Can Fitness Education Programs Satisfy Fitness Professionals’ Competencies? Integrating Traditional and Revised Importance-Performance Analysis and Three-Factor Theory

Gordon Chih Ming Ku and Chi-Ming Hsieh
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Gordon Chih Ming Ku: Department of Social Sport, Lingnan Normal University, No.29, Cunjin Rd., Chikan Dist., Zhangjiang City 524048, Guangdong, China
Chi-Ming Hsieh: International Bachelor Program of Agribusiness, National Chung Hsing University, No.145, Xingda Rd., South Dist., Taichung City 402, Taiwan

IJERPH, 2020, vol. 17, issue 11, 1-18

Abstract: The purpose of this study is to assess whether fitness education programs could meet the needs or competencies of fitness professionals such as personal trainers and group fitness instructors. A mixed method was adopted to address the objectives of the study. In the first step, a semi-structured interview was conducted with five fitness experts to identify the five dimensions of professional competencies. In the second step, an online survey and paper questionnaires were utilized to collect data from 324 eligible subjects. Traditional importance-performance analysis, revised importance-performance analysis, and the three-factor theory were used to analyze the collected data. The results indicate that “professional skill,” “career development,” and “public relations” are the three most critical professional competencies. “Nutrition” and “coping with stress” should be strengthened and improved in fitness education programs. “Administrative management” is the least important professional competency. Multi-competencies development and lifelong learning are the factors for a successful fitness trainer.

Keywords: fitness club; competency; evaluation; three-factor theory; revised importance-performance analysis (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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