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

‘McDonaldizing’ Aerobics: Learning, Training and Productive Systems in Group Fitness Instruction. Alan Felstead. http://learningaswork.cf.ac.uk. Structure of Talk. Summary of the Argument Health and Fitness Sector Methods Results. The ‘Good’ Face of ‘Training’.

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

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

  2. Structure of Talk • Summary of the Argument • Health and Fitness Sector • Methods • Results

  3. 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

  4. 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

  5. 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)

  6. Cardiovascular (CV) Rowers Treadmills Elliptical Cross Trainers Bikes

  7. Single Resistance Machines Bicep extensions Seated leg curls

  8. Free Weights Bicep/tricep extensions Barbells Bench press Dumbbells

  9. 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

  10. Attendance gives 4 CPD points

  11. Two Productive Systems • Freestyle (DIY). Began with Step in late • 1980s with platforms being manufactured • & sold for studio use, but little centralised • instruction • 2. 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

  12. BodyAttack (floor aerobics) BodyBalance (mind & body conditioning) BodyCombat (boxing & karate) RPM (indoor cycling) BodyJam (dance) BodyPump (resistance training) BodyStep (step aerobics)

  13. June 1990 December 1991 March 1993 March 1997 March 1998 September 1998 Number of Operational Years June 1999

  14. Number of Venues in England, 2006

  15. 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

  16. Contrasting Labour Process Regimes • 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

  17. Beats per minute absent Music phrasing – 32 count blocks Shorthand for moves Instructor dialogue Music segments

  18. 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!

  19. 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

  20. 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

  21. Contact Details: alanfelstead@cf.ac.uk http://learningaswork.cf.ac.uk

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