Name: Improve Your Public Speaking Setting the Stage
Uploaded: 2023-04-26T01:02:30.000Z
Duration: 6 min 57 s
Description: Crafting presentations can be intimidating, but it doesn't have to be. Learn tips and strategies to help you plan, organize, and deliver your speech successfully with Improve Your Public Speaking: Setting the Stage.

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https://stream.mux.com/slZ9zR00tQlxCPFwmzHA3Cv3H5bI32Vb7xfPZIlKMf01w.m3u8

Crafting presentations can be intimidating, but it doesn't have to be. Learn tips and strategies to help you plan, organize, and deliver your speech successfully with Improve Your Public Speaking: Setting the Stage.

Understanding Presentation Objectives and Styles

The Importance of Extemporaneous Speech Preparation

Strategies for Informing, Persuading, and Entertaining

The Role of Entertainment in Engaging Audiences

Improve Your Public Speaking Setting the Stage

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

Improve Your Public Speaking Setting the Stage

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