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Strength and Conditioning > Chapter 3 Communication & Teaching > Flashcards

Chapter 3 Communication & Teaching Flashcards

1
Q

ACE’s Stages of Client-Trainer Relationship

A
  • Action
  • Planning
  • Investigation
  • Rapport
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2
Q

Establishing a Good Rapport is…

A
  • a relationship marked by mutual understanding and trust.
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3
Q

First impression is key, the Personal Trainer should be…

A

Approachable

Professional

Friendly

Knowledgeable

Good verbal and nonverbal skills

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4
Q

Nonverbal Communication

A
  • Voice quality
    • Firm, confident, professional
  • Eye contact
    • Direct, friendly
  • Facial expression
    • Concern, thoughtfulness, joy
  • Hand gestures
    • Fluid, relaxed when speaking
    • Quiet hands when listening
  • Body position
    • Open, well-balanced, erect
    • Good posture
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5
Q

Investigation Stage

A
  • Gather information
    • Current health and fitness
    • Likes and dislikes
    • Previous exercise experiences
  • Uncover facts that have disrupted exercise adherence
  • Respond to Difficult Disclosures
    • Depression
    • Eating disorders
    • Serious health problem
    • Personal family/relationship issue
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6
Q

Effective Listening

A
  • Encouraging: phrases “I see” or “I know what you mean”
  • Paraphrasing: restate what client has said
  • Questioning: ask open-ended questions
  • Reflecting: seek clarification with main points
  • Summarizing: key points of conversation
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7
Q

Planning

A
  • Setting goals
    • SMART goals
      • Specific
      • Measurable
      • Attainable
      • Realistic
      • Time-Bound
  • Generating and discussing alternatives
  • Formulating a plan
  • Evaluating exercise program
  • Use motivational interview techniques
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8
Q

Emotional health indicators

A

Clients may have measurable improvements in mood, energy level, and sleep quality, and fewer feelings of stress and irritability following exercise.

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9
Q

Resting heart rate:

A

Clients new to exercise often experience a decrease in resting heart rate after a few months of exercise.

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10
Q

Heart rate for a given submaximal workload:

A

Clients performing aerobic exercise are also likely to experience a decrease in exercise heart rate during exercise performed at a standard workload.

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11
Q

Muscular strength and endurance:

A

Gains in muscular strength and endurance occur fairly quickly during the first few months of an exercise program and are easily measured.

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12
Q

Walking test:

A

Measuring fitness improvement with some sort of timed walking test usually yields positive results if clients have been walking as part of their exercise programs for several weeks.

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13
Q

Flexibility:

A

Flexibility is very slow to improve and should only be included in the assessment if the exercise program includes regular stretching.

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14
Q

Balance:

A

Balance measures show the most improvement for adults participating in some sort of balance-training program.

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15
Q

Skill level:

A

Clients participating in an activity that requires skill (e.g., rock climbing, tennis, golf) will see improvements in their motor-skill levels.

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16
Q

Medical indicators, such as resting blood pressure, blood lipid levels, or blood sugar levels:

A

If any of these are the focus of the client’s exercise programs, clients should have these measured at regular intervals by their healthcare providers.

17
Q

Body weight:

A

Clients should work for slow and consistent weight loss, which is more likely to yield long-term weight loss.

18
Q

Body size:

A

Clients who are only slightly overweight may not see much change in scale weight. Lean tissue, because of its greater density, takes up less space than fat tissue.

19
Q

Body composition:

A

If body composition is measured, the same test should be used consistently. Changes in these measures may be indicative of fat loss or increase in muscle size.

20
Q

Motivational Interviewing

A
  • Ask probing questions
    • For example if a client has a history of heart disease PT could ask, “Did you know that regular physical activity helps to prevent heart disease?”
  • Listen effectively
    • Able to uncover valuable information
  • Provide educational information
    • Explain the dangers of a sedentary lifestyle and health benefits of exercise
  • Keep conversation friendly
    • No scolding
    • Express empathy
  • Build self-confidence
    • Identify areas of success with encouragement and praise
  • Encourage client to generate ideas
21
Q

Action Stage

A
  • Self-monitoring systems
  • Individualize teaching techniques
  • Use “tell-show-do” approach
  • Provide feedback
  • Positive reinforcement
  • Use effective modeling
  • Create behavior contracts
22
Q

Setting Up Self-monitoring Systems

A
  • The personal trainer should give the client a system for recording exercise sessions.
  • Self-monitoring is one of the most effective ways to support behavior change.
  • Self-monitoring systems help in two ways:
    • They increase client self-awareness.
    • They enhance client–trainer communication by leading to productive discussions.
23
Q

Teaching Techniques

A
  • Visual Learner
    • Watches intentlyPrefers reading
    • “Oh I see”“Let me see that again”
    • Use Demonstrations
  • Auditory Learner
    • Listens carefully Prefers hearing
    • Yeah I hear you”“Say that one more time”
    • Use Question and answer
  • Kinesthetic Learner
    • Touches or holds Prefers to be spotted
    • “I feel that”“This does not feel right”
    • Use Hands on supervision
24
Q

Tell-Show-Do

A
  • TELL – verbally explain to the client what the exercise is
  • SHOW – demonstrate the exercise
  • DO – have the client perform the exercise while providing feedback
25
Q

Effective Communication

A
  • Cultural Competence- the ability to communicate and work effectively with people from different cultures
    • Increases empathy and rapport
    • Take the time to learn about clients’ beliefs, attitudes and lifestyles
  • Empathy and rapport adherence
    • Time spent establishing good working relationship enhances adherence to behavior-change programs
  • Maintain professional boundary
26
Q

Stages of Learning

A
  • Cognitive stage:
    • Trying to understand a new skill
    • Different brain activity occurs when new motor skills are first being learned
  • Associative stage:
    • Beginning to master the basics
    • Ready for more specific feedback to refine motor skill
  • Autonomous stage:
    • Performing motor skill effectively and naturally
27
Q

Personality Style Traits

A
  • Deliberators
  • Directors
  • Collaborators
  • Expressors
28
Q

Deliberators

A
  • Low sociability & Low dominance
    • more cognitive (thinking) less affective (emotion)
  • Ask-Oriented
  • Methodical, favoring logic, objectivity, analysis, accuracy
  • Problem Sovers
  • Careful Planners
  • Appear rigid, formal, cautious
  • Highly creative but detail-oriented
  • Emotionally reserved, open up once relationhships are forged
  • Appear distant (less trusting), uninterested in social interaction
29
Q

Directors

A
  • More cognitive (thinking), less affective (emotion)
  • Action-oriented, competitive, take-charge, dominant
  • Resourceful and tell-oriented, favoring teamwork where they can define problems, identify solutions, formulate plans and goals, delegate to others to achieve results
  • Appear insensitive, impatient, direct, and unafraid to voice opinions
  • Poor listeners, as they proactively think ahead to problem solve
  • Appear unapproachable, unyielding, inflexible, and blunt
  • Emotionally reserved, valuing time over relationships
30
Q

Collaborators

A
  • Highly Sociability and low dominance
  • More affective (emotion) less cognitive (thinking)
  • Emotionally open, reltionship-oriented, favor relationships over results
  • Amiable, warm, trusting, honest, sociable, easy-going, supportive, non dominant
  • Avoide unnecessary risks, slow to decide, non-confrontational, somtimes exploited
  • Team and ask-oriented, gather information to reach consensus over conflict
31
Q

Expressors

A
  • Highly sociability, high dominance
  • More Affective (emotion), less cognitive (thinking)
  • Strong communicators, highly motivational/ persuasive, but impatient
  • Overly ambitious, more risk-driven, favor incentives and rewards
  • Impulsive, lack discipline in completing projects
  • Dominant, tell-orientated visionaries who thrive on excitement, challenge, and creativity
32
Q

Process Goals

A
  • something a client does, such as walk 3 miles a certain number of times.
33
Q

Product Goal

A
  • Something achieved, like weight loss or resistance lifted on a strength training machine
34
Q
A

Strength and Conditioning (14 decks)

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