Flow down
I have seen a lot of marketing around learning new FLOWs for your clients; but what does that mean when we pare things back to its essence? As with all marketing buzz- words the vagueness can be an advantage as it allows us all to read into it what we like. I would like us to consider flow from different perspectives so that we can consider their implications for your choice of programming and client connection to create that flow and desired client outcomes.
Flow is defined as a Pilates principle but as with all terms there are many ways to interpret that concept, and our interpretation is linked to our own lens of mind and body. Most of us can say that we have observed it or experienced flow at one stage of our lives, e.g. watching a dancer on stage or a gymnast that is so present in their body and moment that you cannot take your eyes off them.
Flow is a concept that also depends on the perspective of the teacher achieving flow in their activity of teaching or for the client in their activity of movement. As a teacher of movement the greater our personal skill and mastery of flow is, the greater the chance we can impart this into our clients and students.
When asking what flow is, we ask if it is:
— a process?
— an outcome for the instructor/teacher?
— a client outcome?
— occasionally described as a style of movement?
— a state of being?
What is Flow?
Flow as a process
When we talk about flow, a river is a term that comes to mind and the metaphor of a river flowing is often used to describe the constant movement without pause or rest. This definition has us focus on the physical aspects of flow, but also the indivisible nature of fluid movement in action. For some people the constant movement of a river is the flow that they are seeking in their planning and organisation of a class, as such it becomes the process and the teacher’s outcome. This is when we see flow as a series of exercises without break, an idea of a continuous stream allowing you to work up a sweat.
Flow as a state of being, often referred to in psychology as “flow state”. Flow state is often confused with mindfulness but they are in fact two different concepts. To flow is the connection of the mind to maintain focus, tune out distractions and connect to the activity at hand, instead of being a separate observer. You will sometimes hear people describe the flow state as being fully immersed in their experience and completely present, not focusing on the outcome but on that moment only, and indistinguishable from the movement. Mindfulness on the other hand is a state in which you are observing and are intentional in your actions.
Flow as an outcome?
When discussing flow as a concept with a psychotherapist her response was that “flow is what comes next”. An insightful comment that reminded me that flow can be an outcome achieved in the right set of circumstances. The question then becomes “how do we achieve both the physical and mental aspects of flow?”; because they are interdependent. As movement teaches we need to be considering the person, the environment and the activities that we are offering as part of our capacity. This is part of what we are considering when we are using the Model of Professional Pilates Practice. To achieve flow in our own work, that is to be able to effortlessly move a class with purpose and progression, we have to work through a process of building skills and insight. The achievement of flow creates a connection with the experience of movement.
Why does all this matter?
Psychological flow (an outcome or state of being concept) involves full immersion in an activity (Csikszentmihalyi, 2000). Flow is characterised by focused concentration, loss of reflection on the self and time, a sense of control, and finding activities intrinsically rewarding (Nakamura & Csikszentmihalyi, 2014). Flow is associated with beneficial outcomes, such as better sports performance (Harris, Allen, Vine, & Wilson, 2021) and greater well-being, as indicated by higher positive affect and lower negative affect (Schüler, Brandstätter, & Sheldon, 2013).
As movement teachers we have our process for working with clients and that would be the environment we create that makes the broader class choreography. We may also be working towards the outcome of flow, and that is when it all becomes very murky. To achieve this flow there is a need for practice and progression to allow self mastery of a movement or activity. When we replace this practice and mastery with novelty then we undermine the capacity to achieve a “flow state”.
Mindfulness and flow are different concepts
To achieve the outcome of flow we are seeking a sense of control and focussed concentration. That sounds a bit like the underlying concepts of contrology and progression. How do we achieve this process beyond the choreography that is often described as a flow. How do we see this choreography as a vehicle to deliver the state of flow?
So how do I achieve Flow?
There are the arguments that if you practice something enough you achieve mastery. The saying that you need to practice something 10 000 times to become a master is a well-known argument for this. This mastery contributes to the achievement of flow. (Outliers: The Story of Success by Malcolm Gladwell). There is a part of this philosophy that is attractive, it is that “practice makes perfect” concept we were taught as a child. Gladwell adds that the practice has to be done “in the correct way” and of course that appeals to our Pilates perfectionism.
When I think about this concept I am a little perplexed. I have parented for 131 400 hours ie 8760 hours per year) and I am still barely adequate as a parent. I have definitely improved but I am far from a master of this role, and at times my son will happily tell you that there is substantial room for improvement.
Gladwell is of course talking about practicing a specific task or activity until you perfect a skill eg touch typing. However, all tasks are in contexts and they form components of the broader activities that we perform in our different roles. From a Pilates perspective we should be considering what are the skills that contribute to flow, and what our clients are looking to master?
In all my time as a Pilates teacher, I have never had a client come to me and state that their goal is “to be able to perform 100’s effortlessly or do the perfect elephant”. The goals are generally related to being able to move without pain and occasionally improve golf swing or running speed.
On the other hand, if your goal is to achieve effortless movement or adaptation of movement for a specific activity then it is possible to practice or progress the elements of that movement.
Some ideas to create flow in your class
To create flow try these tips:
— Plan and progress a program over a term. This process allows your clients to build on the familiar and achieve self mastery. Create a theme that allows your clients to master a pattern or movement.
— Keep set up changes to a minimum, so as to reduce the distractions that break the connection with the experience of movement. This means plan a class on one piece of equipment and keep spring changes to a minimum. I like to think of breaking the class into three segments of about equal time. As I teach one hour classes that is 3 * 20 minute blocks where the movement is at one station with one spring or prop set up
— Have an environment that supports concentration and connection. I appreciate that for many people loud music may add excitement but for many it makes it difficult to hear instructions resulting in a dissonance as you strain to understand the movement pattern.
— Keep your instructions clear and simple and avoid meaningless terms like “you are doing so well” or “you go girls”. Ask yourself what value does this add to your clients experience? We want to avoid your client tuning out but rather create a connection to the voice of the instructor as a guide to achieve connection and presence.
— Remove your focus on errorless learning, particularly for experienced clients, allow your client to do a few repetitions and feel the movement working towards self mastery and experience. I appreciate that this is not possible for many clients at the beginning. If we have been a teacher rather than an instructor and facilitated experience our clients can feel the movement.
What are the benefits of flow?
Enhances mind-body connection – helps clients experience the movement and become present with their physical experience. In a time of distraction and digital experience this benefit cannot be underestimated. As a teacher you also experience this flow. When you and your client make that connection, you need to cue less.
When flow is achieved you start to see the promised benefits of the Pilates Method which includes:
— motor control and building of smoother movement patterns
— physical and mental endurance
— centering both of mind and body
Conclusion
Flow is an outcome for both client and teacher. It is what comes next from intelligent self mastery and application. To achieve this the elements of movement need to be mastered through intelligent teaching where movement is broken into specific activities and then into achievable tasks that can be transferred to many movement patterns. In other words the consideration of the parts to make the whole that is a movement pattern. Mastery of these parts and transferability takes time, consistency and application.
As a teacher the mastery of teaching requires you to discover your flow through reflection and application. Just copying or buying into a product called “a flow” does not allow you to achieve the outcome of a “flow state”. More significantly, the application of set choreography rather than tailored progressions undermine our client’s ability to find the relevant flow state for them.
Next time you see “a flow promoted” ask yourself is this simply a session without the depth of process leading to the outcome that is flow state. Remember to slow down and respect your knowledge and your ability to create a flow for both yourself and your clients, discover the joy of the experienced connection.
Carla Mullins is the Director of Body Organics Education a pilates certification body and continuing education provider. To learn more and participate in classes, tutorials and ongoing education become a foundation subscriber for $AUD240pa with https://bodyorganics.substack.com/
References
Csikszentmihalyi, Mihaly. (2000). The contribution of flow to positive psychology. The science of optimism and hope. 387-395.
Nakamura, J., & Csikszentmihalyi, M. (2009). Flow Theory and Research. In C. R. Snyder, & S. J. Lopez (Eds.), Oxford Handbook of Positive Psychology (pp. 195-206). Oxford, MS: Oxford University Press https://doi.org/10.1093/oxfordhb/9780195187243.013.0018
Schutte .N., Malouff.J., The connection between mindfulness and flow: A meta-analysis,nPersonality and Individual Differences, Volume 200,
Harris.D.J,Wilson M.R. & Vine S.J. A Systematic Review of Commercial Cognitive Training Devices: Implications for Use in Sport Frontiers in Psychology 9 (2018)