As a fitness instructor or personal trainer, keeping our clients motivated and engaged is essential to our own success. People who are motivated to work out are the ones who keep coming back class after class, even when life gets busy and it gets tougher and tougher to make it to the studio or gym. But what really motivates someone to work out??? What leads someone to walk out of class, sweaty and breathless, and think “I can’t wait to come back!”
If one were to look at the media’s representation of the reasons people work out, you’d be misled to think the only reason people join gyms or studio memberships is to fit into a certain pant size, look good in a bikini, or show off a new aesthetic matching set. But for those of us in the fitness industry, and those that have been working out for a long time, you know that your reasons, and your clients’ reasons, go deeper than that. You’re not working out to achieve superficial goals, what keeps you coming back is how exercise helps you in other areas of your life and the immediate sense of accomplishment you get finishing a tough work out.
One powerful framework that can revolutionize the way fitness professionals approach exercise motivation is self-determination theory (SDT). In this blog post, I share how SDT applies to your work as a fitness instructor and uncover some actionable strategies you can use to help clients go from “I need to work out,” to “I WANT to work out.”
Before we dive in, I’d like to take a moment to clarify what we’re talking about when we use the term “motivation.” To anyone just starting to exercise after a period of inactivity or for those who are trying to move from a sedentary to a more active lifestyle, motivation can seem like this elusive state that must be reached for change to happen. Our clients might think of motivation as a part of the perfect conditions one needs to finally start a new workout plan. In this way, motivation can seem like it’s always just beyond our client’s reach, this magical state where they’ll feel energized and inspired to make the trip to the gym after a long day at work or get up at 6:00am for a run before they start their day. But to psychologists, motivation is not so much a state of being but the reason behind our behavior.
There are two types of motivation that are important to note here, intrinsic motivation and extrinsic motivation. Intrinsic motivation describes the inherent enjoyment, interest, or sense of personal satisfaction one gets from engaging in the activity. With intrinsic motivation, individuals are motivated by the activity itself rather than external rewards or consequences. Working out because one has found joy in movement, is an example of intrinsic motivation. Extrinsic motivation however, involves engaging in an activity to attain external rewards (e.g., hitting a weight loss goal, recognition on a leader board) or avoid negative consequences (e.g., health conditions exacerbated by a sedentary lifestyle, criticism from peers or family). Increasing intrinsic motivation among clients should be a priority of all fitness instructors, as it fosters long-term commitment to health and wellness, makes our classes more fun and enjoyable, and leads our clients to feel a deep sense of personal satisfaction in their fitness journey.
In terms of exercise, a deeper understanding of motivation helps to explain not just when we workout but what types of exercise we do, how often we hit the gym, and why we want to move our bodies in the first place. A theoretical perspective like self-determination theory, which outlines the conditions in which intrinsic motivation can flourish, can help explain why some of our clients are motivated to work out and why others struggle to find the time.
What is Self-Determination Theory?
Self-determination theory (SDT) is a psychological framework developed by psychologists Drs. Edward Deci and Richard Ryan that focuses on the motivation behind human behavior. It proposes that all individuals are driven to act based on the satisfaction of three fundamental psychological needs: autonomy, competence, and relatedness.
- Autonomy: This refers to the need to feel in control of one’s actions and choices. In the context of SDT, autonomy involves having a sense of volition and agency in decision-making processes.
- Competence: This pertains to the need to feel capable, effective, and successful in one’s endeavors. It involves seeking challenges, mastering skills, and experiencing a sense of accomplishment.
- Relatedness: This emphasizes the need for meaningful connections, relationships, and a sense of belonging with others. It involves feeling connected, supported, and understood within social contexts.
According to SDT, when these three psychological needs are met, individuals experience higher levels of intrinsic motivation. Intrinsic motivation leads to more sustainable and fulfilling outcomes compared to extrinsic motivation, which relies only on external rewards, social pressures, or avoiding negative health consequences.
When clients are intrinsically motivated, they are more likely to engage in regular exercise consistently over time, leading to better health outcomes and sustainable lifestyle changes. Intrinsic motivation comes from within the individual, driven by personal interest, so when barriers to physical activity arise, an intrinsically motivated client will actively try to overcome these challenges rather than get discouraged. Intrinsically motivated clients have a strong internal drive and sense of purpose that fuels their commitment to achieving their fitness goals. This intrinsic commitment leads to greater adherence and long-term behavior change. Unlike extrinsic motivation, which relies on external rewards or consequences that may change or may not always be present, intrinsic motivation is self-sustaining and enduring. By nurturing intrinsic motivation in clients, fitness instructors lay the foundation for a lifelong commitment to health and fitness.
Intrinsic motivation is not only tied to feelings of enjoyment, fulfillment, and a sense of accomplishment, it is linked to positive psychological outcomes, such as increased self-confidence and self-esteem. As a fitness instructor, fostering intrinsic motivation means creating class experiences that clients genuinely find fun and meaningful. By creating meaningful, enjoyable, and personally rewarding fitness experiences, instructors can empower clients to take ownership of their health and well-being for the long term. So how exactly can you increase intrinsic motivation? Here are some ways you can do so by supporting autonomy, competence, and relatedness in our classes:
- Adopt a client-centered approach: Focusing on increasing intrinsic motivation allows fitness instructors to take a client-centered approach, tailoring workouts, goals, and feedback to align with clients’ intrinsic interests, values, and preferences. When possible, tailor workouts to suit your client’s individual preferences, fitness levels, and goals. Encourage clients to set personalized goals within class that align with their interests and aspirations. Is there a marathon several students in class are training for? Or maybe the warmer months of summer means they will be outside hiking or walking more often. How can you help them work towards their unique goals within your classes and prepare them for life outside of the studio or gym? Another way to support autonomy is to provide options and choices during workouts, such as offering variations for exercises or allowing clients to select their preferred prop for more support or more challenge during a particular move. Rather than solely relying on preprogrammed choreo, teaching with a personalized approach and providing opportunities for clients to make their own choices and decisions, even if it’s just a portion of your programming, can enhance class engagement and connection with clients, fostering a supportive environment that helps your clients reach their goals. Studios and gyms that offer a variety of class formats at different times allow clients the freedom and opportunity to choose to attend the classes they enjoy most (autonomy) or that best fits their current skills (competence). As an instructor, you can help explain to clients which formats might be most relevant to their individual goals (relatedness).
- Set clear expectations and goals: Communicate clear expectations, goals, and progress markers to help clients stay focused and intrinsically motivated. Within your classes, you can do this by breaking down choreo into smaller segments and familiarizing clients with each move before bringing them all together, or when you teach classes that progressively build upon the previous week’s exercises. For example, if I wanted to prepare clients to do a Burpee, I can build a sense of competency by first helping clients feel comfortable with the basic movements that make up a Burpee (i.e., squats, squat thrusts or jumps, planks, mountain climbers or inch-worms) and then eventually bringing all these relatively smaller movements together to create the grand finale. Another way you can build competence among your clients is by allowing them to self-assess, with your guidance, whether they are ready for a more challenging variation of an exercise (i.e, “If you can keep a conversation going without getting breathless, let’s try increasing that resistance or speed). Lastly, don’t forget to let clients know how well they are doing. Whenever possible provide constructive feedback and praise to acknowledge clients’ progress and accomplishments. This is so much more powerful than only pointing out what needs improvement or where corrections can be made.
- Consider the community you are building: Creating a supportive and nonjudgmental atmosphere where clients feel safe to explore new exercises, meet new friends, and share their authentic selves can be an accelerant to intrinsic motivation. Help students and clients feel seen and supported by showing a genuine interest and care for each client’s well-being before, during, and after class. Think of ways you can build trust and rapport over time to foster a sense of community and belonging within your fitness classes. This might be done through team-building activities, group challenges, and social events within and outside of the studio/gym. You can also encourage peer support and camaraderie among clients by facilitating interactions (i.e., introducing people before class, partner exercises that require people to work together) and encouraging people to cheer each other on during workouts, especially when it gets tough.
- Reflect on the journey, rather than highlighting the end goal: Celebrating achievements and mini-milestones in ways that highlight how the individual has continuously grown since starting your class. Having a conversation with students about what participating in your class has helped them accomplish is a much more powerful reinforcer than placement on a leaderboard or signing a plaque after attending a certain number of classes. What can you do to help students or clients feel a sense of accomplishment every time they see you?
Increasing intrinsic motivation as a fitness instructor is essential for promoting lasting behavior change, enjoyment, and commitment among clients. Self-Determination Theory offers a powerful framework for fitness instructors to enhance intrinsic motivation, engagement, and client retention. Informed by SDT, this blog post highlights just some of the ways fitness instructors can prioritize autonomy, competence, and relatedness in their teaching approach, in order to create a transformative experience that inspires clients to embrace a lifelong commitment to fitness. How will you utilize this information as you prep for classes this week? In what ways will you work towards supporting intrinsic motivation?