A Lifetime of Lessons: There is more than one way to teach a class!

Having seen so many instructors teach over the years, I’ve observed different ways of how they instruct group fitness classes. Some demonstrate and do each exercise with their participants; others introduce and demonstrate the exercise and then walk the room, giving instructions and one-on-one feedback; others communicate their program only with verbal and visual cues. Each method has its own benefits, and its own challenges. Different teaching styles also suit different personalities and fitness levels, so it’s up to each of us to decide what method works best for our group, and best for us.

When I first started teaching land-based classes a long long time ago, I felt I had to do every exercise. Whether I was doing freestyle aerobics or strength training, I thought that if I didn’t do it then participants wouldn’t do it either. To some extent that is still my experience, but I’ve also seen that if participants don’t want to do something, it doesn’t matter what you do up front. So after many years of teaching, as I observe participants and listen to my body, I find myself moving away from this model.

A few years ago when I was carrying an injury and had to ease back on my work load, I had to find a way to rest my body in a way that still allowed me to teach my classes. I ended up talking through the exercises and watching my participants, motivating them verbally instead of my usual visual style. Interestingly, I found that my brain had to work differently during aerobics routines because I could no longer use my body as my memory for the next move. I had to think about it more consciously so I could keep calling and cueing the next exercise in time for the class to follow along with the music.

Another unexpected outcome of this style of teaching was to hear participants tell me after class that they felt they worked harder because I was watching them all the time, correcting technique, giving individual feedback, and my own physical limitations weren’t holding back the participants. Instead of watching what I was demonstrating, participants were able to focus on what their own bodies were doing and pay more attention to their own workout.

This taught me an important lesson.

When you are teaching a freestyle aerobics routine, you may not be giving your full attention to participants if you’re trying to remember the routine. When you’re doing strength training along with your class, if you’re thinking about how much your biceps are burning and reconsidering how many reps to include in the workout, you may not be seeing which participants are lifting their shoulders or swinging their hips. Instead of using your hands to lift weights, why not keep them free to clap encouragement, point out important technique, or pump them high to build energy in the room.

When you demonstrate a routine or introduce your exercises, and then concentrate on your participants, I believe they benefit because you can check technique, interact with your participants, and it all becomes a little more personal. Possibly they will also benefit and improve quicker because they don’t get into bad habits and don’t think they can hide away in the back corner. Some participants may find this a little intimidating to begin with, but if you keep your comments and feedback constructive and positive, it goes a long way to building an encouraging environment.

If you’re looking to try more verbal instruction in your classes, consider your participants first. If you’re teaching freestyle aerobics it may not work with new or inexperienced participants who don’t yet know what a grapevine, easy walk, or heel dig is. Also make sure you call the next move a little earlier, to allow participants time to hear, understand, process, and then perform the move.

When I am instructing an aqua class I find that the proportion changes a little for how much I demonstrate and how much I talk. I tend now to demonstrate the moves three or four times and then start walking up and down the pool deck to check to make sure participants are performing the move correctly and effectively.

It takes a little more to see what participants are doing when they are submerged, so I naturally have to get a little closer, but this gives me an opportunity to have a chat with participants down that end of the pool. If I see that participants have forgotten the instruction, I will usually repeat the exercise a few more times before heading down to the other end of the pool. Teaching aqua can be extremely physical, especially when you add in the heat and humidity of an indoor pool, so walking the pool deck helps to give the body a break too between big moves.

There is nothing wrong with doing the workout along with your participants - many find it encouraging to see you working hard, so they want to lift their game too. Others who know you’ve had a frozen shoulder or a hip replacement may find it inspirational to see what you are able to do if they’re facing the same challenges too. If you’re doing the workout it can also ensure that the workout isn’t too easy, or too hard, because you know exactly what your participants are feeling - you’re probably feeling it too!

If you are a new instructor and need to focus on what you are teaching next, you may prefer to stay near your notes and perform the exercises along with your class. If you are carrying an injury or want to challenge an advanced class, then consider using your voice a little more, taking the opportunity to walk the room and connect with your participants in a different way.

Find the style that suits you, and your body, and your participants. It may change from class to class, and week to week, or maybe you’re just looking for a new teaching challenge! Shake things up and try something new in your classes this week.