Essay: Attitude towards male and female personal trainers

CHAPTER 1
PROBLEM AND ITS BACKGROUND
Introduction and Background of the Study
The Philippines is among those with the highest percentage of citizens who don’t exercise regularly mostly due to lack of time, lack of personal motivation and ‘distractions’ of modern life, based on Sun Life Financial Asia Health Index (Abadilla, 2017).
As people tend to live more sedentary lives, the fitness sector becomes more important for the global health status. With that, being health conscious is becoming a norm nowadays where a lot of people in the world are giving importance in taking care of their health. To have a healthy and strong body, people would need to consider going to fitness centers. A fitness center is a space specifically designated for exercise, fitness training, and physical wellness activities. It provides a comprehensive, varied program of physical activities to meet the individual training regimens of its occupants.
Understanding the importance of the service environment in satisfying and retaining members is vital for fitness centers. The service environment is also a factor in the bottom line profitability of a fitness organization (Macintosh & Doherty, 2007). In recent years, researchers have made a concerted effort to understand service quality associated with sport programs and facilities. Particular attention has been given to health and fitness centers offering services to general consumers with various socio-demographic backgrounds (Tsuji, Bennett, & Zhang, 2007).
Fitness centers are usually patronized by both sexes. But there are also exclusive centers for either sex. Many fitness centers offer the services of personal trainers. Members can avail their services with a fee.
Personal trainers play a key role in developing and enhancing client’s potentials by instructing and assisting them in reaching personal health and fitness goals. They possess the knowledge, skills and abilities necessary to design safe and effective fitness programs. (Martin Ginis & Mack, 2012) assert that the fitness leader is often cited as the single most important determinant of an exerciser’s motivation to continue in an exercise program.
Personal trainers can motivate, coach and train those on their physical fitness journey. A fitness coach also called as personal trainer, is a person with knowledge of proper exercise testing, exercise technique, and fitness training who provides instruction and guidance to others for reaching fitness related goals (Anshel, 2006). Fitness coaching defined as helping clients develop healthy lifestyle behaviors outside of structured exercise sessions (Moore & Tschannen, 2010).
Personal trainers and the clients tend to develop close, personal relationship, a natural progression over several weeks and months or even years spent meeting together regularly. (McClaran, 2003) found that weekly sessions with a personal trainer significantly increased client’s ability to move upward through the stages of change regarding physical activity.
Clients hired personal trainers based on their potential and might not consider the gender. It is the probable reason that there are cases of cross-gender coaching in the fitness centers. Cross-gender coaching takes place when the male coach or trainer coaches female athletes or clients and female coach or trainer coaches male athletes or clients.
However, a few questions come to mind: do these reasons affect the client’s decision considering the attitude and gender of their personal trainers? Is there any advantage or disadvantage in choosing a male trainer over a female trainer and vice versa?
Studies have found that gender may be a factor that determines an effective coach and athlete relationship (Lirgg et al., 1994). There are also several studies that considered the different effects through the gender of the fitness coach on clients’ choice or perspective because in some cases clients are in favor either having an opposite or same gender fitness coach. Gender roles developed pertaining to expectations about the character of men and women (Diekman & Eagly, 2000). (Melton et al., 2008) supported that gender plays a key role in the selection of a personal trainer.
Through this study, the researchers seek to understand the cross-gender coaching and whether there is a significant difference on the perception of the respondents on attitude towards male and female personal trainers in selected fitness centers in Metro Manila.
Theoretical Framework
Aiming to determine the cross-gender coaching and whether there is a significant difference on the perception of the respondents on attitudes towards male and female personal trainers in selected fitness centers in Metro Manila, the researchers were guided by the following theories:
The Social Role Theory (SRT) provides an insight into gender issues that may arise within the coach and athlete relationship. According to Eagly and Deikman (2000), gender roles developed pertaining to expectations about the character of men and women. The gender differences that commonly occur in social behavior follow from the typical characteristics of roles commonly held by women versus men.
Eagly, Wood, and Diekman (2000) stated that individuals are seen to interact and react in society by their expected social roles. These social roles are guidelines of behavior in which one must fulfill within society. Eagly and her colleagues believe that it is these social roles that are responsible for the development of specific and distinct attributes expected of men and women and that individual are perceived to possess characteristics that suit the needs of their specific role.
Eagly’s Social Role Theory (1987) argues that men and women assimilate a gender role depending on their sex and behave differently in social situations, due to the expectations that society puts upon them. Men have assumed responsibilities associated with the provider role, and women have assumed the bulk of childcare and household responsibility (Eagly, Wood, & Diekman, 2000). For instance, the theory argues that traditional gender roles place in women reflects communal qualities. Female role is classified as caring and nurturing while the men hold the more masculine roles such as leadership and assertive roles reflecting agentic qualities (Eagly & Koenig, 2006). These stereotypical roles portray the woman as being more submissive and understanding and men as being more assertive and powerful.
With regards to the Social Role Theory, men and women behave differently in the society depending on their gender, and the social roles are developed due to the expectations that society puts upon them. In relation to that, the researchers want to study about the perspective or the expectations of fitness clients toward their personal trainers regarding the gender. This theory can apply to the study because it shows that gender can be a factor that determines an effective relationship between fitness client and personal trainer.
Gender Role Theory (GRT) predicts differences or similarities between males and females based on the degree of variations ascribed roles and related evaluations. According to Anselmi and Law (1998), gender roles are socially and culturally defined prescriptions and beliefs about the behavior and emotions of men and women. It describes how someone acts out his masculinity or her femininity. Gender roles influence how a person perceives others, how that person feels and how that person behaves to others. Since humans create, reinforce, and change social roles, including gendered ones, perhaps we should consider what is in our collective best interests as we engage in these processes (Shimanoff, 1983).
Gender Role Theory is grounded in the supposition that individuals socially identified as males and females tend to occupy different ascribed roles within social structures and tend to be judged against divergent expectations for how they ought to behave. Consequently, the theory predicts males and females will develop different skills and attitudes for that they will behave differently. Communication researchers have used gender role theory to explain and predict (a) the communication behaviors of females and males and (b) the evaluation of the same communication behavior, when males and females perform it.
As mentioned in the Gender Role Theory, there are differences and similarities towards the behavior of male and female in certain situations. In relation to that, handling the clients properly is a necessary work for the personal trainers. Trainers adjust their own behavior including the gender roles based on the client’s personality. The gender has an impact not only on how people process communication behavior but also on the attitudes and beliefs of the individuals. Therefore, what it means to be male or female varies in this study.
Conceptual Framework
The researchers will use the C.I.P.P. model, which was developed by Daniel Stufflebeam in 1983 for the conceptual framework of the study. The C.I.P.P. stands for Context-Input-Process-Product.
Figure 1: Conceptual Framework
Figure 1 shows the main variables discussed on the study. The context of the study is Cross Gender Coaching. The inputs of the study include the demographic profile of the respondents in terms of age, gender, profession, educational background and years of fitness center participation. Another input is the perception of the respondents on the attitude towards male and female personal trainers as well as the significant difference on their perceptions when group according to gender, educational background, and years of fitness center participation. For process, the researchers will provide survey questionnaire that will be the instrument for analysis and interpretation of data. The product of the study includes the data and results of the survey as well as the recommendations. The model provides a systematic way of looking at many various aspects of the curriculum development process.
Statement of the Problem
The study aims to determine the cross-gender coaching and attitude towards male and female personal trainers in selected fitness centers in Metro Manila. Specifically, this study sought to answer the following questions:
) What is the demographic profile of the respondents in terms of:
Age
Gender
Profession
Education background
Years of fitness center participation
2.)  What is the perception of the respondents on the attitude towards male and female personal trainers?
3.) Is there a significant difference on the perceptions of the respondents on attitude towards male and female personal trainers when they are grouped according to:
Gender
Educational Background
Years of fitness center participation
Hypotheses of the Study
The following are the hypothesis of the study:
Ho: There is no significant difference on the perceptions of the respondents on attitude towards male and female personal trainers.
Ha: There is a significant difference on the perceptions of the respondents on attitude towards male and female personal trainers.
Scope and Limitations
The scope of this study revolved around the respondents who participated in fitness centers. The researchers will have 100 target respondents. The respondents must be a member of the fitness center with an opposite gender personal trainer and at least one-year member of the fitness center. The research will also focus on the fitness clients ages 18 years old and above.
Furthermore, the study will not cover ages below 18 years old fitness clients that are enrolled in fitness centers, and also fitness clients with same gender of their personal trainer. This research will limit only in fitness centers within Metro Manila, other than this scope the researcher will not cover or explore to limit the study.
Significance of the Study
The study is significant to the following:
Fitness Clients. The study will aid the respondents to assess their understanding of the importance of evolving experiences, attitudes and perceptions towards gender specifically within fitness centers. It will also improve the client’s decision-making to choose the appropriate personal trainer that is suitable for him or her.
Personal Trainers. The study will benefit the personal trainers by means of knowing whether the personal training service provision is on the right track and gauging how the client is getting on with the fitness involvement. It will also help the personal trainers to better understand how to market themselves. And while, on the training methodology, especially on what training approach is more effective to give to the opposite gender clients.
Fitness Centers. The study can help to improve the fitness centers to understand the client’s perspective in choosing their personal trainer to produce an excellent quality services to clients.
Definition of Terms
The following terms are used in the study:
Attitudes. The settled way of thinking or feeling about someone or something, typically one that is reflected in a persons’ behavior. In the study, an attitude refers to the feeling or emotion of the respondents towards their personal trainers considering the gender.
Cross-gender Coaching. Partnering with clients in a thought-provoking and creative process that inspires them to maximize their personal and professional potential. Across multiple genders; taking, or pertaining to, the role of the opposite gender. In the study, a cross-gender coaching is form of coaching who trains someone with an opposite gender.
Fitness Center. This defined as a large room; usually containing special equipment, where people go to do physical exercise and get fit. In the study, selected fitness centers in Metro Manila are the place where the researchers conduct the study.
Personal trainer. This defined as someone whose job was to help clients become stronger and healthier by deciding which exercises you should do and showing you how to do them. In the study, personal trainers will be evaluated by their clients with the use of survey questionnaires associated with cross-gender coaching and attitude towards male and female personal trainers.
CHAPTER 2
REVIEW OF RELATED LITERATURE
This chapter presents the related literature and studies which the researchers have perused to shed light on the present study. The literature review explores the three dominant themes of the research to fully understand the research to be done.
Cross-Gender Coaching
In the study of Fasting and Pfister (2000), entitled ‘Female and Male Coaches in the Eyes of Female Elite Soccer Players’, stated that there are many elements that impact an athletes’ experience, one being the gender of their coach. Both male and females can coach in many female sports; however, research shows that there are many more male than female coaches in higher level competitive sports. Adherence to, and intensity of exercise is also affected by the relationship and perceptions of the trainer, including their gender (Mazzetti, et al., 2000). Fasting and Pfister (2000) investigated the experiences and preferences of elite female soccer players regarding gender preference. The study showed the female athletes were more satisfied with female coaches than male coaches because of their female style of communication which is described as understanding and caring. The study discussed experiences that these female soccer players went through, resulting in their opinion of which gender of coach they preferred. Most of the athletes had both female and male coaches in their lives. The finding of this study was that female athletes just want a coach who is capable of coaching and knowledgeable in the sport. There seemed to be a difference in the way the coaches were perceived by the athletes. In conclusion the authors stated that the results can be interpreted as mirroring the old-fashioned gender stereotypes where women are nurturing emotional while the men are aggressive and rough.
According to the study of Melton, Dail, Katula, and Mustian (2011), gender played a significant role in the selection of a personal trainer, as well as reporting comments around a ‘socially friendly environment’ including skills such as empathy, and communication. Because of these factors, and in conclusion, the authors stated that 4 out of 5 participants showed a preference for a female personal trainer. In addition, personal trainers also seem to believe that their gender is influential on their selection by potential clients. Many of these themes are reflected by research with athletic coaches; that there were stronger relationships between female athletes and female coaches, and that they might be friends and could discuss things outside of sport. Participants in each of these studies commented that the presence of their female personal trainer or coach helped motivate and encourage performance.
Prior to the study by Fisher, Platts, and Stopforth (2013) entitled, ‘Attitudes Toward and Preferences for Male and Female Personal Trainers’, since having a personal trainer can increase adherence to an exercise program, which can in turn, elicit significant health benefits this seems a pertinent area to consider. Therefore, the authors study sought to examine potential clients’ attitudes and preferences toward personal trainers. Gaining a better understanding of the attitudes towards personal trainers could, in turn, lead to defining the factors that contribute to sustained involvement and exercise preferences. The study reported a preference for male coaches whether strength and conditioning coaches from both male and female athletes. However, the study suggests that there is no such gender bias regarding the preferences of a personal trainer, which serves to reinforce the value of both male and female personal trainers. This would be explained by the fact that personal trainers are not in a competitive environment. There are different areas of coaching female athletes that might affect the preference of male or female coaches. Female athlete’s relationship with their coach is one of the areas.
In relation to the study of Gray and Goregaokar (2010), it described the results from a coaching program in which coachees were asked to reflect on and justify their choice of coach. The study used a qualitative data analysis which prompted several related themes, the most prominent of which was that some coaches both men and women, exhibited a preference for female coaches. The authors presented an exposition of the themes, along with some quotations that provide illustration and validation.  Given that the context in which the coaching was delivered was primarily to business leaders and managers (although a school and a few non-for-profit organizations were included) some respondents chose female coaches because they were being able to offer broader perspectives beyond organizational issues. Women were preferred (in the case of two male coachees) because of their ability to give ‘a different aspect’, ‘different areas and fields’. This was important because some coachees realized that the coaching conversation could stretch beyond the business and into their personal lives.  Since most had not engaged with coaching before, this often came as something of a revelation.  Female coaches were being able to flex their support into broader elements of life, in the words of one female coachee, women are able to offer ‘Life-skills coaching ‘ maybe females take to it more than males’. Ironically, the other female coachee chose a male coach for very similar reasons, being a female manager ‘in a 98 per cent dominated male environment’.  Both her coach and the other two potential coaches were male, so this was a clearly thought out strategy. The result of this study pointed to a bias towards the selection of female coaches.
However, in the study entitled, ‘Division I Athletes’ Attitudes Toward and Preferences for Male and Female Strength and Conditioning Coach’ by Magnusen and Rhea (2009), found preferences in a different area in coaching; that being the area of a strength coach. The study determines whether male and female Division I team sport athletes prefer same-sex or opposite-sex strength and conditioning coaches. The results of this study lead one to speculate that female athletes may have not been biased by the gender of their strength coach; rather, they may attach more importance to the coach’s personality or to the experience/knowledge level of the strength coach. It could be that the female athlete’s preference was skewed from their past experiences. The researchers stated that it is also possible that they have had effective male and female coaches in the past or that they are just glad to have someone regardless of gender, sharing his or her expertise to maximize their athletic performance and prevent injury.
Also, in the study of Frey, Czech, Kent, and Johnson (2006), wherein the researchers explored twelve female athletes’ perceptions and experiences of being coached by women and men. Four major themes emerged from the interviews: discipline and structure, personal relationships, passivity and aggressiveness, and coach preference.  Specifically, eight of the participants stated a preference for male coaches, yet differences were found when comparing various coaching qualities.
Whereas, Kalin and Waldron (2014) study, determined whether female collegiate basketball players have a preference toward male or female coaches, and if so, whether the gender and enjoyment level of past and current coaches influence those preferences as well as influence the gender typing of the roles of women’s basketball coaches. Results showed that the male coach profile group preferred male coaches significantly more than the female coach profile group. Preferences for male coaches still exist, especially with female basketball players who not have a female high school coached, it is vital that the numbers of female coaches increase, especially at younger age levels. The results of the current study provide valuable information about preferences and the need for a greater percentage of female coaches in the profession. The researchers state that if more athletes experience female coaches, especially at younger age levels, it is likely that the gap between preferences toward male and female coaches will decrease. It would be helpful for future research to investigate other factors besides gender that are related to the current head coach and that can influence preference.
Like the previous studies, this was conducted by Kleiner (2017). She assessed the preference and experiences that female basketball players at the Division III level have at each grade level from freshman through senior year in college with either a male or female coach. An anonymous survey was used to determine if there is a significant preference for male or female coaches as well as if gender matters with their attitudes in the sport based on academic status- freshman to senior. It also helps to assess their attitudes, motivation, satisfaction level, experiences, and preferences with the gender of a coach as well as determine if there is a difference in the athlete-coach relationship.  The results found, that the only difference the tests showed was in the difference in female athlete’s relationship with female coaches compared to male coaches. The other tests done presented no significant difference in the female athlete’s attitudes, satisfaction level, performance, and motivation between male and female coaches. Another finding of the study was there was no difference in gender importance, attitudes, and gender preference among the freshman and upperclassmen female athletes. This research suggests that gender does not matter to female athletes when it comes to their coaches.
Another study was discussed entitled the effect of gender on the fitness motivational factors. Based on the study of Lippa (2011) focusing on gender will gather useful data that has not been commonly studied in many periodicals pertaining to motivation to participate in fitness. She discussed the key motivating factors why St. John Fisher undergraduate students participate in fitness, what factors motivate them to stay committed to fitness, and what qualities are most important in a fitness facility. According to Gratton and Jones (2010), the study used a cross-sectional design was through the implementation of a survey which allows the students to voice their opinion on how they are motivated to participate in fitness and allows the students to voice their opinion on what they dislike and like in a fitness facility. Lippa (2011) concluded that men and women are motivated differently in certain aspects to participate in fitness, stay committed to fitness, and value certain qualities within a fitness center differently. Appearance and seeing physical changes was rated the most important for men and women in terms of participation and commitment which can be helpful to fitness centers in improving their consumer retention. One reason why participants drop out of fitness programs is because they see a lack of physical change because new exercise participants often have unrealistic goals (Mullen and Whaley, 2010). Fitness centers must provide clear, contingent, and regular feedback to participants that may foster more realistic expectations (Mullen and Whaley, 2010). The findings within this study are useful for fitness centers to acquire baseline knowledge of motivation in different genders, but further research needs to be done to expand on these results.
Meanwhile, Ye, Wang, Wendt, Wu, and Euwema (2016) study entitled, ‘Gender and Managerial Coaching across Cultures: Female Managers are Coaching more’, elaborated about the empirical study on managerial coaching on a global scale. Despite the increasing popularity of managerial coaching in organizations worldwide, little is known regarding how gender and culture may affect managerial behavior. Based on social role theory, role congruity theory, and cross-cultural theory; the researchers expect female leaders to engage in more coaching behavior than male leaders. Second, the researchers expect that male leadership, particularly coaching behavior is more in’uenced by societal culture than female leadership. The results showed that, globally, female managers were found to engage in managerial coaching more regularly than male managers. Since coaching behavior may effectively establish congruity between female managers’ gender role and leadership role, female managers may demonstrate more coaching behavior to deal with prejudice against them in organizations. Another major contribution of the study is expanding managerial coaching research into a cross-cultural context. The researchers found that the coaching behavior of male managers is more susceptible to the in’uence of societal cultures than that of female managers. This study advances our understanding of managerial coaching on a global scale, while acknowledging the challenges and limitations associated with it.
Coach-Athlete Relationship
Behan (2016) stated in his dissertation ‘A Comprehensive Understanding of the Coach-Athlete Relationship: A Post-Secondary Canadian Team Sport Perspective’, that relationship between an athlete and coach is a challenging complex entity that needs to be examined in detail to fully understand. Findings resulted in the creation of a tool that assists in visualizing the reciprocal relationships between revealed dimensions and themes within a coach-athlete relationship (R-CART; Reciprocating Coach-Athlete Relationship Tool). The process use in his study is included as an initial modification process of the R-CART. Indications that the coach-athlete relationship is multifaceted, highlighting the implications of various elements behind the growth, upkeep, and fixing of the connection. The outcomes from the two studies in this dissertation suggest that a strong coach-athlete relationship is not only rewarding to both the coach and athlete but also can assist in developing the player to his/her fullest potential, both studies indicated that coaches should consciously attempt to build and be aware of the assortment of components involved in each relationship with their athletes. This potentially could lead to further enjoyment, problem solving, improvement, motivation, and ideal performance by both parties. The findings enhance an understanding of the nature of the dynamically evolving coach-athlete relationship, thus, contributing to theorists, coaches, and practitioners needs.
Similar to the previous study, Moen (2014), explored coaches’ and athletes’ subjective views about what they think are expected from coaches in sport. Functional relationships between coaches and athletes were found to be crucial to cultivate and grow an athlete’s potential in sport. An important aspect of the coach-athlete relationship is to produce enhanced performances and success in competitions. Their findings from the Q factor analysis showed three various factors: 1) A democratic coach; 2) An autocratic coach; and 3) A personal coach. Thus, democratic coach behavior was the most expected coach behavior; the dominant view concluded that involvement was expected among the coaches and athletes. The results indicate that the coaches and athletes generally believed that coaches need to be aware of their decision in choosing leadership style to affect an athlete’s motivation and performances.
Meanwhile, Jowett and Carter (2006), the researchers will be able to establish a wider range of understanding on how the coach’athlete relationship and its relationship members make in terms of empathic accuracy and similarity. All three moderators examined were found to play a role. This study extended knowledge about relationships, which are primarily about acquaintance and intimate relationships to coach’athlete relationships. The coach’athlete relationship plays a significant role in providing happiness and welfare. It can provide sources of help during dif’cult times, emotional crises and transitions (Jowett, 2005). In the context of the coach’athlete relationship, a cognitive explanation implied that athletes and coaches do not have enough information to judge the other relationship member’s feelings, thoughts and behaviors.
However, Borras, Leite, Battaglia and Lorenzo (2009) study entitled ‘The Coach’Athlete Relationship in Basketball. Analysis of the Antecedents, Components and Outcomes’, analyzed the coach-athlete relationship in basketball, knowing their antecedents, components and outcomes. One of the most decisive factors in the quality of the physical activity is the coach athlete relationship and it has a high potential positive or negative on his personal life. Poczwardowski and Jowett (2007) developed the Integrated Research Model which presents the coach athlete relationship in three interrelated layers: antecedents, components and outcomes. The teaching principles or intervention guidelines expected by the player is one of most important antecedents of relationship (Chelladurai & Saleh, 2007). It has been found that a behavior including talks on other issues not related to training was the most appreciated by players. Finally, the positive interaction between players and coaches has an impact on the effectiveness of the training sessions, which is related to obtaining a higher performance.
Whereas, Mageau and Vallerand (2003) presented a motivational model of the coach’athlete relationship that describes how coaches may in’uence athletes’ motivation. The motivational model of the coach’athlete relationship presented entails a motivational sequence where coaches’ behaviors in’uence athletes’ intrinsic and self-determined extrinsic motivation through their impact on athletes’ perceptions of autonomy, competence and relatedness. These three psychological needs foster the development and maintenance of athletes’ intrinsic and self-determined extrinsic motivation as well as adaptive outcomes. In line with cognitive evaluation theory (Deci & Ryan, 1985) and the hierarchical model of intrinsic and extrinsic motivation (Vallerand, 2000), a motivational sequence is proposed where coaches’ personal orientation towards coaching, the context within which they operate, and their perceptions of their athletes’ behavior and motivation in’uence coaches’ behaviors. Also, coaches’ behaviors in the form of autonomy-supportive behaviors, provision of structure and involvement have a bene’cial impact on athletes’ needs for autonomy, competence and relatedness, which, in turn, nurture athletes’ intrinsic motivation and self-determined types of extrinsic motivation. The research reviewed here clearly shows that autonomy-supportive behaviors have a bene’cial impact on athletes’ intrinsic and self-determined extrinsic motivation, which are important determinants of performance and persistence. Additionally, Mageau and Vallerand (2003) stated that athletes have reached outstanding performance by sometimes adapting their behaviors to their coaches’ needs. Yet, the present review highlights the potentials for enhanced motivation and improved performance if coaches would, instead, adapt their own behaviors to fulfil their athletes’ needs of autonomy, competence and relatedness. It is hoped that the present review, and the model it proposes, will help coaches achieve this objective.
Qualities of Personal Trainers or Fitness Trainers
De Lyon, Neville and Armour’s study entitled ‘The Effectiveness of Personal Training on Changing Attitudes Towards Physical Activity’ (2017) discussed the fitness professionals in a public health. The analysis highlighted strong societal expectations that play a key role in reducing levels of lifelong physical inactivity, thereby contributing toward improvements in public health outcomes.
Meanwhile, Morgenstern (2016) stated that main points which create depth are the benefits of exercise, the significance of personal trainers, appearance in the fitness industry, and body image. The role of personal trainers to guide clients towards a healthy lifestyle which encompasses physical, mental, and emotional attributes. With the assistance of personal trainers in efforts to focus internally rather than externally, society may become healthier both mentally and physically. Potential clients need to understand the benefits of exercise before they can comprehend the magnitude of knowledge a personal trainer can offer them. Exercise helps to not only improve quality of life, but also lengthen the lifespan. The American Council on Exercise (ACE) has created a list of nine essential reasons why exercise is so crucial in everybody’s daily life. Cardiovascular health is the utmost critical component of exercise. Personal trainers are well-versed in assessing health and fitness levels, prescribing exercise, designing physical activity programs targeted specifically to their clients’ needs, and counseling for lifestyle changes that increase physical activity (Torry, 2009). Clients hire personal trainers for the desire to acquire knowledge in strength training and cardiovascular techniques. Personal trainers are taught to collaborate, communicate, confide, and allot clients more responsibility (Shields et al., 2007). Fitness professionals should strive to model behavior that values physical ability, function and health over appearance (Code of ethics, 2010). In addition, it is imperative to demonstrate healthy behaviors and attitudes about bodies. For clients to view his or her trainer in a positive light, it is up to the trainer to embody a healthy image and ideology. It has been stated while it’s not within a fitness professional’s scope of practice to diagnose a body image issue, it is possible to promote a positive environment for personal training clients (Halvorson, 2011). It is the responsibility of the personal trainers to promote healthy behaviors to maintain clients’ mental and emotional happiness. With the tremendous recent growth in personal training, it is crucial that potential clients’ perceptions are considered so that qualified fitness professionals may expand and enhance their careers effectively and efficiently.
However, as stated by an article by McClaran (2003), the content elaborated the efficacy of personal training using the Stages of the Transtheoretical Model (STM). One hundred twenty-nine volunteer participants (clients) aged 20-65 years old were assigned to a personal trainer for a 10-week program. The clients were given a form to self-assess their stage of motivational readiness choosing one of five stages: Pre-contemplation (not intending to make changes), Contemplation (considering a change), Preparation (getting ready to make a change), Action (actively engaged in making a change but only for a short while), and Maintenance (sustaining the change over time). Also, the clients and trainer met once a week and had targeted discussions on problem solving techniques such as determining the Benefits of Physical Activity, Barriers/Obstacles to Exercise, Support System Recruitment, Goal Setting and Relapse Prevention in addition to providing specific suggestions for the client’s other exercise days during the week. Therefore, the results suggest that one-on-one personal training is an effective method for changing attitudes and thereby increasing the amount of physical activity. Importantly, if we are to have a successful long-term outcome of increasing physical activity while reducing obesity is to have an intervention strategy that works not only in the short term, but over a period of years for people to maintain their healthy lifestyles for the rest of their lives.
Whereas, the study by Shields, Jung, and Brawley (2007) found the trainers reported that once clients began their training sessions, there was an increase in efficacy of client responsibility and collaborations. Essentially, trainers provide useful services to their clients, and it is critical that potential clients are aware of the benefits of working with a fitness professional.
According to Melton, Dail, Katula and Mustian (2011) personal trainers believed that clients are more likely to stay with a program if the trainers exhibit the attributes of empathy, listening skills, and motivation skills. These viewpoints provide relation to the desirable qualities of personal trainers, and as opinions regarding trainer certification and academic preparation. Responses of the participants were transcribed, coded, and analyzed for themes. The authors identified several factors they considered when selecting a personal trainer. Four global themes emerged: Selection Rationale, Personal Trainer Rationale, Loyalty Rationale and Negative Characteristics. Selection Rationale consisted of qualities that influence a client’s decision to hire a trainer. Personal Trainer Rationale referred to the clients’ reasons or motivations for hiring a specific trainer. Loyalty Rationale referred to the credentials of a personal trainer that solidify the client/ trainer relationship and Negative Characteristics referred to qualities considered unethical or unprofessional that might impair the personal training experience. Their findings seem to indicate that self-presentational processes may influence the selection of a personal trainer. Also, the instructor’s genuine enthusiasm for teaching group fitness classes was perceived and appreciated by clients.
Similarly, Melton, Katula and Mustian (2014) stated in their study ‘The Current State of Personal Training: an Industry Perspective of Personal Trainers in a Small Southeast Community’, that qualities and characteristics identified by participants clustered around four main themes. These include 1) Client selection rationale; 2) Client loyalty; 3) Credentials; 4) Negative characteristics. Thus, this study asked practicing exercise leaders what qualities and credentials they thought were important to be effective and successful personal trainers. The results were discussed regarding the implications concerning college programs, certification organizations, increasing public awareness of expectations of qualified trainers, and a move towards state licensure. Client loyalty consists of the lower level major themes of motivational skills, individuality, empathy, and social skills. Motivational skills were defined as the ability to inspire a client to continue exercising with the trainer, including giving words of encouragement, building self-efficacy, maintaining positive attitudes, and making clients accountable for their sessions. The trainers agreed that one of the main reasons that clients continue to hire a particular personal trainer is because they find the motivation to exercise very difficult to achieve. Also, the trainers reported that gender and race may interact with the trainer’s physique, resulting in various outcomes.
According to Madeson, Hultquist, Church and Fisher (2010) study entitled ‘A Phenomenological Investigation of Women’s Experiences with Personal Training’, discussed the women’s experience with a fitness trainer. This study clearly indicated that personal training was a service that has the potential to impact people’s lives in a variety of positive ways. Clearly, interpersonal skills are as important as technical competence when it comes to client satisfaction. With the assistance of fitness trainers, participants could achieve more than they expected and surpass the level of workout. They felt their trainers pushed them to new levels during sessions through encouragement, motivation and perceive comparisons essence of a trainer to be integral to this accelerated exercise level.
Another study, Lindsay (2008) examined the standpoint of fitness trainer in working alliance and its components parts of goal, task and bond. The major findings of the study were 1) The mean total alliance and subscale scores reflected the presence of a strong working alliance; 2) The bond subscales scores had the highest mean; 3) When total alliance and subscale scores were compared by gender or ethnicity of fitness trainer or client, no significant differences were found; 4) Significant differences in total alliance and in certain subscales were found across the number of weekly training sessions and the fitness trainers’ years of experience. Their findings were consistent on Bordin’s hypothesis (1979) that a working alliance between a person seeking change and a change agent can occur outside the arena of mental health counseling, the major findings of this study reflect the presence of a working alliance from the standpoint of the fitness trainer are notably present.
CHAPTER 3
RESEARCH METHODOLOGY
This chapter presents the research design, subjects and study site, data measurement or instrumentation, data gathering procedure, and data analysis for this study the researchers will conduct.
Research Design
The goal of the study is to determine the cross-gender coaching and attitude towards male and female personal trainers in selected fitness centers in Metro Manila. Relating to this, the researchers will use quantitative and descriptive research in the study. According to Matthews and Ross (2010), quantitative research methods are basically applied to the collection of data that is structured and which could be represented numerically. While, a descriptive research is a scientific method which involves observing and describing the behavior of a subject without influencing it in any way. It is often used as a pre-cursor to quantitative research designs, the general overview giving valuable pointers as to what variables are worth testing quantitatively (Shuttleworth, 2008). The researchers will also use comparative study that considers at least two entities (not manipulated) and establishes a formal procedure for determining differences. In this study, the variables will be describing and compare is the attitude towards male and female personal trainers.
Subjects and Study Site
The researchers will choose using a purposive sampling method. According to Calmorin (2010), purposive sampling method is a type of non-scientific sampling that is based on selecting the individuals as samples according to purposes. The researchers will select the respondents based on the characteristics of the population and the objectives of the study.
The subjects of the study are the fitness clients in selected fitness centers in Metro Manila with the target population of one-hundred (100). The inclusion of the following criteria will be considered as basis in selecting the respondents: (a) must be at the range of age 18 years old and above, (b) must be a member of the fitness center with an opposite gender personal trainer, (c) and with at least one-year member of fitness center.
Data Measurement and Instrumentation
The research instrument will utilize a survey questionnaire compose of two parts namely; the demographic profile and the ‘Attitudes of Clients towards Male versus Female Personal Trainers Questionnaire’ (ACMFPT-Q). This survey allows the researchers to assess the feelings of female and male fitness client towards the gender of the personal trainer. The demographic profiling determines the respondent’s age, gender, profession, educational background and years of fitness center participation. On the other hand, the ACMFPT questionnaire also seeks to examine potential client’s attitudes and preferences toward personal trainers.
The updated version in the present only utilized the 11 questions detailed. The changes were implemented to be more specific to a personal training scenario. The modified AAMFC questionnaire was entitled the ‘Attitudes of Clients towards Male versus Female Personal Trainers Questionnaire’ (ACMFPT-Q) by James Fisher, Catherine Platts and Marie Stopforth are consist of 11 single items scored on a 1-10 Likert scale with response options ranging from 1; not at all to 10; very much. Magnusen and Rhea (2009) further adapted the questionnaire by asking participants about attitudes toward strength and conditioning coaches, citing a reliability of 0.76.
Data Gathering Procedure
Figure 2 shows the flow chart of data gathering procedure that the researcher will used to obtain necessary information and results.
Figure 2: Data Gathering Procedure
During the initial phase, the researchers will ask permission from the dean of Institute of Physical Education and Athletes to conduct the survey outside the campus. Once the letter has been approved by the dean of IPEA, the researchers will visit the fitness center that is chosen to conduct the survey and will present a letter of consent to the management of fitness center. Then the researchers will discuss about the plan for the working phase.
In the working phase, after the management of fitness center approved the letter of consent, the researchers will identify the respondents of the study. Then the researchers will distribute the survey questionnaire.
Through the termination phase, the researchers will gather the data and results from the participants to check, interpret, tally and analyze results.
Data Analysis
The researchers analyze and evaluate data gather through a descriptive research instrument. The statistical tools will be use in the study are the following:
Frequency ‘ A frequency is the number of times a data value occurs. For example, if ten students score 80 in statistics, then the score of 80 has a frequency of 10. Frequency will be use in the study to identify the demographic profile of the fitness clients in selected fitness centers in Metro Manila
Percentage ‘ A percentage is a number or ratio expressed as a fraction of 100. One percent (1%) is one hundredth of the total of whole and is therefore calculated by dividing the total of whole number by 100. It is use in identifying the demographic profile of the fitness clients in selected fitness centers in Metro Manila.
Percentage(%)=n/N”100
Where:
n represents the value
N represents the total value
Mean ‘ A mean is the average of the numbers. It is also a calculated central value of a set of numbers. The sum of the scores will divide by the total number of scores. It is use in determining the highest and lowest score of each question in the variable. The formula for computing the mean is as follows:
x ”=(”x)/N
Where:
‘ represent the summation of all the elements
X represent the elements, and
N represents the number of elements
Standard Deviation – It is very important to note that the standard deviation of a population and the standard error of a statistic derived from that population (such as the mean) are quite different but related. It is use in determining the average score of the participant.
T- Test for independent variable ‘ Compares the mean of two independent groups to determine whether there is statistical evidence that the associated population means are significantly different. It will be use in distinguishing the responses of fitness clients towards the attitude of male and female personal trainers in selected fitness centers in Metro Manila when they are grouped accordingly.
 
One-way ANOVA ‘ A one-way ANOVA is use to compare two means from two independent groups using the F-distribution. The null hypothesis for the test is that the two means are equal. Therefore, a significant result means that the two means are unequal. It will be use if there is a significant difference on the perceptions of the respondents on attitude towards male and female personal trainers.