Chapter 1: Understanding Yourself and Your Client

First Session Questions

"How can I best help you today? What do you want to get out of your workout with me?" These questions assist in building rapport and empowering clients to take responsibility of their outcomes. "What will it be like when you are following a regular exercise program? Can you describe that for me?" These questions help your clients look forward to following an exercise program and enjoying exercise adherence. "When you reach your fitness goals, what will you be able to do?" This question elicits the clients' feelings of reaching their fitness goals; it is a when question, not an if question. The question also corresponds to the purpose of their goals. "What fitness accomplishments have you experienced before?" (no matter how far back). This question helps clients confirm that they do indeed have the resources they need to reach their fitness goals.

Transtheoretical Model of Change

1. Precontemplation 2. Contemplation 3. Preparation 4. Action 5. Maintenance

When approaching a session with a client, presume the following to be true:

1. Your clients are doing the best they can with the resources available to them at that moment. 2. Positive intention is behind your clients' behaviour. 3. How your clients behave is not who they are, so you accept them as they are and help to change their behaviour. 4. You respect your clients in their own model of the world. 5. There is no failure—only feedback. You are willing to adapt and change as you go. 6. The mind and body work together, and you work with both as one. 7. Choice is better than no choice, so you will strive and aim to increase opportunities for better choices more often. 8. Change and exercise adherence can be easy and enjoyable. 9. Your client has all the resources needed or can create them. 10. You get what you focus on, so you will maintain an image of a successful personal trainer-client relationship.

Realign

After evaluation, if the client is off track, modify the program to ensure timely progress toward the ultimate goal.

Evaluate

At predetermined dates, is the client on track toward the ultimate goal? In what areas has the client succeeded? Where is more attention and effort needed?

What does ERS in SMARTERS stand for?

E: Evaluate R: Realign S: Success

Specific

Goals should be as specific as possible so that people can picture exactly where they need to be going. Questioning skills are essential to setting specific goals. When clients come to you and say that they want to get in shape and feel better, what exactly do they mean? They could mean that they want to run a marathon, play with their kids, walk up stairs without getting out of breath, or lose weight—the possibilities are endless. The only way to find out what an individual client wants is to ask more ques-tions, such as the following: • What exactly do you mean by "get in shape" and "feel better"? • How do you want to feel? • What do you want to change? After you have asked these questions, you should have a better idea of what clients want. Their responses will help clarify the nature of their spe-cific goals.

Success

If progress is on track, be sure to reward the success!

Precontemplation

In this stage, you might develop increased awareness of an opportunity but not be thinking seriously about it yet. You might begin to discuss fears and hopes about becoming a Personal Training Specialist and seek out general education.

What does the acronym SMART represent?

S: specific M: measurable A: attainable R: realistic T: time sensitive

Time Sensitive

The last component to setting an effective goal is the time frame. Every goal you set with your clients should have a date associated with it. The time frame can be long term, short term, or a combination of each. For example, if a person wants to lose 20 kilograms (44 lb) of fat, you might say that doing this is possible in approximately 10 months (long term), but you should also mention the short-term goal of aiming to lose about two to three kilograms (5 to 7 lb) of fat in six to eight weeks. Breaking down long-term goals into short-term goals will keep clients motivated and allow you to give them feedback as they progress toward their long-term goal. A long-term goal by itself may seem too far away, and it may not be motivating because clients know that it will take a long time to get feedback

Maintenance

This stage happens after change has occurred, continuing with the behaviours required for success. To do this as a Personal Train-ing Specialist, you must maintain certification through ongoing continuing education.

Realistic

To be motivating, the goal must be believable to clients. If your clients do not think they will be able to reach the goal that has been set, it is not going to be motivating for them. Similarly, if you have set a goal that clients are motivated to achieve but the process involved in achieving it is too aggressive, they will eventually lose motivation because the goal is not realistic for them. You may need to edu-cate your clients on what is realistic for them. For example, if a client has a goal to lose 15 kilograms (33 lb) of fat to get her weight down to 55 kilograms (121 lb) pounds in six weeks, you will need to need to educate her on safe and effective ways to lose body fat as well as the problems with quick-fix programs.

Measurable

Using measurable goals is a great way to give people feedback on their progress. Let's say that your client wants to lose some weight and have more energy. After you know how much adipose tissue (fat) the client needs or wants to lose, you can set a specific goal using a scale and body fat measurement to determine the exact amount of adipose tissue lost. Setting a goal for increased energy is a little different. When clients have a goal such as this, one that is difficult to measure objectively, you can use a rating scale. For example, ask your clients where they are on a scale of 1 to 10, where 10 is the point at which they have all the energy they desire. If clients say they are at a 5, you could suggest that by their next assessment they will increase their energy level to a 7 or 8. If you can't set a specific numeric goal, then you will need to get your clients to describe how they will feel when they have achieved their goal. For example, clients who want to get in shape might say that they will have achieved this goal after they are able to play with their kids for more than 10 minutes or walk up two flights of stairs without feeling out of breath. If you are not able to set a goal that can be evaluated using either objective measurements or subjective rating methods, then the goal may not be worth setting.

Explain the importance of providing the client with the why behind an exercise selected for her or his program. Give an example of a why for a squat.

When coaching to motivate the best possible effort from the client, link the purpose of the exercise to the greater purpose of the fitness goals. "We are including squats. to strengthen your legs and help you accomplish your goal of running a 10K race. Strong now, strong on the course."

Attainable

When you are setting a goal for your client, you should associate a specific attainable action with it. For example, if your client's goal is to lose 10 kilograms (22 lb) of fat, an action associated with this might be for your client to meet with you three times a week and get in one additional 30-minute session, thereby losing approximately one kilogram (about 2 lb) per week over 10 to 20 weeks.

Preparation

You become informed about the requirements for success and make plans. You might evaluate barriers and opportunities and com-plete your goal setting and action planning.

Contemplation

You develop increased belief and confidence in the possibility of change. You might evaluate advantages and disadvantages of becoming a Personal Training Specialist, identify your support system, and discuss advantages and benefits.

Action

You take action. At this stage you would take a course and complete the Personal Training Specialist certification, do business plan-ning, and execute your plan.

Which strategy can a Personal Training Specialist use to assist a client in the action stage of change? a. Talk to the client about self-monitoring and self-reinforcement. b. Provide encouragement. c. Be satisfied with results so far. d. a and b

a and b

What would be the best way to engage with a client whose personality trait is thinker? a. Provide direct and clear feedback. b. Give plenty of genuine compliments. c. Allow extra time to perfect exercises. d. None of the above.

a. Provide direct and clear feedback

What is the most common reason that clients give for not exercising? a. It costs too much. b. There isn't enough time. c. They are nervous to start. d. They don't know how.

b. There isn't enough time

Which of the following is a useful presupposition for a Personal Training Specialist to have before meeting with a client? a. The client will be eager to work hard and then emerge with multiple excuses. b. The client will present issues that will be beyond the Personal Training Specialist's Standards of Practice. c. The client will be on time, enthusiastic, accepting of feedback, and appreciative of the work the Personal Training Specialist has done to prepare for the session. d. The client will show up with a negative attitude, and the Personal Training Specialist will do everything possible to change the client's mindset because the Personal Training Specialist has the power to tell the client to change.

c. The client will be on time, enthusiastic, accepting of feedback, and appreciative of the work the trainer has done to prepare for the session.

When a fitness consumer is transitioning to becoming a Personal Training Specialist, what stage of change is he or she in when researching certification requirements, completing goal setting, and evaluating barriers and opportunities? a. action b. maintenance c. precontemplation d. preparation

d. preparation

Intervention Strategies for Stages of Change: Preparation

• Evaluate support system and barriers • Provide personalized exercise design • Work on goal setting and action plan

Tips for Working With Sensors

• Explain each exercise step by step • Focus and pay attention • Align program with activities the client has enjoyed in the past

Tips for Working With Thinkers

• Give honest, direct feedback • Commend the client for making improvements • Consider providing articles or additional topics for discussio

Tips for Working With Perceiver

• Help the client stay focused and see things through • Keep workouts fresh and varied and provide options • Surprise the client with recognition, fun activities, and challenges

Intervention Strategies for Stages of Change: Precontemplation

• Increase awareness of the importance of exercise and emphasize the benefits • Provide general education one on one or through print or electronic publications • Discuss health risks • Discuss myths and fears related to exercise

Tips for Working With Intuitives

• Link interim goals to long-term goals • Explore variety within interval training • Allow time for careful technique instruction and to preview upcoming additions to the program

Intervention Strategies for Stages of Change: Contemplation

• Make a list of advantages related to regular exercise • Continue with education and discussion of benefits • Provide clear and specific recommendations for an exercise program • Identify social support system (family, friends, coworkers, or other exercisers) • Build the client's self-confidence

Intervention Strategies for Stages of Change: Maintenance

• Review and revise goals and exercise program • Address concerns that may lead to relapses and strategize how to avoid them • Set new fitness goals: "What is next?" • Provide social support; introduce client to others who are in the same phase

Tips for Working With Judger

• Schedule training sessions in advance • Be on time and fully prepared • Share your plan at the beginning of the session, and follow it as closely as possible

Tips for Working With Feelers

• Take cues from the client • Compliment the client as appropriate • Be easygoing and flexible • Show gratitude for the client's efforts, and reinforce their goals

Intervention Strategies for Stages of Change: Action

• Talk to the client about self-monitoring • Talk to the client about self-reinforcement • Enhance the client's self-efficacy • Provide encouragement • Prepare for relapses • Help the client prevent relapse

Tips for Working With Extroverts

• Use circuit training to provide variety • Stay on track and minimize side conversations • Celebrate success and provide validation • Recommend group fitness

Tips for Working With Introverts

• Use subtle cueing and low volume • Make sure the client feels comfortable in the facility • Ask questions to make sure the client understands your instructions and address any concerns • Provide home workouts