbar
Thoracic
Cervical
Sacral

A

lumbar

18
Q
  1. Your student is having trouble rolling their pelvis in Short Box Series Round on the reformer you might:

Have them set up backward

Omit this exercise from Short Box Series.

Put a small barrel on top of the short box on the reformer

Teach it on the Ladder Barrel

A

Teach it on the Ladder Barrel

19
Q
  1. Kyphosis can be either in the lumbar or thoracic spine.

True
False

A

true

20
Q
  1. What exercises move down in the Beginning Reformer Exercise Order when Short Spine Massage is introduced?

Stomach Massage Series
Short Box Series
Frog & Leg Circles
Knee Stretch Series

A

frog and leg circles

21
Q
  1. Creating a Building Block can include all of the following EXCEPT:

Working more proximally
Shortening the range of motion
Using “helping hands”
Moving to a different piece of equipment

A

Moving to a different piece of equipment

22
Q
  1. A Building Block must meet the original goal of the exercise, while a preparatory exercise can mark the spot and help the student gain flexibility and strength needed for the exercise without necessarily meeting the goal of that exercise.

True
False

A

true

23
Q
  1. A Barrel can be thought of as a curved mat.

True
False

A

true

24
Q
  1. Modifications are given to students who are generally tight and/or weak.

True
False

A

false

25
Q
  1. Which of these Cadillac Exercises is a ‘breathing’ exercise:

Monkey
The Roll Back
Chest Expansion
Long Back Stretch

A

chest expansion

26
Q
  1. A student is too tight to put their feet on the Push Through Bar when holding it with their hands to set up for Monkey. You…

Have them hold the side rails of the Push Through Bar

Keep their legs long and do the upper body portion only

Wait until they are more flexible

Tie their hands on the side rails with a band to provide more room

A

Wait until they are more flexible

27
Q
  1. Touch Techniques are a part of the ___________ in the 5 Part Formula for Success.

Presentation Skills
Teaching Methodology
Peak Progression for Teachers
Safe spotting guidelines

A

presentation skills

28
Q
  1. A student is struggling to listen and focus. This shows a lack of which Pilates Principle:

Control
Focus
Concentration
Coordination

A

concentration

29
Q
  1. You do not need to do mat work with a student who is only coming to learn the reformer and doesn’t like mat.

True
False

A

false

30
Q
  1. A teacher’s posture:

Is a reflection of their ability to touch and cue

Reflect their Pilates practice

Should be supported by learning on a wall, ball or chair

Does not really matter as it’s the students that matters.

A

Reflect their Pilates practice

31
Q
  1. A Sign of Readiness for the Short Spine Massage is:

The ability to listen

The ability to lift the hips

The ability to keep the ribs and hips apart and not allow them to collapse into each other.

All of the aforementioned

A

All of the aforementioned

32
Q
  1. Knowing the Signs of Readiness for an exercise will help you to determine:

What your student is good at

How to create modifications

What to add into the session for mat and reformer

Where your student is tight

A

What to add into the session for mat and reformer

33
Q
  1. An example of a ______ touch would be placing your hand over the student’s navel on the Hundred to help them keep their back on the mat.

Move into
Move away from
Guiding
Stabilizing

A

move away from

34
Q
  1. ‘Challenge the ideal’ is one of the ______________.

Teaching Methodology rules
Progression Guidelines
Safety Factors
Presentation Skills elements

A

progression guidelines

35
Q
  1. Your student is nearing the end of the lesson and seems to lose concentration. This is an indicator that you may be:

Boring

Progressing them too quickly

Not cueing enough

Running behind and should pick up the pace

A

Progressing them too quickly

36
Q
  1. Tools to help you with progression include which of the following?

Pilates Principles
Key Concepts
The 4 S’s
All of the aforementioned

A

all of the aforementioned

37
Q
  1. Use a thought process based on your ________ to determine what to add in to your student’s session.

Inituition
Teaching goals
Observation and analysis
Reading

A

Observation and analysis
Required Answer

38
Q
  1. “In order to do exercise A my student should have the physical ability to do ______ as demonstrated by these exercises”, is another way of thinking about Signs of Readiness.

True
False

A

true

39
Q
  1. Your student’s One Leg Circle is outside of their frame.

You might apply a ____ touch to help them understand the size of the circle to make.
Guiding
Stabilizing
Move into
Move away from

A

guiding

40
Q
  1. Shapes in Space are patterns that repeat in Pilates exercises with different relationships to gravity and…

in different planes

in real life

on different apparatus

posture

A

on different apparatus

Pilates Level 1 (5 decks)

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