Click any branch to expand. All Chapter 4 concepts mapped.
📖 Theory Guide →
Rapport · MI / OARS · SMART Goals · Motor Learning · VAK · Tell–Show–Do
Chapter 4 Theory Quiz
0 of 30 answered 0%
Part A — Theory (Multiple Choice)
20 Questions · 1 pt each
Part B — Fill in the Blank
5 Questions · 1 pt each
Part C — True / False
5 Questions · 1 pt each
Chapter 4 Case Studies
0 of 35 answered 0%
Case Study MCQ
7 Cases · 35 Questions · 1 pt each
Four Stages of the Client–Trainer Relationship
| Stage | Focus | Trainer Role |
|---|---|---|
| 1. Rapport | First impressions, trust, cultural competence | Listen, show genuine interest, align verbal + nonverbal communication |
| 2. Investigation | Health history, goals, lifestyle, active listening, MI | Ask open questions, use OARS, don't assume readiness |
| 3. Planning | Goal-setting, program design, SMART goals | Collaborate on goals, apply Locke & Latham, balance process & performance goals |
| 4. Action | Exercise execution, self-monitoring, behavioral contracting | Teach motor skills, provide feedback, taper coaching as client advances |
MI Spirit — CACE
CollaborationPartner with the client; they are the expert on themselves
AcceptanceHonor autonomy, affirm strengths, respect decisions about change
CompassionPursue client's welfare; avoid evoking own goals/values
EvocationDraw out the client's own motivations — they already have them
Righting ReflexTrainer's urge to give advice/solutions — counterproductive in MI; resist it
OARS — Core MI Skills
O — Open QuestionsRequire more than yes/no; elicit the client's own reasons for change
A — AffirmingStatements valuing client strengths; counters the idea people change when shamed
R — ReflectingMirror the client's meaning back as a statement (not a question)
S — SummarizingTie together key themes; lets client hear their full picture
Importance Ruler0-10 scale; ask "Why not a lower number?" to elicit change talk
SMART Goals
| Letter | Meaning | Key Point |
|---|---|---|
| S | Specific | Clear, unambiguous — states exactly what to accomplish |
| M | Measurable | Trackable so progress is visible |
| A | Attainable | Realistic; achievement reinforces commitment |
| R | Relevant | Pertinent to client's individual needs & interests |
| T | Time-bound | Has a deadline; drives persistence |
Goal Types & Locke & Latham
Process GoalSomething you DO — e.g. "Walk 30 min, 4×/week". Highly controllable; effective early
Performance GoalSomething you ACHIEVE — e.g. "Lose 10 lb". Pair with process goals
Directed AttentionGoals focus thoughts on goal-relevant activities
Mobilized EffortGoals increase effort; challenging goals elicit more effort short-term
PersistenceGoal-directed clients push through difficulties longer
StrategyGoals prompt clients to find strategies that help them succeed
Fitts & Posner — Motor Learning Stages
1. Cognitive StageLearning by thinking; movements uncoordinated; use Tell-Show-Do; frequent feedback on key cues
2. Associative StageRefining; fewer errors; more specific feedback; balance feedback with not overwhelming
3. Autonomous StageAutomatic; can multi-task; trainer observes then introduces progressions
VAK Learning Styles & Tell–Show–Do
VisualPrefers demonstrations; "Let me see that again." Give longer demos, less talk
AuditoryPrefers verbal instruction; "Yeah, I hear you." Q&A over visual demo
KinestheticLearns by doing / touch; "I feel that." Needs hands-on practice
TellShort, clear verbal explanation — focus on the goal of the movement
ShowAccurate demonstration; can combine telling + showing for complex moves
DoFocused practice time; observe carefully; prepare helpful feedback