Learn what can set you apart as a teacher
I love being a Pilates teacher. I get to make such a difference in the lives of my clients by enhancing the quality of their lives through movement. I love to take class from other instructors to be inspired, challenged and to help me continue to grow and be a better teacher. As we reflect on the classes we participate in, I am sure we all have classes and teachers we love and classes and teachers that are okay, but we wouldn’t necessarily seek them out again. Much of this is personal preference, and there are a lot of choices in the Pilates world today both in the studio and online which is great. But what sets some teachers apart from others? Here are some thoughts about what we can focus on.
I remember one of my greatest fears as a new teacher was that another teacher would see one of my clients, and it would appear like my clients didn’t know anything about Pilates. So, I made it my mission to explain the why’s, how’s and what’s to each client. Do your students or clients know the purpose of the goals of the exercises? If they were to practice at home, would they know what to focus on; know if they’re doing it well; know what to pay attention to? If the answer is no, you need to start incorporating that information into your teaching. There is certainly information overload, so cueing too much, too often won't help. Choose a concept or body position and explore that with your clients and give them the tools to be able to understand their bodies and their relationship to the movements.
Treat each client as an individual; create a Pilates program designed for them and adjust the program frequently. Auto-pilot happens to all of us: some days you may not be as creative and attentive as you could, but the main part of our teaching should be driven by the client. The ability to adapt to their needs and focus on their goals is what will set you apart from the average teacher.
In group classes, it can be a little more challenging to give each client detailed information so it’s a good thing that there are general things like spine and hip mobility and improved awareness that most clients need to focus on. Once that is addressed, we again need to turn our observation skills toward the clients and learn what each one needs. A masterful instructor can make each person in a class feel like they’re in a private session. If you pause and observe your clients will tell you exactly what they need.
Get people moving and then layer in cues to make the movement even better. No one likes a long-winded set up. Keep people moving by transitioning into the next variation or exercise without stopping. When you can, vary the purpose or focus of the exercise. There can be a lot of repetition, so how can you make each time someone does an exercise new and unique?
“A masterful instructor can make each person in a class feel like they’re in a private session. If you pause and observe your clients will tell you exactly what they need. ”
Say more with fewer words and focus on telling clients what you want them to do. The brain, to not think of doing something, first must think about it and then try not to think about it. Whew. That’s a lot of wasted time thinking about things you don’t want. Instead, offer cues that explain the basics, get people moving, remind them about things to focus on, and transition to the next movement.
It's important to create rapport with our clients. Phrases like ‘move that leg’ or ‘reach those arms long’ lack connection with the client and is more like you are talking around or at them instead of to them. This type of language, often called ‘distancing language’, is quite common in today’s world. Here is the same cue but speaking to the client ‘move your leg’ or ‘reach your arms’. This is just one easy way to create rapport with your clients and make their experience special.
Speak clearly. Have you ever recorded yourself teaching and listened to your class or session? You can gain such insight by doing this every once in a while. It can tell you about the volume of your voice, how often you repeat the same cues or phrases, if you spend more time counting than teaching. And when you video your teaching, you get to see your body language, your posture, and how you are interacting (or not) with your clients. If you’re thinking ‘no way, I hate hearing or seeing myself’, get over it and work on your delivery. And in most cases I bet you’ll be pleasantly surprised how good it really is and appreciate where you can make small improvements. We should continually evolve.
Use thoughtful variations to add interest and challenge. A simple change in tempo – doing a movement at half the speed or double time –can help us discover different nuances in the movements. Remember not all variations need to be rockstar difficult. Try Footwork taking 8 counts to press out and 8 to return. It’s a very different experience. Consider shifting the focus of the movement or getting your class to move without telling them what to focus on and then asking them what they’re noticing. You might be surprised how five people doing the same movement can have very different experiences.
Stop cueing muscles. When we cue a single muscle or muscle group clients tend to overemphasize or over contract that area and the movement stops being efficient and spontaneous. A symphony isn’t one musician or instrument, the same is true for movement. The body is a well-oiled machine that is capable of so much. The muscles know what to do if the maestro (the brain) is in charge. And yes, this is true for the pelvic floor. These muscles work in conjunction with the diaphragm and the trunk muscles, and respond to changes in breath, load and movement. For most people, the pelvic floor muscles are working in the background whether you’re thinking about them or not. You will get much better results by cueing the bones and or tasks and then offering cues that improve the quality of movement. Again, the muscles are already working to produce the movement, there's no need to tell them to do what they are already doing.
Focus on the breathing as it relates to the movement. I often say, if you’re counting, you're not teaching, and the same is true for continually saying inhale, exhale, inhale, exhale. This is not to say that breathing isn't important, it is, so when you’re using a breath cue be sure that it is enhancing the movement or creating an opportunity for the client to experience something different or meaningful. Breath is a tool, not a rule.
As we continually move our focus to our clients, we’ll have better outcomes, a busier schedule and help our clients reach their goals. It's natural to focus on our teaching, and yes being mindful of what we’re doing is of course important but let's not let our clients be the afterthought. Sometimes we need to see the forest and sometimes the trees - and in Pilates our clients come first so keep seeing the trees and you’ll be serving your clients in the best way possible.
Shelly Power has taught for Polestar Pilates since its inception in 1992 and is the Vice President, International Education. Shelly teaches nationally and internationally for Polestar, administers exams, conducts Pilates workshops and Polestar Mentor and Educator trainings worldwide. She is a frequent presenter at international fitness and Pilates conferences. Shelly brings a unique and fresh approach to the work of Joseph Pilates.
Shelly danced professionally for 12 years and received her BS degree in Dance from California State University, Sacramento, where she served on the faculty from 1992-1998. She is certified in GYROTONIC®, having trained with Angela Crowley and has completed the first year of Franklin-Method® training with Eric Franklin. Shelly is a Nationally Certified Pilates Teacher (NCPT) and has served on the Pilates Method Alliance Board of Directors and on several PMA and NPCP committees.
Shelly will be running a two-day course on Critical Reasoning for rehabilitation and post-rehabilitation in Perth 8-9 July & Sydney 15-16 July. Find out more here.