The aim of this study was to explore which factors might affect participation in group fitness classes from a gender perspective. This was achieved through qualitative interviews with group fitness instructors at a local gym in Sweden. The gender perspectives used in this study are Connell and Pearse’s theory that describes gender as a social construct, and also Yancey Martin’s theory which explains how we act in social contexts and why it is affected by gender norms. The results showed that participation seemed to be affected by the gender norms that Connell and Pearse describes, and especially preconceptions about the concept that is group fitness classes. The preconception assuming that group fitness strictly attracts women seemed to make the barriers for men to attend even higher. Beliefs about masculinity and femininity, and how this was supposed to be practiced in social contexts as Yancey Martin describes it, seemed to provide some kind of security for the participants. In conclusion it can be stated that these where complex matters to seek an answer to, one factor could perhaps be explained by the historical context behind group fitness. Another factor could be how secure the men felt in their perceived masculinity and also how men and women differ in their view of the ideal body type.

A review of certification domains and study materials for four national group fitness or aerobics instructor certifying organizations found them to be deficient in preparation of candidates in exercise psychology skills, An exercise psychology workshop was developed to address these deficiencies and was specifically designed for certified group fitness or aerobics instructors. The workshop was an overview of exercise psychology as it related to basic motivation techniques, goal setting, use of imagery, exercise anxiety, concentration, injury recovery, barriers to exercise, exercise behavior, and recognizing negative issues associated with exercise. The six-hour workshop was designed to prepare group fitness or aerobics instructors to be able to recognize and utilize exercise psychology skills when interacting with beginners to experienced exercisers to help participants achieve their fitness goals. The aerobics instructors have direct contact with more individuals engaging in exercise than any other fitness professionals in the fitness centers. The group fitness or aerobics instructors were provided with an introduction in how to use exercise psychology skills training techniques. The workshop was presented at Temple University on three separate dates, February 8th, February 22nd, and March 9th, 2014. The workshop was not approved for continuing education credits but was able to be submitted by the attendee, on a case by case basis, through each unique organization's petition process to receive educational credits toward the renewal of the certification. The certified group fitness or aerobics instructors received a booklet containing the workshop slides and handouts. They were asked to take a short Psychological Skills Assessment for Group Fitness Instructors Questionnaire prior to and at the completion of the workshop. A randomized group was selected to participate in a phone interview one month post workshop to determine the extent to which the knowledge gained was utilized and beneficial in the execution of the group exercise instruction. A total of 91 certified group fitness instructors attended the workshop and 84 participated in the study. It was found that the participants significantly increased their knowledge of exercise psychology and group fitness instruction by 52.5% by the end of the workshop. There was no overall significant difference between the three workshop groups. The feedback obtained from the evaluation of the workshop question was generally positive and offered some suggestions for future use of the workshop material. The post workshop phone interview indicated that the certified aerobics instructors who participated in the workshop were able to utilize the exercise psychology techniques covered in the workshop in conjunction with their job as a group fitness or aerobics instructor. / Kinesiology

Fysisk aktivitet ökar bland seniorer och forskning visar på goda hälsoeffekter som en effekt av densamma. Trots vetenskaplig forskning om detta anas ett glapp i svensk forskning kring vad som motiverar seniorer till att ägnar sig åt fysisk aktivitet, i det här fallet i form av gruppträning, samt vilka effekter det innebär. Syftet med studien är att förstå varför människor över 65 års ålder ägnar sig åt fysisk aktivitet i form av gruppträning samt att undersöka om det finns någon påverkan på seniorernas upplevda livskvalitet och i så fall hur denna tar sig uttryck. Empirin hämtades genom sex kvalitativa intervjuer och tolkades med hjälp av Självbestämmandeteorin och dess tre grundbehov: autonomi/ självbestämmande, kompetens och samhörighet. De identifierade motivationsfaktorerna är: 1. Identitet, 2. Fysisk hälsa, 3. Psykisk hälsa, 4. Respons, 5. Bestämma över egna kroppen, 6. Gemenskap och relationer, 7. Sammanhang och rutiner samt 8. Glädje. Resultatet visar att alla grundbehov går att koppla till både motivation och upplevd livskvalitet, Autonomi- och självständighetsbehovet samt samhörighetsbehovet är viktigast för motivationen medan livskvalitén för seniorer visar sig ha tydliga kopplingar till alla tre. Behovet av kompetens spelar en markant större roll för livskvalitén än för graden av motivation. Välbefinnande och hälsopromotion, mod och frihet i vardagen samt sociala relationer och gemenskap identifieras som där viktiga värden och faktorer som höjer den upplevda livskvalitén. / Exercise among seniors increases, and recent studies indicates a gap of Swedish research in this area. Therefore, the aim of this study is to understand why seniors engage in physical activity, in this case in form of different group fitness-classes, and what the perceived effect of this consists in. Data were collected from six interviews and then analyzed in relation to the Self-Determination Theory and three important parts of it; autonomy, competence and social involvement. The result indicated several motives/factors for motivation among the participants: 1. Identity, 2. Physical Health, 3. Mental Health, 4. Response, 5. Possibilities to control your body, 6. Connections and Relationships, 7. Context and Routines and 8. Happiness. All three proved to be important but Autonomy and social involvement seemed to be most important among the participants when asked about motivation. In relation to quality of life, all three parts seemed crucial.

Background: An inactive lifestyle is a problem in today’s society, a problem that can contribute to negative health effects. Group fitness instructors have the possibility to affect the participants’ attitudes towards physical activity. This study therefor aims to examine how and why group fitness instructors choose to convey instructions and feedback, and which other factors are perceived as motivating for continued physical activity. Method: The study was conducted in the form of semi-structured interviews with ten participants from different fitness centers situated in the middle region of Sweden. The interviews were recorded, transcribed and thereafter analyzed by the interpretative phenomenological analysis methods. Results: Instructions were communicated mainly verbally or in a combination of verbally and visually. The majority were aware that learning is individual and that different techniques therefor should be used to create an understanding for the execution of an exercise. Feedback was communicated frequently and the majority meant that it should be adapted to the needs of each participant. Positive feedback was mainly used to inspire participants to additional performance, while constructive feedback mainly was used to correct improper execution. Other motivating factors that appeared to be important was to create an environment that help every participant to reach the goals of each session by act inspiring, create a holistic perspective and to involve the participants in their own development. Social interaction appeared to be an important factor, which was created by relationships. New finds consist of the discovery the majority of the instructors, after having given repeated constructive feedback to a participant on an exercise, would allow an incorrect execution to pass instead of solving the problem. Conclusion: The group fitness instructors seem to create a motivating environment, as is indicated by various factors. Recurring participants suggests that they experience the exercise as positive and that they are motivated to continue performing the physical activity in question. The group fitness instructors try to individualize their instructions and feedback, to get through to each individual. Furthermore they try to show alternative exercises, to give each participant the possibility of choosing a suitable level and thereby take part in their own development. The social interaction appeared to be an important factor in making participants return. The behavior of the group fitness instructors indicate that they are striving to create an environment that inspires continued physical activity. / Bakgrund: En inaktiv fritid är i dagsläget ett samhällsproblem som kan bidra till hälsohämmande effekter. Som gruppträningsinstruktör finns möjlighet att påverka deltagarnas inställning till fysisk aktivitet. Studiens syfte var därmed att studera hur och varför gruppträningsinstruktörer väljer att förmedla instruktion och feedback samt vilka övriga faktorer som de upplever är betydelsefulla för att öka deltagarnas motivation till fysisk aktivitet. Metod: Studien genomfördes i form av semi-strukturerade intervjuer med tio stycken deltagare tillhörande olika gymkedjor i Mellansverige. Intervjuerna spelades in, transkriberades och analyserades genom den tolkande fenomenologiska analysmetoden. Resultat: Instruktioner förmedlades främst verbalt eller kombinerat verbalt/visuellt. Majoriteten var medvetna om att lärande är individuellt och därför användes olika tekniker för att skapa förståelse för utförandet. Feedback förmedlades frekvent och majoriteten ansåg att den bör anpassas efter individens behov. Positiv feedback användes främst för att inspirera deltagarna till ytterligare prestation medan konstruktiv feedback främst användes i syfte att korrigera ett tekniskt felaktigt utförande. Övriga motiverande faktorer som framstod betydelsefulla var att skapa förutsättningar för att uppnå gruppträningspassets målsättning genom att inspirera, skapa ett holistiskt perspektiv samt involvera deltagaren i sin egen utveckling. Socialt samspel skapades genom relationer och trygghet vilket ansågs vara en viktig faktor. Nya fynd är att när en deltagare tillägnats konstruktiv feedback upprepade gånger angående samma utförande menar flertal att de låter ett felaktigt utförande passera istället för att lösa problemet. Slutsats: Gruppträningsinstruktörerna tycks skapa en motiverande miljö vilket påvisas genom flera faktorer. Återkommande deltagare tyder på att de upplever gruppträningen positivt och är motiverade till att utföra den formen av fysisk aktivitet. Alla gruppträningsinstruktörer försöker individanpassa deras instruktioner och feedback för att nå ut till enskild individ. Dessutom försöker gruppträningsinstruktörerna visa alternativövningar för att varje enskild deltagare skall ha möjlighet att hitta lämplig nivå och vara delaktig i sin egen utveckling. Det sociala samspelet framstod som en viktig faktor som tycks vara en anledning att deltagarna återkommer på gruppträningspassen. Gruppträningsinstruktörernas upplevda agerande indikerar på att de strävar efter att skapa en motiverande miljö för fortsatt fysisk aktivitet.