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How Fitness Instructors Can Get the Message Across
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How Fitness Instructors Can 'Get the Message Across'
By:
Mona Zignego
Seasoned fitness instructor and author Mona Zignego discusses how instructors can best communicate with their students - by picking up on clues as to how each student or client learns best.
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Once an instructor has the knowledge and certification to become a fitness professional the next step is presenting the information to the participant. As most instructors know, this isn't always as easy as it sounds! Challenging or not, communicating clearly with students or clients is vital for safety, optimal learning, and participant retention. Simply put, the more effectively an instructor can get the message across, the closer the students will be to meeting their fitness goals and having a positive exercise experience.
Not surprisingly, different people learn different ways. According to the ACE personal training manual 60% of the population learn better visually, 20% learn better through hearing, and the last 20% prefer to learn kinesthetically, or with more hands on activities.
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Different people learn best in different ways. Watch for clues on how you can best assist each individual.
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When teaching to a group of individuals, all three learning styles need to be used to get the message across to every single person. When training one on one, instructors will benefit most by identifying what type of learning style their solo client prefers and then adapting the training session to suit the needs of that particular individual.
When teaching to a group of individuals, all three learning styles need to be used to get the message across to every single person. When training one on one, instructors will benefit most by identifying what type of learning style their solo client prefers and then adapting the training session to suit the needs of that particular individual.
It is important for instructors to know whether they work better one on one or with a group. From there, adapting their teaching style to meet the needs of the participants can make all the difference in the success of the students as well as the instructor.
Visual learners will learn best by looking at a handout, picture, chart, graph or any other type of printed material that can be looked at to see what is being taught. Visual learners also process better by watching the instructor perform the exercise in front of them. It follows naturally that perfect form is a must. For example, if the instructor is demonstrating a triceps extension without movement in the shoulders, then he or she must be able to perform that exercise without moving the shoulders.
Auditory learners need to hear the teacher's voice and focus on the words. They may close their eyes as the instructor is talking in order to focus all their attention on what is being said. These students will respond better if the instructor can come up with different ways of saying the same thing. Thinking of cues that will appeal to people from all different walks of life will also help get the point across.
For example, if the teacher is trying to get the students to activate the muscles of the core, a picture could be created for some people by saying, "Draw those abdominal muscles in as if I have just tightened your corset. Think Gone with the Wind." For others by saying, "Activate those abdominal muscles to create strength. It should feel as though you are creating a suit of armor on the front of your body. If I were to come by and punch you, your muscles would be so strong you could resist the force of my punch."
Feedback should be very clear and specific and it should leave no doubt in the student's mind as to what was right or wrong about the activity.
Finally there are the kinesthetic learners. These are the hands-on people who will often touch the muscles as an exercise is being explained to them. They respond better when physically guided through an activity or when they are moved into the proper position for beginning an exercise. According to the ACE Personal Trainer Manual, if you are using a handout or chart to illustrate a point, they may even touch and feel the chart while you are teaching. They like to touch, feel, practice and do the activity.
Finally, once the participants have completed the activity it's time to communicate clearly as to what was correct or incorrect about the activity. According to the ACE Personal Trainers Manual, effective feedback must be (1) specific (2) contingent on performance and (3) provide corrective information. For example, instead of instructors telling students, "Good!" after they complete an exercise properly, the trainer should say something like, "Wow! You are doing a great job of not using momentum for this exercise today."
Feedback should be very clear and specific and it should leave no doubt in the student's mind as to what was right or wrong about the activity.
When training in a one on one setting, emphasis should be placed on the learning style that works best for the client, but he or she will benefit from hearing and seeing the trainer use other learning styles as well.
Typically an instructor will use all three learning styles to get the message across to every student in a group exercise class. By alternating between the different styles, he or she can reach out and connect with each participant who is attending the class.
When training in a one on one setting, emphasis should be placed on the learning style that works best for the client, but he or she will benefit from hearing and seeing the trainer use other learning styles as
well.
Students will also achieve better results if the instructor knows where her strengths lie and in what environment she works best: group exercise or personal training. By watching and observing class participants an instructor will be able to identify which learning style works best and then create the best learning environment possible to bring enjoyment and success to every participant.
About Mona Zignego
Go to About Mona Zignego for more articles and her bio.
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