0:02 Before we go into presentation, we have to kind of set the stage. You kind 0:08 of have to know the language that goes into presentation and how presentation is 0:11 judged. So first start, we can call this a little bit of preparation, how we're 0:18 going to prepare for whatever we do. First is, what type of effect do you want 0:22 to have? What type of influence you want to have? How are you going to make your 0:27 presentation effective? What's your objective? Style? Are you going to be 0:34 performative or conversational? Now those aren't necessarily, I don't want you 0:39 to think that performative and conversational; one is better than 0:41 the other. Like Chris is going to perform all of the time, that's not it. Usually I 0:48 teach in a conversational style. I like to ask questions, you will probably notice that 0:53 like when I just went to the board, I try to get you to figure 0:56 out upper body dysfunction. That's a conversation. It might be the difference 1:02 of presenting new material, and then having a conversation to reinforce it. It 1:08 also might be the difference between a smaller group, where I can have a conversation, 1:12 but if I'm talking to a hundred and ten people a conversational lecture might not 1:18 work. If you don't really know how to control room, you don't have a lot of 1:22 experience doing that, you try to have a conversational lecture with 110 people and 1:25 things are going to get out of hand. It happens without NASM. I'll go 1:33 to a workshop and I'll have 28 people in a CES workshop. I can usually keep that 1:36 pretty conversational, I'm pretty good at controlling the room. Rick and I did a NASM 1:41 CES, workshop in fact Erin was there, we had 73 people show up. No conversation. 1:46 I'm going to perform at that point. I'm just going to totally put on a show, 1:50 let everybody take it in, because if we would have broken out into conversation, I 1:53 don't know if I would've been able to keep everybody together. Preparation, now, 2:01 we only do extemporaneous speech. You don't do prepared speeches. Do you know 2:08 the difference? A prepared speech is written. You would have 2:12 teleprompters or some sort of script. We don't usually do that, maybe 2:18 you see that on TV spots for like the p90x videos where 2:22 you have teleprompters and you know that this is going to go on an infamy, so every 2:27 word counts, but when what we do is teaching, where extemporaneous, that's a little 2:33 different preparation. You've got to have a good knowledge base, you probably want to 2:36 write an outline. That's a little different than sitting down and writing 2:40 your entire speech and try to memorize it. Tone. Are you going to be formal or 2:44 informal? Was yesterday formal or informal? A little bit of both, yeah, 2:50 there were definitely times I got serious. We need to talk about some serious stuff. 2:54 Like when we were talking about injury, it's probably not a good idea to get informal 2:58 talking about injury. It's probably not appropriate to laugh at people's injuries. 3:04 But, when we did the strength endurance workout, do I need to stay formal? No. We're having a good time. 3:12 We want to get a good workout, enjoy the the programming and what it can do for you. 3:17 We don't have to stay formal all of the time. You want to make it appropriate 3:20 to whatever you're teaching. You might be really formal during the 3:23 introductions, then as things start breaking out, you start doing more of that 3:27 workout stuff, start doing more hands-on, you get more and more informal, you get 3:30 more people engaged with each other. Goal: inform, persuade, or entertain? Again, this 3:41 is not necessarily a matter that your whole speech has to be one or the other, 3:46 but you do have to consider what your goal is. Informing somebody is pretty 3:52 easy, just get up here and talk about the information. Persuading individuals to 3:56 think of a certain way is not so easy. If your goal is to persuade, you better be ready 4:02 for argument. Do you know what the other side is? You better spend some time 4:08 building an argument for the other side because you will probably get it. I can 4:13 guarantee you that no matter what class you go into, they are smarter than you 4:17 are. If not individually, collectively. So you go in there 4:24 and think that you're going to persuade somebody to think a certain way, and 4:27 you haven't thought about the other side you'll get crushed. 4:34 Luckily I've had a lot of practice teaching the NASM stuff, 4:37 but what can you expect going in teaching NASM certification? I 4:43 get hit with Paul Quinn, Gary Gray stuff, ACE stuff. 4:52 Here's why I teach for NASM. I'm not saying you have to bash Paul Quinn, but you know what 4:57 I'm talking about. People just come up and they start pitting you 5:00 against somebody that you've never met before, and you have to be ready for that. You don't have to 5:07 make it at negative thing, but you better be ready to persuade people as to 5:10 why you're so excited about this material. I know you're all 5:17 entertaining, I figured that out yesterday about six hours into it, all of 5:20 a sudden all the comedians broke out... Chris! Which is great. It's important. 5:27 Entertainment is super, super, super important. I've had this discussion with 5:32 a lot of educators. I know a lot of educators who still sound like the 5:35 professor from Ferris Bueller's Day Off, and all they do is dictate 5:41 information for hours at a time. If you don't entertain, how long is somebody 5:46 going to pay attention. If they're not paying attention are they learning? 5:54 Entertain to engage. So that's going to be part of it. You saw a little bit 5:59 of me working on my entertainment part of my lecture yesterday. I had never 6:03 used the analogy of Henry Ford before. I kept coming up with these system 6:08 stories, and I had this one story about a car and a toolbox, and everybody just 6:14 running over the car with a hammer, which I thought was hilarious, but every time I 6:19 told it - crickets. So obviously that wasn't entertaining, I had to come up 6:25 with something else. Then, that Henry Ford thing seemed to go off yesterday. It needs a 6:28 little work, but there's a little part where maybe in your 6:32 own lectures you're going to be going through and going, ;okay, this is a lot of 6:36 information, it's 60 minutes of dictating information, maybe somewhere in 6:40 there I need something entertaining, a little story, a little snippet of my 6:45 personal life, a little experience I've had that was kind of funny around this 6:49 this information'. That helps keep people engaged.
