Every experienced instructor knows the multitasking involved when teaching to multiple levels in one class. Teaching resistance training to a class requires the skill of several personal trainers all wrap-ped into one instructor. Within a year or two, I predict, we will see “leveled” group strength training classes just as we have “beginning, intermediate and advanced” classes for other workout modes. But until then we have to deal with a wide range of abilities, strengths and goals—and what a challenge that can be!
It is possible to be time efficient, address individual needs and help participants improve their strength and form even when faced with a disparate group. If you know your options and a few teaching tricks, you are on your way to becoming an even more effective group strength teacher. The ultimate goal is to have participants choose the right level for each and every exercise.
Open Your “Toolbox”
To properly handle a multilevel class, you must be aware of the many resistance training modifications and variables. Just as with cardio classes, you must examine the criteria you use to determine “level” in the first place. If you offer options 1, 2 and 3—increasing difficulty as you go—what are the qualifiers for moving from option 1 to option 3? Good form? A heavier load? Less grunting? More grunting? (See “Factors to Consider When Determining Level” below for more details.)
If you make the criteria clear to participants, they can accurately self-select. For example, here are some cues you might use for different criteria:
- For “form,” say: “When you can maintain spinal alignment throughout the exercise, you are ready to try option 2.”
- For “resistance load,” say: “If you got to rep 15 and could have done 3 more, please pick up additional weight next time.”
- For “lever length,” say: “Once you are comfortable with the knees bent, try extending the legs.”
Maybe you choose one set of criteria for an exercise. Take lever length, for example. For a push-up, option 1: on hands and knees with hip flexion; option 2: on the knees with neutral hip alignment; option 3: from the toes. Then, for another move, you choose a different set of criteria—say, base of support. For a supine hamstring curl, option 1: heels on the stability ball with hands wide on the floor; option 2: hands next to the body on the floor; option 3: arms crossed over the chest.
Be clear in your own mind what your criteria are, and communicate them to the group. The more you share your evaluation strategies, the better your participants can self-monitor. For instance, if you consider form the primary distinction between options 1 and 3, then state that and offer various form cues:
“As we perform the lunges together, decide your level by checking form. If your lower leg is staying vertical, you are on target.”
“Are your shoulders level throughout the lunge? Is the chest open and lifted? If not, then adjust accordingly and resume.”
If number of reps and resistance load are paramount, give parameters so people can self-modify. “For those of you just starting out, aim for 15 reps with no weight. Those of you who have been training for a while, grab more weight and try to fatigue in 10 reps.” As you may have already figured out, the criteria, or tools, usually come in combinations (reps plus form plus experience, for example).
The real trick to teaching effective multilevel resistance classes is simply acquiring and
using more tools. Avoid the trap of using only reps, sets, resistance, load and duration to evaluate level and progress. If you rely on increased load and additional sets to move from weak to strong, you limit the class. The teacher who addresses varying needs solely by suggesting more/fewer reps or more/less time ends up with half the class waiting around while the other half finishes up. However, you can appropriately challenge all participants and make them eager for more when you expand your toolbox.
Here’s a sample cue using an “expanded toolbox”: “Are you maxed out on the amount of weight you can carry for the biceps curl? Try spending 80% of each rep in the lowering phase, . . . then lift one leg off the ground . . . while sitting on the stability ball . . . with your eyes closed . . . as you slow down each curl by 50%.”
Suddenly you have 40 variations of a biceps curl, with each person selecting successful twists on the biceps theme. You offered options for each level, using—in order—load, rhythm, balance and speed. Of course, prior to this you demonstrated proper form.
Another aspect of handling many resistance trainers at once is having a clear and efficient exercise setup. Exercisers, regardless
of level, want to get the most action for their invested class time. No one likes to stand around waiting to start as the teacher drones on with 4 minutes of premove cuing. Have you ever found yourself in that dilemma where you want to offer enough options to cover everyone’s needs, yet
spend more time explaining the move than doing it? At the same time, exercisers of all abilities do need some sense of what to
expect. You don’t want to rush them. And, of course, you’re always concerned about injury. The solution is to offer a quick yet complete setup before each and every exercise. Keep each setup under 30 seconds and strive for 100% participation. Offer only those cues needed to get everyone rolling.
Instead of reciting a litany of cues that elicit perfect form and cover all modifications, cut to the essentials. What do exercisers need to know to prevent acute injury? What about likely chronic injury? For instance, when setting up a parallel squat, follow the “Six-Step Setup Checklist” on this page. For step 5, touch solely on knee position or the knee-to-toe relationship. Of course spinal alignment, hip position and muscular engagement are all important. Cover those cues and more once the group is performing the squats. But at least get them moving, remembering to “first, do no harm.”
Once the group is training, follow up with additional options, alignment cues and modifications. The beauty of the six-step checklist is that once you have set up the group, you can come offstage to offer even more individual attention. The class has heard, seen and felt the baseline move and can proceed.
You’ve set them up well. As they exercise, you continue to tell and show modifications that come from a broad list to address as many needs as possible. You hop offstage and offer one-on-one attention. Now,
how do you know when to stop? The mistake is to equate more time with more
advanced capability. Again, you have a range of choices (see “How to Determine the Stopping Point of Each Exercise” on page 78). Mix and match. Change the endpoint criteria as appropriate for the exercise and the group.
It is a powerful feeling to teach a multilevel group, seeing individual improvement within the class and over time. It’s great fun to be able to say with accuracy, “Failure is success! When your targeted muscle fails to complete one more good rep, you have succeeded in increasing your strength.” So let’s all aim to fail with as many different levels as possible. I’ll lift to that!