Zumba Kids and Zumba KidsJr Manual English

Co-Written with Zumba® Fitness, LLC by
Beto Perez, Co-Founder and Creative Director of Zumba Fitness, LLC.
Jessica Witt, Zumba® Education Specialist for Zumba® Kids and Zumba® Kids Jr. at Zumba
Fitness, LLC, ACE and AFAA Faculty Provider, and International Fitness Presenter and
Trainer
Stephanie Masceri, Masters in Elementary Education, Zumba® Education Specialist for

Zumba Fitness, LLC, ACE and AFAA Faculty Provider, and International Fitness
Presenter and Trainer
Lindsey Taylor, Zumba® Education Specialist for Zumba Fitness, LLC, ACE and AFAA Faculty
Provider, and International Fitness Presenter and Trainer
Koh Herlong, M.S. in Education, Education Advisor for Zumba Fitness, LLC, ACE and AFAA Faculty
Provider, and International Fitness Presenter and Trainer.
Contributors
Joy Prouty, ACSM, ACE, AFAA and AEA Faculty Provider and International Fitness Presenter and
Trainer, Zumba® Education Specialist.
Gina Grant, ACE and AFAA Faculty Provider and International Fitness
Presenter, Zumba® Education Specialist.
Marcelo Borlando, Writer, Marketing Expert and Television Producer. Founder of

AXE Bahia, the most popular AXE dance group in South America.
NOTE: Nothing herein purports to provide you with any certification with respect to
exercise sciences or fitness instruction. This manual is a reference guide for educational
purposes only, and is meant to assist you in understanding this Zumba Fitness® specialty.
The contents should complement your existing fitness knowledge, and should further
assist you with instruction of this specialized modality of fitness. You should always make
sure to obtain and maintain the appropriate fitness and/or dance instructor certifications
required by your country, state, locality, or employer.
®
© 2013 Zumba Fitness, LLC. All Rights Reserved. Zumba , Zumba
®
Fitness , and the Zumba Fitness Logos are registered trademarks of
Zumba Fitness, LLC.
Instructor Training Manual—Zumba® Kids + Zumba® Kids Jr. v 4.0

This Zumba®Kids and Zumba® Kids Jr. Manual is the intellectual property of Zumba Fitness, LLC
located in Hallandale, Florida. No part of this manual may be copied or reproduced in any manner
without the express written authorization of Zumba Fitness, LLC.
Table of Contents
I. Purpose / Goals / Objectives.................................................................................................................1
Purpose / Goals ........................................................................................................................1
Objectives.................................................................................................................................1
II. The Zumba® Kids + Zumba® Kids Jr. Program Development & Background ...................................2
What is The Zumba® Kids and Zumba® Kids Jr. Program? .......................................................2
Who are Zumba® Kids? ............................................................................................................3
Message from Beto ..................................................................................................................4
III. Importance of Physical Activity for Children ......................................................................................5
Benefits of Physical Activity for Children ..................................................................................5
Additional Statistics and Resources.........................................................................................6
More than Physical Activity.....................................................................................................12
Recommended Amount of Physical Activity............................................................................13
IV. Science: The Mind and Body of a Child.............................................................................................15
Child vs. Adult Exercise............................................................................................................15
Child Psychology & Classroom Management ..........................................................................18
Basic Information At-A-Glance.................................................................................................22
V. Class Considerations and Opportunities ............................................................................................25
Considerations When Working as an Employee..........................................................................25
Renting a Facility or Running Your Own Business Considerations ...........................................26
Grants .......................................................................................................................................27
Special Events ...........................................................................................................................29
®
VI. Zumba Kids Jr. (Age 4–6) ..................................................................................................................30
Considerations for this Age Group ...........................................................................................30
Suggested Class Format............................................................................................................31
VII. Zumba® Kids (Age 7–11) ...................................................................................................................32
Considerations for this Age Group ...........................................................................................32
Suggested Class Format............................................................................................................33
VIII. Games & Activities ............................................................................................................................35
Cultural Exploration & Rhythm Review ....................................................................................35
Games ......................................................................................................................................35
Rewards ....................................................................................................................................42
IX. Modifying Your Current Dances ........................................................................................................43
Key Concepts for Modifications................................................................................................43
Key Concepts with Zumba® Formula........................................................................................45
Applying Modifications to Basic Steps......................................................................................46
X. References & Acknowledgements .....................................................................................................50
XI. Addendum ............................................................................................................................................53
Teaching Options .....................................................................................................................53
Suggested Class Format...........................................................................................................54
The Zumba® Formula: The 3 Elements of the Zumba® Formula ..............................................56
Instructor Training Manual—Zumba® Kids + Zumba® Kids Jr. v 4.0

I. Purpose / Goals / Objectives
Purpose / Goals
The purpose and goals of the Zumba® Kids and Zumba® Kids Jr. Instructor Training are:
1. To provide Zumba® instructors with information and content to teach a fun and energy-packed class
designed especially for kids. The recommended age range is 4–6 for Zumba® Kids Jr. and 7-11 years
for Zumba® Kids.
2. To provide sample choreography, music-based games and activities that can be taught to children ages
4–6 and ages 7–11.
3. To demonstrate both the Zumba® Kids and Zumba® Kids Jr. class formats.
4. To provide modifications appropriate for children for common Zumba Fitness® moves that
are performed in adult classes, including many of the steps for the four basic introductory
rhythms in Zumba® Basic Steps Level 1.
5. To provide relevant information on psychology and physiology for the instructor who
teaches Zumba® Kids and Zumba® Kids Jr. classes.
6. To provide tips on discipline and class management.
Objectives
Instructor Training participants will be able to:
1. Learn, practice, and later apply choreography supplied at the Instructor Training.
2. Create a class plan with appropriate dances, games, and activities for their Zumba® Kids or Zumba® Kids
Jr. class.
3. Modify common adult Zumba® moves to be appropriate for children.
4. Apply elements of child development to create a child-appropriate class.
5. Utilize class management techniques to keep class on track and children engaged.
Instructor Training Manual—Zumba® Kids + Zumba® Kids Jr. v 4.0 1

II. The Zumba® Kids + Zumba® Kids Jr. Program
Development & Background
What is The Zumba® Kids + Zumba® Kids Jr. Program?

Zumba® Kids and Zumba® Kids Jr. are trademarks of Zumba Fitness, LLC. Instructors who
complete the Zumba® Kids and Zumba® Kids Jr. Instructor Training are licensed to use the
Zumba® Kids and Zumba® Kids Jr. name and can provide Zumba® Kids and Zumba® Kids Jr.
classes to children. Zumba® Kids and Zumba® Kids Jr. classes are designed exclusively for kids
(ages 7-11 and 4-6 respectively) to combine movement, music and community in a class for
children. These two classes are rockin’, high-energy dance parties packed with specially
choreographed, kid-friendly routines and all the music kids love, like hip-hop, reggaeton, cumbia
and more. Zumba® Kids and Zumba® Kids Jr. inspire kids to express themselves through
movement and play while effectively improving their overall health and well-being. Kids love it
because it’s on the cutting edge and fun, and parents love it because it’s active, fun, and for the
effects it has on kids – increasing their focus and self-confidence, boosting metabolism, and
enhancing coordination.

Who are Zumba® Kids?
The Zumba® Kids and Zumba® Kids Jr. programs are designed for and welcome ALL types of kids:
girls/boys, active/inactive, overweight/underweight. Additionally, the Zumba® Kids and Zumba®
Kids Jr. programs appeal to kids that are not necessarily attracted to traditional physical activities
for kids. Will Norman, co-author of a recent study on school children and physical activities and
director of the Young Foundation, a social think-tank in London, said:
“Kids want to do much more informal sports like street running, parkour and Zumba®-type
activities that are very flexible, can be done wearing different types of clothing or while
listening to music and can be done individually. Competitive sports will work for some
people. But if we want to get the most inactive active, we need to change our thinking. We
need a philosophy that’s driven by the people we are trying to target and not provide things
that the most inactive don’t want to do.”
Source: http://www.guardian.co.uk/education/2012/oct/01/competitive-team-sports-alienate-schoolchildren
Zumba Fitness® has divided the age ranges into two primary groups:
Zumba® Kids Jr. – Ages 4–6 Zumba® Kids – Ages 7-11

Licensed instructors (ZIN™ members who have successfully completed the Zumba® Kids and
Zumba® Kids Jr. Instructor Training) may use the term Zumba® Kids and/or Zumba® Kids Jr. to name
their classes. Zumba® realizes that not all facilities can neatly package classes into the 4-6 and 7-11
age groups. Facilities may simply offer Zumba® Kids classes and designate the age range in their
descriptions, but we strongly recommend you differentiate these two age groups.
Message from Beto

If it were up to Beto, he would personally teach every Instructor Training. He believes very strongly
that dedicated and devoted Zumba® instructors and ZIN™ members make the world a much better
place. He is amazed at how ZIN™ members all over the world are catalysts for positive change for
thousands of people.
And, he’s excited to watch you make an invaluable impact: You are helping tomorrow’s adults live
a healthy lifestyle today by showing them, while they are kids, that fitness is fun!
Here is a personal message from Beto to you:
During my first steps as an instructor, I was given a kids’ class. I immediately got carried
away in the mutual love we all had for dance. But in the midst of dancing, the best and
most interesting part was that, in a way, the kids taught me how to be a good instructor.
They showed me that being a good dancer was not enough to become a good instructor.
I had to find ways to keep their attention, at all times, during the class. This is when the
realization hit me that teaching is not about the instructor; it’s about the students. More
specifically, it’s about each and every person in the class and how to make every moment
truly enjoyable for them. It’s like a puzzle that is only complete if all of the pieces work
together.
During this process, I saw how important it was to do something different and fun so I
could give the children a memorable experience. I was the person who was introducing
them to dance and showing them how body, rhythm, movement, creativity, and feelings
work together to become an art. That was a huge responsibility, and I found a way we
could grow together as instructor and students. These days, a few of those kids, all grown
up, still visit me. It’s a great feeling to know that those classes had such a positive impact
on their lives.
As Zumba® instructors, we are always role models. But with kids, our influence is even greater,
and so is the responsibility to be an excellent example, teacher, and leader. When you are
working with children, you have the potential to make a huge difference that could last a
lifetime. Most of all, remember, when you do everything with love, respect, and
dedication, you will succeed.
Beto

III. Importance of Physical Activity for Children
Benefits of Physical Activity for Children
For a child, being physically active is extremely important for their health and development.
According to the World Health Organization, physical inactivity is the “fourth leading risk factor for
global mortality.” Exercise is a big part of the physical activity children should receive. This
section is broken into four categories listing how exercise benefits children.
Source: World Health Organization, “Global Strategy on Diet, Physical Activity and Health”, May 2004.
http://www.who.int/dietphysicalactivity/strategy/eb11344/strategy_english_web.pdf
Physical Health and Development

- Weight
• Leaner body composition and less fat
• Less prone to becoming overweight
• If already overweight, will help to lose excess weight
- Helps to increase bone density
- Improves muscular strength
- Increases blood flow bringing nutrients throughout the body, resulting in more energy
STATISTIC: “To date, more than 12.5 million children and adolescents – 17.1 percent of people
ages 2 to 19 years – are overweight.”
Source: http://www.surgeongeneral.gov/obesityprevention/factsheet and http://www.surgeongeneral/gov/
obesityprevention/about/index/html
STATISTIC: “Globally, in 2010, the number of overweight children under the age of five
was estimated to be over 42 million.”
Source: World Health Organization , “Global strategy on Diet, Physical Activity and Health- Childhood
Overweight and Obesity” found at http://www.who.int/dietphysicalactivity/childhood/en/

Source: International Association for the Study of Obesity. “% Childhood Overweight and
Obesity by Region”, 2012. Please reference the IASO data portal at
http://www.iaso.org/resources/obesity-data-portal/.
Cognitive Development
- Brain Development
• Boosts levels of brain-derive neurotropic factor (BDNF), a substance essential for brain cell growth
• Stimulates birth of new neurons, called neurogenesis
• Improves memory due to enhanced brain metabolism
- Increased attention span, improved concentration
STATISTIC: In a study done on exercise and childhood intelligence, cognition, and academic
achievement, it was found that “Exercise training programs may prove to be simple, yet important,
methods of enhancing aspects of children’s mental functioning that are central to cognitive and social
development.”
Source: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2748863/
STATISTIC: When it comes to the adolescent population, studies “have linked cognitive deficiency with
being overweight.”
Source: Chemistry Today, found at http://chemistry-today.teknoscienze.com/pdf/agro01-09%20zhang.pdf

Psychology
- Higher self-esteem, improved self-image, and increased confidence
- Decreased anxiety and depression, improved mood and outlook
- Improved behavior
- Longer and more restful sleep
STATISTIC: As children age into their adolescent years, self-esteem usually declines, but
findings show that “participation in physical activities, and especially vigorous physical activities,
may help some youth traverse this difficult period”.
Source: The Relationship Between Physical Activity, Self Esteem, and Academic Achievement
in 12-Year-Old Children, Tremblay et. al., Pediatric Exercise Science Journal,
2000. Retrieved from: http://journals.humankinetics.com/pes
backissues/PESVolume12Issue3August/TheRelationshipBetweenPhysicalActivity
SelfEsteemandAcademicAchievementin12YearOldChildren
STATISTIC: Data collected on European children indicates that “the most severe problem of an
obese child is his or her psychosocial discrimination.”
Source: European Journal of Pediatrics, found at http://www.springerlink.com/content/9wl679hdduty2evy/
Preventative Measures
- Helps prevent chronic health issues later in life like: asthma, cardiovascular risks, Type 2
diabetes, sleep apnea, and low blood pressure
- Increases bone density and muscular strength to help reduce the risk of injury and bone disease
- Physical activity as a form of treatment can reduce unknown side effects (i.e. ADHD in children)
STATISTIC: In 2012, Dartmouth’s David Bucci concluded that physical activity can be an
alternative treatment for ADHD and can improve learning and memory function. “The implication
is that exercising during development, as your brain is growing, is changing the brain in concert
with normal developmental changes, resulting in your having more permanent wiring of the brain
in support of things like learning and memory,” says Bucci. “It seems important to [exercise] early
in life.”
Source: Science Daily, How exercise affects the brain: age and genetics play a role.
http://www.sciencedaily.com/releases/2012/05/120518132812.htm

Additional Statistics and Resources:
Obesity in Children & Technology

During the past 20 years, the number of obese and overweight children has risen rapidly. One
reason for this rise is the prevalence of technology and media that promotes sedentary behavior.
Children spend a lot of time in front of the television, playing video games, and researching and
learning on the computer. Technology provides value, convenience, and entertainment, but it
should not take the place of movement and active play. Numerous studies have been conducted
on the matter and many indicate that the availability of technology contributes to a sedentary
lifestyle and weight gain in children. A 2003 Canadian study, published in the International
Journal of Obesity, linked 7 to 11-year-olds’ television and computer usage to a significantly
increased risk of being overweight or obese.
Source: http://www.livestrong.com/article/46320-obesity-children-technology/#ixzz297SRCZVj
Creativity, Dexterity, and Physical, Cognitive, and Emotional Strength

The American Academy of Pediatrics (AAP) emphasized the importance of play in a 2007
policy statement authored by Kenneth Ginsburg, M.D. of The Children’s Hospital of Philadelphia
and The University of Pennsylvania, in conjunction with the AAP’s committees on
communications and the psychosocial aspects of child and family health.
Dr. Ginsburg stated, “Play allows children to use their creativity while developing their
imagination, dexterity, and physical, cognitive, and emotional strength. As they master their
world, play helps children develop new competencies that lead to enhanced confidence and the
resiliency they will need to face future challenges.”
Source: www.aap.org
Confidence, Happiness, Faster Reaction Times

Gwen Dewar, Ph.D. states that the brains of physically fit kids show evidence of more
extensive processing during tasks. Fit kids also have a faster reaction time than sedentary
kids. Neurotransmitters in the brain boost happiness and build confidence.
Exercise:
1. Improves mood and helps kids focus on learning.
2. Boosts the level of brain-derived neurotrophic factor (BDNF), a substance important for
essential growth of brain cells.
3. Helps kids pay attention, plan, and resist distractions.
4. Has a positive correlation between physical fitness and cognitive performance.
5. Helps kids have a better outlook on life.
6. Helps prevent kids from becoming overweight.
7. Helps kids to sleep better, and handle physical and emotional challenges better.
Source: www.aap.org

Exercise vs. Extra Lessons in Children
In a 2007 report, Dr. Stewart Trost of Oregon State University links as little as 15 minutes of
physical activity to improved concentration, memory, and classroom behavior among elementary
school students. Contrary to what may be expected, the improved concentration and academic
performance were more pronounced among children who exercised than in those who had an
additional lesson.
Source: http://www.livestrong.com/article/457834-does-exercise-improve-concentration/#ixzz297BiwaVy
Brain Research: Help Children Learn, Better Concentration, Problem Solving Skills
Dr. Dan Cooper, Chief of Pediatric Pulmonology at UCI Irvine Medical Center and Director of the
Center of the Study of Health Effects of Exercise in Children, stated, “The brain, like so many other
organs, can be profoundly influenced by patterns of physical activity. Healthy children learn better,
and the right amount of exercise is necessary for optimal growth, development and health. There is
also increasing evidence that exercise can, under the right circumstances, help children learn.”
Research suggests that cross-lateral activities assist with brain function, thus improving learning
capabilities for children. Increasing bilateral proficiency (equal performance on both sides of the
body) develops a greater percentage of the right side of the brain, which houses awareness, focus,
creativity, and rhythm. When one crosses the midline, the brain begins to make new connections,
and the right and left hemispheres begin to work together. This communication process organizes
the brain for better concentration and problem solving. Crossing the midline integrates brain
hemispheres to enable the brain to organize itself. When students perform cross-lateral activities,
blood flow is increased in all parts of the brain, making it more alert and energized for stronger, more
cohesive learning. Movements that cross the midline unify the cognitive and motor regions
of the brain.
Source: University of California Irvine, Pain may come with gain in children who exercise.
http://www.healthcare.uci.edu/
news_releases.asp?filename=PainWithGain.htm
Memory, Concentration, and Classroom Behavior

In 2004, a panel of thirteen noted researchers in fields ranging from kinesiology to pediatrics
conducted a massive review of more than 850 studies about the effects of physical activity on
school-age children. They measured the effects of 30-45 minutes of moderate to vigorous physical
activity 3-5 days a week. Looking specifically at academic performance, the panel found that physical
activity has a positive influence on memory, concentration, and classroom behavior.
Source: Ratey, John D. (2008). Spark, The Revolutionary New Science of Exercise and the Brain. “The
California Study”.

More than Physical Activity
The goal of the Zumba® Kids and Zumba® Kids Jr. classes is to develop a healthy lifestyle and to
incorporate fitness as a natural part of children’s lives, not just as a class they attend once a week.
When teaching kids, we don’t focus on the physical activity aspect as much as the “fun” aspect to
keep them engaged in the class.
While physical activity is indeed a very important element of childhood development,

Zumba® Kids and Zumba® Kids Jr. also considers other facets of the child’s development
including:
• Leadership
• Respect
• Team Work
• Pride, Confidence and Self Esteem
• Memory and Sequencing
• Creativity and Imagination
• Coordination and Balance
• Spatial Awareness
This is also important because the main benefits parents perceive in physical activities for
their children are:
• Having “Fun”
• “Getting their energy out”
• Exercising, fitness
• Being social, making friends
• Keeping them busy
• Keeping them away from TV/Screens
Although not at the top of their lists, parents also like it when physical activities:
• Teach them organizational skills

• Exercise Memory
• Help them express themselves creatively
• Help them become more coordinated
• Help them improve gross motor skills
• Teach sportsmanship
Source: Tyree, Wynne, Meredith Franck, and Alisha Snow. Branding the Youth Movement! 29 Nov. 2011.
Market Study compiled by Smarty Pants. Http://www.asksmartypants.com/

For kids, the primary goal of participating in activities is: IT’S FUN!!
Kids also recognize other benefits including:

• Being with friends
• Helping them make friends
• Giving them energy
• Giving them an opportunity to be competitive
• Learning something new and getting good at it
• Giving them something to do, keeping them from being bored.
Recommended Amount of Physical Activity

Various groups provide different guidelines on the amount of physical activity a child needs.
Although there are differences, they all agree that physical activity, and plenty of it, is critically
important for all aspects of health, longevity, and development for children.
The National Association for Sport & Physical Education (NASPE) Guidelines:
For preschoolers Ages 3–5:
• Should participate in at least 60 minutes of structured physical activity daily.
• Should engage in at least 60 minutes and up to several hours of unstructured physical
activity daily.
• Should not be sedentary for more than 60 minutes at a time, except when sleeping.
• Should develop competence in movement skills that are building blocks for more complex
movement tasks.
• Should have indoor and outdoor areas for performing large muscle activities.
Ages 5–12:
• Should participate in at least 60 minutes, and up to several hours, of age-appropriate
physical activity on all or most days of the week.
• Should have moderate and vigorous physical activity, with the majority of the time being
spent in activity that is intermittent in nature.
• Should participate in several periods of physical activity lasting 15 minutes or more each day.
• Should participate in a variety of age-appropriate physical activities designed to achieve
optimal health, wellness, fitness, and performance benefits each day.
• Should not experience extended periods (periods of two hours or more) of inactivity
especially during the daytime hours.
Source: http://www.aahperd.org/naspe/standards/nationalGuidelines/PAguidelines.cfm

World Health Organization:
In order to improve cardiorespiratory and muscular fitness, bone health, and cardiovascular and
metabolic health biomarkers:
• Children and youth ages 5–17 should accumulate at least 60 minutes of moderate-to vigorous
intensity physical activity daily.
• Amounts of physical activity greater than 60 minutes provide additional health benefits.
• Most of the daily physical activity should be aerobic. Vigorous-intensity activities should be
incorporated, including those that strengthen muscle and bone*, at least 3 times per week.
* For this age group, bone-loading activities can be performed as part of playing games, running,
turning, or jumping.
Source: http://www.who.int/dietphysicalactivity/leaflet-physical-activity-recommendations.pdf
The American College of Sports Medicine (ACSM)

The 2008 Physical Activity Guidelines for Americans recommends that children and adolescents (ages
6-17) engage in 60 minutes or more of physical activity each day, including aerobic, muscle-
strengthening and bone-strengthening exercises.
Source: http://www.health.gov/paguidelines/pdf/paguide.pdf

IV. Science: The Mind and Body of a Child
Child vs. Adult Exercise
A child is not just a smaller version of an adult. Children are developmentally different than
adults in terms of psychology, physiology, and physical development. Therefore, it is important to
remember that a class for children should be designed to address their specific needs and should
also be geared toward their level of development abilities. As we have previously noted, there are
enormous developmental differences in children ages 4-11. Thus, we suggest separating classes
into ages 4-6 and 7-11 to address specific developmental needs of each group. Here are some of
the key considerations and differences to keep in mind when developing a Zumba® Kids and
Zumba® Kids Jr. class:
1. Attention Span: Younger children have shorter attention spans.

Application (especially for Zumba® Kids Jr.):
• The format of your Zumba® Kids and Zumba® Kids Jr. class will be different from that
of an adult class. Instead of one continuous hour of dance and movement, the class
will have breakdowns of dances, games, themed activities, goals and breaks.
• The suggested class time is one hour, but the class may only run for 45 minutes
if many young children are in the class.
• Always face the class. The children need your undivided attention in order for them to
stay engaged in the class. (Exception: If you are demonstrating a directional move
for the first time, you might want to turn toward the front).
• It is best to use songs 4 minutes in length or less, but songs over 4 minutes can be
used when applying the following tips:
- Put a “game” or some fun activity in the middle of the song to break it up
- Have a “free style” section within the dance.
- Don’t feel you have to dance the entire song, you can stop it early.
- Use it as a Star-to-Star game/dance, where one half of the class does the dance
or dance moves, then the other side repeats or does a different section.
2. Cognitive Development: Younger children, ages 4-7 (see Piaget’s Stages of Cognitive
Development under Child Psychology) have not yet developed concrete or formal cognitive
operational skills. This means that they do not fully comprehend that working out now is
something that can help them throughout their lifetime.
Source: Retrieved on May 2009 from http://www.piaget.org

Application:
• Make the class a fun activity, not a bell-shaped curve class that consists of a bunch of
dances. Children will only want to come back if they had a lot of fun. They do not
understand that going to classes now will help reduce the risk of weight gain,
diseases, etc. later in life and this is not their primary motivation for coming to class.
• Children do not process sarcasm, cynicism, or dry humor the same way adults do. In
fact, research shows that children do not even understand sarcasm until they are
between the ages of 8-12. Sarcasm is never appropriate and has no purpose in any
children’s class.
• While you should face the class the majority of the time, as mentioned above, you
should be facing the same direction as the children when doing directional movement,
especially if doing a movement in a circle.
3. Motor Skills: Consider the applicable gross motor skills for children at different ages.
• One theory of gross motor skills development is head-to-toe and trunk-to-extremities.
• Children reach developmental milestones at different rates. They must be allowed to
acquire motor skills at their own paces.
• Children require practice and repetition to develop a skill.
• Pushing a child to perform a task that is impossible due to development status causes
frustration and disappointment.
See Motor Skills Achievement chart under the Child Psychology section.
Application:
When incorporating movement, consider:
• Physical ability (e.g. do not expect a four-year-old to do Salsa steps like an adult).
• Using layering; building skills upon each other—step by step—using developmentally
appropriate movements.
• Balancing abilities.
• Ability to transition weight.
• Reaction times.
• Proper timing on cueing.
• Breaking down moves and movement.
• Repetition and practice.
• The vast differences in your class. Be careful not to make any child feel unskilled
because he/she is just not developmentally ready. Embrace where each child is.
Encourage differences so there is no sense of competition.
• Movement and choreography using the upper body (arms and hands) will be easier to
master for the younger children than using their feet.

4. Basic Knowledge: With children of a younger age, there may be a wide variety of experience in
terms of basic knowledge such as circle vs. Square and right vs. left. Most will know up and down,
but certainly some, if not all, will not know what parallel lines are.
Application:
• Never take for granted that any child will know basic terminology (left, right, circle,
etc.). Always use visual cues to help them understand right and left, up and back,
circle, square, etc.
• Take advantage of this opportunity to teach them left, right, circle, etc. The key to
learning is repetition and consistency. It is particularly important for you to make sure
when facing them, you point left but say “right.” Be careful not to use more advanced
terminology with Zumba® Kids Jr. (e.g., Don’t say parallel, unless you teach it). Instead,
use association with words they may know. Instead of telling them to make parallel
lines, say train tracks. When having them hold hands to make a circle, you may want to
have them get close together – holding hands – and say, “Okay, now blow up the
bubble.” Using words and ideas they know will help them understand what it is you
want them to do.
5. Gender Differences: The Zumba® Kids and Zumba® Kids Jr. classes welcome both boys and
girls. As children age, the differences in gender, both physically and emotionally, become more
apparent. Boys and girls will develop physically in different ways and at different rates. During pre-
adolescent years, hormones begin to play a major factor.
Application:
• Do not expect boys and girls to move in the same way. Be sure to give a good model of
movement for the members of the other gender (e.g., If you are a female instructor,
have a model of movement for the boys).
• If you have a mix of pre-adolescent kids, bear in mind that peer pressure and
acceptance is of extreme importance to them. Be especially cautious not to create an
embarrassing, intimidating, or uncomfortable environment.
• If you have a mix of pre-adolescent kids, hormones tend to dictate their bodies,
seemingly more than their minds. Consider this factor. However, this also means that
class management is even more important. See the section on Class Management.

Child Psychology & Classroom Management
If you are a parent or a schoolteacher of young children, then chances are you already have
some understanding of the psychology of a child and classroom management. This training, by
no means, can even begin to touch upon the enormous fields of these topics; however, it is key
to have a general foundation of both topics in order to be a successful instructor. When teaching
your Zumba® Kids and Zumba® Kids Jr. classes you must have an understanding of the children
you are instructing. Your classroom management style and instruction will have to reflect their
needs and levels of development.
Remember this key phrase: developmentally appropriate. As an instructor, you must be giving
the students what is developmentally appropriate for them. The larger the age range you teach,
the wider the span of techniques you will need to use. Below you will find general tips for
classroom management and addressing the minds of children.
If you do not have any experience working with children, it is highly recommended that
you observe several child fitness classes or speak to educators of children before
venturing on your own.
A successful class must have:
1. A planned set of activities that are rigid yet flexible

This means that you need to make a plan for each class you teach. In school, teachers have what
is called a lesson plan, which is an outlined plan for that day’s lessons and work that will be done.
Having a plan will make things go smoother. However, you always want to have an alternate Plan
B and even sometimes a Plan C. When working with children, you have to be able to adapt and
change the plan if kids’ enthusiasm takes class down a slightly different path.
Example: You put on a song you have taught the kids the week before and they all complain that
they don’t like it. Instead of forcing them to do it, you should have another song ready to go to
teach them. As a whole class, they did not want to do that song, so you changed it. Now, let’s say
perhaps it was one child who disliked the song and refused to do it. Instead, you may tell that child
that if they participate, you will let them pick out a song that you will use in class at a later date (for a
dance or game). Your plan may not have changed in this case, but if a child was unhappy, it could
make for a disturbance later on in the class.

2. Rules, Consequences, and Consistency
In every class you want to make sure the children know that there are rules and consequences, but
that these rules are in place for a reason – to make class a fun and safe place for them. Rules
mean nothing without consequences. When these rules are set in place, you, as the instructor,
must make sure to be consistent with the consequences. It is also extremely important for the
parent(s)/ guardian(s) to know the rules and consequences, and perhaps for them to have their own
rules. When using consequences, remember you do not want to ever embarrass or humiliate a
child, you just want them to know and understand the rule(s) they broke.
Example:
• Rules - Respect. Explain to the students that this means they need to respect you as the
instructor. When you talk, they should listen. When you ask them to do something, they should
follow. This also means they need to respect each other and the space they are in.
• Consequence - 1st time, a warning; 2nd time, sit down; 3rd time, speak with parent. For the 2nd
warning, when you ask the child to sit down, it is only for a moment. You really do not want them
to miss out on the activity, but want them to know they need to follow the rules. As an instructor,
you will notice just the act of asking them to sit down, and not the length of time, is enough to
solve the issue.
• Consistency - No matter what type of children you have in your class, the consequences will
be followed through for all. Your own children should not be held to higher standards because
“they should know better” and children of your relatives/friends should not be given more
chances because of the uncomfortable situation it may put you in.
3. Use of Positive Reinforcement

When working with children, positive reinforcement like “Tyler, you did a great job of getting in line”
is much more effective then negativity or reinforcement of unwanted behavior. Children like to be
told when they do something good. Positive words and praise will sit better with a child than
discipline. For the instructor, discipline is necessary because we want the best for the children;
however, children only perceive it as negativity.
Example: You have “Heather” in class who is acting up because she wants attention. Every time
she does something wrong, you say, “Heather, come back to the group” or “Heather, please stop
doing that”, thinking that this will get Heather to start behaving. But, in realty, every time Heather
misbehaves and you say something to her, she is getting the attention she wants. Instead, ignore
the behavior unless she is hurting herself or someone else. The moment she starts behaving
properly, you POSITIVELY REINFORCE the good behavior, “Heather, you are following the dance
moves so well, good job!”

4. Use of Names
When trying to get children to listen and behave, it is much more effective if you use their name.
Using a child’s name will make them feel more connected to you as well as known and recognized.
If you are bad at remembering names, have the children wear name tags.
5. Proper Voice Tone and Level

Yelling or shouting at a child is not an effective tool. If your voice level rises – as if you were yelling
– a child interprets this as something negative. Yelling = you did something wrong. When using
verbal cues, keep your voice in a high-energy, encouraging tone. Do not yell out commands. You do
not want to speak to the children in a condescending tone. With younger children, you may need
to have more energy/fun in your tone to keep them engaged, but never speak down to them. A
calm firm voice is the best when trying to get children to listen.
6. Model Behavior
Children mimic adult behavior. Watch your choice of words, slang language and behavior. Be
mindful of your choice of clothing.
7. No Parents/Guardians in the Room

Parents/Guardians should not be allowed to stay in the room. Children can sometimes act up more
with their parents/guardians in the room. They also may end up running back and forth to them,
which can be disruptive to the class.
* You may need to make an exception to this in the event there is a child with special needs in your
class. If a parent/guardian or other caregiver needs to be in the classroom, this is obviously okay.
You may ask that the person there for the child sit right outside of the room, so the child does
not have to feel different from the other kids who do not have someone in the room. Having that
person sit right outside allows the child to have their own class time, but also allows you to easily
grab their caregiver if needed quickly.
* The Zumba® Kids and Zumba® Kids Jr. formats were designed for classes with kids only;
however, you do have the option of doing a Zumba® class with child and caregiver. Please see
the addendum titled Teaching Options.

8. A Safe & Welcoming Environment
Create a safe, fun, welcoming and friendly environment that children will want to return to again and
again. Create a place where all kids feel cool, regardless of their shape, size and/or physical
abilities. Remember, the whole purpose of your class is to teach how they can live a healthy lifestyle
through fun and positive physical activity and experiences.
We do this in class by:
• Providing safe movements.

• Ensuring safety within one’s space and within the space of others.
• Reinforcing an anti-bullying environment.
• Checking the safety of the room (equipment, poles, temperature, etc.).
• Allowing and encouraging plenty of water breaks. Encourage water bottles. At the very least,
know where the water fountain is located.
• Monitoring intensity level.
• Knowing any injuries, illnesses, or other factors about your participants.
• Having appropriate parent consent.

Basic Information At-A-Glance
Piaget’s Stages of Cognitive Development*
Stages of Intellectual Development in Children
The Preoperational Period (2–7 years of age)
During this stage, there is an increase in the use of verbal representation, but speech is
egocentric. The beginnings of symbolic rather than simple motor play are evident. Children have
difficulty conceptualizing time, and thought is influenced greatly by fantasy. This age group can
think about something without the object being present, can use transductive reasoning (if A
causes B now, then A will always cause B) and has difficulty seeing the point of view of others.
Intuitive Subphase (4–7 years of age)

In this phase, speech becomes more social and less egocentric. The child has an intuitive grasp
of logical concepts in some areas. However, there is still a tendency to focus attention on one
aspect of an object while ignoring others. During these years, children are very curious and begin
to ask
a lot of questions. They want to know why things are the way they are. Their perceptions
dominate their judgment and they learn best through imitation and play.
Period of Concrete Operations (7–11 years of age)
During this stage children begin to use organized, logical thought. They have the ability to
perform multiple classification tasks, order objects in a logical sequence, and comprehend the
principle of conservation (awareness that altering an object’s appearance does not change its
basic properties). Thinking becomes less transductive and less egocentric (children are able to
see things from another’s point of view). The child is capable of concrete problem solving.
Period of Formal Operations (11–18 years of age)

Children in this age range are able to think more abstractly, incorporating the principles of formal
logic. The ability to generate abstract propositions, multiple hypotheses and their possible
outcomes is evident. Thinking becomes less tied to concrete reality.
*Jean Piaget (1896–1980) was a Swiss psychologist and philosopher, who devoted his life to
closely observing and recording the intellectual abilities of infants, children and adolescents.
Retrieved from: http://www.edpsycinteractive.org/topics/cognition/piaget.html

Basic Information At-A-Glance
Motor Skills Achievement
Skill achievement varies, however, here are some general guidelines:
Four-year-olds Can:
• Walk a line.
• Balance or hop on one foot.
• Jump forward and backward over objects.
• Climb and descend stairs alternating feet.
• Bounce and possibly catch a ball.
Five-year-olds Can:
• Skip with alternating feet.
• Begin to jump rope.
• Catch a bounced ball.
• Walk on tiptoes.
• Balance on one foot for over eight seconds.
• Possibly able to ride a small two-wheel bicycle (note: this is here for balance considerations).
Eight- and nine-year-olds Can:

• Balance with more stability (they can typically ride a bicycle).
• Swim, roller skate, ice skate, jump rope, scale fences (hence, transition in movement and
balance occur faster).
• Begin to develop distance judgment and hand-eye coordination, as well as quicker reaction
times.
Adolescents Have:
• Increased coordination and motor ability.
• Increased physical strength and prolonged endurance.
• Better distance judgment and hand-eye coordination than their younger counterparts.
• The ability, with practice, to master the skills necessary for adult sports/activities.
Note: There are a range of diseases and disorders that affect gross motor skill
development. See Parent Involvement Section.
Retrieved from: http://www.edpsycinteractive.org/topics/cognition/piaget.html

Attention Getters
Below you will find a list of methods to grab your students’ attention if they are getting noisy or
not listening. These tricks may be used to get their attention if they start to lose focus, or to gather
them back together after a water break or game. You will most likely need to introduce most of the
techniques below as they are call and response approaches. Some methods you will only want to use
for a specific age group (listed next to item).
• You say, “1, 2, 3, eyes on me.” They call back, “1, 2, eyes on you.” (Zumba® Kids Jr.).
• You hold up 5 fingers, they call out 5. You put one finger down, they call out 4. This continues
until you are only holding up your fist. As they call out from 5 to 1, they get quieter each
time. When you get to zero – your hand in the fist – they are quiet.
• Clap a rhythm, they repeat the clapping rhythm. Keep clapping different rhythms until they
are all clapping back to you.
• You say, “If you can hear me, clap once” and they clap once. You say, “if you can hear me,
clap twice” and they clap twice. Continue until they all clap back to you. You may also make
it a contest. Tell them at the beginning of every class you are going to see if they can beat
the amount of claps it took to get them quiet last time. You can also say different things like,
“If you can hear me touch your nose,” or “If you can hear me jump on one foot.” When you
say the directions, make sure to speak very quietly, almost in a whisper. This will ensure that
they are really listening.
• You say, “alligator, alligator” while putting out your two arms like an alligator mouth, they say
“Chomp” and you all clap your hands like an alligator chomping. (Zumba® Kids Jr.).
• Have a special call out for just that class. Example: You say, “Hey yo, get on the floor”, they
kids say, “Yo hey on our way” – this is done in a fun rapping type tone which the older kids
may like. You may also add a fun stomping beat once they all get back on the floor or in
their spots.

V. Class Considerations and Opportunities
The Zumba® program allows you flexibility and options for teaching classes. As an instructor, you
may plan to teach classes in a variety of different ways. Below are some options that you may want
to consider and some issues that pertain to instructing children:
1. Working for an established facility.

2. Renting your own space or facility.
3. Writing a grant to sponsor/support your program (Often this is a means to
supplement school curriculum/create an after school program)
4. Hosting special one-time events (Zumba® Kids and Zumba® Kids Jr. Birthday
Parties, Girl Scout Events, Special School Functions, etc.)
Working at an established facility

Some potential advantages of working for an established facility:
• Established rules and policies
• Established pickup/drop off procedures
• Established client base and marketing plans
Considerations:
• Facility’s policies
You must follow all of your facility’s rules, regulations, and policies regarding classes for children.
• Parent/guardian consent and liability waiver
You need to have a consent and liability waiver form for each child. Your facility should provide
you with one. Ask every parent to inform you of any long-term or short-term challenges,
conditions or health issues that a child may have (e.g., long-term: diabetes, short-term: just
recovered from the flu). Also ask about any injuries.
• Parent/Guardian contact information
Since we are asking parents not to stay in the classroom, you need to have their contact
information (several phone numbers) and should also get an emergency contact on file in case
you are not able to contact the parent.
• Child pickup
Make sure you and your facility has a clear procedure and policy about dropping off and picking
up children. Who is allowed to pick up a child? There must be a file with names or photos of
“allowed guardians.” This is very important.

• Bathroom and water
Be sure you know the policy of children going into the bathroom or getting water by themselves.
For example, a 4-year-old may not be allowed to go into a bathroom alone and may have to
be accompanied by an older child or another adult. The YMCA, for example, has very firm rules.
You may have to have an assistant available to walk children to the bathroom or water fountain.
Remember, for every moment they are in your care, their safety is your number one priority.
• Emergency procedures
Know all emergency procedures. Where is the phone located? Is there a First Aid Kit on hand?
Is there an automated external defibrillator (AED) available? Where are the emergency exits?
• Accident report
Find out if your facility has an accident report policy. Know it and follow it.
Rent a facility or space

If you will be running classes on your own, you need to be prepared to create your own policies
related to working with kids, and may want to consult with an attorney to assist in preparing the
necessary documents. Some policies you must address and create include:
• Working with children

• Emergency Procedures
• Parent Consent and Waiver of Liability Forms
• Parent and Student Information Forms
• Child Drop off and Pickup Procedure
• Bathroom and Water Procedure
• Accident Report Forms
• Purchase/Rental of AED
• Make sure all employees are CRP/AED trained
You also need to make decisions about how to run your classes
• Drop In/Pay by the class

Advantage: Allow parents to bring their children to any class at any time for a set price.
• Session based registration
Advantage: Allows the instructor to build on what is taught each week and review
routines that have previously been taught. Repetition gives kids the opportunity to
show off what they have learned and feel successful. Instructors can plan ahead,
because they know the number of children that have registered.

Grants
Grants can provide an opportunity to be paid for teaching children without charging class or
membership fees for participation.
What is a grant?
Grants are non-repayable funds disbursed by one party (grant makers), often a government
department, corporation, foundation or trust, to a recipient, often (but not always) a nonprofit
entity, educational institution, business or an individual. In order to receive a grant, some form
of “Grant Writing” often referred to as either a proposal or an application is usually required.
Source: http://en.wikipedia.org/wiki/Grant_(money)
When seeking a grant:

• Do research to familiarize yourself with the sponsor
- Read instructions carefully for guidance on preparing specific sections of the application.
- If the review criteria is available, familiarize yourself with it and make sure your application
addresses each point.
• Contact the sponsor early in the preparation process
- This gives you an opportunity to make sure your idea fits within the mission of the sponsor.
- This makes the program officer aware of your work and intention to submit can help with the
review process.
• Seek help in writing the proposal
- Get advice from experienced colleagues.
- Some sponsors have examples of successfully completed applications.
- Your local Small Business Association/Small Business Development Centers may have
helpful resources to help you.
- If you are writing a grant for a specific school district, they often have resources to help
you with grant writing/applications.
• Allow yourself plenty of time for preparation
- It’s better to delay the submission to make the application better than to rush an unpolished
proposal. A poorly crafted proposal conveys the wrong impression and a lack of critical
thinking.
- Do not expect the grant reviewer to be an expert. Be clear with your ideas.
- Details are important - Use the statistics and experts referred to in this manual to support your ideas.
- Define your program: Who are you going to teach? Where are you going to teach? When will
your program take place? What are the goals/objectives of your program?
- Have specific measureable outcomes defined to show the effect of your proposed program.
• The application is a marketing document. Make sure you “sell” your idea.
- Cover Letter - It is the front porch of your grant proposal and will determine how well the rest of

the proposal is received. A bad impression here will be difficult to make up later.
- Executive Summary - Write a short summary of your proposal. It can be a couple of

sentences and should be no longer than 1 page.
- Need Statement - This is the main portion of the grant proposal. Use this section to define
your program. Who are you going to teach? Where are you going to teach? When will your
program take place? This is where you must convince the funder that the program you are
proposing is important. Assume that the reader of your proposal does not know much about
the subject. Explain why this issue is important and use research to support your solutions
such as statistical facts, expert views and trends referred to in this manual.
- Goals and Objectives - Define specific measureable outcomes to show the effect of your
proposed program. State what you ultimately hope to accomplish with the project (goal) and
spell out the specific results or outcomes you expect to accomplish (objectives). This section
should focus on the people you are serving vs. the goals of your company. Avoid circular
reasoning by presenting the absence of your solution as the actual problem and then offering
your solution as the way to solve the problem.
- Methods, Strategies or Program Design – In this section, walk the grantor through HOW
you will achieve the goals and objectives you’ve set out earlier in the proposal. You may be
required to provide a logical model in this section.
- Evaluation Section - Define how you will assess your program’s accomplishments. If you are
funded, you may be asked to provide periodic reviews/assessments during the funding period.
You will need to define what data/records will be used to do these assessments. Be sure to
include any costs of data collection in your budget.
- Other funding sources - List any other funding sources for your program.
- Organizational information - You will likely be required to be defined as a not-for-profit

organization to be eligible for a grant. You should have a business/organizational plan defined
that includes your mission, the population you plan to serve and your program definitions.
- Budgets - List all expenses that you expect to incur. Expenses can include personnel
expenses (salaries), direct project expenses (facility rental, prizes, etc.), and
administrative/overhead (time spent doing necessary paperwork, evaluation).

Special Events
The Zumba® Kids and Zumba® Kids Jr. programs are great for birthday parties, celebrations &
special one-time events. Some considerations when organizing a special event:
• Have lots of games on hand because an event/party might last longer than a typical
Zumba® Kids or a Zumba® Kids Jr. class.
• Keep the routines simple and easy to follow as you will not be able to teach and review
over several classes.
• If you are teaching to a large group (example: school assembly), make sure you have a
microphone and can be seen by everyone in the group. Lead and follow type routines
work well for this situation.
• For birthdays, you might want to include a birthday dance that showcases the birthday girl/boy.
• If you offer Zumba® Kids and/or Zumba® Kids Jr. parties, you may put together an entire
party package that includes space rental, food, favors, and decorations.
• Plan ahead with the party host to get appropriate waivers/consent forms signed by parents.
Remember, this is not a complete and exhaustive list of all of the options or considerations, but
rather a reference guide for some preliminary things to consider. If you are starting a business on
your own, we encourage you to seek counsel from legal and tax professionals.

_______________
VI. Zumba® Kids Jr. (Age 4-6)
Considerations for this Age Group
Children ages 4-6 vary in physical, psychological, and emotional development. They are eager to
please you as the instructor, as well as their parents, and are excited to learn. They respond best to
positive reinforcement and interactions that feel like a game rather than a task.
Application:
• 7-second rule: Be sure not to disengage from your students for more than 7 seconds.
For example: If you have to change the music, do it quickly to not lose their focus. If you
take too long, this could disrupt the flow of the class and you will need to re-engage
the children. Special tip – Have them freeze in a pose while you change the music.
• If you feel like their attention span has run out for the current activity, don’t be afraid to
move on to something different even if you have not completed this section of the class.
• This age group wants to be just like their instructor. So be conscious of the words
you use, how your treat others and watch your choice of clothing. Also wear your
Zumba® clothing in a conservative fashion.
• Make the entire class feel like a game as you move from one activity to the next.
Everything in a Zumba® Kids Jr. class should be FUN, FUN, FUN!

Suggested Class Format for Zumba® Kids Jr.
Say hello as they arrive—use names!

Welcome Make your “hello” warm and friendly
Announcements and rules
Simple and fun movements. Can include some basic skipping, hopping, and
light jumping.
Purpose of the warm-up with kids:
Warm-Up • To gradually increase in heart rate
• To do rhythmic limbering
• To prep joints and muscles
• To show preview of moves to come
Choose a basic step: e.g., Sleepy Leg

Rhythm Review
See EXPLORE A NEW CULTURE/RHYTHM REVIEW BELOW
Remember, this is not a full-on dance class. Practice and repetition are key.
• Breakdown a piece
• Do the dance up to that point
First Dance • Breakdown the second piece
• Do the dance up to that point
• Breakdown a third piece
• Do the dance up that point (which may be the complete dance)
Water Break Have a system/method of getting water. Don’t allow them to linger.
Choose a game from the GAMES & REWARDS section of the manual or create
Game
your own.
Follow along format
Second Dance
Option 1: Choose a simple, fun song to lead from beginning to end with verbal
Doing a second and non-verbal cueing. The choreography and movements should be simple
dance is time and
attention dependent. enough that no breakdown is needed.
See how they are.
See how your timing
is. You might just Option 2: Use a song that has already been broken down in previous classes.
repeat the first dance
h Water Break Have a system/method of getting water. Don’t allow them to linger.
If you did two dances, then you can break the class into two groups and have
each group perform one song.
Peer Performance
If you did not do two dances, you might still break the class into two groups and
have each group perform the song.
Have students pick one of the two dances to perform in front of parents who will
arrive at the end of the class to pick up their children. (It is recommended that
Parent Performance parents are not present during the class.)
You may choose to only do this at the end of the entire session, not every class.
Cool Down Do the cool down—long, simple stretches

Closing Thank and reward all students.
VII. Zumba® Kids (Age 7-11)
Considerations for this Age Group
Children ages 7-11 vary in physical, psychological, and emotional development. Be aware that your
7-9 year olds may be very different from your 10-11 year olds. The latter group, especially, is entering
the hormonal changes of the pre-adolescent stage. Along with these hormonal changes also come
emotional ones. For example:
• 7-9 year olds generally still want to please the adults.
• 10-11 year olds are highly sensitive to peer pressure and peer acceptance.
Application:
• Be cognizant of the difference between 7-9 and 10–11 year olds.
• Do not push or force 10-11 year olds to be a leader if they do not want to lead.
• Avoid causing any perceived embarrassment from performing in front of their
peers, especially if there is a mix of boys and girls.
• Be especially careful to talk and walk the role of health and not body image. Young girls
at this age begin to think it is all about being skinny and perfect. Note: Be cognizant of
your choice of clothing. Wear your Zumba® clothing in a conservative fashion.
• Do not talk about weight or physical appearance, but rather about health, a healthy
lifestyle, and happiness.

Suggested Class Format for Zumba® Kids

Welcome Make your “hello” warm and friendly
Announcements and rules
Simple and fun movements. Can include some basic skipping, hopping, and light
jumping.
Warm-Up Purpose of the warm-up with kids:

• To gradually increase in heart rate
• To do rhythmic limbering
• To prep joints and muscles
• To show preview of moves to come
After your warm up in the Zumba® Kids class, go right into a follow along section
lasting 2 songs, just as you would in your adult class but with the following guidelines:
• Use music appropriate for Zumba® Kids
Follow Along • Movements/choreography should be simple, FUN & easy to follow so
that no breakdown is required.
• Use mostly non-verbal cueing, but add verbal cues when needed
(we want them to be successful)
Rhythm Review
The dance at this point should be broken down. The breakdown may or may not be
different from the Zumba® Kids Jr. breakdown. Use the same technique you would
use as when you are doing a Zumba® Kids DVD dance:
• Breakdown a piece.
Dance • Do the dance up to that point.
• Breakdown the second piece.
• Do the dance up to that point.
• Breakdown a third piece.
• Do the dance up that point (which may be the complete dance).
Game Choose a game from the GAMES & REWARDS section of the manual or create your
If you did two dances, then you can break the class into two groups and have each
group perform one song.
Peer Performance
If you did not do two dances, you might still break the class into two groups
and have each group perform the song.
Not recommended for Zumba® Kids classes, but is still optional. Have students pick
one of the two dances to perform in front of parents who will arrive at the end of the
Parent Performance
class to pick up their children. (It is recommended that parents not be present during
the class.) You may choose to only do this at the end of the entire session, not every
class.
Class Format Key Differences
The format for the Zumba® Kids is the same as the Zumba® Kids Jr. with these differences:
• In Zumba® Kids Jr., you might only do 2-3 dances; in Zumba® Kids, you might do 3-4 dances.
• Zumba® Kids Jr. breakdown of moves may or may not be more extensive.
• Be aware of the type of rewards you use for different age groups.
• Parent performance: Depending on the average age of your kids, parent performance
may or may not be appropriate (e.g., If you have a lot of 10-11 year olds and a mix of boys
and girls, they might not want their parents to be around). Remember, peer acceptance
drives their motivation.

VIII. Games & Activities
Cultural Exploration & Rhythm Review
The Rhythm Review gives you an opportunity to add some cultural facts to the Zumba® Kids and
Zumba® Kids Jr. classes. Use this opportunity to teach more authentic rhythms/dances to the kids.
You can take this one step further by incorporating a theme into your entire class. For example, you
can visit a different country each class/session.
• Show pictures/items from the country and talk about the culture for a few minutes
• Bring in a map of the world and some dry erase markers and show them where the
country is in relation to where the class is
• Play a rhythm from the country and break down one or two dance steps.
• Break down a routine or do a lead and follow song using a rhythm from your chosen
country/region
• Play a traditional game from your chosen country/region
• Make play passports and stamp the passports with each country/region that you visit.
• Provide props or make a craft that correlates to the culture and can be used as a prop in
your dance
Example Themes:
• Visit Colombia and learn the cumbia rhythm
• Visit Dominican Republic and learn merengue step
• Visit Spain and learn flamenco moves
• Visit Mexico, make maracas and learn quebradita move
• Learn about American Indian dances and create a rain dance or make a rain stick
• Visit Hawaii and learn to hula while wearing LEIS or do a routine to “Surfin in the USA”
Games
During games, you are not following the formula of verse and chorus. Instead you are simply allowing
them to “play” to the music. Games can be as simple as providing a box of props (scarves, pom
poms, hats, etc.) and having them free dance with them or more complex with rules/directions.
The purpose of games:
• Provides a change of pace during the class. Remember, younger children have a shorter
attention span. You cannot do the same thing over and over again and successfully keep
their attention
• Teaches them leadership
• Teaches them respect for others—how to be play well and take turns with their peers.
(Be sure to praise them!)
• Teaches them the concept of standing in a line or circle, following directions, etc.
• Makes fitness fun and creates the energy and excitement for them to want to come back.
• Lets them explore their creativity

Freeze Dance
Overview & Purpose:
Move around and have fun
Instructor Guide
•Encourage creative movement Space/Materials/Time
Objectives (Specify • Get Kids moving Needed:
skills/information that
will be learned) • Develop balance skills -Open Space
• Spatial awareness -Sound System
-Music
Play a song. Have your students “free style”
dance or move to the music. Encourage Time Needed:
movement around the room, not just in place. 10 minutes
Basic Instructions
Stop the music at random intervals.
Continue the two steps above, several times.
Tell the kids “Time for Freeze Dance! I am Suggested Ages:

going to play a song and you guys should
dance all around the room moving to the music. 4-10
Framing the Activity: When I stop the music you have to freeze.
Optional: If you don’t freeze when the music
stops you will be ‘out’. Last one standing is the
winner!”
Some people play “elimination,” which means if
they didn’t freeze, they have to sit down. This is
not necessarily the best option but it depends
on your group. It might be better to “positively
verbally praise” those who “freeze” well and/or
positively praise those who are “free style”
moving well.
You can also help inspire children to think of
Additional Notes: new moves by giving them ideas/directions for
the types of moves you want to see.
For example:
- Do a move with a clap/stomp/shake/jump in it.
- How low/high can you go?
- Do a happy/scared/sad/excited dance.
- Do a Zombie dance
- Pretend like you are your favorite baby animal.
- Move in slow motion/fast forward.

Shining Star
Overview & Purpose:
To teach leadership & respect for peers, coordination, provide a change of pace in class
and allow the children to express themselves with movement.
Instructor Guide
• Encourage creative movement/imagination Space/Materials/Time

skills/information that • Teach Leadership & Respect for Peers -Open Space
will be learned) • Build Confidence -Sound System
• Build Coordination -Music
Time Needed:
Create a straight line (parallel to the front
wall). All face the front. Varies depending on size
of class. Minimum time
Have each person come to the front and needed 5-10 minutes (1-
lead a movement of their choice. All others 2 songs)
follow the leader. Call each person by name
or go down the line in order.
Basic Instructions
Be sure EVERY person gets to be the Star.
If the class is too large, create two lines and

have them run simultaneously. In this case,
go in order down the line and cue each
person to begin.
“Line up in a straight line across the room. One Suggested Ages:

of you will be chosen to lead the class with a
move that everyone can follow. Remember to 4-11
Framing the Activity: keep it simple enough so your friends can
follow you! On my cue, return to the beginning
of the line, give a 5 to your neighbor and then
they will take your place leading
a move.
Additional Notes:

Bust a Move!
Overview & Purpose:
Instill confidence, teach how to take turns, encourage creativity, provide a change of pace in
class and allow the children to express themselves with movement.
Instructor Guide
• Encourage creative movement Space/Materials/Time

skills/information that • Teach how to play well with others and take -Open Space
will be learned) turns -Sound System
• Build Confidence -Music
• Teach respect for others
Create a circle. Time Needed:
Varies depending on
Have each person come to the middle and size of class. Minimum
‘show off’ a dance move. Children on the time needed 5-10
outside of the circle clap and cheer for their minutes (1-2 songs)
peer.
Basic Instructions
Be sure EVERY person gets to be the Star.
If the class is too large, create two circles

and have them run simultaneously. In this
case, go by order around the circle and cue
each person
to begin.
“Get in a big circle. Everyone will clap their Suggested Ages:
hands to the beat of the music. One of you will
be chosen to show off your favorite dance 4-11
Framing the Activity: move. On my cue, return to the circle, give a
high five to your neighbor and then they will
take your place showing off their favorite dance
move. Please cheer on the Center Star:”
Additional Notes:

Dance Battle
Overview & Purpose:
Provide a change of pace in class and allow the children to express themselves
with movement and fun.
Instructor Guide

skills/information that • Teach how to play well with others and take -Open Space
will be learned) turns -Sound System
• Build Confidence -Music
• Teach respect for others -Tape/Floor Marking
Divide the class in two. Have each half
face each other. Time Needed:
Varies depending on
One child leads one of the groups with a move
size of class. Minimum
that moves towards the other group. At a
time needed 5-10
designated point (5’ in front of other side) the
minutes (1-2 songs)
group will turn around and skip back to their
Basic Instructions original spot. Repeat with the other side.
Continue back and forth switching leaders each
time. Note: In the beginning, you may want to
lead that move until they have a repertoire of
moves which they can use to come up with
moves on their own.
“We’re going to divide into 2 groups (walk down Suggested Ages:

center of class and divide class in2). Spread
apart and face one another. I need a leader for 8-11
each group to start us off! This side is going to
start first. (point to the side & leader that you
Framing the Activity: want to start) I want you to lead a dance move
as you move forward towards the other side.
When you get to this line, turn around and skip
back to your spot, choose the next leader while
turn around and watch the other side. Now it
is the other sides turn to lead a move (point to
other side’s leader)
Additional Notes:

Building a Dance Routine
Overview & Purpose:
Instill confidence, how to take turns, encourage creativity, provide a change of pace in class
and allow the children to express themselves with movement.
Instructor Guide
• Encourage creative movement/imagination Space/Materials/Time

Objectives (Specify • Teach music structure Needed:
skills/information that • Get Kids moving -Open Space
will be learned) • Build Confidence & Coordination -Sound System
• Teach respect for others -Music
Time Needed:
Listen to the song and know the basic parts. 30 minutes
Break children up in groups corresponding
to the number of parts in the song.
Assign each group of children one part of the

Basic Instructions song.
Play the song while each group designs

choreography or a move for their part of the
song.
Each group teaches their

move/choreography to their friends.
Play the song and have everyone do the routine

to the entire song.
“This song has 5 parts so I want you guys to Suggested Ages:
get in groups of 2-3 people (depending on
how many kids you have in your class and 8-11
how many parts of the song you have). Now
Framing the Activity: we are going to play the song and I am going
to assign each team 1 musical part.
I want you guys to think of 1 or 2 moves for
that part of the music. You’ll teach your part to
your friends to create our own Zumba® Kids
and Zumba® Kids Jr.routine!”
Additional Notes:

Memory Dance
Overview & Purpose:
Instill confidence, how to take turns, encourage creativity, provide a change of pace in
class and allow the children to express themselves with movement.
Instructor Guide
skills/information • Teach Leadership & Respect for Peers -Open Space
that will be learned) • Build Confidence -Sound System
• Memory Skills -Music
Get in a circle. Time Needed:
5 minutes
One child does 1 one simple move.
Next child repeats 1st move and adds a 2nd
Basic Instructions move. Next child repeats first 2 moves and
adds a 3rd move. See how far around the
circle you get before someone misses a
move.
“Today we are going to play the memory Suggested Ages:

dance game. Everyone get in a circle. One
person will start by doing one simple move. 7-11
The person next to them will repeat the
Framing the Activity: move and add a move. The next person will
repeat the first two moves and add a move
on. We are going to see how many moves
we memorize in order. Who wants to start?
Additional Notes:

Rewards
The goal of the Zumba® Kids and Zumba® Kids Jr. program is to give children a positive experience
with fitness. While the physical activity itself will make them feel good, a reward at the end of every
class can only help to reinforce the positive sense of accomplishment. The reward does not have to
cost anything.
Suggested Rewards:
• A face-to-face “Great Job!” or personalized praise to each child as they leave.
• A team circle gathering (like a football huddle) at the end with a positive chant at the end:
“Go Zumba® Kids Jr.!”, “We Rock!”, “Move & Groove!”, etc.
• A sticker/temporary tattoo/stamp
• Create a passport book to document counties that you have ‘visited’ and learned dances
from and stamp the passport book with the county that was visited each class.
• Bouncy balls/bracelets/bubbles/crayons and other trinkets
• Allow students to lead a dance, choose a song, be the “DJ”, or help the instructor
Be careful about giving food or candy prizes due to allergies and parental preferences regarding
sweets, and implications of offering food as a reward Offering sugary treats clearly goes against
creating healthy lifestyle patterns that we are trying to instill with this program.

IX. Modifying Your Current Dances
Key Concepts for Modifications
A child’s body is not simply a smaller version of an adult body. A child’s body is still developing
muscles, bones, tendons, ligaments, and other physical aspects. The goal, again, is to teach the
concept that a healthy lifestyle at a young age can promote continued good health/reduce risk for
chronic disease and to use Zumba® classes as an exciting method to meet that goal. The goal is not
to become hot Latin dancers. The goal is not to move as fast, far, and large as possible. You do not
want to ever put development at risk. Here are some key concepts to consider as you modify moves
so that they are safe and appropriate for children:
• Remove Mature Movement

Replace sexy, mature movements with “cute” or age-appropriate ones.
Examples:
Shoulder Shimmies - Modify by making the movement cute by putting arms out to the
side or replace it with arms down by the side, penguin like. If you don’t feel comfortable
shimmying, modify the move to ‘drumming movement’ with the hands.
Booty Shimmy/Shake - Modify movement terminology and call it something more

cute/appropriate.
“Wiggle Wiggle”/”Shakey Shakey” - Add arms in front and shake the arms while
stepping/marching feet. The whole body/booty might shake, but the emphasis is on
the arms.
“Football Run” - Have kids crouch down and keep butt in line with body when running
their feet fast vs. emphasizing the butt shake.

• Pelvic Contractions
Modify moves that include pelvic contractions so that you are not forcibly moving pelvis. Replace
the pelvic and abdominal contraction by bending/bouncing with the knees and emphasizing arm
movement. Don’t lock the hips and pelvis, they will move naturally as you bend your knees, but
the movement is not forced.
• Hip Circles
Modify movements that contain hip circles & grinding so that hips move laterally side to side vs.
around in a circle.
• Natural flow
Allow their bodies to move naturally, never forced. Never gyrate, vibrate, or pump beyond the
body’s natural flow of a movement. Don’t force ‘Latin hip motion’; just let the hips move naturally.
However, be careful not to say, “stop moving your hips so much.” Instead, reinforce what you want
to see like, “let me see strong arms and muscles”.
• B a l a n c e & Coordination
Children do not have the same abilities as adults when it comes to balance and coordination.
These skills are still in the early stages of development so movement must be modified to
address this.
• Slow some movements down to half time.
• Give enough repetition on one side to gain balance before switching sides.
• Layer & Breakdown: Consider only doing half of a move at a time, then the other half,
and later combining the move. For example: a full-blown sugar cane step:
- Begin with only moving the leg to the front and center.
- Later, move it to the back and center.
- Then, do the full movement.
- Last, add the arms
• Make easy, smooth transitions of direction, weight, legs, and arms. Use verbal cues to
facilitate better transitions. Utilize sound effects and say certain words/phrases from the
song to help kids transition on time.
• Take out syncopated & quick moves. Modify the movement so that steps are taken on
the beats or half beats.
Children will naturally learn, grow, and develop a movement over time. Allow them to do so at their
own pace.

Key Concepts with Zumba® Formula
Beat/Rhythmic/Directional
Movement Arm Variations Fitness/Athletic Variation
Variations
In the beginning, you do not Teaching beat and rhythmic Go into fitness
need to use arms at all. variations is excellent. Make variations slowly,
Introduce sure to use repetition so without quick
arms after they completely they are able to fully grasp transitions.
grasp the concept.
the leg/body movement. Do not do too many
Avoid Beat: S, S, S, S fitness variations
frustration in expecting too S, S,
For any basic much Dbl Be sure to teach proper
movement coordination. form in fitness
that you Rhythmic: variations.
choose Arm variations should start Walk up 4, walk back 4 (e.g., stacked joints,
off with simple, larger muscle Walk up 4, triplet, triplet, back body alignment,
movements. hip/shoulder alignment,
Younger children may not be spinal alignment).
Gradually over time, you able to do faster, rhythmic
can begin to build upon changes or syncopated
them once they clearly have movements.
the base move.
Directional: Cue clearly and
Be careful not to overuse make smooth transitions. Be
the same joints. Repetition sure they have the balance
is good, but avoid overuse. and coordination to make the
changes successfully.

Applying Modifications to Basic Steps
The Review DVD will show you:
• The modification of each steps showing levels 1,2 & 3
• The gradual steps from modified level 1 to level 3—how your Kids might progress over time
BASIC MOVES FOR MERENGUE
BASIC STEP LEVEL 1 LEVEL 2 LEVEL 3

½ Tempo ½ Tempo Up tempo
March in Add Rock side to side Slight rocking motion

MERENGUE with shoulders gradually becomes
MARCH place Hands natural hips
Hands on hips movement
on hips
Add basic merengue
Hands on hips Hands on hips – clap on Hands may stay on hips

2 STEP 4 w/
Do not work knee clap on 4
inward. Keep knees Add rock as you step Hips naturally begin to
and toes pointing to each direction sway
front
6 COUNT ½ Tempo ½ Tempo Up tempo
or “Out and Hands on hips / or
In”for Kids Jr. Hands on hips Slight hip sway with step merengue arms
(Remember Add clap on count 4 Clap on count 4 Hips begin to sway

younger kids are
just learning beats naturally with more
and music so a 6 flavor
count in 8 beats
may confuse them)
Arms SSD Younger kids may do

Only Arms SSD better with this step
BETO Add feet gradually as doubles to each
SHUFFLE Feet stay planted on side, rather than SSD
the ground, just focus
on the arms here

BASIC MOVES FOR SALSA

½ Tempo ½ Tempo ½ Tempo first
Hands on hips Hands on hips Hands on hips
Tap R toe out, back Toe tap out becomes a step Add rock step
to center
SALSA RIGHT &
Step R foot out, back Hips gently sway
LEFT Tap L toe out, back to center
to center Then up tempo
Step L foot out, back
to center Eventually add arms
and salsa flavor
Tap R toe front, back Toe tap out becomes a step Add rock step
to center
SALSA FRONT & Step R foot front, back Hips gently sway
BACK Tap L toe front, back to center
to center Then Up Tempo
Step L foot back, back
Keep it even, repeat to center Eventually add arms
on other side and salsa flavor
Repeat on other side
½ Tempo ½ Tempo Up tempo with no hips/

arms
Hands on hips Add pump to side arms
SIDE STEP Then add arms
Eventually add hips &

salsa flavor
Tap R toe back, back Toe tap out becomes a step Add rock step
to center
ROCK BACK Step R foot back, back Hips gently sway
Tap L toe back, back to center
to center Then Up Tempo
Step L foot back, back
to center Eventually add arms
and salsa flavor

BASIC MOVES FOR CUMBIA
Hands on hips Add 2 step movement Hips may gently rotate
L foot stays planted Have kids count Hands on hips or arms out
2 STEP on ground
1,2,1,2 . Hands on
R Leg taps floor
hips
Add a little Bounce
in knees
ONE LEG R foot only taps F & B Add rock step Add rock step
FRONT
& BACK Don’t move standing Hips gently rotate
leg Eventually arms
swing naturally to the
Repeat on other side side
Hands on hips One hand on hip, other One hand on hip, other
arm out to the side arm out to the side
Focus on feet, not hips
SLEEPY LEG Add a little rock to Hips gently begin to
Younger kids can the movement sway
probably handle up-
tempo, but you want to Try to move across the
give them some floor smoothly without
success, so start in bouncing up and down
½ tempo.
Hands on hips Put arms and feet together Eventually add hips
MACHETE
(SUGAR Point R foot front, Whole body rotates
CANE) center, back, center with each step, add a
little pivot and step on it
Just show arms 1/2

BASIC MOVES FOR REGGAETON

Add arms like you are
Hands on hips putting on boots May start up
tempo by just
R foot stomp in front The opposite motion of doing doubles,
pulling arms up and then progressing
STOMP
L foot stomp in front stomping down will be to SSD
especially difficult for
Kids Jr. So living them
something to relate to
like “putting on boots”
may help
Hands on hips Add arms, fingers Begin with doubles,

KNEE LIFT try to touch under then progress to
R Knee lifts, set back knee SSD
down
Add reggaeton style
L Knee lifts, set back
down
Feet Apart R foot stomps to the Add Turning in a
beat circle for optional
DESTROZA R foot stomps to the directional variation
beat Add arms punching
out, in, out in...
Repeat with L foot
Hands on hips Arm push AWAY from With arms

TWO body
STEP/BOUNCE 2 steps R, 2 steps L Add reggaeton style
2 steps R, 2 steps L

X. References & Acknowledgements
Articles
Cooper, D.: Brain Research: Help Children Learn, Better Concentration, Problem Solving Skills.
2002. Retrieved from
http://www.healthcare.uci.edu/news_releases.asp?filename=PainWithGain.htm
Dewar, G.: Confidence, Happiness, Faster Reaction Times. The American Academy of Pediatrics (AAP).
2008. Retrieved from www.aap.org
Ginsburg, K.: Creativity, Dexterity, Physical, Cognitive, and Emotional Strength. The American Academy of
Pediatrics (AAP). 2007.
Cespedes, Andrea. Obesity in Children and Technology. 2011.

Retrieved from http://www.livestrong.com/article/46320-obesity-children-technology/#ixzz297SRCZVj
Lee, Mathew. Does Exercise Improve Concentration. 2011

Retrieved from http://www.livestrong.com/article/457834-does-exercise-improve-
concentration/#ixzz297BiwaVy
Ratey, John D. (2008). Spark, The Revolutionary New Science of Exercise and the Brain.
“The California Study”.
Tomporowski Phillip D., Davis Catherine L., Miller Patricia H., Naglieri Jack A.;
Exercise and Children’s Intelligence, Cognition and Academic Achievement
Educ Psychol Rev. Educ Psychol Rev. 2008 June 1; 20(2): 111–131; available in PMC 2009 September
22. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2748863/
Knepper, J.: What Happens When Parents and Children Exercise Together.
2008. Retrieved from http://www.faithandfitness.net/node/153
International Journal of Pediatrics. Parental Influence on Young Children’s Physical Activity.

2010. Retrieved from http://www.hindawi.com/journals/ijped/2010/468526/
Cosgrove Robert G, Arroyo Cassandra, Warren Jacob, Zhang Jian. Impaired cognitive functioning
in overweight children and adolescents. 2009
Retrieved from Chemistry Today http://chemistry-today.teknoscienze.com/pdf/agro01-09%20zhang.pdf

Cambell, Dennis. Competitive team sports will alienate inactive school children. http://www.guardian.
co.uk/education/2012/oct/01/competitive-team-sports-alienate-schoolchildren
“Gross Motor Skills.” Encyclopedia of Children’s Health. Answers Corporation, 2006. Answers.com 29 Oct.
2012. http://www.answers.com/topic/gross-motor-skills-1
Huitt, W., & Hummel, J. (2003). Piaget’s theory of cognitive development. Educational Psychology
Interactive. Valdosta, GA: Valdosta State University. Retrieved May 2009 from http://www.
edpsycinteractive.org/topics/cognition/piaget.html
Jean Piaget Society. Retrieved on May 2009 from http://www.piaget.org
Books
Driscoll, M.: Psychology of Learning for Instruction. Boston: Pearson Education. 2005.
Saettler, P.: The Evolution of American Educational Technology. Greenwich, CT: Information Age Publishing.
2004.
Piaget, J., 1969, 2000. The Psychology of the Child. Basic Books: New York:
NY. Mooney, C., 2000. Theories of Childhood. Redleaf Press: St. Paul: MN.
Websites
Surgeon General’s Office http://www.surgeongeneral.gov
http://www.surgeongeneral.gov/obesityprevention/factsheet/
http://www.surgeongeneral.gov/obesityprevention/about/index.html
U.S. Department of Health and Human Services (HHS)

http://www.hhs.gov/asl/testify/t040302.html
Smarty Pants Youth and Family Experts:

Source: http://www.asksmartypants.com/
American Academy of Pediatrics

http://www.aap.org

World Health Organization http://www.who.int/en/
http://www.who.int/dietphysicalactivity/childhood/en/
The President’s Council of Physical Fitness and

Sports http://www.fitness.gov/
The National Association for Sport & Physical Education (NASPE) Guidelines (abbreviated)
http://www.aahperd.org
The American College of Sports Medicine (ACSM)

www.acsm.org
Jean Piaget Society, Society for Study of Knowledge and

Development http://www.piaget.org
Children’s Health Encyclopedia: Gross Motor Skills

http://www.answers.com/topic/gross-motor-skills-1

XI. Addendum
Teaching Options
The Zumba® Kids and Zumba® Kids Jr. program is designed as a class for children without parents,
however many people are interested in holding/attending classes specifically designed for parents or
caregivers
to do with their kids (especially younger kids 4 -6 years old). Zumba® has created this addendum to the
Zumba® Kids and Zumba® Kids Jr. program to address this need. When holding this class it is
important that you are clear that adults and children will be participating in the class together.
Research suggests that there is a link between parental encouragement, involvement, interaction,
support and a child’s physical activity.
Source: http://www.hindawi.com/journals/ijped/2010/468526/
Families have a tremendous influence on children’s habits, lifestyles and behaviors.

Establishing an environment that allows families to exercise together helps to ingrain new
standards for active lifestyle patterns. When families are active together, it gives them a
common sense of purpose and goals.
Source: http://www.faithandfitness.net/node/153
There are many potential benefits to holding a class for both parents and kids. These classes
can:
• Enhance children’s self-esteem
• Improve parent-child relationships
• Help parents develop positive attitudes and an understanding of child’s activities
• Help parents build their own confidence and skills

Remember to:
• Provide families with a safe, comfortable environment to play and dance together
• Work on facilitating the caregiver-child bond through relationship based dances. Many steps
used in a regular Zumba® class originate from partner based dances (i.e. salsa). You can pair
the caregiver/child up to learn some partner based moves (i.e. salsa front back step facing
each other. One would step forward/back while the other stepped back/forward).
• Help caregivers gain confidence in their ability to interact physically with children.
• Give parents/caregivers a purpose for being in the class. Give them specific roles in games
and encourage them to interact with the children.
• Have parents sign waivers, consent or release forms. Just because they are participating
with the children does not mean a form is not still necessary.
Suggested Class Format

Welcome
Introduce class- make sure parents and kids know what the class is for and what you
will be doing.
Simple and fun movements. Can include some basic skipping, hopping, and light
Warm-Up jumping.
You may do movements with a partner or in a circle to involve both adult and child.
Rhythm Review
Option 1: Follow along format- Choose a simple, fun song to lead from beginning to
end with verbal and non-verbal cueing. The choreography and movements should be
simple enough that no breakdown is needed.
Option 2: Interactive Dance- This dance will also be a follow along type format, but
First Dance
with the child and adult doing the dance, or parts of the dance, as partners.
Option 3: Adults vs. Kids- In this type of dance, you split up the children and adults.
One section of the song, only the adults will dance. Another section, only the children
will dance. All other sections can be broken up as well or can be done by both adult
and child.
Have a system/method of getting water. Don’t allow them to linger.

Water Break
Choose a game from the GAMES portion of this section, or create your own that
Interactive Game
involves both adult and child as partners or verses one another.
Second Dance If time permits, do another dance from the options listed in “First Dance” above.

Games
The games played in this particular format of a Zumba® class should build on the adult-child relationship in
some way. You may have games in which the adult and child are paired together in some way, or you may
have those where you split the adults and children to be on opposite sides. Below you will find an example
of a game for building an adult-child relationship, but keep in mind we never want one person or side to win
or lose. Games are about creativity, building relationships, teamwork, leadership, and all of the other ideas
listed in the GAMES portion of the Zumba® Kids and Zumba® Kids Jr. classes.
Mirror Dance
Overview & Purpose:
Create interaction between caregiver/child. Encourage creativity, Have Fun with movement.
Instructor Guide
skills/information that
will be learned) • Foster connection between children and caregivers -Open Space
• Spatial awareness -Sound System
-Music
Have children and caregivers pair up and face one
another. Pick either the caregivers or the children Time Needed:
to be the first dancer. Play a song and the group 10 minutes
Basic Instructions chosen will create their own dance moves. The
other group will mirror the moves of their partner.
After a set amount of time, switch so followers are
the leaders.
Suggested Ages:
“Mirror, Mirror on the wall, can you mimic the
dancer in us all? Partner up with your 4-11
caregiver/parent. Parents will start with a simple
Framing the Activity: movement pattern.
Do whatever you ‘feel’ in the music. Kids, mimic
the movements of your partner. Try to stick with
them as if you are trying to be their image in a
mirror.”
Initially, you may want to have them stand in one
place and simplify the movements, using one body
part at a time, such as the arms, legs, or head.
Before starting the music, remind children to
proceed slowly in the beginning, so the followers
are able to keep up with the leaders.
Additional Notes: Once they have mastered simple mirroring, begin

to encourage them to explore moving multiple body
parts, expanding their shapes, and moving around
the room.
Watching a partner’s movements and mimicking

them with our own bodies is a playful way to learn
about focusing attention on someone else.

The Zumba® Formula: The 3 Elements of the Zumba® Formula
The Zumba® Formula: Z=MC2
Zumba® = Music/Core Steps/Choreography
The Zumba® Formula makes the Zumba® program unique and revolutionary in the fitness world. There are
three elements to the Zumba® Formula. These three elements are not unique by themselves, but the
combination of them results in a special, new, and dynamic fitness experience!
1. Music—Music is the driving force and most important element of the Zumba® Formula. The
sabor of the music comes from the creativity, passion, and story that the artists have created.
Instead of the traditional fitness industry’s use of 32 count monotonous beats, the Zumba®
Formula uses the sabor to bring the party to the class. It’s this approach of letting the music
drive the moves that puts the Zumba® program in a class all its own.
2. Core Steps—Each of the four basic rhythms has a unique feel and authentic inspired steps.
Within each of the four basic rhythms, Beto has created four basic movements. The Zumba®
Formula applies a systematic approach to each movement to add variety using arms, beat,
rhythmic, directional and fitness variations. The use of these variations creates an endless
amount of options, all based on four basic movements.
3. Choreography—The method of choreography that the Zumba® Formula uses is unique in
the fitness world. It uses the music to dictate the movements. As we mentioned in Step 1,
the artists wrote the songs to tell a story. All the musical stories are broken down into different
sections: Intro, Verse, Chorus, Musical Bridge, Tags, etc. The Zumba® Formula takes one of
our basic movements in the rhythm of a particular song and matches it to each section of the
music. In the music, whenever that section repeats itself, the same basic movement is
repeated as well, so that each musical section has a matching movement.
Example:
A. Verse: Merengue March
B. Chorus: Beto Shuffle
C. Verse: Merengue March
D. Bridge: Merengue 2
E. Chorus: Beto Shuffle

Anatomy of a Song
Intro — The first part of the song before the verse or chorus begins. This portion can be used to
introduce an upcoming step.
Verse — Usually the “story” or “talking” part of a song, which occurs 2-3 times in a song. The musical
phrasing is the same each time, but often the words are different.
Chorus — The chorus is generally the same words (and same musical phrasing) each time it is played.
The title of the song is often repeated in the chorus.
Break, Bridge, Tag, Musical Interludes — These are pieces and parts of a song that are not part of the
verse or the chorus. Sometimes it can be a pause (break) in the song, a bridge between parts (bridge), a
musical segment (musical interlude), or an unusual set of beats (2, 4, 6). Use these parts of the song to be
creative.
Sample song:
Intro
Verse
Chorus
Break
Verse
Chorus
Musical Interlude
Chorus
Ending
Zumba® gram Music Map — Traditional fitness choreography is based on a pattern of 32 count phrases
and stacked or blocked segments. Instructors write out their choreography based on those blocked out
segments. Because the Zumba® Formula uses the artist’s intended musical story, along with matching the
musical segments to basic steps, this method doesn’t fit.
Beto created an artistic vision of what the music looks like. The use of Zumba® gram Music Map gives a
complete visual roadmap of how a song is structured, not just in the changes of music, but what and where
the segments repeat.

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Co-Written with Zumba® Fitness, LLC by

Beto Perez, Co-Founder and Creative Director of Zumba Fitness, LLC.

Stephanie Masceri, Masters in Elementary Education, Zumba® Education Specialist for

Marcelo Borlando, Writer, Marketing Expert and Television Producer. Founder of

Instructor Training Manual—Zumba® Kids + Zumba® Kids Jr. v 4.0

Instructor Training Manual—Zumba® Kids + Zumba® Kids Jr. v 4.0

6. To provide tips on discipline and class management.

3. Modify common adult Zumba® moves to be appropriate for children.

4. Apply elements of child development to create a child-appropriate class.

Instructor Training Manual—Zumba® Kids + Zumba® Kids Jr. v 4.0 1

What is The Zumba® Kids + Zumba® Kids Jr. Program?

Instructor Training Manual—Zumba® Kids + Zumba® Kids Jr. v 4.0 2

Instructor Training Manual—Zumba® Kids + Zumba® Kids Jr. v 4.0 3

Message from Beto

Here is a personal message from Beto to you:

Instructor Training Manual—Zumba® Kids + Zumba® Kids Jr. v 4.0 4

Physical Health and Development

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Instructor Training Manual—Zumba® Kids + Zumba® Kids Jr. v 4.0 8

Instructor Training Manual—Zumba® Kids + Zumba® Kids Jr. v 4.0 9

Obesity in Children & Technology

Creativity, Dexterity, and Physical, Cognitive, and Emotional Strength

Confidence, Happiness, Faster Reaction Times

Instructor Training Manual—Zumba® Kids + Zumba® Kids Jr. v 4.0 10

Memory, Concentration, and Classroom Behavior

Instructor Training Manual—Zumba® Kids + Zumba® Kids Jr. v 4.0 11

While physical activity is indeed a very important element of childhood development,

• Teach them organizational skills

Instructor Training Manual—Zumba® Kids + Zumba® Kids Jr. v 4.0 12

Kids also recognize other benefits including:

Recommended Amount of Physical Activity

Instructor Training Manual—Zumba® Kids + Zumba® Kids Jr. v 4.0 13

The American College of Sports Medicine (ACSM)

Instructor Training Manual—Zumba® Kids + Zumba® Kids Jr. v 4.0 14

1. Attention Span: Younger children have shorter attention spans.

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A successful class must have:

1. A planned set of activities that are rigid yet flexible

Instructor Training Manual—Zumba® Kids + Zumba® Kids Jr. v 4.0 18

3. Use of Positive Reinforcement

Instructor Training Manual—Zumba® Kids + Zumba® Kids Jr. v 4.0 19

5. Proper Voice Tone and Level

7. No Parents/Guardians in the Room

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We do this in class by:

• Providing safe movements.

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Stages of Intellectual Development in Children

The Preoperational Period (2–7 years of age)

Intuitive Subphase (4–7 years of age)

Period of Concrete Operations (7–11 years of age)

Period of Formal Operations (11–18 years of age)

Retrieved from: http://www.edpsycinteractive.org/topics/cognition/piaget.html

Instructor Training Manual—Zumba® Kids + Zumba® Kids Jr. v 4.0 22

Skill achievement varies, however, here are some general guidelines:

Eight- and nine-year-olds Can:

Retrieved from: http://www.edpsycinteractive.org/topics/cognition/piaget.html

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1. Working for an established facility.

Working at an established facility

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