Teaching Styles: Fitness Director

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Table of Contents

Introduction
Command Style
Practice Style
Divergent Production
Conclusion
References

Introduction

Teaching is a complex process implying the presence of multiple tasks and the need to receive feedback from the students. In order to efficiently perform it, specialists should adopt specific styles, which are distinguished by their nature and can be either reproductive or productive. The difference between them is in the former’s orientation on the actions of an educator and the latter’s focus on the students’ independent decisions (Fernández-Rivas & Espada-Mateos, 2019). In the case of physical education, and specifically fitness, both approaches are essential, and the combination of them seems to be an optimal solution. Therefore, the paper aims to discuss the application of the command style, the practice style, and the divergent production as applied to the profession of a fitness director to demonstrate their usefulness for this specialist’s work.

Command Style

The first technique under consideration is the command style, and it is related to the reproductive category of teaching methods. It indicates the teacher’s full responsibility in making decisions and the need for students to follow the proposed model or exercise (Fernández-Rivas & Espada-Mateos, 2019). Such approaches are frequently used in fitness, and their effectiveness was proved by scholars examining the selection of instruments by educators and their practical implementation (Syrmpas et al., 2017). What is more important, they are not only efficient as learning tools but also beneficial in terms of developing a structured lesson in the conditions of limited time and other restrictions.

The use of the command style due to the specified advantages is one of the most vital methods in the profession of a fitness director. Since they are engaged in the planning process of classes and other activities, it would be useful for the definition of time required for each lesson (Syrmpas et al., 2017). In this way, the work of a facility providing such services will be well-coordinated, and this circumstance will eventually add to the creation of a favorable image and increased popularity among the clients. This perspective allows concluding on the central place of the command approach in preparing schedules, and other methods should complement it to ensure better feedback from students.

Practice Style

The second instrument, which should be adopted by fitness directors, is the practice style, and it also belongs to the reproductive cluster. It implies greater participation of learners in the process since they are supposed not to follow the teacher’s model in a specified manner but practice at their own pace (Fernández-Rivas & Espada-Mateos, 2019). While they are performing the assigned task, educators are circulating the room, giving individual recommendations to them, and correcting their mistakes (Fernández-Rivas & Espada-Mateos, 2019). In this way, the students are more involved in the process and feel more responsibility for the learning outcome.

The selection of this approach for a fitness director’s work is conditional upon the need to instill the understanding of involvement in an activity in people. This intention might be crucial for the latter’s motivation since their success will be reflected in an individual way, which makes the practice style an essential part of planning (Syrmpas et al., 2017). This technique will be an excellent complement to the command method mentioned above. When implemented within a lesson, they will promote a serious attitude of both educators and learners, thereby improving the results.

Divergent Production

The last method chosen for inclusion in the activity of a fitness director is divergent production, and it relates to the productive cluster of teaching techniques. This style implies the explanation of a task by the teacher that presents a challenge due to the presence of various alternatives (Fernández-Rivas & Espada-Mateos, 2019). In this case, the learners are expected to find an appropriate solution to the problem while using their critical thinking rather than following someone’s guidance (Fernández-Rivas & Espada-Mateos, 2019). Hence, it promotes their independence in the decision-making process, thereby diminishing the educator’s participation during the class.

This style seems to be critical for planning the activities provided by a facility and is connected to the operations that fall under a fitness director’s responsibility. These specialists are supposed to ensure the efficient work of the companies, and this task includes overseeing the classes (Syrmpas et al., 2017). Meanwhile, the lessons’ general success significantly depends on learners’ active participation, which means that they should have a certain degree of autonomy. From this point of view, divergent production will help establish good relations with them, which, in turn, will lead to positive perceptions of the facility and the increase in its profits.

Conclusion

To summarize, the work of a fitness director is connected to the planning of all activities organized by the company. Therefore, this stage should be well-thought and prepared so that students’ needs could be satisfied. For this, the use of command and practice styles appears to be beneficial for a better control of the process by educators and proper planning. Nevertheless, they are insufficient without the use of productive methods promoting the learners’ independence, and this gap should be filled by the divergent production technique. Thus, the combination of the specified methods will enhance the efficiency of daily operations performed by a fitness director.

References

Fernández-Rivas, M., & Espada-Mateos, M. (2019). The knowledge, continuing education and use of teaching styles in Physical Education teachers. Journal of Human Sport and Exercise, 14(1), 99-111. Web.

Syrmpas, I., Digelidis, N., Watt, A., & Vicars, M. (2017). Physical Education teachers’ experiences and beliefs of production and reproduction teaching approaches. Teaching and Teacher Education, 66, 184-194. Web.

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Teaching Styles: Fitness Director

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