Key Elements For Successful Pilates Course / Final Satos HI

Introduction

Pilates is a form of exercise that focuses on strengthening the body’s joints and muscles. Pilates can be done alone or with a group and is often used in conjunction with other forms of exercise, such as yoga and dance.

What do you expect the course to achieve?

The aim of the course is to give students a comprehensive understanding of Pilates principles and practices, including how to instruct clients safely and effectively. The expected outcome is that students will feel confident in teaching their own clients the Pilates method from day one. This means they can quickly get started on their own business or employment as a pilates teacher.

Do you have a clear structure and aims for the course that are agreed with your target audience?

This is important as it will help you to focus on what your main aim of the course is, and how you can achieve this. If you’re unsure of what your aims are, or they don’t match up with how students feel they will benefit from taking part in the course, then it may not be successful.

You should also think about how each section of the course will link together to form a cohesive whole, which supports their learning journey. This means that each section builds on previous knowledge and skills learned so far within that unit/topic area e.g., exercises progress from simple to more difficult variations as fitness levels increase throughout the session; new concepts are introduced alongside skills that relate directly back into other areas covered previously (e.g., breathing techniques used during Pilates mat work can also be applied during resistance band work).

Are they realistic and measurable?

Are they realistic and measurable?
Do they have a time scale?
Can they be measured?

For example, if you set yourself a goal of doing five different Pilates exercises every day for two weeks, how do you know if you’ve achieved that goal or not. How will you know if it’s been two weeks? If it’s just one day and you’ve done five different exercises, does that mean the program has been successful or not?

Have you planned your teaching programme to be progressive and cumulative, providing appropriate challenges at each step?

One of the most important things to consider when planning your teaching programme is that it should be progressive and cumulative, providing appropriate challenges at each step.

A well-designed teaching programme will allow students to achieve their goals in a safe environment, and it will also encourage them to achieve more than they thought possible.

Do you always use verbal, visual and tactile verbal cues?

Verbal, visual and tactile verbal cues are useful for beginners.

Verbal cues can be used for any level of student.

Visual cues can be used for any level of student.

Tactile cues should only be used when a student has reached a certain skill level in Pilates.

Are you aware of whom you are addressing?

There’s no point in teaching a Pilates course if your students can’t learn from it. It may be tempting to focus on what you know and let the students figure out how to apply it, but if they don’t understand the material, they won’t get much out of your class.

You should start by being aware of whom you are addressing (your audience). Who are these people? What do they need? How much are they able to learn? Are there any expectations or preferences regarding learning styles?

Once you have an understanding of your audience, use this information to tailor your teaching style for maximum effectiveness. For example, some people prefer visual aids over videos or lectures; others like hands-on demonstrations and practice more than verbal explanations; still others do better when taught in small groups rather than large ones.

Does your teaching style match your group’s needs, learning abilities and expectations?

When teaching a class, it is important that you take into consideration the individual needs of each person in the room. You will want to tailor your approach to suit their particular health issues, as well as what they hope to get out of the class. It is also vital that you take note of how much physical strength they have and whether or not they are able to engage in certain movements without causing themselves discomfort. Finally, make sure that you understand what expectations they may have regarding this session (e.g., level of difficulty). By keeping these things in mind, you can ensure everyone has an enjoyable experience—you’ll likely see them return again!

Do you use demonstrations to illustrate the exercise being taught, but always making sure that the group can see you?

Demonstrations are used to illustrate the exercise being taught. The group should always be able to see you, and demonstrations should not be a substitute for verbal instruction. Demonstrations should be done slowly and in stages – it’s okay if they take a few minutes longer than usual!

When demonstrating, do you avoid showing all stages of an exercise, leaving something for them to discover for themselves and thus maintain their interest?

As a teacher, you must ensure that demonstrations are short and concise. You should not be showing all stages of an exercise, leaving something for the students to discover for themselves and thus maintain their interest. You should also tailor your demonstrations to the group. If you are working with older people or those who have health issues such as back pain and osteoarthritis then make sure your movements are slow, simple and safe so they can keep up with you easily.

Demonstrations should also be clear and simple; if there is an aspect of what you’re trying to show that may be tricky for some people (or even most), try using props like chairs or blocks in order for them to get the idea without having too much trouble following along with their bodies’ positioning during each stage of movement throughout this lesson plan’s process.”

Is your equipment well maintained, in good condition and free from hazards? Do students feel safe using it?

Make sure your equipment is well maintained, in good condition and free from hazards. Do students feel safe using it?

Pilates equipment should be cleaned regularly to ensure it is free from dust and debris. Equipment should also be regularly checked to ensure that it has not suffered any wear and tear or damage which would make it unsafe for use by students. This may include checking pulleys, springs and hinges on reformers or mats which are used for exercises such as “The Hundred” (100). If a piece of equipment needs repair then this should be done promptly so that student safety is never compromised; if an item cannot be repaired then consider replacing it with a new one if possible.

It is important that instructors check with their employers whether they have any specific health & safety procedures relating to how they manage the use of their studios before setting up any courses themselves through schools or colleges/universities etc., as these will differ depending on where you teach Down Under!

Do you usually conduct one-to-one practice sessions with every member of the class before asking them to perform the whole sequence together in class? And have a separate session to practise positions requiring extra guidance and supervision (e.g. abdominal curl)?

Yes, I do. And it’s very important that you do too!

One-to-one practice sessions are an essential part of any Pilates class and allow students to get the most out of their time in class. During this time with a teacher, they’ll be able to ask any questions they have while performing the exercises on their own body and receive individualized guidance from a teacher who can see them doing what they’re doing. This is especially necessary for those who need extra attention or assistance with certain exercises—for example, if someone has a physical limitation that prevents them from executing some movements properly, or if someone is brand new to Pilates and needs help learning how to move their bodies correctly during an exercise.

When taking correction are students made aware that they are not being admonished but are letting both themselves and others down by their lack of concentration or poor technique?

The importance of correction can not be underestimated. Firstly it is imperative that the instructor knows what they are talking about and secondly the student must be aware that they are not being admonished but are letting both themselves and others down by their lack of concentration or poor technique. When giving correction, ensure that you use a calm voice and explain in simple language why you have pointed out this particular mistake. Never shout at a student or use derogatory language as this will only lead to further confusion or embarrassment for them.

When receiving correction remember to keep your chin up, don’t look down at yourself or wring your hands; rather take on board what has been said in an open manner with a positive attitude so as not to pass along negativity from one class member to another. Remember always treat others how you would like them treat yourself!

Takeway: Use these tips when conducting a pilates class in order to make it more appealing to the masses

Use clear and simple language.
Use verbal, visual and tactile cues.
Make sure students can see you at all times.
Have a progressive and cumulative teaching programme so that each lesson builds on the last one.
Use demonstrations to illustrate the exercise being taught so people get a good idea of what it will look like when they try it themselves in class!

Conclusion

In summary, the key to teaching a successful pilates instructor course is to create a positive learning environment and give your students something they will enjoy and remember. While these are just some of the tips that we have discussed in this article, there are many more ways for you to improve your teaching skills. The most important thing is for you to continue practising and refining your methods until you find what works best for you. Go and find a course in Pilates that will help you in your health.