beneficial and the importance of the exercise they are doing. Items
assessed could include whether the instructor:
• is natural and shows confidence in their skills and stage persona
• thoroughly explains how to use equipment to members
• uses clear, easy-to-understand vocab
• uses appropriate voice tone and contrast to match music and
activity
• selects appropriate music and mic volume
• demonstrates knowledge of subject
• looks fit and capable to demonstrate good technique
• displays an appealing persona and personality appropriate to the
class and participant type.
At the end of an assessment, the instructor should be marked as
‘competent’ or ‘not yet competent’ for each item.
Identifying need for assessment
Assessment should be undertaken every six to twelve months.
However, there may be times when a one-off assessment is required.
This may be necessary when:
• bad feedback has been received about an instructor from a
number of different members
• an instructor is frequently late or badly organised
• the instructor is not teaching the correct class format
• the instructor has some issues with bad technique
• the GFM believes some things being taught are unsafe.
When assessing an instructor in these instances, the GFM should be
open and honest with the instructor. They should let them know why
the assessment is being done, and that it will help them develop and
get better as an instructor.
If the outcome of the assessment is not great, this feedback
should be given to the instructor. In principle, negative feedback has
the potential to help people. In the case of group fitness, it’s vitally
important, as it can prevent participants from getting injured and
help them get the fitness results they seek.
Unfortunately, delivering negative feedback is very difficult, and
can cause more harm than good. Like the delivery of any bad news,
timing and the way in which the delivery is structured is important.
The GFM shouldn’t just rush in and give the instructor the bad news.
If starting with the bad news, the instructor will react with anger, be
closed to any further discussion and be unreceptive to advice.
The following tactics will help with delivering bad news in a
productive and sensitive way.
1. Build positive relationships over time
Start with a question: How did you think you went? Are you enjoying
teaching at this gym? If the GFM has done the ground work with
instructors and built trust with them, it makes it a lot easier to deliver
feedback. The GFM needs to put themself in the instructor’s shoes
and ask whether they would be more receptive to receiving negative
feedback from a close friend they trust, or a manager they only
interact with once a month. You’re more likely to accept negative
feedback from someone you trust.
2. Don’t bury it
When delivering bad feedback, there is always the temptation to
screen or hide the bad comment with a compliment in an effort to
soften the blow. However, this sometimes can create confusion and
often all they will hear is the compliment. Therefore, it is better to
give some encouragement and discuss some of their successes, but
make it clear that there are areas which need work and improvement.
If the GFM has spent time building a positive relationship with the
individual, it won’t be necessary to concoct a raft of compliments just
to soften the blow. Rather, give them suggestions of how to improve
their instructing, and things to work on before their next assessment.
3. Seize the moment
Because giving negative feedback is an uncomfortable task, many
people will put it off. The problem with this is that they may end up
psyching themselves out and making a bigger deal of the endeavor
than it is. The best feedback surfaces when you’re in the moment.
The more timely and relevant the feedback, the more it will resonate.
If the GFM waits for too long, the instructor might have trouble
remembering what the issue was.
4. Never make it personal
There’s a big difference between negative feedback and a personal
attack. You should never confuse the two. When delivering negative
feedback, try to remove the person from the matter as much as
possible. Address the actual problem and how it can be fixed,
rather than what the instructor is doing wrong. The GFM should let
the instructor know that they believe he or she is fully capable of
fixing the problem, but that it must be addressed immediately. If the
delivery of the feedback is personal, the individual will get defensive.
This diverts attention from the actual problem and creates a ‘me
versus you’ dynamic, which defeats the purpose and creates an
entirely new problem. Avoid terms like ‘you did it like this…’ ‘it was
wrong because you…’. Rather, use terms like ‘the best way to do it
is...’ and ‘an effective approach is…’
5. Offer positive reinforcement
Don’t only give negative feedback. You should also be giving
instructors regular encouragement when they do things right. This
helps build good relations and means you are not always the ‘bad
guy’.
6. Only give out what you can take yourself
If the GFM is going to dish out negative feedback, they must be
willing to also take on feedback from their instructors. Employees are
much more engaged when their managers ask for feedback on their
own performance. This makes sense, but it’s easy to forget. If the
GFM shows their instructors that they are willing to accept feedback
from them, it makes it easier to deliver negative feedback.
7. Put it in writing
Face-to-face communication is the best way to provide feedback to
your instructors. However, if the outcome of this discussion has not
Negative feedback is vitally
important, as it can prevent
participants from getting injured
NETWORK WINTER 2019 | 21