Ch 3 Communication and Teaching Techniques Flashcards
Stages of the client-trainer relationship
rapport > investigation > planning > action
Rapport
understanding and trust
First impressions/gut responses are influenced by…
- appearance
- facial expressions
- attire
- professional conduct
- competence & certification
Negative interactions are characterized by…
- rudeness
- indifference
- ineptitude
- neglect
- malpractice
- unclear communication
- long wait times
- unclean or unsafe environment
Positive interactions are characterized by…
- respect
- care
- clear communication
- professionalism
- impression of qualification
Factors of personality styles
- characteristics
- thoughts
- feelings
- attitudes
- beliefs
- behaviors
- coping mechanisms
Investigative Stage
information is gathered with forms and conversation
Paraphrasing
restating the essence of a message to check comprehension and allow an opportunity for correction from the speaker
Encouraging
during natural pauses in conversations, short utterances or phrases to encourage the speaker to continue and affirm they are being heard
Questioning
asking the speaker open-ended or clarifying questions to reveal further detail or steer conversation
Reflecting
key difference to paraphrasing is the inclusion of emotion as understood by the listener, restated to the speaker to check comprehension and give opportunity for correction
Summarizing
in the context of personal training, summary may be given periodically during conversation to frame relevance to programming and allow opportunities for feedback and collaboration
Self-disclosure
selective divulgence of personal information can be used sparingly to connect with clients over shared experiences
How can a personal trainer respond to difficult disclosures by a client?
- empathize, acknowledge
- exercise non-judgement
- avoid advice-giving unless within scope of practice (if within, try to gently steer to relevant details)
- connect the client with appropriate resources
Planning Stage
exercise programming is completed in steps:
* setting goals
* generation and discussion of alternatives
* plan formulation
* evaluation of exercise program
SMART Goals
- specific: clear and unambiguous
- measurable: to track progress
- attainable: realistic and buildable
- relevant: to interest, needs, and ability
- time-bound: to track progress, establish touchpoints
Steps of Motivational Interviewing
- engagement (open)
- focusing (goals/barriers)
- evoking (motivation/feelings)
- planning (actionable)
Probing Questions
designed to encourage deeper reflection and help clients explore their feelings, motivations, and behaviors
What do you think will be the first sign that things are starting to improve?
If you were advising a friend who was in your shoes, what would you tell them?
Have you ever tried something similar? How did that go?
What’s most important to you about making this change?
Learning preference
Visual
watches intently
prefers reading
demonstrations are effective
“oh I see”
“can I see that again?”
Learning preference
Auditory
listens carefully
prefers hearing
q&a is effective
“I hear you”
“say that again”
Learning preference
Kinesthetic
acts out, touches, or holds
prefers doing
hands-on is effective
“let me try that”
“I feel that”
Tell, Show, Do
- Tell: Explain the concept or skill to the client, outlining what they will be doing
- Show: Demonstrate the skill or behavior, giving the client a visual understanding of how it’s done
- Do: Have the client perform the skill themselves, allowing them to practice and refine it
GROW Model
- Goal: Establish what the client wants to achieve (e.g., improve strength, recover from injury, lose weight).
- Reality: Assess the client’s current situation, strengths, challenges, and obstacles.
- Options: Explore different strategies, exercises, or interventions that could help the client move toward their goal.
- Will: Determine the client’s level of commitment and outline actionable steps they are willing to take.
Transtheoretical Model (Stages of Change)
- Precontemplation: Not considering change.
- Contemplation: Thinking about change.
- Preparation: Ready to make a change but hasn’t started.
- Action: Actively making changes to behavior.
- Maintenance: Sustaining the changes.
- Relapse: Returning to old behaviors.
SBI(C) Feedback Model
- situation: describe the situation
- behavior: describe the behavior without judgement or assumption
- impact: describe the impact of the behavior
- correction: describe a better way
keep it clear, actionable, and constructive
ex When we were doing squats I noticed that you were not fully engaging your core. That increases the risk of injury and you weren’t getting the full benefit from the movement. Next time, let’s focus on (correction)
Effective Modeling
- Demonstrate with Proper Form: Show correct technique slowly and clearly.
- Use Verbal & Visual Cues: Pair actions with brief, simple explanations.
- Break Down Complex Moves: Demonstrate in parts before combining them.
- Highlight Key Focus Areas: Emphasize posture, breathing, and movement execution.
- Show Modifications: Offer variations for different skill levels.
- Engage Clients: Encourage clients to mirror your movements and reflect on their own.
- Model Consistency: Demonstrate regular practice and discipline in every session.
Pre-session Mindfulness
- grounding
- intention
- body scan
- focus on movement
- present-moment awareness
Motor learning
Cognitive Stage
Initial learning phase, where the individual is focused on understanding the movement and its components.
Heavy focus on instructions, frequent errors, and conscious effort.
Motor learning
Associative Stage
Movement becomes more fluid and efficient. The learner begins to refine their technique.
Fewer errors, some trial and error, and adjustments to improve performance.
Motor learning
Autonomous Stage
Skill becomes automatic, with minimal conscious thought needed.
The learner can perform the task with little effort or focus, and it becomes second nature.
Formerly sedentary clients often have guilt, shame, or awkwardness around learning to be active. What framework can be used to approach them?
- nonjudgement
- start simple
- educate and empower
- focus on embodiment
- prioritize consistency and trajectory
- promote self-compassion
- build trust gradually
- relate fitness to life goals
