The Personal Trainer (9788245023589) by Fagbokforlaget

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What characterizes the skilled personal trainer? What does a coaching approach entail? What is required to acquire new clients – and to retain them? How do you plan the first consultation with the client – and proper, suitable, and motivating exercise sessions? How can you share competence and develop as a trainer and an instructor?

This is a foundational book offering practical guidelines for both future and established personal trainers. The authors have several years of work experience in the fitness industry, performance psychology, guidance, and coaching.

ISBN 978-82-450-2358-9

THE PERSONAL TRAINER

The fitness industry is experiencing solid growth. The requirements for personal trainers are becoming increasingly complex and challenging, reflected in the increased demands in terms of education and competence. This book addresses such challenges by providing a broad introduction to communication, coaching, motivation, and mental training. The book’s focus is on theory, research, and concrete experiences from Norwegian fitness centers. In addition to answering the previously mentioned topics, this book addresses professionalism, touch and feedback and ethical guidelines, among other topics.

FRANK ABRAHAMSEN, ATLE ARNTZEN, ROLF HAUGEN

• • • •

FRANK ABRAHAMSEN ATLE ARNTZEN ROLF HAUGEN

THE PERSONAL TRAINER A COACHING APPROACH

Copyright © 2021 by Vigmostad & Bjørke AS All Rights Reserved First Edition / Printing 1 2021 ISBN: 978-82-450-2358-9 Graphic production: John Grieg, Bergen Cover design by Fagbokforlaget Typeset by Vatori Cover photos: © Lithiumphoto/Shutterstock and Per Åge Eriksen Translator (Norwegian to English): May Wenche Tasneem Lysø All photos: Per-Åge Eriksen

Enquiries about this text can be directed to: Fagbokforlaget Kanalveien 51 5068 Bergen Tel.: 55 38 88 00 email: fagbokforlaget@fagbokforlaget.no www.fagbokforlaget.no All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photo-copying, recording, or otherwise, without the prior written permission of the publisher.

Preface The fitness industry is in a period of rapid growth. More and more people are opting for an education in personal training and group training. But whereas the business itself is booming, public health is experiencing a negative trend. The population is becoming more inactive by the hour. We should encourage people make a shift from a passive lifestyle to an active one, since the fitness industry has a unique ability to improve public health and help clients discover the joy of movement. It is key that people in the trade can deliver high-quality and motivational workouts to a multifaceted clientele. Alongside an ever-growing business, the role of the personal trainer (PT) has become more comprehensive and more demanding, especially regarding skills. We saw the need for a textbook communicating this development, and covering essential subject areas such as communication, coaching, motivation, pedagogy and psychology, offering best practices. We see a surge in PTs working full time, and it is vital that this group of professionals is thoroughly acknowledged. Also, we would like to thank Eva Katrine Thomsen for her contributions in this book. The content of this book is based on scientific research and our collective professional expertise. We hope it will make any PT more capable and aware of their role, thereby improving the general quality of the business and yielding better results for training enthusiasts. The book is divided into three parts. The first covers general topics that are essential for both the PT and the group fitness instructor. There are many similarities between these two roles. The main part of this book is divided into chapters aimed at the personal trainer, but many of the topics also apply to the group fitness instructor. Finally, there is a chapter on improving one’s proficiency. We wish you the best of luck in reading this book and making the most of its contents! Oslo, November 2021 The Authors

Contents PART I

INTRODUCTION

Chapter 1

Personal Training and Group Exercise Northern Europeans Exercise Most . . . . . . . . . . . . . . . . . . What are the requirements for a skilled personal trainer? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . What is today’s status of the PT education? . . . . . . . . . . What skills does an expert personal trainer have?. . . . What characteristics do brilliant personal trainers possess? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Group exercise. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The development of group exercise . . . . . . . . . . . . . . . . . The group fitness instructor is crucial to the experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Competence building and professionalization in the industry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . What is the current status of the education of group fitness instructors? . . . . . . . . . . . . . . . . . . . . . . . What knowledge should the group fitness instructors possess?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . What participants perceive as important? . . . . . . . . . . . What do skilled group fitness instructors perceive as important? . . . . . . . . . . . . . . . . . . . . . . . . . . . . Summary, group exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . PT as group fitness instructor and group fitness instructor as PT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The continuation of the book . . . . . . . . . . . . . . . . . . . . . . .

13 13 14 14 15 15 20 20 20 22 22 24 24 25 25 25 27

Chapter 2

Communication in the Role of PT and Instructor What is communication as an area of expertise? . . . . . . One-way and two-way communication . . . . . . . . . . . . . . . A One-way communication . . . . . . . . . . . . . . . . . . . . . . . . B Two-way communication . . . . . . . . . . . . . . . . . . . . . . . . Various types of questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . Closed questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Open questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Observation and listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . Paraphrasing and mirroring . . . . . . . . . . . . . . . . . . . . . . . . . . Mirroring. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Accepting silence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

31 35 38 38 39 41 42 43 48 55 56 56

Using the “I-message” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nonverbal communication . . . . . . . . . . . . . . . . . . . . . . . . . . . Metacommunication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Why is the instructor or PT unsuccessful in getting the client to reflect on the training? . . . . . . . . . . . . . . . . . Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

57 58 60 61 62

Chapter 3

Motivation

The definition of motivation. . . . . . . . . . . . . . . . . . . . . . . . . . Direction, strength and maintenance . . . . . . . . . . . . . . . Stress is also a form of motivation . . . . . . . . . . . . . . . . . . . Theory 1: Self-efficacy theory. . . . . . . . . . . . . . . . . . . . . . . . . The expectations of success. . . . . . . . . . . . . . . . . . . . . . . . . Theory 2: Achievement Goal Theory . . . . . . . . . . . . . . . . . . Where do the achievement goals stem from, and what do they mean? . . . . . . . . . . . . . . . . . . . . . . . . . . Theory 3: The self-determination theory . . . . . . . . . . . . . . Motivation – from unmotivated to internally motivated . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Basic needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Characteristics of the three needs . . . . . . . . . . . . . . . . . . . Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

66 66 67 68 69 72 74 76 78 80 82 85

Chapter 4

Coaching

How to define coaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 What should characterize the role of an instructor who does coaching. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Humanism. The trainer takes good care of the client by taking a humanistic point of view . . . . . . . . 99 Existentialism. The instructor and PT can hold the client accountable in training. . . . . . . . . . . . . . . . . 100 Constructivism. The instructor and PT inspire the client to reflect and learn about training . . . . . . 101 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

Chapter 5

Mental Training

109

Stress and stress management . . . . . . . . . . . . . . . . . . . . . . What creates stress? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Stress can lead to development . . . . . . . . . . . . . . . . . . . . Mental training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Visualization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Self-talk and arousal regulation . . . . . . . . . . . . . . . . . . . .

110 112 114 115 115 118

Contents

PART II

PERSONAL TRAINING

123

Chapter 6

The Role of the PT

125

General professionalism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Behavior and concentration during the session . . . . . . Follow-up between sessions. . . . . . . . . . . . . . . . . . . . . . . . . Recommended channels of communication. . . . . . . . Collaborating with colleagues . . . . . . . . . . . . . . . . . . . . . . . Structure, planning and goal-oriented work . . . . . . . . How often do you train the client per week?. . . . . . . . How many weeks are in a month?. . . . . . . . . . . . . . . . . . How to master the PT role by using various PT products . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PT one-on-one – being a PT who uses coaching techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PT duo (2 people) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PT for groups (3–12 people). . . . . . . . . . . . . . . . . . . . . . . .

126 127 129 130 130 130 133 133 134 134 137 138

Chapter 7

Touch and Feedback

141

Touch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . What is touch? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . How to touch clients. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . “Walk the reflective talk!” Touch and feedback at the same time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Why should you “walk the reflective talk?” . . . . . . . . . . How to “walk the reflective talk”. . . . . . . . . . . . . . . . . . . .

141 144 144 150 160 160 162

Chapter 8

The First Consultation with the Client

167

What should be the content of the first consultation? What is the basis of a qualitatively good consultation? Structure and implementation of the consultation . . . The coach model or working model . . . . . . . . . . . . . . . . . Step 1: PPSMARTE – objective work . . . . . . . . . . . . . . . . Step 2: The current situation or current status . . . . . . Step 3: Alternatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Step 4: Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Step 5: Commitment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

168 169 170 171 171 174 174 175 175

Chapter 9

Sales and Long-Term Client Relationships 177 Sale of PT services in a one-to-one situation – the first consultation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179

Sale of PT services in a one-to-one situation – how to conduct a trial session . . . . . . . . . . . . . . . . . . . . Approach and explanation. . . . . . . . . . . . . . . . . . . . . . . . . Summary and closing the sale . . . . . . . . . . . . . . . . . . . . . . . The five-step model for recruiting clients . . . . . . . . . . . . Recruitment of new PT clients in small groups or boot camp. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sales-promoting activities. . . . . . . . . . . . . . . . . . . . . . . . . . . Pop-up booth/stand. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Testing and health checkup. . . . . . . . . . . . . . . . . . . . . . . . Lectures / speaking engagements . . . . . . . . . . . . . . . . . Spontaneous PT session . . . . . . . . . . . . . . . . . . . . . . . . . . . “Walk the floor,” socializing with the member of the fitness center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PT days . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The use of references . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Collaboration across sections . . . . . . . . . . . . . . . . . . . . . . The importance of long-term training with a PT – for the client, for the center and for you . . . . . . . . . What about Norwegian clients? . . . . . . . . . . . . . . . . . . . . . What was the main impression of the seven clients and their PT?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

180 180 181 182 184 186 186 187 188 188 189 190 190 193 194 196 197 198

PART III

EPILOGUE

201

Chapter 10

Competence Development of the PT

203

The various ways of understanding the concept of competence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A) Formal competence . . . . . . . . . . . . . . . . . . . . . . . . . . . . B) Prior learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C) Personality and competence in communication How to develop and share competence: the leader’s role and responsibility . . . . . . . . . . . . . . . . . A) Professional days/professional evenings . . . . . . . . B) Technique course/competence day . . . . . . . . . . . . . C) Seminars/courses of study. . . . . . . . . . . . . . . . . . . . . . Briefly summarized, what does this mean? . . . . . . . . . . . Finally . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A Short Note on Terms About the authors Index

204 205 205 205 207 212 212 212 212 215

217 219 221

PART I

INTRODUCTION

Chapter 1

Personal Training and Group Exercise I find it difficult to train alone. I am pushed to perform better with a personal trainer. I hear words that are supportive and motivating.

Regular physical activity is important for maintaining

(Client statement, 2013)

and social lifestyle. Physical activity strengthens the

good functioning and self-reliance in the older years. Good functional ability makes it easier to live an active muscles and provides better balance and coordina-

I like group exercise a lot because then I can hide away a little while training as hard as I can. I attend spinning and Zumba® classes. The instructors in both places are good at motivating and pushing us during the whole hour.

tion. People are trainable throughout their lives, and

(Client statement, autumn 2017)

strength through facilitated self-training in the form of

it is never too late to begin. An inactive person of 70 can gain three years of good health by being physically active. An otherwise healthy older person in the start phase of loss of balance can regain function and fall-prevention exercises.2, p.119

It may be difficult to achieve high-quality training by yourself. For example, a business organization in Norway wrote that more than 25 % of the population over the age of 15 use a fitness center as their main arena for training, and this number appears to be increasing.1 In addition, there is a growing focus on public health in society. In Norway, the home of the authors, a political goal is to be among the top three countries with the highest life expectancy, good health and well-being.2 If countries are to achieve such lofty goals, preventive health work is particularly important, as the public health report emphasizes (our translation):

Northern Europeans Exercise Most According to new figures from the EU’s statistics office, Eurostat (2017), Norwegians have the highest level of fitness in Europe, and the figures from the Nordic countries are decent in regard to daily exercise. In the top-10 list of countries where most citizens spend at least five hours a week on physical activity in their spare time, Norway ranks at the top with 36.1 percent of the population. In the survey, physical activity encompasses everything from pure exercise to everyday cycling, fast walking and various other activities. We hope that this book will help

professionals in other countries to work to the same vocation, as the emphasis on well-being and health is increasing in several locations. Both personal trainers (PTs) and group fitness instructors (GIs) are valuable contributors to this endeavor. Knowledgeable professionals among the personal trainers and group fitness instructors are important for public health. We can be sure that the requirements for expertise on the part of both the PT and the GI will escalate in the future. Internationally, modern trainer programs increasingly emphasize the “soft” skills, such as communication, relationships and motivation.3 Below we will look at important parts of the knowledge base for both PTs and group fitness instructors. The professional’s future seems bright, requiring more advanced qualifications –in relation to both education requirements and people’s perception and expectation of work performance.4

What are the requirements for a skilled personal trainer? Before writing this book, we specifically examined what is expected of skilled PTs at Norwegian fitness centers. In 2013, we reviewed the Norwegian PT training programs. In addition, we asked 50 PT clients and 24 PTs what they would expect of a skilled PT. In the preparation of this edition of the book, we interviewed four highly experienced PTs with both a master’s degree in physical activity and training and a PT education. We have also reviewed the domestic and international PT requirements and surveyed research on this topic. We believe we have formed a comprehensive image of what type of expertise is to be expected of a PT.

What is today’s status of the PT education? Several of the PT education programs are already comprehensive, and it seems that the required length of education is growing. In the beginning of 2018, there were five colleges/universities in Norway that offered a oneyear study program. When increasing from 6 months to a one-year program, students will learn more and have more time to actively practice training with clients, study colleagues or others during the study period. Today, several universities offer a three-year bachelor’s program. In the future, we predict that the requirements for becoming a PT and/or GI will become even more demanding, and obtaining a job in this field without certification will be challenging. Knowledge is required of topics such as exercises, diet, training and communication skills. A professional PT and GI must master the “technical” aspect of the job. However, a skilled professional must also know how to deliver the services and work with the client. For the time being, it appears that most books and study programs emphasize the technical part of training, while the profession, role and communication are not as established. The literature is lacking in terms of the “soft” skills of instruction, which we would like to correct with this book. Since the first edition of this book was published in 2014, research regarding the use of PT and training instructors has advanced.e.g., 5–8 One of the first studies was McClaran’s7, which reported that utilizing a PT helped most participants remain motivated for continued training. This study also indicated that PTs should spend time with their clients identifying and finding solutions to overcome challenges that may occur during future training. In addition, we discuss solutions regarding this in the present book (see chapters 2, 3 and 8). Maloof, Zabik and Dawson9 also examined the usefulness of obtaining a PT and found that those who trained with PTs experienced a better effect than those who trained alone. Cholewa, Law and Carron10 reported that

Chapter 1

Personal Training and Group Exercise

students thought training with a PT or an experienced exercise buddy would be efficient, compared to training with a beginner or training alone. The latest studies, not surprisingly, also show positive results regarding the use of PTs.5–8 Among other things, Heiestad and colleagues6 concluded that the best results in terms of training motivation and self-perceived health were seen in the groups with a tailored training program and individual follow-up by a personal trainer. We believe this is a field of research which will grow rapidly, and we hope the new knowledge will contribute to the development of the PT and GI study programs in the future. On the following pages we will briefly review what the clients and PTs feel are the qualities characterizing expert trainers, and we hope this provides some background for the book and your pursuit of a profession as a PT or GI.

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What skills does an expert personal trainer have? During our work with the first edition of this book (2014), 50 clients and 24 personal trainers were asked what they perceive as important features of the relationship between clients and trainers. As previously mentioned, we also conducted a thorough study connected with this edition of the book. The examples from our interviews with experienced trainers may be valuable when meeting clients, as they provide relevant examples you can apply to your own situation. Below are six points that summarize what clients perceived as beneficial when utilizing professional assistance in their exercise. •

•

Clients stated they had learned a great deal regarding physical activity, exercise and diet. Such learning provided new insights and increased both energy and motivation, helping them to achieve quality exercise over a longer period. Clients learned that enlisting professionals may help them to step outside of their comfort zone. This

•

meant improvements in endurance, mobility and strength, and increasing mastery provided energy and motivation. Training with a professional trainer had helped the clients become independent and self-sufficient regarding physical activities. This increased the quality of the training and strengthened their self-discipline (e.g. when training alone and when training while on vacation). Clients had developed a “mindset” in the direction of changing the whole week’s behavioral patterns to promote an active and healthy lifestyle with better habits (stairs instead of elevator, less sitting, proper diet, limiting unnecessary fluid intake), and many clients said this had a positive effect on their sleeping patterns. Clients felt that training with professionals had provided better health, both physically and mentally, and some clients hoped this would prevent illness and provide a longer and better life. Many stated that the cost of a personal trainer was an investment in a good and long life. Clients said they would continue training with a professional regularly (1–2 times per week for at least ten weeks) to improve their exercise discipline and gain other benefits – such as diet, sleep and activity patterns over time.

What characteristics do brilliant personal trainers possess? When interviewing the clients and the professionals, they said they expected a professional to be highly competent. However, professionals should also be able to offer both motivational and challenging workouts that create desired changes. In other words, proficient professionals should have knowledge of “hard” topics (i.e. anatomy, physiology, and exercise systems) and “soft” skills such as psychology (through motivation and human know-how) and pedagogy (e.g. being an excellent PT). The ability

to individualize and customize workouts for every client is also mentioned in our surveys. This is in line with the findings of Heiestad and colleagues.6 A professional must be able to recognize clients’ motives, needs and desires. To achieve this, you must be able to listen and apply assessment tools, but also to instruct when this is called for. Knowing the client’s motives for training is important when working toward those goals. Demonstrating the positive consequences the goal achievement might provide is important for clients’ motivation. Among other things, self-determined motivation turns out to be more stable than “persuasive” motivation see e.g. 11 such as gift cards, bets or demands from family, media, physicians, physical therapists or advertising. Based on the reason for the client’s establishing contact, the quality of the motivation will be different, and as a professional you

should be able to adapt to the client’s motivation. You will receive advice and tips on how to achieve this in the following chapters of this book. We recommend beginning with chapters 3 and 8. If you do a quick online search regarding what some of the major gym brands have to say about why clients should use personal trainers, it is clear they emphasize the effect of training. When we asked clients the same question, we received similar responses: training with a PT provides appropriate workouts, faster results, better training effects and less damage. If you read the answers, individually tailor-made arrangements are commonplace. A personal trainer can help a client with a suitable personalized plan based on the client’s fitness, assumptions and expectations, avoiding loss of motivation or injury. The following is an example of a client’s statement:

Chapter 1

Personal Training and Group Exercise

I wanted to train with a PT to get started again. I have

I have learned about varied training and see that all

always trained. However, I took a pause when I moved,

three forms of training are connected. I accomplish more

and my motivation was low. Then menopause began

at work than ever before, and I do not get tired as easily.

and I gained 18 pounds. I decided to begin training with

I realize this is a result of training.

a PT, so I could train appropriately and correctly, while it was also a motivational factor.

Skilled PTs provide clients with a positive experience from the very first session. This entails being 100 percent focused on the client, and being challenging and supportive. A thorough first consultation (some refer to it as an inaugural meeting) takes the client seriously and shows that the person is being listened to, and is a good start for an individual training program based on training competence and form. The first consultation was both informative and inspiring. Several things I wondered about fell into place. I was highly motivated and looked forward to the next session.

Varied training is also motivational training. The clients we have made contact with confirm that they have understood the importance of the three various forms of training (strength, endurance and mobility). Although many clients conduct endurance training on their own, this facilitates discussion with the PT regarding the content and effect of this training. Many clients see the benefits of this and are motivated by learning more about the purpose of each exercise. Increasing the client’s competence fulfills an important psychological need that we know increases the quality of motivation11 (see chapter 3). Assisting clients in increasing their knowledge regarding exercise, their awareness and their ability to evaluate themselves, as well as helping them to discover the benefits of other forms of exercise, may do more for the client than the exercise itself. When providing the client with resources for such topics their motivation may increase and injuries as well as dangerous exercise consequences – such as rhabdomyolysis – might be prevented,.

Research on motivation shows that a trusting relationship facilitates high effort by the client. Therefore, it is important that the PT demonstrates that he or she cares about the client’s progress. It is easier to push the client once trust is established. In addition, the feeling of social support is important for the client’s motivation.see e.g. 11–12 For example, clients have told us that a professional provides workouts with quality, variety, logical knowhow, energy and proper feedback, as the research above indicates. Some clients value advice on literature and reading, and if you have a library consisting of researchbased literature you may able to counterbalance the simple and casual explanations they find online. Most clients state that they can train on their own, but they feel that a personal trainer and/or group fitness instructor makes a positive contribution. As previously mentioned, this correlates with the research available. We have heard clients say they want to retain their PT, where a sound relationship is a prerequisite for continued employment. The challenge is taking the time to get to know each client. Over time, we have seen that PTs such as the ones interviewed in this book have acquired a solid and wide range of education and experience. One of the hallmarks of skilled coaches is that they are constantly developing their skills, and they enjoy helping others to develop theirs. In addition, they are perceived as reliable. This includes, among other things, keeping appointments, acquiring know-how in their field, being able to honor confidentiality, and understanding professional boundaries. They are also skilled in terms of clarifying expectations, which includes their limitations as a PT. You can read more about this in chapter 6. In addition, you can read more about mental training in chapter 5.

I have learned a lot from my PT. I have gained confidence

Professionalism

that this is possible, while at the same time being 100 per-

As previously mentioned, professionalism refers to the PT role (see chapter 6) and to meeting the client’s needs. Several sub-elements relate to this role, such as ethics, privacy, law, duty of confidentiality and insurance. As previously mentioned, professional personal trainers should be able to discover, listen to and consider the client’s needs and not overpower the interaction with their own personal preferences. Professional trainers are inquisitive, constantly up to date, and able to have the client’s best interests at heart, as well as adhering to appointments and regularly keeping in touch outside of joint training sessions – setting objectives for the client and themselves. In addition, professional trainers hold high standards in terms of personal physique and form, clothing, hygiene, jewelry, piercings and makeup – and are proud of their role as a personal trainer and human developer. They are confident and clear and have a personality characterized by positive energy. A professional PT likes people.

cent sure that he/she will be there if I fail. I have improved a lot and now I see just how important the mental part of training is, even for me as a regular exerciser.

As previously mentioned, excellent personal trainers are usually dedicated to development. However, clients state that the key to improvement is adjusting what is already being done instead of making major changes. The clients we spoke to demand to “be seen”. This entails time for communication, especially after the session is completed. Therefore, as a trainer you should have free time between sessions (especially as a PT) and plan small sit-downs (you also need them for your own sake) – making time for brief chats. Remember that every client’s session should end with a brief chat to reflect on accomplishments and key learning points. Preferably, you can conduct such chats in a PT room or another sheltered and quiet place. In addition, the same applies, and perhaps even more so, to the initial meeting. The first meeting is crucial. Expectations are outlined – such as that the workouts should be demanding, varied, individually adapted and motivating. New PTs, especially, will benefit from thinking through their first meeting with a client (see chapters 4, 6 and 8). If you succeed at this, you might be able to retain clients for a long time. I want to stay in touch with my PT for as long as possible, especially because I am familiar with the statistics in terms of returning to my old habits. As of today, I will continue with my PT for years to come. Since working with a PT, my results have improved significantly. I want to continue 1–2 times per week.

We have summarized the qualities that should characterize a PT. However, we also recommend that you visit the websites of various PT providers to see what they emphasize.

Know-how A skilled professional trainer must possess solid expertise regarding training methodology in sports, anatomy and physiology. As previously mentioned, he or she must create individually tailored and varied training programs. The trainer could also conduct thorough surveys of the clients, based on their background history, through observation, through attitude analysis and by means of tests of body composition, endurance, strength and mobility. Based on this, the exercise plans can be adapted to fit the clients’ various challenges, such as lifestyle diseases, illnesses or pregnancies, and the clients receive proper advice regarding diet, nutrition, fluid intake and weight control. In addition, the trainer must be able to clarify expectations (both ways) and log the client’s training experience. A competent and skilled trainer should also be able to conduct training in many different arenas – outside and inside, individually, in pairs and in groups, both with and without the use of appliances, weights, slings and other minor tools.

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Personal Training and Group Exercise

Coaching and communication A skilled personal trainer must be able to plan and conduct training sessions with the client. Planning and execution of all training should be conducted with coaching as a strategy, based on the principle that the client should not be trained but learn how to train. This places great demands on the trainer’s communicative skills. Through dialogue-driven and constructive conversations, the trainer should increase awareness in terms of the value of setting one’s own objectives (both short and long term), and should describe the effect of achieving such objectives. By raising the client’s awareness of the benefits related to reaching the goals, the client’s motivation for continued training will rise. To achieve this, the

trainer must be able to control the content of the client’s self-training and diet. In other words, a skilled coach must have thorough insight into and skills in coaching as a strategy for learning and development, and he or she must assume a coaching-based training role with clients, including spotting (see chapters 2, 4 and 6). This is especially important if the client’s motivation is declining. For instance, a skilled personal trainer increases the client’s ability to reflect on training through the active use of open and closed questions, and active listening at all levels. In addition, he or she must master silence, analysis and reasoning, and must utilize the opportunities for training and learning in various arenas both indoors and outdoors.

Group exercise Outstanding group fitness instructors will help retain clients for facilities and, because of their relational skills, will help sustain participant fitness. We cannot underestimate the importance of the group exercise instructor in the business practices of group fitness instruction.13, p. 15

The development of group exercise From being associated with “pink leg warmers,” “tight gym wear” and femininity, group exercise has evolved into a form of training suitable for absolutely everyone – both women and men, young and old. It is no longer just exercises choreographed with music that is characterized as group exercise, but all types of sessions led by a professional instructor (e.g. dance, cardio, indoor cycling, step aerobics, running, strength, Pilates, etc.).13–15 The group exercise as we know it today originated in “aerobic dance,” which was introduced in the United States in 1969. In the 1980s, Jane Fonda’s Workout Book16 became a cultural phenomenon, which led to an increase in the number of participants in group exercise. However, towards the end of the 1980s, there was an increase in the number of injuries related to aerobic dance, and the trend seemed to reverse.13, 17–19 In what was referred to as high impact aerobics (aerobics involving jumping and running), it was evident that injuries to the knees, legs and feet were particularly common.20 An increasing number of participants and instructors experienced injuries, which led to the development of low impact aerobics (without jumping and sprints), step aerobics and eventually other types of group exercise. As a result of these developments people began questioning the entire concept of “aerobic dance,” as group classes contained several forms of exercise. The term “aerobic dance” was eventually changed to “group exercise” in the late 1990s.13

Group exercise began to flourish in Norway in the 1980s. Fitness centers expanded their repertoires, and the leading organization of the fitness industry was founded in 1984.21 The Norwegian fitness chain SATS was founded in 1995, and this is said to be the beginning of professional group exercise in Norway.22, 23 This industry has undergone tremendous growth during the past 20 years,24–25 and by the end of 2017 a total of 1129 fitness centers were registered in Norway.21 An increasing number of the people who exercise choose a fitness center as their training environment, and according to a report from Virke Trening (201721), 30 % of the Norwegian population choose to exercise at a fitness center. In Oslo, as many as 4 out of 10 report utilizing a fitness center.21 Today, most Norwegian fitness centers offer group exercise, and an increasing number of people are taking these classes.15, 26–29 Today, group exercise is also designed for men. However, this form of training it is still primarily utilized by women.17, 30, 31 Group exercise today is so much more than dance and aerobics, and encompasses everything from dance, cardio, step aerobics, indoor cycling, strength, sling training, kettlebells, running, boxing, yoga, Pilates and stretching to pole dance, water aerobics and much more. A wide variety of group classes and training concepts is offered. This trend will continue internationally as well.

The group fitness instructor is crucial to the experience The group fitness instructor is perhaps the trainer at a fitness center who encounters the most people during a week,32, 33 and therefore has a unique opportunity to increase the motivation, attendance and well-being of the clients.34 In addition, research shows that the group fitness instructor is crucial to retaining clients.e.g. 32, 35–40 Therefore, instructors have an important responsibility with regard to implementing thoughtful and efficient high-quality exercise sessions, to ensure that the

participants have a positive experience and are motivated to return.35, 41 For many, group exercise might be the first encounter with exercise and physical activity. Therefore, it is crucial to see, recognize and include such clients and to provide valuable experiences. In addition, the instructor should facilitate training for those who are already familiar with it, providing each individual with optimal challenges to promote learning, development and mastery.11, 42–46 Therefore, skilled and well-trained instructors are crucial to enabling the industry to succeed in turning inactivity into a healthy lifestyle within the population.14, 47–49

Competence building and professionalization in the industry The fitness industry in Norway is still young. Neither a personal trainer nor a group fitness instructor is a protected title, and there are many study programs and courses available, both domestic and internationally. 49–55 In line with the industry’s growth and a general reduction in public health,24, 56, 57 the need for professionalization and competence enhancement is greater than ever. This is something Virke Trening (Norwegian organization in the fitness industry) has taken seriously, and in 2016 it published the report “A competence boost in the fitness industry.”49 Through this project, Virke Trening wants to set a standard for the scope, content and general quality of the education being offered in the industry. Virke Trening49 writes the following: “(…) which depends on the fitness centers across the country being committed to the objectives and ensuring that satisfactory industry standards are required when fitness instructors are recruited in the future” (p. 2). Professionalism, competence and responsibility among the players of the industry are crucial to success, and it is therefore important that everyone strives to obtain the highest professional knowledge and experience possible.

What is the current status of the education of group fitness instructors? Today, it is common for fitness centers to demand that the instructors employed must have some type of experience and/or form of education. Some demand that the instructor has obtained an approved certification, while other centers provide their own in-house training for new instructors. The current research aimed at group exercise, group fitness instructors and education is extremely limited. However, occupational regulation has received an increasing amount of international attention in recent years, as research has shown that licensing and certifications have impacted the recruitment of various occupations, in terms of both quality and level of salary.58 Licenses and certifications have become extremely common in the fitness industry, and there are a number of various certifications that apply to each group exercise concept, such as Les Mills,59 Corebar™, 60 Zumba®,61 Catslide™,62 SOMA MOVE®63, etc. These are separate intensive courses, providing certification to teach that specific form of training. Prior knowledge or experience as an instructor is usually a benefit. However, anyone can attend such certification courses and begin teaching once they are approved.59–63 A study from 2017 conducted by Lloyd and Payne58 compared the occupational regulation of group fitness instructors in the UK, France and Norway, and the correlation in terms of salary and competence/skill level. In France, licenses within the fitness industry are largely regulated and this has a positive connection with high professional competence, which in turn provides the members with more positive experiences. In the UK, the focus is on ensuring minimum standards, the regulations are minor, and both the interest and the market control access to courses and licensing. This can lead to a surplus of instructors, and as a result the labor market becomes much more challenging and the

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quality can be reduced. In Norway, the education of group fitness instructors is relatively regulated. There are separate educational institutions in addition to private players. Nevertheless, we can also see tendencies that suggest that interest and demand determine licensing in Norway, and that the content of the various courses/programs is unregulated. This may have a negative impact in terms of quality, professional level and salary.58 The research highlighting such issues is extremely limited, which makes it impossible to arrive at a conclusion. Professionalization and a competence boost for the industry are on Virke Trening’s agenda, as they are extremely important for the future of the industry. As previously mentioned, we know that the group fitness instructor is crucial to the participant’s

experience, and that professional, academically strong and extroverted instructors with proper communicative skills are preferred.e.g. 35, 40, 46 Therefore, you as an instructor should always strive to be up to date, respect your occupation and act professionally. During the preparations for this book, we spoke to reputable and talented group fitness instructors to get their take on what is essential for succeeding as an instructor. We have also spoken to both major and minor fitness chains in Norway to learn about the benefits group exercise has for the fitness center. In addition, we have highlighted interesting stories from participants in group exercise from the study by Thomsen, Abrahamsen and Gustafsson (unpublished manuscript).46 Therefore, later in this chapter you will gain insight into what

participants in group exercise think about the instructor, what the instructors consider important qualities, and which elements the fitness centers with group exercise consider important to offer to their members.

What knowledge should the group fitness instructors possess? In the study by Thomsen, Abrahamsen and Gustafsson (unpublished manuscript),46 group exercise participants with three different instructors were interviewed to identify why some instructors succeed, and vice versa. The findings provided various observations related to each instructor. As far as we know, no previous studies have examined the participant’s experience of the instructor in group exercise and what the participants value in their instructors. We have summarized the key points of the study below.

friendly, charismatic, happy and humorous. They also felt that a skilled instructor should possess proper communication skills, was clear and consistent, was able to motivate the participants with a positive and constructive approach, and could acknowledge each participant and act in an inclusive manner. In addition, the instructor should participate actively, serve as a strong and healthy role model, and always know how to encourage the participants to go above and beyond. She is very professional. She is always on time, she always gives an introduction and she is always well prepared. She always provides maximum effort and she is always extremely focused. She delivers a carefully planned class that is easy for people to understand. This is important to me. He is always fully focused, which I find very motivating. Somehow, he makes you want to do what he is doing,

What participants perceive as important?

or at least try to keep up with him. It is incredibly impor-

Professionalism was one of the first topics the informants identified as an important quality in their instructor. Professionalism involves far more than knowledge related to the given profession. The informants conveyed that a good group fitness instructor gives them the feeling that they are respected, in addition to being well-prepared and welcoming. A professional and dedicated instructor gives the participants a sense of being respected, seen, recognized and appreciated. A professional instructor respects the participants’ time and shows an interest in the participant’s experience of the session. Participants considered it important that the instructor had the professional background and experience necessary to facilitate efficient and safe training, and they were particularly concerned that the instructor mastered the technical aspects such as music theory, cueing (verbal and visual), steps, etc. In addition, all participants emphasized that they preferred an instructor who was

instructor is in good shape, which is important. In addi-

tant that the instructor is involved. You notice that the tion, he is always cheerful, and if he is having a bad day, we can never tell. I think that is a very positive quality. He is genuinely engaged with the participants during each class, and he never slacks off. He seems to enjoy what he does, which is inspiring!

The participants in the study carried out by Thomsen et al.46 were concerned with the person “underneath the instructor’s uniform.” Authentic, charismatic and empathetic instructors who showed genuine interest in being with the participants provided a pleasant experience, which was crucial to their motivation and desire to return. They were also successful in creating a sense of community during their classes, and made everyone feel included and a part of something bigger. In addition, the instructors were eager to organize the classes in a manner that facilitated optimal challenges

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Personal Training and Group Exercise

and mastery for all participants. However, the relationship between the instructor and the participants was perhaps the deciding factor as to why the participants chose to return. An appreciative glance during the class, a friendly “pat on the back” when leaving, followed by a positive comment, made the participants feel recognized and appreciated. The following is an example of a participant’s statement: He is genuinely fond of the people who attend, he wants to keep them developing further, and he sees the potential in all the participants – of every shape and size.

What do skilled group fitness instructors perceive as important? We interviewed four extremely experienced group fitness instructors: Per Markussen, Silje Thorstensen, Sølve Sundrehagen and Trude Størmer Vinje. They all confirm much of what the clients in the study of Thomsen et al.46 found. Everyone emphasizes both professional and human qualities. They emphasize that you should be familiar with your profession, be professional, and understand that you are there for the clients – you are providing a service. What is particularly evident in the answers provided is the need for self-reflection and continued development. All instructors emphasize the relationship with the participants and how it can be used to obtain feedback for further development. Receiving feedback is an art form. One of them said the following: “You must listen and say thank you regardless of what type of feedback you receive. Utilize this feedback to reflect on your own practice, learn more and become even better prepared.” However, we know that the research conducted on trainers in other industries emphasizes the ability to reflect and to develop further. For example, use a notepad after the classes to write down what you can improve and what you should continue with.

Summary, group exercise There is no doubt that the instructor profession is complex, and that it makes both professional and personal demands on you as an instructor. In return, it is a fantastic profession, where you get to work with people and both inspire and motivate them for lifelong physical activity and exercise, which will affect their health, wellbeing and joy. As an instructor, you are contributing to a much larger public health perspective and have a unique opportunity to reach a variety of people. This book aims to provide both personal trainers and group fitness instructors with in-depth knowledge of the skills required in the profession, and guidance as to how you as a trainer can become even more proficient and successful in the industry.

PT as group fitness instructor and group fitness instructor as PT This book addresses both the role of a personal trainer and the role of a group fitness instructor, with an emphasis on the PT. We will highlight the benefits of being able to contribute both as a personal trainer and an instructor at a fitness center. Many fitness centers today have personal trainers who, in addition to training clients, instruct various types of group exercise, or vice versa. Our contact with 15 fitness centers in Norway has shown us that it is becoming increasingly common for personal trainers to conduct group classes, or for instructors to attend a course to become a personal trainer. This seems to apply even more so for those working full time in the industry. During the preparation of this book, we have also been in contact with many people who work both as personal trainers and as group fitness instructors. It is interesting and gratifying to see that the group fitness instructors we met, observed, trained and coached who

also work as personal trainers are extremely skilled and dedicated to their work, due largely to their broad range of skills. They are perceived as professional and experienced when meeting their group participants. Our message to all personal trainers who are contemplating further education in some type of group exercise is to do it. The effect will only be beneficial. Similarly, we would advise instructors with the ambition and desire to become a personal trainer to complete the one-year program and begin working in the field. A personal trainer course will further develop you as a professional, both in the field of exercise and as a person. One of the people we have been in contact with is Mona Nyhagen Kristoffersen, at the Espern fitness center in Hamar, Norway. She works both as a personal trainer and a group fitness instructor and recommends that everyone do the same. She conducts several group classes, such as Corebar™.60 Mona Nyhagen Kristoffersen has the following message to the book’s readers about why she thrives both as a PT and a group fitness instructor:

I, like most others in this “game”, started out as a group fitness instructor and it took several years before I became qualified as a personal trainer. I think it is a good idea to wait a while before you become a PT. That is my point of view. A lot of experience is required to succeed as a PT, not only in terms of the professional field of exercise and diet, but also as a coach and a fellow human being, and learning how to apply your life experience in training to the clients. I think the combination of being an instructor and a PT is perfect. As a group fitness instructor, you often encounter the various types of clients at the fitness center, which makes it easier to sell the PT product as the clients already have a relationship with you. You are accessible, always in dialogue with your clients – before and after the classes – and you are constantly challenged with questions about training, training load and injuries. In addition, I think those with a PT education become better group fitness instructors. They will possess more professional skills than those who have

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Personal Training and Group Exercise

only taken courses in Zumba®, aerobics, etc. This is often very evident with regard to communicating the proper technique, providing a correct exercise image, communicating clear and proper technical execution, choosing exercises and providing guidance to the individual members during and after the group class.

Literature 1. http://www.virke.no/talloganalyse/Documents/Treningssenterbransjen_2013.pdf 2. Meld. St. 34 (2012–2013) (lagt fram 26.4.2013). Folkehelsemeldingen. God helse – felles ansvar 3. Gould, D., Carson, S. & Blanton, J. (2013). Coaching Life

Mona Nyhagen Kristoffersen explains the importance of training expertise and coaching competence in an extremely convincing manner, and it is easy to understand why and how she has an interesting and rewarding job. In addition, her wide-ranging activities as a trainer are useful to read about for all recently graduated personal trainers who are at the beginning of their careers and might be struggling to obtain enough clients. A smart move, then, might be to train as a group fitness instructor within various types of training. It is also interesting that Mona says she believes that group fitness instructors who become personal trainers become more proficient than others. It is quite clear that being able to work both as a personal trainer and a group fitness instructor has great benefits, and we hope that this book will both inspire and motivate you to pursue further education. We recommend that you take the time to read the entire book, even if you are not working as both a personal trainer and a group fitness instructor. The two professions complement each other, and each role has something to teach the other. We will never be finished learning.

Skills. In P. Potrac, W. Gilbert & J. Denison (Eds.), Routledge Handbook of Sports Coaching (pp. 259–270). London and New York: Routledge. 4. For further information, please see https://www.virke.no/ bransjer/bransjer/bransjesider/trening/ 5. Dias, M.R.C., Simao, R.F., Saavedra, F.J.F. & Ratamess, N.A. (2017). Influence of a Personal Trainer on Self-selected Loading During Resistance Exercise. J Strength Cond Res, 31(7), 1925–1930. doi:10.1519/jsc.0000000000001663 6. Heiestad, H., Rustaden, A.M., Bø, K. & Haakstad, L.A.H. (2016). Effect of Regular Resistance Training on Motivation, Self-Perceived Health, and Quality of Life in Previously Inactive Overweight Women: A Randomized, Controlled Trial. BioMed Research International, 2016, 9. doi:10.1155/2016/3815976 7. McClaran, S.R. (2003). The Effectiveness of Personal Training on Changing Attitudes towards Physical Activity. Journal of Sports Science and Medicine, 2, 10–14. 8. Wayment, A.H. & McDonald, L.R. (2017). Sharing a Personal Trainer: Personal and Social Benefits of Individualized, Small-Group Training. Journal of Strength and Conditioning Research, 31(11), 3137–3145. doi:10.1519/ JSC.0000000000001764

The continuation of the book The following chapters of the book will address communication, motivation and coaching, topics which are equally important for a group fitness instructor and a personal trainer. The subsequent part of the book will address personal training and everything this role entails. The last chapter of the book addresses the professional level and competence development of players in the industry in general.

9. Maloof, R.M., Zabik, R.M. & Dawson, M.L. (2001). The Effect of Use of a Personal Trainer on Improvement of Health Related Fitness for Adults. Medicine and Science in Sports and Exercise, 33(5), S1–74. 10. Cholewa, S.A., Law, B. & Carron, A.V. (2008). An examination of exercise partners preferred by university students. Sport & Exercise Psychology Review, 4(1), 30–38. 11. Standage, M. & Ryan, R.M. (2012). Self-Determination Theory and Exercise Motivation: Facilitating Self-Regulatory Processes to Support and Maintain Health and Well-Being.

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ISBN 978-82-450-2358-9

THE PERSONAL TRAINER

FRANK ABRAHAMSEN, ATLE ARNTZEN, ROLF HAUGEN

• • • •

FRANK ABRAHAMSEN ATLE ARNTZEN ROLF HAUGEN

THE PERSONAL TRAINER A COACHING APPROACH