The ability to effectively articulate and instruct the mechanics of each movement, including the ability to focus on major points of performance before more subtle or nuanced ones. It also includes the ability to change instruction based on the athlete’s needs and capacity.
The ability to distinguish good from poor movement mechanics and identify both gross and subtle faults whether the athlete is in motion or static.
The ability to facilitate better mechanics for an athlete using visual, verbal, and/or tactile cues. This includes the ability to triage (prioritise) faults in order of importance, which requires an understanding of how multiple faults are related.
The ability to organize and manage, both at a micro level (within each class) and at the macro level (the gym as a whole). This includes managing time well; organising the space, equipment, and participants for optimal flow and experience; planning ahead; etc.
The ability to provide athletes with an accurate visual example of the movement at hand. A trainer may do this using himself or herself as an example or by choosing another athlete to provide the example. This requires a strong awareness of one’s own movement mechanics. It also includes the concept of leading by example; a trainer should follow his or her own advice and be an inspiration to clients
The ability to create a positive and engaging learning environment, showing empathy for athletes and creating rapport.
