by Jennifer Lintz | Dec 22, 2019 | Instructor Training
By ICI/PRO Member Soigneur Jennifer Lintz
Even though I have been teaching indoor cycle for five years, I somehow managed to make it through the first four without ever setting foot on a road bike. Why the long gap? Fear. The thought of clipping in and out of my bike was scary to me, so I kept putting it off. Did my lack of experience bother me? Yes. When participants came dressed in flashy jerseys and official-looking bike shorts, I sometimes felt like an imposter. Maybe I didn’t know something that “they” — the experienced outdoor folks — did.
When my husband announced last July that he was selling my road bike – a birthday present from the year prior – that all changed. Within minutes of learning about his plan, I was suited up in my bike shorts, Team CycleQuest jersey, helmet, and sunglasses, ready to take on the outdoors. For a good thirty minutes after that, I rode up and down our street, back and forth, back and forth. The neighbors must have wondered what was going on. I practiced clipping in and out, stopping, and turning. I think Justin started to realize he was no longer going to be able to sell the bike, so he spent time coaching me, too.
And then we hit the road. Aside from holding on for dear life down a couple of hills and falling once or twice when trying to stop (just paying my dues), I had a great experience. You could say I was hooked. After riding with Justin a few more times throughout the summer, I eventually built up the confidence to venture out on my own … and loved it. Though I still have room to grow and lots to learn, my first summer on the roads definitely impacted my teaching. Here are a few examples.
1. I don't spend so much time — if any — teaching out of the saddle. Though I occasionally ask my participants to stand, I don’t do it nearly as much as I used to. Riding outside made me realize that I feel much more powerful seated than I do standing. Interestingly, I have noticed my watts on the bike tend to communicate the same message. When I do give folks the option of standing, I encourage them to monitor their power output to make sure that they are truly benefiting from the change in position.
2. I give an overview of the ride. The first few times Justin and I rode together, I found myself wanting to know how far we were going to go and what the terrain would be like. Prior to riding outside, it seemed like my intro for classes was always pretty much the same … “We’ll be doing a mixture of hills and flats today.” Talk about vague! Is it an out and back ride? How many hills are we going to do? When faced with real roads, I wanted the 411. As a result of that revelation, I now make a point to provide specifics to my participants. And, I’ve been making an effort to give my profiles a name, per Krista Leopold’s recommendation. Justin and I know our “loop” by name alone, just as I am hoping my participants will fondly remember the “interval sandwich.”
3. I use visualization more. Riding outdoors has given my legs an opportunity to experience a variety of terrain as my eyes soak up the scenery. I am well-aware of the gradual two-mile hill that is unavoidable on our ride home. I know that it plateaus about mid-way through and seems to last for an eternity. There are more pleasant straightaways on the south side of town that quickly come to mind, too. The changing backdrop is part of what makes riding outside so much fun. To enhance the indoor experience, I now make a point to ask my participants to think about the stretch of road they might be on at different points during class.
I’m sure those three examples are merely drops in the bucket when compared with everything I have yet to discover about the indoor and outdoor cycling connection, but, we all have to start somewhere! Here's to many more rides in the future 🙂
Originally posted 2013-03-14 05:00:29.
by Jennifer Lintz | Nov 14, 2019 | Instructor Training
By Jennifer Lintz, RD, LD and ICI/PRO Contributor
I’ll be the first to admit that my self-confidence as an instructor is a work in progress. There are days when I start class without a worry in the world; I feel good about my plan for ride and trust that the right words will come out of my mouth. Other times, I would rather sit in the back corner of the room than have to be the one with the microphone. At the end of the day, I know the cornerstone to feeling more comfortable as an instructor is believing in myself.
So, how does one build confidence in a group fitness setting?
A quick Google search led me to an excellent article on this topic from Amanda Vogel, M.A., on ACE’s web site. In a nutshell, she suggests the following:
- Be prepared
- Anticipate “bumps” in the road
- Develop your “Leader Persona”
- Identify your allies
- Accept that some people won’t like you
- Command attention
- Consider your “visual brand”
- Manage first impressions
- Love what you teach
- “Fake it” when necessary
Check out her post if you’d like more details on any of these tips; she did an awesome job with the article.
Even though I've been teaching since '08, my teaching style continues to evolve. In some ways you could say I'm “Under Construction,” but aren't we all, in a way? These are the areas I've been focusing on as of late. I would love to hear yours, too.
Being prepared. I find there is less room for self-doubt and more room for confidence when I walk in with a plan. Typically, this means creating a new profile and, potentially, even taking it for a test run. Sure, there are times when starting from scratch is not an option. In that case, I make sure I know which ride I plan to recycle. Whether new or old; having an idea of the agenda gives me a sense of calm as well as a reminder that “I am ready” and “I can do this” in the minutes before class.
Being authentic. Where I teach, I could rattle off a list of awesome qualities about every single instructor; I truly am part of a top-notch team. Sometimes, though, I catch myself comparing: “Gosh, they are so good at X, Y, and Z. I should try to be more like that.” Then, I remember (but not always as quickly as I should) … “that's not me.” To keep myself from falling into the comparison trap, I am making a point to focus on my strong points – things that I like about myself – and showing up to teach with them; nothing else. We all are a heck of a lot better at being ourselves than we are at being anyone else.
Focusing on the students. When I take my mind off of me and shift it to my participants, I'm convinced that my teaching improves by leaps and bounds. Why? Instead of thinking about how I might be coming off, I'm focusing on what my students need to hear. Yes, our students probably do come to see us, but I think there are reasons that rank higher. Whether its to have an escape from a stressful day or to reach a new personal best, our students are coming for an experience. For me, shifting the focus off of myself and onto the students in the room immediately changes the way I think allows me to focus on what really matters: the people who showed up for class.
If you feel like sharing your confidence-building strategies or have anything to add, please comment.
Originally posted 2013-12-09 04:00:31.
by Jennifer Lintz | Oct 9, 2019 | Engage Your Students, Instructor Training
I'd like to welcome Jennifer Lintz – the latest addition to the ICI/PRO Team. Jennifer is a registered dietitian and indoor cycling instructor from Rochester, MN. She will be contributing a series called “Speak their Language,” focusing on specific populations of cycling students. I interviewed her a year ago when she had recently completed her Spinning® certification – John.
By Jennifer Lintz, RD, LD
I will be the first to admit — after my husband, probably — that I am a terrible dancer and leave a lot to be desired in the rhythm department. So, naturally, I attended a hip hop dance class a few weeks ago.
Okay, in reality, if it weren't for running into the instructor just prior to class, I probably wouldn't have set foot in that studio to save myself the embarrassment. But, before I knew it, there I was … a new student in a foreign environment, about to do something that intimidated me.
In retrospect — and with all kidding aside — the experience was hugely valuable for me because it refreshed my memory about what it feels like to be “the new guy.” It also reinforced all of the things we instructors can be doing to help first-timers feel welcome, comfortable, and eager to come back.
I hope you’ll find my observations about the instructor’s strategies useful, and perhaps you will have a few of your own suggestions to share. Below are the techniques the teacher used that were helpful to me.
She identified me as a new student. She knew I had never been to this particular class before and was enthusiastic about me trying it. That alone began to ease my nerves and opened the door for more conversation between the two of us, building the foundation for a relationship.
She gave me a pep talk. New cycling students may feel just as jittery and intimidated as I did. The instructor let me know that I would not be the only new student in class and also mentioned there would be some veterans; that brief interaction removed another layer of my nerves. In cycling, this type of conversation could take place while assisting new students with bike set-up.
She provided an introduction. As a new student, it was nice to hear the instructor say “My name is _______________, and today we are going to do X, Y, and Z.” In cycle, this could be achieved by starting a class with: “Good Morning Everybody! My name is _______________ and I’m glad you are here. We’ve got a lot of endurance work to do in the first half of class today, followed by several hill drills in the second half.” Brief is usually best here; specifics can be saved for just prior to each drill or activity.
She didn’t single me out. Instead of saying “Jennifer, make sure you get that grapevine right this time,” she said something along the lines of: “I know we have a few new folks in class today, so if you are feeling a little lost, don’t worry. Just make it your goal to keep moving and have fun. You’ll get more comfortable with the moves each time you come to class.” Similarly, if we see new students — or any student — who needs some helpful coaching, we can address the entire group rather than looking directly at the person who needs the assistance.
She offered modifications. Several times throughout class, I was informed that I could simply things a bit. When we know there are new students in our midst, we can let them know they have options by saying something like: “If your body is asking for a break on this hill, scale back your resistance and ramp things back up when you feel ready. Just keep moving.”
She gave great cues. Given I had no idea what I was doing, clear descriptors were hugely helpful to me. In cycle, some of our first-timers may be clueless about what a flat road should feel like, not realize that tension is needed in order to do speed work, or be unaware that it can be dangerous to pedal with too little or too much resistance. Even if we feel like a broken record, providing clear instructions and safety cues during a workout is very important. The individuals who are more versed in the specifics of cycling can (and may) tune us out, but that is okay.
She checked in with me afterward. When it was all said and done and participants were trickling out the door, the instructor approached me and said “How did it go?” This gave me the impression that she valued me attending and cared that I had a good experience. It’s not always possible to touch base with each new student after class, but when we have the time, it can give them a chance to ask questions about anything that didn’t make sense and provides us an opportunity to offer up a “Congratulations on making it through” and a “Hope I’ll see you again soon.”
While I’m sure I’ll never be on the next “So You Think You Can Dance,” my experience in that hip hop class gave me the confidence to know I can survive a dance workout and can keep it in my repertoire of exercise options for the future. Hopefully we can give new students a similar feeling when they attend indoor cycling for the first time.
I would love to hear your thoughts on this topic, too.
Originally posted 2012-12-08 06:40:20.
by Jennifer Lintz | Sep 27, 2019 | Instructor Training, Spinning Class
With my Spinning Master Instructor Seth Dedmon
By Jennifer Lintz –
When I heard about a SPINNING® Certification Workshop being offered just minutes from my home-base in Eden Prairie, Minnesota, I jumped at the opportunity to sign up. Believe it or not, I have been teaching indoor cycling for nearly four years, but never received formal training on the bike. The workshop I attended was held in Minnetonka, Minnesota, on July 23rd, 2011, and was led by Seth Dedmon, from Tennessee. Seth epitomizes what it means to be a great workshop facilitator. His energy, sense of humor, and thick Tennessee accent made me want to listen, and his knowledge base from years of experience had me jotting down notes and quotes almost non-stop.
The nine-hour event was broken down into four sections:
– Bike Setup/Safety
– Form
– Heart Rate Training
– Class Design
Bike Setup/Safety
We spent the early part of the workshop learning how to properly set someone up on the bike. Because I had never been formally trained to teach indoor cycling; I knew that the bend in the knee should not be more than 25 degrees, but not much else. After completing this portion of the workshop, I now have a systematic approach to bike setup and feel completely confident with the entire process.
Form
Second on the agenda was form. During this part of the workshop, we were on the bikes for over an hour with absolutely no music (Imagine that!) and Seth led us through a series of drills while teaching us proper form for seated and standing flats, climbs, jumps, sprints, and running with resistance. Many of the participants — including me — realized form is something even we need help with from time-to-time.
Heart Rate Training
As someone who does not own a heart rate monitor, this was the time of the day when Seth convinced me to buy one. Additionally, he discussed the five types of cycling workouts — recovery, endurance, strength, interval, and race day — and their corresponding heart rates. Seth’s instruction helped me understand the benefit of workout periodization and encouraged me to make certain each class has a specific purpose.
Class Design
Finally, we learned about class design. As a team, we worked together to build unique profiles (workout routines) and also talked about the importance of using music to create feeling and emotion in class. It has always been a personal priority of mine to consistently create new playlists, but Seth encouraged me to broaden my horizons and search for songs from a wider spectrum of genres — from reggae and classical to tribal and alternative.
Sample Class
To top off the day’s experience, Seth had us get back on the bikes for a sample class, and he actually instructed off the bike. To our surprise, he encouraged us to do the same from time-to-time, as it allows the instructor to give riders personal attention, correct form when necessary, and check in on participant heart rates. Quite honestly, his brief, 30 minute class was one of, if not the best, cycling experiences I have ever had because of the ambience he created in the room. It motivated me to become a better instructor.
The Takeaway
In addition to what I learned about bike setup/safety, form, heart rate training, and class design, I learned two things. First, I discovered that indoor cycling is very much a mind/body form of exercise and have a stronger desire to encourage visualization through music, class design, and my words. Additionally, I realized that instructors reach plateaus in their teaching just as the everyday exerciser reaches ruts in their training. The entire day left me feeling empowered to continually improve my teaching so that participants — our number one priority — remain excited about their health and fitness.
*Jennifer Lintz is a Nutritionist, AFAA Certified Group Exercise Instructor, Certified SPINNING® Instructor, and ACE Certified Personal Trainer. Visit her web site at www.wellnessbyjennifer.com.
Originally posted 2011-08-09 14:42:48.
by Jennifer Lintz | Sep 23, 2019 | Instructor Training
By Jennifer Lintz, RD, LD, and ICI/PRO Contributor
Isn't it nice to get a pat on the back from time-to-time?
Even though coming to a cycle class – or working out, period – may not be a big deal for some of our participants, it can be a huge feat for others. One of my goals recently has been to make sure I let my participants know how awesome it is that they simply showed up.
To be clear, I am striving to say more than “I'm so glad you came today!” and “Good job!”
I truly want to drive home the message that our students – whether rookie or veteran – are amazing. Sure, some people may not need to hear a peep of praise, but others would love a little genuine encouragement and recognition.
Here are some examples.
Early Risers – I teach a class at 5:15 a.m. once a week, and am constantly impressed by the number of people who regularly come to class at this hour. For this crowd, I might say something like: “Talk about starting your day on the right foot. It's 5:15 a.m. and there are a lot of people still sleeping. You could have hit snooze and caught a few more minutes of sleep, but instead, you showed up to work hard. Kudos to you for that.”
Weekend Crew – At one of my colleague's Saturday morning class this fall, I specifically remember her telling us (the class) how stellar we were for getting up before 8 a.m. on a weekend. Not expecting recognition for showing up, her comment caught me off guard; but, it was very well-received. The unexpected encouragement and positive comment motivated from the get-go.
Evening Group – I teach a couple of classes in the evening throughout the week, and have found several ways to give a shout out to the folks in this time frame. For example, “I know how easy it is to find excuses to skip a workout after a long day, but the fact that you all showed up speaks leaps and bounds about how committed you are.” Or, “There were probably a long list of obstacles that could have kept you away from this class; the couch, a TV show, your pajamas, or just feeling tired. What's awesome is that you resisted those temptations, didn't give into excuses, and are here.”
Thursday Devotees – Where I instruct, Thursday is one of the lowest-utilized days, not just in cycle, but throughout the entire facility. My Thursday night crew knows it! Why? I tell them. They hear me say things like “This is the day of the week when the fewest amount of people come to the gym. None of you fall into that category. You are here and, therefore, you are amazing. Thank you for showing up!”
These are just a few samples of what I might say to guys and gals who come to my classes. I understand that, some days, it is HARD to find any energy, motivation, desire – you name it – to exercise. I get that there are things that come up. I'll be the first to admit that there are days when I struggle to get my workouts in, too.
Because I know how difficult it can be, I have a burning desire to let my students know just how much they ROCK for dodging all of the obstacles that may have been in their way.
I would love to hear about the ways you commend your students for just showing up.
Originally posted 2013-12-13 04:05:16.
