Next in this series of short blogs, we focus on Sam’s ‘physical’ ability, and for this element we need to appreciate how conscious Sam (our new gym member) might be feeling about being in the gym, how competent they are at moving around, and who else may or may not be watching. It may well be the case that no-one in the gym is watching Sam, however, they will probably feel like they are on stage for all to see! Remember this is an alien environment to Sam.
Alex (our PT) should appreciate that Sam is unlikely to remember a great deal of information and that Sam’s level of conditioning is most likely to be low. This is where LESS really is MORE. If we go off the assumption that at best we can remember seven pieces of information, at any one time then we can’t simply dump a huge amount of information on Sam and expect them to recall it.
Therefore, Alex would do well to limit the number of exercises and prescribe movements that Sam already knows. This will make it easier for them to remember what they are and how to do it.
For example, starting with the bike is likely to make Sam feel comfortable as most people have cycled at some point in their life, and even if they are not good on a bike, they are likely familiar with the movement. It is then down to Alex to decide whether Sam requires a demonstration or not.
Given that Sam can probably pedal and there may be other people on the bikes, Alex can probably skip
the demonstration for this exercise.
By keeping matters simple Sam’s confidence is likely to grow as they will believe they can achieve what is being asked of them and this may even make them feel good.
If Alex chose to prescribe an exercise that Sam was not so familiar with, there are ways to make the movement appear similar. By relating the movement to something Sam knows and understands, this will make matters far easier.
Where possible, Alex should use words to describe the actions for Sam. This will allow Sam to make connections in the brain, between what they know, and what Alex has described.
For example, in relation to a squat, Alex may wish to advise Sam, ‘this movement is like getting in and out of a chair, only using your legs.’ Alex may even wish to use a chair to further relate this movement to one which Sam knows.
If required Alex could complete a demonstration. Demonstrations can be a quick and simple way to show how to do something. This will likely raise Sam’s confidence as, hopefully, they know they can get in and out of a chair.
With both these methods, Sam will create a relationship in their mind between getting in and out of a chair and squatting. These methods should enable Sam to complete the basic movement which Alex can then tweak and improve upon.
Remember if Sam does something incorrectly, Alex can use the verbal element to positively re-enforce what they have done well, for example, ‘that was great to see how you pushed upwards, this time I’d like you to do it exactly the same, except push more through your heels.’
By being positive and relating the movement to something familiar Sam will gain confidence as they will feel like they are doing things correctly and that they know what Alex is talking about!