“It Made Me Want to be that Spark”: A Case Study of the Experiences of College Student Group Exercise Instructors

Abstract

While recent research has focused on leadership and development in collegiate club and intramural sports participants, many of the findings and suggestions may be deemed applicable to student roles within college fitness and group exercise programs. The purpose of this exploratory case study was to learn about the leadership experiences, motivations, benefits, and perceived limitations to group fitness instruction for students at a small, private, Mid-Atlantic university, and to discover potential influences of these experiences on the overall collegiate experience. The researcher was interested in insights of both current and recently graduated students who serve as group fitness instructors at their college. The researcher interviewed eight participants from one institution selected through convenience sampling. While this study used a small sample from one institution, interviewee responses were consistent, relevant, and may be expanded upon in future research. Participants reported that they improved leadership skills, public speaking, conflict resolution, and developed a campus identity as a result of teaching group exercise. The majority of the participants had not considered the benefits of their experiences in terms of professional development, and relationship building before their participation in the study. These findings demonstrate that campus recreation departments need to provide evidence to students and university administration that their programs not only provide enjoyment and health benefits for participants, but also a litany of “soft skills” and professional experiences that employers will look for after graduation.

More Than a Job: Student Fitness Instructors’ Leadership, Communication, and Relationship Building in Campus Recreation

“…These results may explain the distinctive qualities of student group fitness instructors, who exhibit high levels of competency in communicating and leading groups through effective interaction, instruction, and communication during workouts and classes. Buzzelli (2017) pointed out that the unique experience of being a fitness instructor in campus recreation involves developing soft skills, including public speaking, leadership, conflict resolution, and overcoming introversion. Student fitness instructors can apply these transferable skills beyond their university years in a professional setting (Strayhorn et al, 2006;Toperzer et al, 2011).…”

“…To gain a deeper understanding of the student fitness instructors' experiences in learning, teaching, and training within campus recreation, it is essential to explore how these experiences contribute to their professional development and foster transferable skills in group fitness settings. Leadership development and communication skills are the most vital skills fitness instructors need to have for teaching and leading group exercises (Buzzelli, 2017), while building meaningful relationships could foster and embrace students' growth and skill development (Burnett & Taylor, 2023;Lower-Hoppe et al, 2019). Therefore, the purpose of the study was to: (a) understand the relationship between leadership development, effective communication, and meaningful interpersonal relationships of student group fitness instructors within a campus recreation setting and (b) investigate if student instructors' leadership development was associated with their work experience and demographics.…”

“…Several specialized areas in campus recreation, such as intramural sport, aquatics, outdoor programs, and fitness, necessitate specialized training and certification for student employees to guarantee program safety and quality; therefore, it is essential to provide continuous training and development opportunities to assist students in building upon skills required for the position. Among these specialized programs, most existing studies of student employees have primarily focused on intramural (Buzzelli, 2017; Faircloth & Cooper, 2007; Gaskins et al, 2002; Schuh, 1999), outdoor adventure (Boettcher & Gansemer-Topf, 2015), and aquatics (Avramidis, 2009; Griffith et al, 2011; Yarger & Ogoreuc, 2009).…”

“…Although some campus recreation fitness classes are taught by professional instructors, many campus recreation divisions actively recruit and train students to be group fitness instructors (Buzzelli, 2017). Student fitness instructors play a crucial role in fostering engagement among their peers, encouraging active participation in fitness and group exercise.…”

Examining Work Experiences Among Collegiate Recreation Employees

“…Although research on the experiences of campus recreation participants has been plentiful (Buzzelli, 2017; Martin et al, 2019; Stankowski et al, 2017), work examining the experiences of campus recreation employees has been scarce. Previous research suggests that engaged and satisfied employees are the foundation for organizational success (Cooper & Leiter, 2017; Slemp et al, 2015).…”