Do Your Clients Hear What You’re Saying?

                                 A Course in Lifestyle Communication Techniques                                                         

                                                                    by Pam Germain

Lifestyle consultants, personal trainers, and group fitness instructors are all wellness service providers. In situations where a fitness professional is helping a student or individual make changes in health and fitness habits, the professional willingly enters a helping relationship with the client, setting aside personal needs during the interaction. This is an active process of offering advise, information, correction, and direction, which will assist the client in making lifestyle changes.

The most essential element in a consultant role is the ability to communicate effectively. This course offers basic information and practical exercises for improving your communication techniques.

 What Is Communication?

 The definition of communication is “to send a message and receive a response.” How many times do you send a message by saying something to a person, then continue talking before you receive a response? If this is a common occurrence in your conversations, you are missing out on half of the communication. The listening component of communication is vital to understanding what another person is saying and being able to really help that individual achieve a change in lifestyle.

Communication is both verbal and nonverbal.  Nonverbal communication, or body language, is “spoken” through posture, gestures, and personal space.  A person’s nonverbal communication is read by others before a word comes out of his or her mouth, and others react to nonverbal communication more quickly than they react to what is said verbally. This fact is often unknown to the new instructor.

Your posture when you are communicating with another person tells him or her what your attitude is, including your mood at the time, and demonstrates interest and attentiveness. To have a quality conversation with someone, you can consciously use posture to help them respond to you. When the other person is talking, face him or her and make eye contact, and slightly lean in his or her direction.

 Gestures during conversation can help maintain the interest of the person you are speaking with. Both large and small gestures indicate the nature of a person’s feelings through their specific movements. Hand movements indicate the intensity of the conversation. To aid your conversation, consciously consider using gestures that will add some variety to your conversation and help highlight the most important points. Your facial expressions are also gestures.

Your location in relation to the person you are communicating with is determined by how much rapport or comfort you have established. Personal space can be thought of as a series of circles around a person, starting small and near him and getting bigger and farther away.

                        1) The Public Zone is the area beyond 12 feet from a person, and anyone can be in that area.

2)The Social Zone is 4 -12 feet around a person and most acquaintances can approach a person within this area.

3) The Personal Zone is located 18 inches - 4 feet away.

4) The Intimate Zone is 0-18 inches from a person.

In one’s daily life, people are admitted comfortably into the personal and intimate zones according to who they are and the nature of the interaction with them. Unauthorized entry into these zones, especially the intimate zone, can cause uncomfortable and hostile feelings. Fitness instructors often work in the personal and intimate zone of another person, so it is important to learn how to help the client feel comfortable with this close location. Effective nonverbal communication will help you to quickly put your clients at ease so you can work with them in their close personal spaces.

 Nonverbal communication does differ between various cultures. Eye contact and personal space are the two communication areas where an understanding of cultural differences is beneficial. Some cultures are very close and informal and others are more distant. When you have a client from a subculture such as Italian, African American, Hispanic, Native American, or many others,  it is a good idea to ask some questions about the culture and what kind of nonverbal communication is the most comfortable for the client.

 There are also differences in how a client will respond to a trainer depending on the gender of each person. In general, entry into personal space is easiest between two females. The male client/female trainer is usually established a little quicker than the female client/male trainer. The rapport between two males may take the longest before entry into personal space is comfortable. Of course there are exceptions, depending on the individual personalities.

1. EXERCISES/ASSIGNMENTS Write a short summary after performing these four exercises. Send it with your other assignments.

A. Using a friend or family member, have a conversation without looking at the other person. After 2 or 3 minutes, start another conversation. This time face each other and you lean slightly toward your partner. Continue the conversation a short time. Notice the differences between the two conversations.

B. Experiment with movements and gestures. Ask two friends or family members to stand across the room and have a conversation without using verbal words, only gestures. Can you understand what they are talking about? With your helpers, try various facial expressions. Can you tell what they mean?

C. Ask a friend or family member to pretend they do NOT know you. Using posture and gestures, practice entering that person’s personal space.

D. Talk to 2 people who are from different cultures than yours about the nonverbal communication that is acceptable and comfortable for them.

 Verbal Communication

 The goal of communication in a health and fitness business is either

1)     Educating the client to understand there is a need to change behavior or

2)     Educating the client because he or she realizes the need to change behavior.

 For these changes to occur the messages of communication must be successful. Successful communication with a  client is made of messages that are received, understood, remembered, and met with receptive emotional ground.

 The client receives the message when he or she hears it. This involves seeing that the client is paying attention. Trying to communicate in a crowded or noisy environment may hinder the client paying attention to what is being said, so find a quiet place to talk.

The client must fully understand what the consultant or instructor is saying. The fitness industry has its own jargon or terminology which may or may not be understood by a client. If you tell a new client “You will do extensions to work the quadriceps and strengthen the legs,” at least two words in that statement may not be understood. Unless you are positive a client knows the terminology, use directions as a chance to educate your student, such as saying “There are specific exercises to strengthen your legs. The quadriceps are the muscles in the front of the thigh. You can strengthen these muscles with an exercises called an extension, which means straightening your leg against a resistance. I’m going to teach you this exercise.”  Most clients will not admit to not knowing the meaning of terminology you use. Unless you hear the client using fitness terms in his own speech, take the time to fully explain all new vocabulary.

The client must remember what is taught. Repeating and reviewing information more than once in a session or consecutive sessions will help the client remember what he is learning. Written instructions in the exercise log, including notes on form and technique, will help a client remember what has been taught.

What you communicate to your client must be met with emotional receptiveness. If there is something in the program that your client really dislikes or disagrees with, he or she will not be likely to follow it. Always try to work within the framework of changes that your clients feel willing to do even if it is not the most effective method or exercise.

The following list are various behaviors you can use for effective verbal communication. Some of them will be discussed further in this course.

            1) Minimal encouragers - “yes,” “uh-huh,” “oh” - promotes talking

            2) Questioning - asking for specific information needed. Avoid questions that are answered by a simple “yes” or “no.”

            3) Paraphrasing - repeating back what was said using different words

            4) Probing - asking further questions to claridy what is being said

            5) Reflecting -- similar to paraphrasing, may include the supposed emotion

            6) Clarifying - asking specifically about a misunderstood statement

            7) Summarizing - briefly repeating the main ideas of a conversation

            8) Informing - explanations to the client

 Listening

 At least one half of effective communication is composed of listening, or receiving the response. Listening can be either passive or active, and each is important in a relationship with a client.

Passive listening means doing nothing but paying attention. In other words, just listen! For full attentive listening, find a quiet place for the conversation, maintain a patient attitude, and just listen. Resist the impulse to rehearse what you want to say in response and just listen until your client has finished speaking.

 Other behaviors that may help effective passive listening are maintaining eye contact, smiling and nodding, and the forward leaning posture. Another listening technique is called mirroring, when you assume a similar posture and gestures of the person speaking. Mirroring sends a subconscious message to your client that you are receptive to what is being said.

Active listening requires various responses on your part, building on the communication techniques already discussed. The goal of active listening is for both parties to completely understand what is said. Active listening consists of three parts: 

1)     Amplification

2)     Clarification

3)     Verification.

 Amplification can be thought of as a question and answer session. You, the instructor, want to gather all the facts about your client’s needs and so you effectively ask for more information. In your conversations with your client use statements that will draw out more details such as: “Tell me more.” “What happened next?” “ How did your feel about that?” “ Why did you decide to ...” “What do your usually do?”

 At times you may not understand what your client is describing to you. Clarification statements draw out the meaning of what the client wants you to know. Ask for clarification by saying:  “Help me understand.” “I may not understand.” “Please be more specific.”

 Verification is the final step in active listening when you paraphrase what your client has said to you to confirm that effective communication has taken place. To close a topic being discussed, use statements like:  “If I understand you correctly...” “What I hear you saying is...” “Let me make sure I understand.” After verification has occurred, a solution or suggestion can be offered by you, the instructor.

Effective communication and listening in a teaching situation requires the instructor to be supportive of the client or student. Remember that taking the time to find a quiet place for discussions will help create a positive climate for conversation and problem solving.

 You can demonstrate that your are fully receptive to the other person by committing yourself to the interaction. Remember the points already discussed about body language. Effective communication does not have to be lengthy. There is a distinction between quality and quantity even with communication. In fact, using effective listening techniques will often lessen the amount of time you spend trying to figure out what your client needs and wants.

 Quality communication between an instructor and student involves acknowledging the words and feelings expressed without judgment. Your clients will occasionally express opinions that differ from yours and it is important to hear what is being said and felt without taking responsibility for those expressions and without judgment of right and wrong. You are trying to help your client make lifestyle changes in the direction of his or her personal goals, not your personal goals. With each successful step in the client’s program, the relationship will become closer and your client may become more open to further changes.

Clients often want you to advise them in many areas of lifestyle beyond simple exercise. They also often want you to assume more responsibility for their success than is reasonable. It is your responsibility to be supportive of them and offer assistance that is appropriate to your role, resources, and situation. Most interactions occur in a context that defines who is responsible for what.

At the beginning of a trainer/client relationship you should clearly communicate you responsibilities and role limitations. You are responsible for instruction that is accurate and safe. Your client has responsibilities, also. The client is the person who has to actually DO the program, and develop the internal desire and motivation to achieve success. Make sure you communicate your responsibilities and those of the client at the onset of your relationship.

 You may need to use outside resources for client referral, depending on your training and limitation. You are probably not in a position to practice medicine, psychological counseling, or complete dietary analysis with necessary lab work. Effective communication can include encouraging the client to seek additional support when necessary. There may be times when an emergency situation or crisis requires you to respond in a different capacity than a normal routine, but this is infrequent.

2. EXERCISES/ASSIGNMENTS

 A. Using a friend or family member, practice passive listening while he or she talks about a favorite activity or hobby. Listen for 3-4 minutes.

B. Select one part of the previous conversation with your helper and practice 2-3 amplification statements. Next, use one clarification statement. Finally, use verification to close the conversation with complete understanding.

C. Select a topic to talk about with your helper in which you each have a different opinion. Let your helper talk about this topic as you use supportive communication techniques.

D. Write a short summary about these exercises. Send it with your other assignments.

 Stages in the Instructor/Client Relationship

 When you first meet another person, you develop a relationship in stages. Some people you feel close to faster than others, depending on individual personalities. With your clients, you want to establish a supportive, friendly relationship in a short amount of time. In general, the stages of your relationship with clients will be

1)     Rapport

2)     Investigation

3)     Planning

4)     Action

 Rapport:   Establishing quick rapport with a client depends on your interpersonal communication skills. You want to express empathy toward the client’s point of view, warmth in the form of unconditional positive regard or respect, and genuine “fellow feeling” by being honest and open. 

There are instructor characteristics that are significant to how effectively you establish rapport and communication. Your physical appearance will have an effect on your clients for the positive or negative. Being conservative in your appearance will lessen any negative effects on a person who may have a history of self-dislike toward his or her own appearance. Your non-verbal behavior and style of communication will also affect rapport.

Investigation:  Much of your rapport with a client will be established in connection with the investigation stage. Some trainers gather background information about clients by having them fill out health and exercise history questionnaires before the first meeting. However, there is an advantage to going through the questionnaire with the client. This information gathering session gives you the opportunity to demonstrate your communication and listening skills, thus establishing quick rapport, and allows you to fully understand the client’s needs and desires.

During your investigation, try to learn as much as you can with pointed probing. Discuss the client’s prior health and fitness experiences and discuss the short and long term goals. Ask the question, “Why are you starting at this particular time?” Demonstrate your overt interest and curiosity about the client’s needs and concerns by saying, “Tell me about...” Acknowledge and clarify the client’s messages. Ask, “What are you most concerned about?” Offer support for the client’s needs and concerns.

 When you have finished your investigation stage and established good rapport, you and the client are ready for the planning stage of your relationship. It is important to include the client in planning or designing the fitness routine rather than just giving out your “prescription.” For lasting change in lifestyle, the client needs to feel a sense of ownership of the routine and outcome.

 Planning:   The planning stage revolves around problem solving and decision making. It is directed at overcoming barriers to success. Setting long term and short term goals with the client will increase the rate of success and deepen the rapport you have already established. Remember that the effective goals have these characteristics: 

 Effective goals are observable and measurable. Effective goals are specific. Effective goals are attainable. Effective goals are forgiving. Effective goals foster shaping, meaning that each small goal brings the client successively closer to the desired outcome or long term goal.

 When you begin the planning session with the client ask, “How would you like me to help you?” Tailor your communication to the client’s specific beliefs, experiences, and circumstances. Have your client list reasons for (rewards) and against (barriers) trying a new behavior. Ask your client to discuss previous difficult goals, experiences, and successes they have had with exercise. This sets the stage for you and your client to discover a program that the client will enjoy and maintain.

Once the goals have been set, it is time for the brainstorming portion of planning. The first step in brainstorming is to generate as many alternatives as possible. For instance, in planning an exercise program you may ask your client to list as many activities as possible. You may add several to the list also. There is no right or wrong answers to this list. Your goal is to get a wide variety of possibilities.

 When the list is lengthy explore the alternatives with your client. Discuss the advantages and disadvantages of each activity, letting your client express all feelings and observations. After completing this discussion of the list, allow the client to select the best activities for his or her preferences. Choose several to allow variety.

You may now formulate a plan, designing the routine around the client’s choices. This is a good time to explain basics about exercise and the routine you are proposing. Explain that the plan or routine will be evaluated according to the client’s progress and updated regularly as needed or desired by the client.

Action:   The action stage of your relationship is the longest part. This stage consists of your actual training sessions when you actively teach the behavioral change skills. As you instruct your client, assess his or her understanding with discussion, demonstrations, examples, and reactions. Check often about the level of the client’s understanding. Actively involve your client using the “tell, show, do” method of teaching. At each session, integrate new ideas and knowledge with the old knowledge. You may need to use more than one teaching technique with a single client. Recognize and appreciate that there are great variations in the abilities and needs of individuals.

Sometimes it seems that a client just doesn’t remember anything you say from one session to the next. There are several memory aids you can use for more effective teaching. The primacy effect is the tendency to remember more about the first 2 or 3 ideas you hear than about later information. When teaching your client, make the most important points first and limit the number of points you make. The less there is to remember, the greater the retention. The KISS Principle is ”Keep It Simple and Specific.” Use short words and sentences and provide specific information rather than general, vague statements. Try providing your information in categories with several items, since most people can remember about four categories with 3 items each.

Repetition is your greatest teaching tool It is recommended that you repeat important points several times during a session. Try saying the same thing in several different ways. Verbally explain and demonstrate the explanation. You may feel like a broken record by using repetition, but your client will retain the information better.

Use verbal and nonverbal feedback with your client. Tell him what he is doing right, then give corrective instruction if needed. Emphasize and reinforce the correct way to do something and downplay the negative or wrong way. Remember that specific feedback is very rewarding to your client. Finding ways to reward successes is a key to continued motivation.

3. EXERCISES/ASSIGNMENTS

 With a client, friend, or family member, have a goal setting and program development discussion. Help your volunteer select one specific, small goal for improvement in a health or fitness related area. Based on this goal, develop a program or routine using the brainstorming and selection techniques.

 Write a short summary about this session and the program you developed. Include the reactions from your helper about this program.

 Lifestyle communication techniques can benefit you in all of your personal and professional relationships. It takes practice and patience to become an effective instructor but the rewards are well worth it. You are encouraged to build your teaching skills on effective communication.

4. ASSIGNMENT    

The following situations are derived from actual training situations. Select 4 scenarios. Ask you friend or family member to pretend to be the client in the specific situation. Practice the communication techniques you have learned. If you want to try all the situations, please do so!! The worst that can happen is you will become an excellent communicator and instructor! Write a summary about your conversations.

Situations:

1) A 45 year old woman, who has never lifted weights has hired you, a male trainer. It is the first session and the first exercise you have planned is a lat pulldown. Demonstrate how you would enter her personal space and teach her the exercise. 

2) A clinically obese 35 year old man comes to your to help him lose weight. Conduct an initial health history with him.

3) A 45 year old male just found out he has diabetes and heard that exercise can help. Discuss your resources and limitations in working with his conditions.

4) A 28 year old female wants to lose 10 pounds before her 10 year reunion in two weeks. Demonstrate both an unsupportive response AND a better supportive response to her desired appearance. 

5) A college freshman is going out for football. He needs to make major improvements in strength and speed. Brainstorm and plan his routine, taking into account his full time class schedule. 

6) A college athlete comes to you for pre-season training. She needs to get conditioned for basketball season in 4 months. Assist her in setting long term and short term goals. 

7) A 75 year old woman wants to get stronger so that she can continue to live independently. She grew up and lived on a farm all her life until 1 year ago, and is used to physical work, but has never been in an exercise program. Explain the benefits of regular exercise to her. 

8) A 45 year old male wants to get rid of his “spare tire” and quit smoking. Use passive listening as he tells you about his past exercise experience, his military career (he is retired), and why he wants to quit smoking 

9) An 18 year old male wants to compete in bodybuilding. He is motivated about training, but impatient and has incorrect technique. Demonstrate corrective instruction during the bench press exercise. 

10) A 37 year old pregnant woman wants to get in shape to prepare for childbirth. Her doctor has approved her for exercise. Explain to her the precautions for exercising while pregnant using several memory aids. 

11) A parent of a 12 year old wants to hire you to help his TV addicted sedentary child lose weight and get in shape. When you meet the family, the parents are scolding the child for his disinterest in learning about fitness. Conduct an initial interview with the family. 

12) A client seems to be coming on to you sexually during your training sessions. Demonstrate how you would handle this situation. 

13) Your client is injured while training with you. Demonstrate what you would do. 

14) Your client claims to be following all of your recommendations, yet is seeing no results. Conduct the re-evaluation of the program.

 If you would like to complete the written assignments in this short course and send them in to bodybasics@body-basics.com you will receive feedback from an NAFC instructor. If you are interested in using this course toward an NAFC certification, please let us know.

Resources 

Corey, Gerald (1991). Theory and Practice of Counseling and Psychotherapy Brooks/Cole Publishing Co. 

Knowdell, R & Chapman, E (1986).   Personal Counseling . Crisp Publications. 

ACE Certified News - 6 part series by Patrick Mahlen O'Neil, PHD

            "The Elements of Communication"  April/May p 4

            "The Messenger As Message" June/July p 4

            "Help Your Message Reach Its Destination Intact"  August/Sept 1996  P 4

            "The Role of the Message in Persuasive Communication" Dec/Jan 1997 p 4 

IDEA Today "Thinking It Through" Peg Kowalczyk   May 1991 p 60 

IDEA Today  "Evolving Doors" Jim and Nettie Gavin   July/Aug 1996 p 45 

IDEA Personal Trainer  "Listening Skills" -  Julie Anderson   Feb/March 1994 p46 

IDEA Today "Want To Support Your Clients?" James and Nettie Gavin    March 1995 p 50