by Christine Nielsen | Aug 22, 2012 | Engage Your Students, Instructor Training
What's your Mission Accomplished moment?
In just a week the group heads to the Cabot Trail. Last Sunday we did our final group ride – 103 km and 1100 meters of climbing. That's a little longer than their longest day on the trail but not as much climbing. On their hardest day they'll do about 1700 m. All told the ride will be 307 km with 4250 m of climbing. On Sunday their average moving speed was very respectable and they did an excellent job of managing their hydration and snacks.
I was in a position recently to describe this project to groups of serious cyclists. I was taken aback by their reactions. They were not supportive. They showed scorn for my group's equipment, the timeline for their ride, their average speed …. Several even asked me if I was concerned about the effect on me of riding with the group.
I didn't react to what I considered provocative comments. There's no point in talking to people who don't ‘get it'. But those conversations made me very sad. Sad that people couldn't remember the beginning of their own journey and sad/mad that they were unwilling or unable to celebrate others who were just discovering the joys of exercise and cycling, in particular.
Those interactions just confirmed for me the importance of not losing touch with what it felt like to be a beginner. The earliest steps are the most important for making a profound change. It also hardened my determination to ensure that no one in my classes will ever feel ‘less than' the others in the room.
In my note following our ride on Sunday I used only two words: mission accomplished. The members of the group each set a goal and then did the hard work to prepare for that goal. Along the way they learned a lot about physiology, nutrition and the importance of mental preparation. The riders should be judged on those achievements, not on the bikes they ride, their speed or whether they end up walking some of the steepest grades.
I had my own mission when I started this project. When we return I will write a more thoughtful reflection on the intersection of the indoor and outdoor cycling worlds as played out in our journey.
John's note: The picture is of my Mission Accomplished moment – completing my goal of riding 1,000 miles during the Summer of 1995. As I read Christine's article above, I couldn't help but dig through Amy's photo albums to find the picture to share it with you. I had been carrying a disposable camera for just this occasion and my riding friend Wendy snapped the picture at the exact spot where the computer flipped to 4 digits 🙂
I have to admit that if I saw someone today riding a $200 Giant Cross Bike, wearing a tee-shirt, cheap bike shorts and $10.00 helmet, my inclination would be to think; “what a dork!” At the time I didn't know any better. And yet this was a huge moment for me.
I'm the type of person who, when I think I'm going to start something new, feel a strong need to look the part. You know, go out and buy all the gear. And then all that gear ends up collecting dust in a corner of the garage once I've lost interest. But my commitment to becoming a cyclist was going to be different. I pulled down this long neglected Cross Bike I had purchased the last time I had decided to “get fit” and told everyone I knew I was going to ride it for a thousand miles before I bought anything expensive for my new hobby – although I did end up buying a bike computer to keep track of my mileage and toe straps.
Only after accomplishing my “mission” did I even consider buying all the “stuff” one buys in order to “look like a cyclist.” I may have looked like a dork that day… but I didn't feel like one.
I didn't care what others thought of me. I had overcome the biggest obstacle I've ever faced, myself. And I felt damn good about it.
by Christine Nielsen | Jul 8, 2012 | Engage Your Students
Some time ago I responded to a question from John with a note about the importance of visual learning. In spite of what I already know, I was still surprised by the changes I have seen as a consequence of a visual presentation to the group that is doing the Cabot Trail.
A little background: I have been taking an incremental approach to their training and to what I share with them. Too much information too soon would, in my opinion, be counter-productive. I have also been talking to them about the changes I see as they transition from people-on-bikes to cyclists.
A few weeks ago, after a milestone ride, I complimented them on everything from clothing choices to cadence and gearing. Then I shared the next step in their transition – the ride profile (from my GPS) of what they had just done. Frankly I did it as a bit of a lark – another step toward cycling geekdom. I did not expect the reaction I got.
The visual component of the profile along with the associated data has been truly transformative. As individuals they were able to link their experience of the ride with what they could see on paper or screen. I was pleased that they could articulate and repeat phrases that I have used in IC classes and point to where they used that information on the ride. Since that day I have seen greater focus and understanding and more initiative from everyone. Most surprising to me – they have switched into ‘data' mode and are now actively working to improve their individual performance in many areas.
I am limited in my ability to use visual aids in my IC classes. I am lucky to have a whiteboard! When I do video rides the bikes have to be moved to another floor and a complex array of cords and adapters and computers and projectors need to be organized. That can only be done once or twice a month. Based on my experience with this smaller group I know that I could have another level of impact on my IC students if I could reliably provide more visual information that links their physical experience to images and verbal descriptors.
I urge those of you who do have the ability to develop and use visual information to make that a routine component of your classes. Your students will fly as a result.
Read the rest of my posts about our preparations to ride the Cabot Trail.
by Christine Nielsen | Apr 4, 2012 | Engage Your Students
As we continue our training for the ride of the Cabot Trail we have some firsts to report.
Food (and drink!)
Part of our ‘pitch' during the information session included an insistence that this wouldn't be all hard work – that there would be social events throughout our training, both after rides and as stand-alone events. We also stressed that this was the participants' project, not ours. In other words, we wouldn't be responsible for the organization of anything beyond the training opportunities. A week ago we had our first social event – a potluck dinner in a home – and I didn't have to do anything but show up.
12 people attended of the 20 or so who now seem committed. Most were strangers to one another except for name and face recognition from classes. I was astounded by how easily they connected and even more amazed by the discussions that they initiated – principally about fear. Everyone shared, without prodding, their reservations about the trip. Some were deeply personal stories and several involved the lack of support they felt at home.
As an outgrowth of the discussions at the dinner, four of us have met to discuss ways to capture this information now and at several points during the training process. We all feel strongly that there's merit in recording the change we know will occur in both the participants and their support systems. We are actively pursuing radio and video documentary options and are committed, in any event, to a text-based record of our experiences. In addition, one participant is the editor of a local lifestyle magazine http://www.saltscapes.com/and a freelance writer. She is pitching the story to national publications with wide readership.
Data, data, data
March 31 brought the first pile of training logs to my desk. I am having people use the simple session RPE system which Carl Foster outlined in one of his presentations at the ICI/PRO conference. The logs were very complete which I think speaks to the ease of use and common sense nature of the system.
I was able to turn around the logs by the following day and handed out lovely colored charts and a page of notes to each person. They, in turn, were able to address the group on the impact of keeping a log. I predict that their observations along with the pretty pictures and personal comments will inspire more people to collect their own data.
New bikes, first rides
There are several new bikes in the group and all of the new owners have braved the iffy spring weather for their first rides of the year. I am delighted by their enthusiasm but truly impressed by the fact that they all used their heart rate monitors outside.
Drier weather and warming temperatures mean that we will do our first group trail ride in two weeks. That's a few weeks earlier than I had scheduled and it is possible not only because of good riding conditions but because people will be physically and mentally ready for the challenges I have planned. I'll send a report after we have done a few rides and skill clinics.
by Christine Nielsen | Mar 10, 2012 | Engage Your Students
This place looks awesome!
In October I wrote about our plans to take participants from my classes to the 183 mile Cabot Trail for the ride of their lives. Link to Map My Ride Profile. In the new year that adventure was dubbed Take the Trail and we began serious planning.
My riding partner is by profession a Pilates instructor and personal trainer who is fascinated by balance and stabilization. Between us we developed a plan for indoor training which includes both cycling classes and strength and stretching sessions. Some of the work must be done by participants during the week but we all get together for an extended ride and other activities on Sunday mornings. When the trails and roads permit we will move our Sunday activities outside for longer and longer rides.
Each participant has received training goals in terms of hours of activity, both on and off-bike for March and April. They have also received a handout/lecture on training load and a simple log sheet. I am already hearing chatter about how people are using the logs. At the end of this month I will collect the logs and create some summary graphics as well as create a graph of weekly loads for each participant. We’ll use those individual data to help each person set goals for increases in training load.
All but a couple of the participants are regulars in my classes so they have been part of the periodized program which began in January. We do regular threshold tests and we will repeat those (and incorporate the new people) every eight weeks so they will have that additional data point to track their progress.
The owner of a really good local bike shop hosted a private session for riders who might not yet own a bike or want to upgrade. It was a fantastic two hour presentation which was all information, no sales pitch. Even if people eventually buy from another shop they will be armed with sufficient knowledge to identify the best bike for them, the most suitable components and add-ons and know if they are being fit properly.
We have been clear from the outset that this is the group’s endeavor, not ours. To that end we already have volunteers to book lodging, identify long-term parking and investigate van rentals. We have also created a schedule of ride captains for our outdoor rides. And best of all – we have a volunteer to host our first social event later this month.
How many people are involved? We have 15 training with us right now and there are many people around the periphery who might join us. I am most excited by the fact that three teen-age girls (and one dad) are considering doing the Trail to fulfill requirements for the gold level of the Duke of Edinburgh awards http://www.dukeofed.org/about-the-award. Two of the girls and the dad have been active in my classes so this is not a stretch.
I am excited about the ripple effects this activity will have in our small community in terms of promoting physical activity and encouraging individuals to set and achieve personal goals. I’ll send another update and some photos once we get outside.
Note from John: Christine included a sample of the presentation she uses to explain the trip and training plans.
by Christine Nielsen | Sep 6, 2011 | Engage Your Students, Instructor Training
What do your spin class students see from you?
Guest post from ICI/PRO Member / Contributor Christine Nielsen
HEAR – SEE – FEEL
There are many models which attempt to explain and categorize the ways in which people learn new material. Most of them are very arcane and debates abound in the academic community about their validity. Through years of teaching and coaching I have found that using Fleming's VAK/VARK model has translated into real world changes in my effectiveness.
In this model learners are categorized into three groups:
- Auditory in which a person learns through listening…
- Visual in which ideas, concepts, data and other information are associated with images…
- Kinesthetic/tactile in which learners absorb information best by doing, experiencing, touching, moving or being active in some way.
We assume that most of our learners are auditory. They must be since we talk to them all the time, right? Wrong. Auditory learners are only approximately 30% of the population. Thus, while we must continue to refine our verbal cueing skills we must also find ways to make information accessible to the other learners in our classes.
Visual learners make up almost 60% of our classes. What changes have you made to your presentation style to accommodate their needs?
Here are a few of the things I do:
A head on view of the instructor is virtually useless to a visual learner for many of the topics we discuss. For that reason I often turn my bike almost sideways – 75 degrees or so – which allows people to see exactly what angles my body is making, where my weight is located, what my pedal stroke looks like. I sometimes then do an exaggerated version of the “wrong” shape/form and then “correct” my form. I started doing this in intro classes but I actually find it more useful and instructive with advanced students because they are more attuned to the nuanced changes I am asking them to make. I don't leave the bike turned for an entire class – usually for less than five minutes during a relevant drill.
I use my hands – a lot. As I talk about HR or the profile of the ride or form/mechanics I illustrate those points with my hands. I show decreases/increases with hand gestures that accompany my words. I form a foot, ankle, shin and knee with my hand, wrist and forearm. I move my hands apart and together again to show changes of effort/resistance. I rarely give an instruction without some kind of accompanying gesture.
I keep a white board in the room where I teach. I often make diagrams before I start to complement points I will make during a ride. But more often I hop off my bike when I see confusion in someone’s eyes and draw something simple to make my point. Believe me – I’m no Leonardo da Vinci. But I can draw stick figures and graphs and I am willing to try and try again until I see that a learner has got the point.
I teach in a lighted room most of the time. While I enjoy the benefits of a few darkened rides, I think too many of them shortchange the visual learners.
I make sure that many of my verbal cues incorporate visual imagery that can become mental pictures for some of the students.
I think my visual presentations add value for everyone in the class. Auditory learners get an opportunity to match my words to the images I present while visual learners start to make a better association between my standardized language and the “pictures” I have drawn. In addition, I need to be slightly less concerned about the effect of voice and music volume on the people at the back of the class. They are receiving two streams of information from me at any time.
Kinesthetic learners make up 5 – 10% of the population. In my experience, they are often the first to frustrate (their educational experience has always been challenging) and I suspect we lose many of them. If you can help them settle and learn the material they will become your most enthusiastic advocates.
Here are a couple of my tricks for dealing with this learning style.
I physically move a rider’s limbs and torso to the correct position and remain at the bike for some time with a very light touch on whatever body part I am adjusting. You can communicate an enormous amount by increasing/decreasing the pressure. When the position is correct the rider should not be able to feel your hand. Note: I always ask for permission before I put my hands on a rider’s body even if they have given me permission on previous occasions.
I let riders put their hands on my body – feet, ankles, knees, lower back, shoulder blades, shoulders, elbows and hands. I don’t put them in the awkward position of touching my hips. The advantage of having them lay hands on my body is that I can exaggerate “right” from “wrong” and they can actually feel bones and muscles move.
I have developed a couple of techniques to help people feel the concept of resistance. They involve them pushing back against me. When all else fails, I get on their bike and set it to a resistance that I think is right for them at that time.
If you have not given this topic any thought, I encourage you to start waving your hands in your next class. You may see some light bulbs go on. That will help you identify the visual learners and you can make sure that you direct your visual teaching to them in the future. If you have someone who just doesn’t seem to “get it”, consider the possibility that they are a kinesthetic learner and brainstorm with them to develop ways to help them feel the points you are trying to make.
