‘McDonaldizing’ Aerobics: Learning, Training and Productive Systems in Group Fitness Instruction...

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‘McDonaldizing’ Aerobics: rning, Training and Productive Syst in Group Fitness Instruction Alan Felstead http://learningaswork.cf.ac.uk

Transcript of ‘McDonaldizing’ Aerobics: Learning, Training and Productive Systems in Group Fitness Instruction...

Page 1: ‘McDonaldizing’ Aerobics: Learning, Training and Productive Systems in Group Fitness Instruction Alan Felstead .

‘McDonaldizing’ Aerobics:Learning, Training and Productive Systems

in Group Fitness Instruction

Alan Felstead

http://learningaswork.cf.ac.uk

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Structure of Talk

1. Summary of the Argument2. Health and Fitness Sector3. Methods4. Results

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The ‘Good’ Face of ‘Training’

• Policy assumption: training & skills are the key levers to economic success• Training teaches new skills & a thirst for learning• Training enhances labour mobility & pay• Training raises business performance

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The Evidence Base

• The ‘good’ face is based on survey evidence (training defined by formal, structured events, often courses) • What is learnt, by whom & why difficult to capture• Events recorded largely context-free (some attempts but inevitably limited to workplace)• Difficult to situate training in a ‘productive system’ linking stages in the process

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Argument & Substantive Finding

• A fuller understanding of the role & function of training requires a case study approach which examines relations• Training can stifle and prevent learning• Sources of knowledge may be off-limits & out of reach (with script writers upstream in the ‘productive system’ & away from the point of delivery)

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2100

2200

2300

2400

2500

2600

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1998 1999 2000 2001 2002 2003 2004 2005

Num

ber o

f Clu

bs

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Treadmills

Bikes EllipticalCross Trainers

Rowers

Cardiovascular (CV)

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Single Resistance Machines

Bicep extensions Seated leg curls

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Free Weights

Bicep/tricep extensionsBench press DumbbellsBarbells

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Methods

• Stakeholder interviews (3)• Operator-level interviews (11)• Club-level management interviews (9)• Observation of conventions – 2 day event• Participant observation in 2 day event for ETM instructors• Follow-up interviews & observations with fellow trainees• 15 ETM interviews – most at evenings & weekends

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Attendance gives 4CPD points

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Two Productive Systems

1.Freestyle (DIY). Began with Step in late 1980s with platforms being manufactured & sold for studio use, but little centralised instruction2. Pre-choreography. Launched in NZ in 1990, entered UK in 1997 with 7 programmes, now in a fifth of UK venues – BTS is the dominant user of this system of delivery

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BodyAttack(floor

aerobics)

BodyBalance(mind & bodyconditioning)

BodyCombat(boxing &

karate)

BodyJam(dance)

BodyPump(resistancetraining)

RPM(indoor cycling)

BodyStep(step

aerobics)

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0.00

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BodyStep BodyPump BodyAttack BodyJam BodyBalance RPM BodyCombat

Num

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of O

pera

tion

al Y

ears

June 1990

December 1991

March 1993

March 1997

March 1998

September 1998June 1999

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1224

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761

348

288215 205

0

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BodyPump BodyCombat BodyBalance BodyAttack RPM BodyJam BodyStep

Num

ber

of V

enue

s in

Eng

land

, 200

6

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Features of BTS• Pre-packed product delivered by instructors • Clubs licensed for 12 months to put BTS on timetable – fee paid• Instructors need club-affiliation to access initial training + NVQ 2• Initial training (2-3 days) + assessment• CPD (attendance at 3 out of 4 QWs when new release issued)• Elements of ‘licence to practise’ but not allowed to freely roam

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Contrasting Labour Process Regimes

1.Freestyle (instructor centre stage): - analysing & selecting music - choreographing the moves - presenting their image

2. Pre-choreography (instructor mimics another): - sounds selected & remixed - choreographers fit movement to music - image makers promote clothes selection & use of dialogue

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Music segments

Music phrasing – 32 count blocks

Shorthand for moves Instructor dialogue

Beats per minuteabsent

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Trainees are Drilled to Conform

• Everything pre-packaged & easy• Specialised knowledge & decision-rules in-built into artefacts (DVDs, notes, QWs)• Repetitive viewing of DVD• Compulsory attendance at QWs• Mimicking of Master Trainers encouraged – clothing, language & even bodies!

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Conclusion• Music mapping, choreography & inventiveness are not ‘must have’ skills in a pre-choreographed world• Standardization requires follow the scripts written by others!• This formulaic solution cheapens labour & makes high labour turnover & absenteeism easier to cope with• Contrary to popular belief training can deaden rather than awaken individual creativity

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• But this requires ‘on the ground’ research – close to the field – and a nesting of these findings in a system of relations linking stages in the productive system

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Contact Details:

[email protected]

http://learningaswork.cf.ac.uk