Endurance State Of Mind

by John | Oct 25, 2019 | Engage Your Students, Instructor Training

Question from a PRO member;

Hi John,
I hear you talk about your ninety minute endurance class and I would like to work up to a 90 minute class at our gym.  Could you give me the details of how your class is structured for the 90 minutes?  I have done some steady state rides in my class but this has been a difficult concept for my group to accept as some of them still feel that you have to “cough up a lung” to get a workout.  Thanks for all that you do.

Teaching 90 minute Endurance classes can be tough for many Instructors, dare I say impossible for those of you who don't understand what I'm calling an “Endurance State of Mind” (with apologies to Billy Joel).

So you have some background, I've been teaching winter endurance classes since 1999. My Instructor job with Life Time Fitness resulted from one of my students (who was also a Lifetime member) complaining to the department head about the lack of “cycling specific” classes offered at their Athletic Level clubs. His recommendation lead to my 90 minute Sunday endurance class being the first regularly scheduled class of it's type. Along they way I've developed a class that seems to play well to those who desire this type of class.

NOTE:  My class typically transitions to a full 2 hours in mid March. This year we will be starting March 11th – feel free to join us if you're in Minneapolis some weekend 🙂

So, what do I mean by an Endurance State of Mind?

Endurance is all about being able to endure something over time – and it's something you experience independently from others.

I can endure something along with you… but I can't endure something for you – that's for you alone to experience.

I talk frequently in class about the four components of Endurance:

1. Muscular Endurance
2. Cardiovascular Endurance
3. Saddle Endurance – we spend a long time seated
4. Mental Endurance

In a normal class your students are conditioned to look to you for direction, for the full time of the class. This isn't the case in my endurance classes; I'm trying to remove as much of me as possible from the class and teach everyone to look to themselves for direction, focus and motivation = Mental Endurance. It's very normal to find me riding in with the class and I may not speak for long periods of time, after laying out the basic profile. I see my role as creating the Place where we are all riding virtually. I find it helps to use structured video that includes a terrain profile.

Don't get me wrong, I'm still offering encouragement and cuing, it's just that it comes from a “we're in this together” rather than the “do this…now do this” typical teaching mode many of us follow in a normal class.

Here's where this maybe difficult for you – having an Endurance Frame of Mind requires you to trust in the capabilities of your students…. and then let them run with it. By capability I mean viewing every student as a self-directed endurance athlete.  I actually tell them; I came here this morning believing each of you has the capability to successfully complete this class… now it's up to you to show that I was wrong.

How can you tell if you do or don't believe your students are capable? So many of us have spent our Instructing careers feeling as if we need to direct every minute of the class; every surge, hill, jump and recovery, or our class will become bored or lost.

Could you give them some short (yet specific) instructions and then let them do their own thing? Or create a place for them to be accountable for the time they are spending in your class… and then get out of their way?

Try this sometime: Lay out your plan in the introduction and explain that today everyone is doing what they feel they need. Then find a bike in the middle of the room, keep your cuing/coaching to the absolute minimum – and ride 🙂

Let me know what happens!

Originally posted 2012-02-21 18:15:54.

Speak their Language: New Participants

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.