Entry-level personal trainers initially rely on a training certificate and a high school diploma to successfully land a job.

However, coaching as a career path requires something more- Emotional Intelligence (EI). According to Melinda Abbott of Columbia University,¹ 49% or more of successful coaching is derived from a coach’s ability to monopolize emotional intelligence. Moreover, the ability to connect on a social level has been proven to drive motivation and teaching efficacy.

The bottom line is a coach should focus a substantial portion of their time on sports psychology.

The Benefits of Conscious Coaching

A well-known coach, Brett Bartholomew, brings up in his book, Conscious Coaching ² the importance of understanding the types of people you coach. As of late, there is a growing body of evidence surrounding understanding personality types for career success within the workplace and academic performance training.²

However, within the realm of sports, this too is becoming important. As Mark Rippetoe points out in his book Practical Programming for Strength Training,³ a strength coach will spend more time with an athlete during their career individually than any other coach. Therefore, knowing your athlete or client is of utmost importance.³

Focus less on counting reps and focus more on the client’s needs and know when to refer out.

Coaches are not licensed to be psychiatrists or medical doctors (unless one holds that title); nevertheless, understanding how EI applies to a client’s lifespan warrants some explanation.

EI is a type of social intelligence that involves the ability to monitor one’s own and others’ emotions, discriminate among them, and use the information to guide one’s thinking and actions, according to Salovey & Mayer, 1990.

In the context of coaching, this requires first an understanding of how a person approaches being instructed, how one manages failure, success, plateaus, and their interaction with nutrition and overall personal wellness.^3,4,5,6

Emotional Intelligence in Coaching Builds Trust

One of my sessions consisted of six minutes of a client discussing their issues for the day before mobility work and isometric drills. EI allows that client to feel comfortable and builds trust.

Without trust, a client is not likely to follow instructions, and the client does come first.

You can have a Ph.D. in biophysics, but the client could care less; their foci are:

1. Achieving their intended results
2. Feeling appreciated

Those six minutes to my client made the remainder of her day far more enjoyable, and she will look forward to her next session.

As a coach, having a graduate degree makes reading bloodwork easier and discussions with a client’s physician more illuminating. The client learns that you care beyond the aspect of the job; this creates buy-in.²

This client is more likely to refer others to you and participate in higher engagement training.

Another client learned quickly that their well being is most important in and out of the competition. During a time such as COVID-19, clients are far more reluctant to engage with their coach, let alone purchase high-fidelity coaching programs.

As clients resurface, it is far more important to cater to mental health needs with the same vigor as a premium program or nutritional plan.

In particular, athletes who face suspension of events or entire seasons may feel displaced without a coach guiding them.

Contrary to popular belief, athletes often suffer more mental illness than average gym patrons.

Furthermore, they are less likely to seek to consult for mental health issues.

As a coach, it requires that red-flags in normal function be caught sooner rather than later and ensure that your gym or office is a safe space. It is through a proper institution of emotional intelligence practice that client outcomes improve.⁷

You might also like Emotional Intelligence As A Success Marker For Fitness Training.

References:

1. Abbott, Melinda. “Characteristics of a Successful Personal Trainer.” Doctoral theses, Columbia University/Academic Commons, 2018.

2. Bartholomew, B., Conscious Coaching: The art & science of building buy-in. Bartholomew Strength, LLC. 2017, p. 286.

3. Rippetoe, M., Kilgore, L., & Bradford, S. E. Practical programming for strength training, Aasgaard Company. 2006. Vol. 222.

4. Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, Fitness Trainers and Instructors, (visited January 13, 2021).

5. Richard C. Thelwell, Andrew M. Lane, Neil J.V. Weston & Iain A. Greenlees, “Examining relationships between emotional intelligence and coaching efficacy.” International Journal of Sport and Exercise Psychology. 2008.6:2. 224-235.

6. John D. Mayer, Peter Salovey, “The intelligence of emotional intelligence.” Intelligence, Vol 17, Issue 4,1993, 433-442.

7. Scott B. Martin, (2005) “High School and College Athletes’ Attitudes Toward Sport Psychology Consulting,” Journal of Applied Sport Psychology, 17:2, 127-139.

The post A Successful Coach or Trainer Needs Emotional Intelligence appeared first on Breaking Muscle.

Chances are, despite your newfound title (“CERTIFIED”—oh yeah!) and position of authority, you have yet to teach one person how to even squat correctly.

So, you’ve passed your training certification. Congratulations.

Chances are, despite your newfound title (“CERTIFIED”—oh yeah!) and position of authority, you have yet to teach one person how to even squat correctly.

Perhaps I’m wrong, maybe you have taught one person how to squat correctly.

But have you taught five people how to squat? What about just two people—one with a left knee injury and one who has been sitting on the couch for the last ten years? What about someone over the age of fifty? A teenager with zero body awareness?

I digress.

My point is that the fitness industry has an extremely low barrier to entry; you can become a “certified” professional trainer having never had any hands-on experience—and this is bad. And wrong. Even “bad-wrong” or “ba-dong” (extra credit if you get that movie reference). But the risks can be mitigated if up-and-coming trainers humble themselves and take proactive steps to improve.

If you are a novice trainer and you happen to have a fixed mindset (read also: fragile ego), you will likely find this article largely offensive. If you genuinely want to become a better trainer and you are willing to admit that you may not know everything there is to know, my advice in this article will, hopefully, help you gain a better understanding of what your path should look like.

Mind you, this overview is extremely general. I could write an article about each individual bullet point here, but this is a start.

So, let’s begin at the beginning.

Do the Research

Do your research. Perpetually. But don’t be a douche about it.

If you can admit that the fitness industry has an extremely low barrier to entry, you should also be able to acknowledge that the exercise science field is relatively new and there is a lot of conflicting information. Most fitness gurus make a name and brand for themselves by endorsing one style or philosophy. Usually obnoxiously so. Moderation does not make for an entertaining Instagram page.

You’re (probably) not an internet guru. You don’t need to “pick a side.” I believe that, when working with the general public, it is your responsibility to weed through the opinions and build your own philosophy based on logic and rationale.

I also have a fun fact for you: you can attend a certification course and not become a zealot for that one method. Yep. You can take some tools—the ones that resonate the most with you—and use them where you’d like (until they no longer serve you), and disregard the rest. It’s allowed.

Additionally, you’ll need to acknowledge that some of the things you say today may possibly be VERY unpopular (or just flat out “wrong”) in three years. While you’re at it, acknowledge that you will most likely differ in opinion from the trainer next to you, and that is OK.

Be prepared to reevaluate your methods, be a proactive learner, and always critically think about information that comes your way. You must teach yourself to operate on information rather than ego.

Now, let’s move on to some more practical tips to consider when working with clients.

Learn How to Listen

This is a big one. As trainers, we hear ourselves talk constantly. We also have a charming tendency to project our fitness and health goals onto others.

“I want to get as yoked as possible and eat twelve eggs a day…Sally must want the same thing.”

“I want to run a marathon before the end of the year. I’m going to make all of my clients join my mandatory running club.”

Have you ever heard the phrase “to be truly wise, you learn from the mistakes of others?” Well, my trainer version is, “To be a quality trainer, you must empathize with and cater to the goals of others.” Listen to what they are telling you in their consultation (BTW, always do some sort of consultation before you begin training someone), ask questions, and build their program around their goals. Not your goals.

Listening intently gives us a few additional opportunities:

1. You can hear where a person’s pain points are.I don’t mean just injuries and lifestyle factors (though these are important) I also mean that you can listen for any signs of body dysmorphia or neuroses. The fitness industry does a great job attracting and promoting various disorders, and while it’s not necessarily your job to do something about this, it is important that you pay attention.
2. You can make an informed and rational decision about whether or not you are the right fit for that person.About five years into my training career, I realized that I did not want to work with competitive types anymore. When someone came to their initial consultation and threw out training percentages and aggressive body composition or performance goals, I almost always referred them elsewhere or had a very candid conversation with them about what I could do for them. The same principle applied when I owned my gym. Acknowledging your expertise (and your interests) isn’t a weakness, it’s a strength. Reevaluate this often, and be honest.
3. When you speak, speak to your audience.Remember way back when I said that trainers talk a lot? Well, many times we also happen to talk in ways that our clients don’t understand. So our voices are gone, our clients are moving like crap, and we are generally annoyed and tired. Or we are completely oblivious BUT on the verge of losing business. Or we are offending someone unintentionally. Or a plethora of other ba-dong (ok, I’ll stop) scenarios.

   Here’s how to be a better communicator when training or coaching:

   • First, use language that your client understands and is interested in.
   • Next, please keep it simple. Using fancy anatomical jargon with people that just want to move around for an hour usually doesn’t make you sound smart. It’s also a horrible way to communicate any point you’re trying to make.
   • Also, use language that is common and recognizable to the people in your current audience.

   Here’s a translation for you:

   • Exhibit A: “Push your ischial tuberosities back and engage your erector spinae while you perform this movement; ensure you keep your calcaneus bones on the floor and to help avoid putting unnecessary pressure on your patellar tendons.”
   • Translation: “Push your butt back and keep your chest up. Keep your heels on the ground as well. It’s better for your knees.”

   Voilà.

4. Use only the level of detail that is necessary and relevant.It’s pretty clear when a client wants more information or detail about something (hint: they ask for it). Generally speaking, try to communicate your point in as few words as possible while staying clear. Most of the time, people just need to move safely. If you are working with a more competitive clientele, or you are working with someone that likes a lot of information, by all means, go forth and spread your wisdom. In most cases, however, keep it short and simple.

   Use the following principles to help:

   • When teaching a movement, keep your initial demonstrations to sixty seconds and under.
   • When teaching a movement, focus on no more than three major cues to start with.
   • When giving feedback, correct one issue at a time. Make sure it is fully resolved (cue it again and again if needed), and then move onto the next.
   • Use the principle of triage to dictate your feedback. Which movement flaw is the most dangerous? Correct that one first.
   • Rehearse and practice how you are going to phrase your cues. This last one might seem a little weird but stay with me. One of the main problems new trainers have is that they are trying to communicate concepts that they have never communicated before. This results in really awkward word jumbles that can usually be avoided or greatly attenuated by verbally rehearsing how you’re going to say something. Rehearse it with your friend or roommate and see if they have feedback. Figure out a way to work through the word jumble before you go live with a client. I promise it’s a good idea, and you should do it.

Additional Training Details

At the beginning of each session, consider briefly and concisely outlining what your client is going to do that day and why. When I say “brief,” I mean sixty seconds or less. Some clients don’t care (and in those cases, you can skip this part), but most clients that seek out training services are just a tiny bit Type A, and knowing what to expect can save them some anxiety, and can save you the need to explain or answer unnecessary questions during your session.

For example: “John, today we are going to be doing a strict overhead press for three sets of five. We are going to superset your strict press with some weighted chin up sets. After that we’ve got a 15-minute conditioning workout. We are working your upper body strength and getting your heart rate up in today’s session.”

Easy.

Be prepared to answer the same questions multiple times. People are absolutely terrible at listening. It’s not intentional, nor is it an insult to you. They just suck at it. I tell my trainers in training to be prepared to repeat themselves two to three times in a session on a good day.

Always have at least one scale (modification) and at least one progression (challenge) in mind for every movement. You never know when someone is going to start having a mystery pain or lack the mobility/stability to perform a certain movement.

Have sprints programmed? Keep the rowing machine nearby. Doing pull-ups in a workout? Get the TRX straps or the weight belt ready, depending on your client. People’s bodies don’t do what we want them to sometimes, and other times they do way more than we think they can; roll with it and make adjustments wherever is wise.

Practice. That is all. Let your ego go, apologize when appropriate, and practice often.

The post Training the Trainer appeared first on Breaking Muscle.

There are many misconceptions about teaching, but most pervasive is that the teacher is somehow losing something by teaching. I once asked a student to consider becoming a teacher, and they responded with, “I want to work on my own stuff.” I had already gone through my spiel about the benefits of teaching, so this person obviously didn’t believe me, didn’t care, or perhaps both. That was fine with me; I didn’t want to force someone to teach. I am a firm believer that people will usually not do a good job if their heart isn’t in it. What the student failed to realize, believe, or understand is that if you teach, you get more than you give.

Spread your knowledge and you will make a difference in yourself and in others. [Photo credit: Jeff Nguyen]

Why You Should Teach

When I was younger, way, way back in that other semi-sordid life as a musician, I remember not wanting to teach a friend a particular guitar lick that I liked to play, because I was afraid of losing it. Another friend who taught guitar told me, “You know, when you teach someone that lick, you’ll get another one. It never runs out.” I was struck by that idea, and I’ll be doggone if that isn’t exactly what happened. Later, in music school, I heard the same thing from just about every player that taught there. I eventually heard the phrase, “The more you give, the more you get.” I believe it implicitly.

When I entered the world of martial arts, I was struck by the similarities in thought about teaching. When I attended my first black belt class, I was surprised to hear the Grand Master say, “I don’t teach for you, I teach for me!” When students grumbled about the volume of material to learn and keep up with, he would say, “If you don’t like to practice, then teach.” I knew what he was saying was true, as I had been teaching for some time. But I still saw some people roll their eyes, wanting instead to work on their own stuff. I always found time to do both. In fact, I had more time because as a teacher, I had less to practice.

The other objection I often hear is that a person thinks they are not good enough to teach. I like to ask them when they think they will be good enough. It is usually in the very distant future, or an indeterminable time such as, “When I am better.” I tell everyone that uses this excuse to just get started, and the rest will take care of itself. You will get better faster if you teach than if you don’t. No preparation will make you as good as standing in front of someone and showing them how to do something.

The Benefits of Teaching

So what are the overall benefits of teaching?

• Confidence: If you are not confident, you will not teach well. Putting yourself on the spot will make you cultivate a level of confidence you likely didn’t know that you had. This is a tremendous benefit for those persons seeking self-improvement. Teaching can be scary, and a person willing to confront that fear will improve tenfold. If you need extra work or practice, you will likely do it, knowing that there is a real and pending reason to do it.

• Your skills will improve: Whatever you are teaching, you will get better at doing. My first martial arts teacher used to tell me to teach the technique that I most wanted to improve, because it was the fastest way to make it better. Want to improve your snap kick? Ground technique? Arm bar? Teach it!

• You will be a better student: As you teach, you will appreciate those students that exhibit behavior that is pleasant and makes it easy for you. Likewise, when you are being taught, you will have empathy for the teacher and strive to be attentive, alert and engaged. Consequently, you will learn more as well. Your lessons as a student will be more productive.

• Practice time: For a skill like martial arts, teaching enables you to practice as you teach, so you lessen the need for extra practice time. There was a time when I used to practice all the forms in my style of martial art. Now that I teach them, I only practice the ones I don’t teach. And I am looking for students for those!

You Will Improve Yourself and Others

I believe wholeheartedly in the idea of teaching to make yourself better at whatever you are doing. When I started studying judo, I taught everything I learned in my lesson later that night. I have done that for some time now. I wanted to be a better grappler, so I started teaching grappling. It absolutely made me better, and quick.

I can always tell a good teacher by how they accept a new student. Are they enthusiastic and cheerful at the opportunity to show something new, or are they bothered that they got pulled away from “their stuff?” When I started studying Xing Yi, my teacher greeted me with, “Great to have you! Now I don’t have to practice my Xing Yi!” I knew he would be a great teacher, and he was. Spread your knowledge and you will make a difference in yourself and in others.

Develop your skill set:

The Psychology of Skill Development

Develop the skill of your athletes:

The Lost Art of Handwritten Programming

The post Don’t Like to Practice? Then Teach appeared first on Breaking Muscle.