Delivering an indoor cycling session

Main Session

Profile 2

Main Session

Profile 3

Main Session

Profile 4

Main Session

Profile 5

Main Session

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Cool-down Lower pulse

Developmental Stretches

Communication skills

The two ways of communicating during a class are visual and verbal and as different participants will have different styles of learning a combination of the two will get the best results.

Verbal instruction needs to be audible, clear and appropriately paced. A voice that is too quiet will not be heard, particularly in an indoor cycling class with loud music. A quiet voice also shows a lack of confidence which may affect discipline within the group.

Visual instruction can be used, to not only demonstrate what participants should be doing, and how to do it, but to enhance any verbal instruction by the use of gestures, facial expressions and general body language. Smiling or reflective facial expressions (serious expression or slightly pained expression if a participant is really struggling) will make the group feel like you are a part of the session too.

Set-up and introduction

Before commencing any indoor cycling session, the instructor must become familiar with how any adjustments are made and conduct a safety check to make sure all bikes are working correctly, for example:

• signs of damage which could impact upon safety

• handlebars should not be worn out

• saddle should be adjustable and lockable in a fixed position

• foot straps should be adjustable.

They should then go through the bike set-up with participants at the start of the session, paying particular attention to support new participants.

Although the session will have been pre-planned, a fully competent and engaging professional will not simply follow it line by line, they will teach it in an engaging manner, ensuring that all the participants are doing so safely and effectively. Therefore, it is important that they interact and communicate with their class, not simply instruct them what to do and when.

Exercise correction

It is vital that participants are exercising safely and effectively at all times.

Although the instructor will provide the class information about the hand positions, riding positions, cadence and posture they want participants to adopt for each profile, they need to constantly watch all participants, continuously scanning the room, watching for participants who are having difficulty understanding the correct technique.

If any errors are identified, it is important that the correction of form and technique errors are always positive, as this ensures that the teaching is primarily constructive and encouraging, and any remarks don’t de-motivate the group.

Similarly, the instructor should avoid pointing out individuals in the class who are doing things the wrong way as this could cause embarrassment, especially if they are new to the class.

Always tell participants what they should be doing rather than what they should not. This brings their attention to the correct form and technique rather than focusing on the wrong way of doing things.

Motivation and monitoring intensity

Monitoring the intensity of the workout is essential ensure participants are working safely and within their physiological limits (for methods of monitoring see Principles of Planning and Delivering Group Exercise unit). However, an effective instructor can use motivation techniques to help minimise any psychological limits a participant may have in reaching these.

• Aural (music, verbal)

Music is one of the biggest motivational factors and so, should have been chosen carefully. (see planning). However, an effective instructor can make full use of this by adding stimulating and imaginative “visualisations” combined with an appropriate voice pitch/tone.

• Encouragement

Always encourage participation in classes. Interacting with participants on an individual basis can help find their own motivating factors (reasons for attendance) and these could be drawn upon if they appear to be struggling. Using (or creating your own) motivational quotes could also help.

• Enjoying yourself

An instructor’s energy and enthusiasm are infectious. If they are seen to be enjoying themselves, then this energy carries across to the participants. (However, the opposite is equally true, so no matter how you are feeling….smile!)

• Cueing

In order for the session to be safe and effective it is essential the instructor provides clear visual or verbal signals to inform the participants of changes to speed, cadence, seat or hand positions. One way to do this is to count in the changes, e.g. “we’re going into a standing climb in 4, 3, 2, 1”. Another way to do this is to use the music as a prompt, e.g. “on the chorus we are going to increase the speed and sprint”. As you gain experience you will develop your own style of teaching.

Activity

One of the best ways to develop yourself as an indoor cycling instructor is to participate/observe/review classes yourself. Activity: review 3 classes with different instructors (you can participant in/observe a live studio class/participate in/observe a live or pre-recorded session online). In the sessions consider:

• Was the instructor professional and friendly?

• We’re they motivating?

• Their teaching style

• The style/type of class (was it music focused? was it more visual focussed?)

Ending the session

Ensure you leave plenty of time to end the session in order to provide a summary of the session to participants, give them an opportunity to provide feedback and identify any further needs and leave the environment in an acceptable condition for future use.

Reflective practice

Whilst the session plan or programme may be realistic and effective on paper, when it comes to teaching the session, the reality can often be very different. Instructors must consistently monitor and evaluate each session with a desire to improve the quality and make sure that it meets the session aims and objectives.

Identifying specific areas for improvement will help bring your teaching to a higher level. This will boost class attendance numbers and give you a steady stream of cycling enthusiasts.

Try the following suggestions for adding evaluation to your practice.

Self-evaluation

Set aside ten minutes immediately after the session whilst events are still fresh in your mind to reflect back.

Ask yourself questions such as:

• How was the session received by the participants?

• How effective was the session content and structure?

• What areas of session planning or teaching could be improved and how?

• How motivational was my performance?

• Which participants, if any, had difficulty and why?

• What kind of feedback did I provide and was it effective?

When evaluating your own performance, don't be too hard on yourself. Be realistic and try not to change your whole practice at once. Identify key areas and work on improving one or two of them over the following weeks.

Participant evaluation

Was the session enjoyable from the participants’ perspective? Try to gather feedback from the participants, either written or verbal, about the session.

Ask them questions at the end of a session such as:

• What did you enjoy about the session?

• How could the session have been made more enjoyable?

• In what ways did you benefit from the session?

• How could the session be improved for you?

• Is there anything in the session you would like to change?

The participant’s feedback should be recorded and, as the instructor, you should add your own reflections and use this information to improve future sessions and make them more enjoyable.

Peer evaluation

Another excellent way to improve is to enlist the help of other instructors. Ask them to come along to your session and give you honest, open feedback about how they found the session and if they want to suggest any areas of improvement. Identify specific aspects of your session for which you would like specific feedback and ask them to offer suggestions about these or other observations they might have. Instructors understand all of the anomalies of a session and will know the more intricate details of what went well and what didn’t go as well. Friends are likely to give feedback such as ‘it was fun’ or ‘it was good’ – and as much as it is enjoyable to receive praise, this type of feedback won’t help you improve.

Knowledge Check

1. What is a PPL and why do you need it?

2. Describe what is meant by ‘journey profile’?

3. What would be the appropriate music bpm range for seated flats/sprints?

4. List 3 reasons why it is important to communicate effectively during a group indoor cycling session?

Notes

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Term Definition

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