Ch. 11 - Class Engagement And Motivation

Question 1

Elements of engaging experiences

Answer 1

A successful instructor has the ability to make a compelling presentation
—instructors are performers who engage their audience (participants) and motivate them to achieve results and outcomes from the workout that keep them coming back

Question 2

Performance and presence

Answer 2

—participants become more invested in class objectives when an instructor has a strong performance and presence

Performance
—the ability to convey a message in a theatrical way to engage the most participants
—includes the way cues, movements, music, ambience, attire, volume and attitude of the instructor make individuals feel

Presence
—an instructor’s ability to command attention by being confident, prepared, positive and inviting
—an instructor develops presence by demonstrating correct form, posture, technique, dressing professionally, and behaving in a way that shows his or her emotional and energetic engagement

Instructors w/ presence are more successful at earning the confidence, trust and compliance of their participants

Question 3

Attire

Answer 3

Attire makes a difference in engagement
—dress for the class outcome and format
—ex. Attire for core conditioning, colorful attire for dance, hats or dark coloring for boot camp, etc.

Question 4

Confidence

Answer 4

Confidence stems from a combo of expertise and behavior
—familiarity with material enables instructors to offer timely, helpful feedback and suggestions, which participants value
—while behaviors such as eye contact, positive attitude, and supportive demeanor are just as important when instructors offer guidance for specific movements

Question 5

Instructors can use some of the following tips to show confidence

Answer 5

—use dynamic verbal, visual and physical cueing during movement
—alternate btwn watching body movements and looking into participants eyes if an instructor feels nervous
—practice enunciation and vary the tone every third sentence. Being as clear as possible will help save one’s voice so every word counts
—project one’s voice from the diaphragm (the muscles felt when one places a hand over the abdomen and coughs)

Practice delivering cues by recording yourself
—note how you sound but also how you look
—does your body language and eye contact match the cue?
—do you seem natural or nervous?
—keep practicing to increase confidence

Question 6

Fostering engagement with music

Answer 6

Music is an essential tool that promotes mental and physical engagement
—the lyrics and overall sound can work synergistically with the movements, performance of the instructor, and class ambience to create a comprehensive experience
—bold, forceful beats can help participants push through difficult movements; while positive, empowering lyrics may motivate participants to rise to challenges

Music should support the class outcome

Question 7

Tips to use music to support class flow and overall energy

Answer 7

—use a variety of music types during class
—use trendy pop, dance, or hip-hop music or select well-known, popular “oldies” to foster a musical connection
—use dramatic segments, chorus, or downbeats in a song for visual, verbal or motivational cues
—select music with lyrics that match the movements being performed
—stay on the beat, as appropriate for the format, and count reps or time by using song components

Question 8

Fostering engagement with EDUTAINMENT

Answer 8

EDUTAINMENT
—Combo of education and entertainment
—when an instructor balances the educational and entertainment needs of a diverse group - keeping everyone engaged
—an education driven instructor may focus on verbal cues that tell participants what muscles they are working, how to make progressions or regressions, or what plane of motion they are using
—an entertainment driven instructor may engage through humor, showmanship, lighting or volume changes, or use the names and personal connections into their teaching style

Ideally instructors learn to balance these two styles of teaching to create the most compelling experience

Question 9

Fostering engagement with variety

Answer 9

—scientific training principles, such as overload and progression, are rooted in the human body’s primary need for change and variety
—variety works to alleviate boredom, generate interest in new challenges, and expand the participants experiences and activities

Question 10

Tasks to incorporate more variety in class

Answer 10

—add a single new exercise or movement pattern
—add one new song to a favorite mix
—change the order of movements
—change the sets, reps, rest time, or interval ratio
—create a long-term plan for progression
—play a diff. Genre of music

When introducing new options for variety, be sure to stick to the expected class format and clearly explain that the goal of the new change, activity, or class component is to keep things fresh and fun

Question 11

Motivating participants

Answer 11

—sometimes can be diff. To track own performance, progress and movement quality as a participant
—an effective GFI must motivate in an effective, timely manner
—instructor should take ownership of accounting for and communicating achievements in short term (how many squats performed in one class) and long term (how someone has improved over several classes) to help participants feel valued and more motivated

Question 12

Motivating participants video

Answer 12

Motivational cues
—keep participants focused when they start getting tired or bored
—ex. Time a rep countdown, telling them how much longer they have to hold or push
—complimenting them - to help find the energy to keep going
—talk about the benefits and results - emphasize the physical or emotional results of exercise
—you can also use a little competition to keep things exciting

Extrinsic motivation
—refers to a reward separate from the activity undertaken to obtain it
—like money, prestige, status, trophies or positive feedback

Intrinsic motivation
—refers to a reward directly related to the activity itself
—like endorphin high, improvements in strength, muscle tone, sleeping better, and having more energy

People respond to things differently -
—making it through a difficult task creates feeling of success and empowerment

One tricky topic in people’s health journey is their relationship with food
—many people see exercise as punishment and food as a reward
—flip that around to show that exercise is the reward and that healthy eating will make them feel even better
—ways to alter our language around this: extrinsic and intrinsic
—provide positive feedback, seek input, create engaging experiences, set participants up to succeed and provide measurable stats on accomplishments and progress

Question 13

Intrinsic motivation

Answer 13

The performance of an activity for rewards directly stemming from the activity itself

Question 14

Extrinsic motivation

Answer 14

The performance of an activity to obtain a reward separate from the activity itself

There has been debate whether extrinsic rewards undermine intrinsic motivation
—in business, many believe extrinsic rewards do not negatively affect intrinsic motivation
— those in education believe extrinsic rewards are damaging to the intrinsic motivation of school age children
—while others believe it is merely the controlling factor of the reward that affects intrinsic motivation

Question 15

Ex. Of intrinsic and extrinsic motivation

Answer 15

1. (I): Think about how good you’re going to feel when you’re done with this

(E): If I burn 400 calories here, then I can have 400 calories more at dinner.

2. (I): think about all the things that brought you here today and congratulate yourself for showing up and working out with me.

(E): this yoga class will help my joints feel better so I can run that marathon

3. (I) fit people are happier people overall compared to sedentary people

(E): Rosie loves going to this class, so I might as well go with her since we are going to lunch together after

Question 16

Influences on human behavior

Answer 16

Many factors influence the way individuals behave

Cognitive influences
—self-efficacy, self-talk

Affective influences
—positive and negative emotions

Interpersonal influences
—Group fitness classes
—eating in groups

Behavioral influences
—positive reinforcement
—self-monitoring

Sensation influences
—pain associated w/ working out
—feelings of hunger

Question 17

1. Cognitive influences

Answer 17

An individual’s way of thinking or “inner dialogue”
—two important cognitive factors that influence behavior are CONFIDENCE and SELF-TALK - both of which are powerful motivating cognitive traits

Research has found SELF-EFFICACY (the belief in one’s ability to execute a certain behavior) to be the STRONGEST predictor of physical activity

Question 18

1. Cognitive influences
   —Self-efficacy stems from several sources that GFI can tap into to inc. their participants confidence

Answer 18

PERFORMANCE ACCOMPLISHMENTS
—the strongest source of self-efficacy, as they focus on participants personal task improvement and success, rather than on comparisons with others

MODELING
—or watching other, similar indiv. Successfully perform the desired task, can inc. a participant’s self-efficacy in their ability to complete the task as well

VERBAL PERSUASION
—in which an instructor, coach, or friend encourages the participant to perform the task successfully - supports self-confidence

IMAGERY
—or imagining themselves performing a task, can inc. self-confidence in the ability to actually perform it

Question 19

2. Affective influences

Answer 19

—ex. Positive and negative emotions
—emotional states in the participant, or AFFECTIVE INFLUENCES, have an influence on behavior
—positive or negative emotions may change how the participant adheres to an exercise or nutrition program
—conversely, the effects of exercising and eating on emotions can be just as important at changing emotional states
—mental health prof. Rate exercise as the most effective tech. For changing a bad mood

Question 20

3. Interpersonal influences

Answer 20

—ex. Group fitness classes, eating in groups
—an indiv. Motivation and behavior in relation to eating and exercise are influenced by a SOCIAL SUPPORT NETWORK
—social support includes companionship, encouragement, assistance, or info. From friends, family members, and coworkers as well as tangible aid and advice, suggestions and info. From prof.
—many group-oriented programs are effective bc they offer enjoyment, social support, increased sense of personal commitment, and opp. To compare progress and fitness with others

Question 21

4. Behavioral influences

Answer 21

—ex. Positive reinforcement, self-monitoring
—those influences created as a result of an individual’s behavior
—some behaviors elicit a positive feeling in the participant, making them more inclined to repeat the behavior
—for ex. If an indiv. Starts tracking their activity to hit a movement goal, the tracking behavior will influence the person to walk more - which in turn might encourage cont. tracking, resulting in a self-supporting feedback loop - additionally, by implementing a system of self-monitoring, they may find they are more committed to their program and more capable to identify the patterns or behaviors that support or inhibit progress

Question 22

5. Sensation influences

Answer 22

—pain associated w/ working out, feelings of hunger
—sensation influences are physical feelings indiv. Experience as they relate to behaviors involved in establishing a healthy lifestyle
—beginners just starting to workout will likely feel some physical discomfort following the first few classes
—therefore, instructors should try to ensure they do not overload new participants with too much too soon, as pain may discourage them from returning to class

Question 23

6. Positive reinforcement

Answer 23

—focuses on providing indiv. With a reward for exhibiting a specific behavior, with the goal of increasing the likelihood of the desired behavior being repeated

Question 24

The transtheoretical model (TTM) - (Stages of Change)

Answer 24

Behavior change is seen as a process that occurs over time, as demonstrated by the Transtheoretical Model (Stages of Change) (TTM)
—TTM states that indiv. Progress through a series of stages of change, and movement through these stages is cyclical - not linear - bc many do not succeed in their efforts at establishing and maintaining lifestyle changes for the long term

Figure shows 5 stages (progression upwards — NE)
1. Precontemplation
2. Contemplation
3. Preparation
4. Action
5. Maintenance

Question 25

1. Precontemplation stage of TTM

Answer 25

Stage of change in the Trans-theoretical model in which indiv. Do not intend to change their high-risk behaviors in the foreseeable future
—in relation to exercise, this usually means the indiv. Is not anticipating starting an exercise regimen in the next 6 months — essentially these indiv. Are non-exercisers
—ppl in this stage tend to avoid reading, talking or thinking about the behavior that needs to be changed

Question 26

2. Contemplation stage of the TTM

Answer 26

—stage of change in TTM in which indiv. Are contemplating making a change w/in the next 6 months
—typically are aware of the pros of changing their behavior (ex. Positive effects of exercise) but they are also acutely aware of the cons of behavior change (ex. More time away from family)

Question 27

3. Preparation stage of TTM

Answer 27

—stage of change in the TTM in which indiv. Intend to take action in the near future, usually w/in the next month
—Ex. Planning to exercise 3+ more times a week for 20 min. Or longer
—in addition, these indiv. Usually have taken some significant action toward making the behavior change in the past year, such as joining a health club, contacting a physician, engaging in more activity, buying a piece of exercise equipment
—most people in this stage have some sort of PLAN OF ACTION

Question 28

4. Action stage of TTM

Answer 28

—indiv. Have made specific, overt modifications to their behavior within the past 6 months
—indiv. In this stage may exercise regularly but have been doing so for less than 6 months
—change in this phase is not stable, and it corresponds with the highest risk for relapse

Question 29

5. Maintenance stage of TTM

Answer 29

—begins 6 months after criterion has been reached until a time point at which the risk of returning to the old behavior has been terminated
—indiv. In this stage have been exercising regularly and have done so for more than 6 months
—once they have been engaged in this behavior for 5 years (for ex.), it is likely they will cont. to maintain regular exercise throughout their life span, except in the event of injury or other unexpected health-related problems

Question 30

Connecting with participant goals

Answer 30

—common goals for a class, or series of classes
—in such instances, instructors should know how to set realistic goals for general groups
—as instructors get to know regulars or field workout questions, they may start to learn about indiv. Participant goals - in such situations, instructors should remind participants to ensure that, whatever their goals, they are SMART goals

Question 31

SMART GOALS

Answer 31

SMART goals
—S - Specific
—M - Measureable
—A - Attainable
—R - Realistic
—T - Time-oriented (Timely)

Acronym is widely used in health and fitness settings - and business
—simplifying goal-setting process to help indiv. Set more productive and realistic goals

Ex.
—we will do 30 pushups in the first 30 min. Of class today
—I will attend 8 resistance classes and 8 cycle classes over the next 30 days

Question 32

SMART goals video

Answer 32

—all participants will have unique goals: losing weight, inc. or maintaining fitness levels, changing body composition, or a desire for a new social aspect of life
—have knowledge as an instructor for how to set productive goals

1. Specific
   —sometimes instructors will say they have a goal to lose weight, without having an idea of how much they want to lose
   —have an exact number to make a plan to get there and feel accomplished once reached
2. Measurable
   —ensures the goal-setter can track progress
   —ex. How many reps of a certain exercise they want to accomplish
   —or weight loss goal for entire class over a series of sessions
   —a number can create a sense of community and keep participants accountable
3. Attainable
   —ex. To complete the entire workout and use modifications that best suit their needs
   —should be achievable for all participants
4. Realistic
   —many times ppl getting started in fitness set a goal of coming to class 6-7 days a week - while possible, its not realistic
   —a realistic goal would be 2-3 times a week
5. Time-oriented
   —have a deadline
   —w/in a single class - or over a couple weeks

Knowing how to set SMART goals can help you motivate your class and help you build rapport with participants

Question 33

Building a brand and fitness community

Answer 33

—once an instructor establishes successful methods of communicating with participants, a personal brand and dedicated following are built

Fitness brand evolves from the instructor’s goals and philosophies on fitness
1. Fitness message
2. Fitness mission statement
3. Fitness vision statement

These components drive the way an instructor prepares and teaches, self-promotes, and grows as a leader in the group fitness arena
—have a clear fitness brand helps an instructor focus on what to promote and how to promote it

To build a solid brand and comm. - aim for consistency btwn all platforms and messages

Question 34

Fitness message

Answer 34

—a benefit statement or philosophy related to fitness
—it is about what the instructor believes fitness can do for someone
—it is an INFORMATIVE stmt. about what an instructor does or wants to do
—comes from logical thinking and practical application
—should be short, catchy and digestible

Question 35

Fitness mission statement

Answer 35

—an informative statement about what an instructor does (or wants to do)

Question 36

Fitness vision statement

Answer 36

—an inspirational statement about what an instructor wants to be in the future
—an inspirational stmt. or short paragraph
—vision should be longer than a mission stmt., with a bit more detail on the outcome
—also be more focused on inspiring people with positive opportunities

Question 37

Fitness community

Answer 37

An evolving, growing and dedicated group of people who follow, trust and regularly communicate with a group fitness instructor
—comm. evolves as more people begin to follow, trust and interact with the instructor

How to start building community
1. Give specific, verbal feedback that objectively reflects the participant’s form or execution
2. Specific, verbal feedback that subjectively reflects the instructor’s care and involvement with participants
3. Using first names or professions where possible to individualize the experience
4. Engaging participants in conversation before and after class
5. Hosting group outings
6. Aligning oneself with a charity or philanthropic outreach program in the community
7. Facilitating friendly competition among participants
8. Using social media, text messages, and email to communicate as appropriate

Question 38

Headshot

Answer 38

Start with a consistent headshot/image that shows your fitness personality and resonates with your brand, message, mission and vision
—use same image across all media platforms as you get started to build a following and allow for instant identification with your brand

GFI wishing to collect personal info. Must first discover whether the club or workplace allows it, in case solicitation of such info. Could violate a company policy

Question 39

Beyond class engagement

Answer 39

—prior to class - there are opp. To comm. and create Long-lasting impressions - such as helping someone who has her hands full as she walks into the club, arranging equipment, spending time in locker room, or waiting outside studio for class to start

Time btwn when class ends and point when ppl leave the gym is one last opp. To engage in face-to-face comm. and leave a positive impression
—put equipment back, be open and available to answer questions, walk outside club

The more engaged participants feel about their instructor’s interest in their progress and overall experience, the more likely they are to return and recruit others to attend class as well

Question 40

Using social media to drive engagement

Answer 40

—opp. To build community and recruit new participants and followers
—can better target their demographic using the appropriate social media platform

Powerful in sharing positive messages but also one bad post can turn off a new or existing follower

Question 41

Social media standards

Answer 41

—make posts that support their fitness message, mission and vision statements
—try to post original quotes and images as much as possible - personal mottos and spread their message
—give credit to original writers, artists and owners when posting content from inspiring ppl or organizations
—post open-ended questions to engage the greatest number of participants
—include something visual - photo or short video
—shoot any video clips with a smartphone in horizontal mode to capture a full image
—obtain permission from any indiv. Before tagging them or publicly discussing anything about them
—make sure content posted on public pages supports brand - delete spam or offensive material immediately y
—avoid impolite topics - politics and religion
—avoid aggressively requesting likes, shares, comments
—try to have a brand account and a personal account to protect privacy and safety
—delete or remove tags that others make using their name that don’t resonate with brand

Important to consider club or fitness center policies before creating and adding participants to your social media network
—refer to any copyright or licensing guidelines before sharing proprietary materials

Question 42

Section 3 summary video
—part 1: pre-class setup

Answer 42

Unplanned changes - provide opp. To communicate, motivate and connect with your participants

Class prep
—organize room, cue music, check mic, and arrange participants as they come in
—arrive 15 min. Early to prep
—check equipment
—make most of time before or right after class - sometimes classes scheduled back to back
—sound system: test that works and where the volume is set - plan music that sets the tone, creates energy and tempos are at right BPMs
—silence mobile devices and have back up music ready if you need
—mics - allow instructors to teach w/o straining voice
——-check battery, use windscreen, check volumes to make sure you can be heart clearly
——a lot of gyms have diff sound or mic systems - have own instructor kit to be prepared for any problems
—equipment set up is very imp. Bc it gives you a chance to check for any deterioration or potential malfunctions
—remove broken equipment or put a sign on it if it’s not moveable - make sure you report to the facility staff

Then chat with participants about what they need to help them set up stations before class

A good instructor has the ability to adapt - making on the spot decisions
—even if well planned - unexpected situations happen
—sometimes people show up and haven’t preregistered - talk to person one on one before class starts or after class to avoid disrupting class flow

Space limitations — reorganize equipment - or have some participants perform exercises in place
—sometimes have to turn ppl away to keep things safe

Equipment changes
—facilities often change inventory over time - be sure to practice with it ahead of time
—plan backups just in case

If class starts late (another class ahead was running over)
—can adjust the lease important or most time-consuming portion of class to make up for lost time

Question 43

Section 3 summary video
—part 2

Answer 43

Managing conflicts is best dealt with by tackling it right away
—some conflicts: new participants occupying a regulars spot, limited equipment availability
—offer suggestions that make both participants feel valued — ask regular participant to show new how it works

Managing participants
—important to manage personalities and engage everyone equally

Applying communications
—on way comm. - when give instruction with no response from receivers
—two way comm. - receiver comm. response back to sender - make sure to give enough time for receiver
1. Audio
2. Visual
3. Kinesthetic
—imp. To give broad directions

Instructors with superior comm. skills are always going to make the most positive connections with their classes
—be specific - straightforward comm. encourages positive change and empowers the participants to move correctly
—avoid conflicting messages — just focus on one are of improvement before moving on to another

Own your message - use phrases like “I” and “my” instead of “the club” or “you should”
—own your message!!
—ppl need to know their instructor is qualified and confident

Deliver messages at time of occurrence
—gives feedback right away
—better to take some time initially before allowing someone to learn something they have to unlearn later and to avoid injury

Be positive and supportive
—sarcasm may lighten the mood - but only if instructor has built rapport with group
—make a conscious effort to have a positive, inviting attitude
—be open for feedback
—remind the class you are here for them
—be an approachable leader who looks hte part
—two way comm. helps participants feel welcome, understood and cared for

Be punctual. Get there early. Start class on time and end on time
—learn names
—be available before and after for the class
—make sure equipment prep is good to go before class
—make whole environment of room comfortable - temp. And sound levels

Remember to cater to the classroom
—be mindful of making sure everyone feels good about their work

Motivating participants
—be a leader ppl want to follow, someone they can trust and want to learn from
—an effective GFI motivates in an individual, effective, timely manner
—takes ownership of tracking and communicating achievements in ST and LT to help ppl feel valued and even more motivated
—time or rep countdowns make everyone feel good in group setting
—be complimentary of effort participants are making
—comm. physical or emotional benefits of the task you are asking or leading them to do

Let them see your passion!!

Question 44

A participant keeps coming back to class because he is now sleeping better as a result of improving his fitness. Which concept is he demonstrating?

Answer 44

Intrinsic motivation

Question 45

Which concept is best used for encouraging continued participation and engagement in class?

Answer 45

Edutainment

Question 46

Which of the following types of music is best for motivating participants to rise to a challenge?

Answer 46

Positive and empowering

Question 47

Which represents the best way for a Group Fitness Instructor cue a SMART class goal during the intro?

Answer 47

“We’re going to do 10 circuits during today’s 40-minute body of work.”

Question 48

Which of the following is an example of an extrinsic motivational factor?

Answer 48

Winning a free snack bar item for doing the most push-ups

Question 49

Which action best represents a participant currently in the preparation stage of the Transtheoretical Model?

Answer 49

Mary just signed a contract for her first-ever gym membership

Question 50

A friend tells you he is feeling depressed and hasn’t been exercising because of it. What type of influence is driving his behavior?

Answer 50

Affective

Question 51

Which of the following is the most effective way to offer guidance for specific movements?

Answer 51

Make eye contact with participants

Question 52

Which technique can best help an instructor show confidence while presenting a class?

Answer 52

Project one’s voice from the diaphragm

Question 53

Which of the following is an action that will help build a group fitness instructor’s fitness community?

Answer 53

Using social media to appropriately stay in contact with participants

Question 54

Which of the following cues would best help yoga participants enhance their intrinsic motivation?

Answer 54

“Think of how you will feel when you are done.”

Question 55

Which of the following refers to a benefit statement or philosophy related to fitness?

Answer 55

Fitness message

Question 56

In the action stage of the Transtheoretical Model, individuals make specific, overt modifications in their lifestyle within what timeframe?

Answer 56

The past 6 months

Question 57

A new participant has been feeling sore after the first few classes she attended. What type of influence is she experiencing?

Answer 57

Sensation

Question 58

Which is a benefit of maintaining your own personal website?

Answer 58

The opportunity to collect customer and community information