Between sets, Frank Hall, a second-term student in NC’s Fitness and Health Promotion program, turns to his interpreter to communicate next steps before guiding his client through the movement.
The transition is so seamless it becomes part of the routine.
All around, students are doing the same in the college’s training gym; coaching their clients through sessions built upon individualized plans in a space that blends learning with real-world practice.
Frank Hall coaching one of his clients.
At 42 and a father of four, every training session is a step toward a career where connecting with clients as a Deaf trainer will matter just as much as the workouts themselves.
As Niagara College celebrates Inclusion Week, Hall’s journey underscores how inclusive education can open pathways, especially for students navigating unique challenges.
Now pursuing fitness, Hall continues to build a solid base shaped by multiple complimentary programs. He completed the Educational Assistant – Special Needs Support in 2019, working at a group home in Milton in the years leading up to the pandemic. He later returned to the College to study Recreation Therapy, with a growing focus on supporting others through movement and wellness.
As a Deaf student, Hall approaches communication differently. At the College, he communicates by working with an interpreter named Julia Habig to connect with his teachers, classmates and clients. During personal training with real clients (a core, experiential learning component in the program) Hall’s coaching style pairs physical demonstrations and verbal instruction with an interpreter.
“Having Frank in the classroom has been an inspiration to both students and faculty,” said professor Carrie Schachtschneider. “Getting to know him and seeing how he balances the demands of work, family, and his studies has been a true example of dedication.”
Hall notes that he grew up, and continues to live largely, in the “hearing world,” surrounded by hearing people.
“In the real world, I don’t walk around with an interpreter,” said Hall. “I text back and forth, write things down, use captioning glasses. For me, I’m going to bring the skills I’ve learned to fitness, but I’ll have to communicate differently with clients. It’s the same with any skill I learn in that communication is the biggest thing to overcome.”
In addition to an interpreter, Hall says he was able to access captioning glasses through NC’s Accessibility Services as part of his Letter of Accommodation, with financial assistance from a grant. With built-in microphones, these glasses use AI to instantly process speech and display it as text for Hall.
“The glasses have been a huge benefit during my placement,” he said.
For co-op, Hall works with high school students at Welland Centennial Secondary School, developing fun, inclusive fitness programming to motivate students who may be disengaged or face barriers.
“A lot of the grade nine students don’t want to do gym, and they feel intimidated, but I want them to know it’s a good place to be,” said Hall. “It’s hard to be a teenager but I try to make it fun, so they want to be there… It’s a great school, I’m lucky to be there and use skills from both my programs.”
Frank demonstrates an exercise for his client.
Hall explains that while new environments can be “jarring” for a Deaf person, his classmates have been quick to warm up to him.
“I taught my class a little bit of sign, specifically what you would use in a gym with a Deaf client,” he said, adding that he would love to see a basic sign class offered at the College.
“Frank consistently approached learning with enthusiasm, eagerly participating in skill-based classes, seeking clarification when needed, and ready to problem-solving when faced with challenges,” said Schachtschneider. “Watching him put all the skills into action with clients has been empowering.”
Juggling family life and part-time work at Mossimo’s Pizza in Fonthill, Hall has taken both the Fitness and Health Promotion, and Recreation Therapy programs at his own pace and will complete them next winter.
Looking to start his career, he knows he would love to work with kids.
“I’ve been advocating for more fitness programming for kids and teenagers.”
To Hall, education is a way for anyone, but especially those with a disability, to improve their life.
“Education should be for everyone, and inclusion means that anyone can have an opportunity to get whatever education they want like I have,” he said. “With an education, you’re going to have more chances, more opportunities. It’s important for anyone but especially those with a disability.”
Alongside strong coaching skills developed through his NC program, Hall brings his lived experience to advocate for more accessible programming and visibility in fitness.
As the end of term nears, Hall and fellow Fitness and Health Promotion students will wrap up with their clients having levelled up their form, technique, and encouraging them to push for one more rep.
About NC’s Personal Training Program
During the final term of the winter semester, students in the Fitness and Health Promotion program complete a Personal Training course designed to provide hands-on experience. Throughout the term, each student works weekly with two clients, motivating and coaching them toward meaningful fitness progress.
The process begins with client counselling and screening, followed by a comprehensive fitness assessment. Students then lead weekly training sessions tailored to their clients’ goals, concluding with a post-assessment to measure progress and outcomes over the term.
In 2026, 20 students supported 40 clients in achieving their fitness-related goals through the program. The program will be open to new clients in December 2026.
