Job satisfaction of self employed trainers and personal trainers employed at commercial gymnasiums: a comparative study

Abstract

Personal trainers are responsible for the effective delivery of health and fitness programmes. Their roles are of importance to the fitness industry and therefore, the degree of job satisfaction they experience is of prime importance. The purpose of this paper is to identify the various factors that play a role in determining the job satisfaction levels of personal fitness trainers employed at commercial gymnasiums and self employed trainers. A total of 353 personal trainers from South Africa formed the target population for the survey. A structured questionnaire was sent to the entire population. A response rate of 85% (n=300) was received using the mail survey method. Key results revealed that the majority of the trainers at the commercial gymnasiums expressed low levels of satisfaction with their salary, opportunities for promotion and growth, commission structure, ranking system and working conditions. More importantly, a major finding was that self employed trainers experienced greater levels of satisfaction than commercially employed trainers.

A Narrative Review of Factors Affecting Job Satisfaction among Nurses in Africa

“…A person may be satisfied with one or more aspects of his/her job but at the same time, may be unhappy with other aspects related to the job [14]. There are different aspects to job satisfaction: job satisfaction is an emotional response to a job situation; job satisfaction is determined by how well outcomes meet or exceed expectations; and it represents several related attitudes such as those prompted by the work itself, pay, promotion opportunities, supervision and co-worker integration [15]. Essential to the concept of job satisfaction are the attitudes, emotions and feelings about a job and how these attitudes, emotions and feelings affect the job and the individual's life [16].…”

La formació contínua formal de monitors espanyols d’activitat física i esport

“…Algunos entrenadores siguen formándose (Wilson, Bloom, & Harvey, 2010) y otros, en cambio, invierten muy poco tiempo en esta área (Erickson, Côté, & Fraser-Thomas, 2007). Sin embargo, la mayoría cree que la educación continua es esencial para poder ejercer su profesión de una manera correcta (Moodley & Coopoo, 2006). Se ha demostrado que los entrenadores deportivos que completaron un curso de formación tenían niveles más altos de eficacia en su trabajo (Lee, Malete, & Feltz, 2002).…”

“…Sin embargo, a pesar de las anteriores afirmaciones, para algunos profesionales, la educación continua formal no satisface sus expectativas ni sus necesidades (Nash & Sproule 2009;Vargas-Tonsing, 2007) porque no proporciona conocimiento para el entrenamiento práctico (Dorgo, 2009;Gilbert & Trudel, 1999) o porque no está adaptada a sus necesidades (Moodley & Coopoo, 2006). & Campos-Izquierdo, 2014).…”

“…Some coaches continue to pursue training (Wilson, Bloom & Harvey, 2010), while other invest very little time in it (Erickson, Côté & Fraser-Thomas, 2007). However, the majority think that continuous education is essential in order to perform their profession properly (Moodley & Coopoo, 2006). It has been demonstrated that sports coaches who completed a training course had higher levels of efficacy at work (Lee, Malete & Feltz, 2002).…”

“…However, despite these statements, to some professionals, formal continuous education does not meet either their expectations or their needs (Nash & Sproule 2009;Vargas-Tonsing, 2007) because it does not provide knowledge for practical coaching (Dorgo, 2009;Gilbert & Trudel, 1999) or because it is not adapted to their needs (Moodley & Coopoo, 2006). Given this problem, Dorgo (2009) suggested that pedagogical aspects should be included in the training GESTIÓN DEPORTIVA, OCIO ACTIVO Y TURISMO | SPORTS MANAGEMENT, ACTIVE LEISURE AND TOURISM La formación continua formal de monitores españoles de actividad física y deporte Formal Continuing Education of Spanish Physical Activity and Sport Instructors Ante esta problemática, Dorgo (2009) propuso que los aspectos pedagógicos debían incluirse en los programas de formación, muy centrados en la técnica y la táctica y desprovistos de aspectos psicológicos.…”