Coming back for more: an instructor strategy for exercise adherence

American Fitness, July-August, 1994 by Richard E. Cain

Afitness instructor's success is ultimately critiques on his or her ability to draw participants. Regardless of whether the class takes place at a health club, recreation center, eductional institution or work site, high participation is proof of an effective program. Therefore, maintaining participants' exercise adherence is critical.

Having an impact on a new client's knowledge, attitude and adherence toward exercise can be a challenge. An instructor's goal should be to design a class for the participant as opposed to designing the participant for the class.

Three areas of learning to consider when dealing with participants are cognitive, affective and psychomotor--or simply knowing, feeling and doing. Knowing involves educating your client about basic fitness principles so he or she can exercise safely and effectively. Feeling is the psychological or emotional component which can give your client the "I-can-do-it" attitude. Finally, doing means getting your client actively involved in the exercise process.

Thinking

At the onset of an exercise program, instructors should attempt to develop a client's knowledge of physical fitness. Exercise physiology, nutrition and kinesiology should be addressed, but keep in mind the participant has not enrolled to learn all of the ins and outs of exercise, but simply to exercise. The thinking component should remain basic enough to allow participants to understand fitness education, and thus develop clear and concise goals.

Goals should be progressively based. For example, introduce the effects of exercise frequency, intensity and duration. Discuss how to monitor and manipulate heart rate and how it relates to the training effect. Encourage members to choose an intensity level appropriate for their fitness level and upon which they can build. Tell the participant not to feel competitive with another member or, more importantly, the instructor.

Teach participants to remain flexible in setting comfortable goals and objectives. The new participant should select realistic goals and objectives, and the enthusiast should maintain and build upon previous achievements. Survey participants before class to determine why members joined the program. Does the participant want to lose weight, look and feel better or fit into clothing hanging in their closet? If these are the expectations, the incentive is to place value on exercising.

The thinking segment should stress components that will provide encouragement when the going gets tough. For example, explain how endurance will increase as the body's capacity to consume oxygen becomes more efficient. Use a perceived barrier (pain, discomfort or tiredness) as a mode of encouragement by emphasizing that continued participation will eliminate these symptoms.

Feeling

Exercise affects self-concept. It raises the individual's sense of competence and self-esteem and makes people aware of their limitations. People also have a mechanism termed locus of control, which guides their feeling of ability. Whether internal or external, these feelings can determine exercise behavior. Those with external locus of control believe their ability to exercise is influenced by factors beyond their control. Someone with a high internal locus of control feels a strong determination for exercising. An effective program will examine and define the new participant's values and aspirations and apply them to designing an exercise plan. Instructors should assist participants in realizing their ability, outcome expectations and the value or incentive placed on exercising.

Beginning a new program with little or no previous group exercise experience may cause anxiety or fear. However, much of this anxiety may result from lack of confidence. Instructors shoudl empathize with these feelings, yet realistically explain to the participant what to expect. Pep talks are important in getting people to think about why they enrolled in a fitness program in the first place. Whether in group participation or an individual program, the participant should understand the objectives and goals.

Stressful situations can also be positive. They may elicit an emotional arousal that has informative value concerning competence. Unknowingly, this may induce a feeling of fear as a drive for action. Using one's self-efficacy, the participant may try harder to accomplish an objective.

Doing

Instructors must involve themselves by assuring the client performs exercises correctly. Participants should be encouraged to ask questions. New topics can be introduced weekly to educate the client on correct exercise technique. Subjects can include correct posture, common injuries such as shin splints or methods of injury prevention and treatment.

Encourage participants to work at their own fitness levels. Present exercise variations that can be adapted for each level. The combination of encouraging members to fit exercise into their varying schedules, making every session fun and promoting rewards ensures participant commitment.