by John | Oct 4, 2020 | Big Box Instructor, Instructor Training, Master Instructor Blog, Training With Power
If you're teaching with power, there's a good chance you'll have a participant ask you this simple question; how many watts should I be making when I'm working at my threshold? Same goes for any new studio or one that is upgrading to indoor Cycles with power/watts. You will be asked for a number from many of your riders. The reason is pretty simple, many people naturally want to know how they compare.
There are two schools of thought on if, or how, you should answer this question:
- There's the “Don't give them a number – ever” school that believes whatever you tell them could be wrong and potentially upsetting. You don't want to demoralize riders, or hurt their feelings, especially with a new rider with no/limited fitness, by suggesting anything. The recommendation is to respond with a question; how many watts did you see today? Then respond positively to any response.
- Then the “give them something to work with” approach. My preference is to start with the suggestion of one watt per pound or a little bit over 2 watts per Kg.
They're adults = tell them the truth… they can handle it.
Have you ever had someone lie to or mislead you, under the pretense that they didn't want to hurt your feelings? Did it make you feel valued and respected? If you have experienced a situation where you weren't told the truth, did you feel you would have acted differently, if you had been given accurate information?
Imagine for a moment you're a personal trainer and your client asks you this question; what percentage of body fat should I have? A common question I'm sure. Is the correct response; “what is your body fat percentage now?” And then to positively affirm what ever answer they give? I don't think so… do you? There are established ranges for body fat %, published by credible fitness authorities like ACE. Here's their chart.
Let's see where you fall on this chart…
If your female client told you their body fat is 34% – would you smile and say; “that's great!” ? Of course not. You would probably suggest a diet and exercise program directed toward reducing their fat percentage down, with a goal to get into the average range. The person standing in front of you may not like hearing that they're obese, but don't they need to learn the truth so they can decide to do the work needed to change their body composition?
What about running a 5k? Or bowling for that matter? They both have metrics that define a reasonably achievable level of proficiency for an able-bodied person. Would it be wrong to suggest a goal time of 36 minutes (12 minute mile) for a 5K or 120 pin score in a bowling game?
Teaching with power for two years has me in the “give them something to work” with camp. And that something is a goal of one watt per pound of body weight*. I've asked multiple dozens of riders; “are you close to your body weight in watts?” Are they all there? No, but it's been very few. I'll bet if you were to privately poll your regulars, at the end of a 3-4 minute sustainable threshold effort, you would hear wattage #s around body weight.
At the end of the PST (Personal Spinning Threshold) assessment I did at WSSC, MI Janet Toussaint allowed me to ask the class this exact question. The majority agreed that their PST was at or above their body weight. Now a room full of fit Instructors may not be a representative sample, but it reaffirmed my experiences.
If you'd like to learn more about this concept – listen to this podcast where I first learned about it.
*I've heard other Instructors suggest using lean / goal body weight, which would reduce the number slightly. This calculator provided by ACE might be helpful.
Originally posted 2014-06-05 09:35:39.
by John | Oct 1, 2020 | Big Box Instructor, Class Work-Sets, Instructor Training, KEEPING IT FUN, Master Instructor Blog, Training With Power
Better late than never they say. It certainly applies to this season's Performance Cycle classes – now we're in full swing after some initial confusion that came from a sudden change on GFDH's.
We kicked off this past Sunday with an assessment to find the wattage numbers we will be using going forward. I like to use very simple terminology that minimises any mathematical computations.
The week before I described how we experimented with pinning down two numbers;
… Instead I base my Life Time Performance Cycle classes on two numbers; PTP (Personal Threshold Power) and JRAP (Just Riding Along Power — AKA > Base Watts > VT1 / First Ventilatory Threshold Power). From these two rider identified threshold wattages, we can construct three meaningful power Zones;
- Recover zone — watts below JRAP
- Perform zone — watts between JRAP and PTP
- Improve zone — watts above PTP
Today we added one more wattage number – their 20 minute FTP watts. As you can guess, riders should have a lower 20 min average than a 3-4 minute PTP / Best Effort and be above JRAP / Base Watts.
Wait John, you just said you only use the two thresholds in class.
What's the point of adding a third number?
Adding the third point of reference helps you draw a straighter line. At least that's what my high school drafting teacher taught me. It's much easier to draw between two distant points, if you add one in the middle = it helps you understand if you're on the right path between the two known points!
[wlm_private ‘PRO-Platinum|PRO-Monthly|PRO-Gratis|PRO-Seasonal|Platinum-trial|Monthly-trial|PRO-Military|30-Days-of-PRO|90 Day PRO|Stages-Instructor|Schwinn-Instructor|Instructor-Bonus']
The process of sustaining a 20 minute effort is helpful to many riders – it validates and reinforces the two threshold numbers and confirms that people are understanding my cuing.
Before/during and after these twenty minute efforts I tell everyone; this effort should fall between the two thresholds. Which you would think I shouldn't even have to mention… until you hear the confusion I heard after the effort was completed:
- I really surprised myself – my 20 min watts was the same as my 3 minute level!
- There must be something wrong with me – I couldn't sustain my base watts for the whole ride 🙁
Teachable moments here
In the first example; my 20 min watts was the same as my 3 minute level! I was able to ask him; “what does that say about your 3 minute effort?” He understood before I completed my sentence; “I'm not working hard enough!”
The women who told me I couldn't sustain my base watts for the whole ride also had a revelation and asked me; “Do you think I'm working too hard at my base level?” I didn't even need to answer her.
Do you now see the value of adding that third number?
A continuous state of observation
I asked my class on Sunday; how many of you are on a specific training plan? None. Not a single hand went up. This is very typical for my very diverse group of middle age men and women. Yes most ride outside – but their objectives aren't structured beyond not rolling over and hitting the snooze button. They come to my Performance Cycle class to get a nice combination of intensity and endurance work, in a fun group.
My object in this class is that everyone learn from observing their performance, make adjustments and observe again. Over time they learn exactly where they need be. When it's time to work hard – they WORK HARD and when they should work easy – it really is easy.
Make sense?
Here's my playlist –
I'll get the rest of the profile up later in the week if you want to try this in your class.
[/wlm_private]
Originally posted 2018-01-13 09:00:43.
by John | Feb 13, 2020 | Best Practices, Big Box Instructor, Engage Your Students, Instructor Training, KEEPING IT FUN, Learn Leadership Skills, Master Instructor Blog
There's a recurring issue that keeps popping up on Facebook and Pedal-On forum:
Does anyone have a suggestion about to do about the consistent talkers in my classes? They're really disruptive, but I don't what to offend anyone. What should I do?
What follows are a series of well meaning suggestions from other Instructors; turn down the music, make a light joke – you don't want me to have to split you two up, do you?, stand between them, etc.
Others state something like; it's their ride, they're the paying customer, so I let them talk.
I don't feel any of these simple solutions are directed at the real problem or identify the real cause. In many cases there are no “simple” solutions. There will be a number of you won't be comfortable with the solutions I do plan to share. But before I go any further, I'd like your responses to what you see as the fundamental difference between these two scenarios:
Scenario #1
Breathless Betty and Chatty Cathy are long time fixtures at your club. They are inseparable and always ride the same two bikes (second row from the front, just off center) they have for years. They're talking as they come in and continue, non-stop, through your's (and everyone else's) class. Betty spends much of the class sitting up, soft pedaling, while looking and listening to Cathy. Cathy from a distance appears to be following the class, but never shuts up.
You've tried everything you can think of and have even asked them both privately to please stop talking in class. They don't. To make matters worse they've complained to the GM how they feel you've embarrassed them.
Despite your best efforts to ignore them, the negative affect these two have on you is wearing. Rather than being excited about teaching, you feel anxious, powerless and your class presentation suffers – resulting in fewer participants.
Scenario #1
You are super excited! You've staked out two great bikes (second row from the front, just off center) for Josh Taylor's Fighter Pilot ride at WSSC. Joining you for the ride is your dear friend Susan, who you only see once a year when you're together in Miami. You both laugh about how expensive this ride is, but agree that it will be so worth every penny. Josh mounts his custom Blade Ion. The lights come down. And with the start of the music, Josh launches into the ride.
Ten minutes in Susan looks over at you and asks; “so… how are your kids?” You're shocked in disbelief; doesn't she realize where we are? Without even thinking you turn to Susan and place your index finger across your closed lips > the universal sign for “Be Quiet”. Susan gets the hint immediately and you sense her embarrassment. The two of you ride in silence for the remaining time of the ride.
So what's the difference?
Why do Breathless Betty and Chatty Cathy not behave the same way that you and Susan did at WSSC?
In part two we'll explore what I feel is the answer to this and why, exactly, this happens.
Originally posted 2015-01-19 11:02:41.
by John | Jan 24, 2020 | Big Box Instructor, Instructor Tips and Tricks, Instructor Training
If you promise me that you won't get a big head, I'd like you to go look in the mirror and repeat after me;
“I'm a celebrity and it's about time that I started acting like one.”
Now I'm not suggesting that you should start arriving for your next class in a chauffeur driven limousine, nor am I recommending that you follow these seven steps to becoming a celebrity. But I am suggesting that you consider acting in a way that will cause others to be interested in you… which is really no different than the people you are interested in and some of our attraction to other celebrities.
The dictionary lists ce·leb·ri·ty [suh-leb-ri-tee] as a noun meaning 1. a famous or well-known person. If you've been teaching for a while, I'm going to guess that within your little world, you are well known = you are a celebrity 🙂
So if the though of you as a celebrity is intriguing, here are a few things you can work on…
Develop your Shtick
Fernando's lines; “You look marvelous my darling… you really do!” and “It is better to look good than to feel good” launched the career of Billy Crystal back in the 80's. Your shtick may not be as corny as Crystal's, but what made these lines so memorable were how Billy delivered them with an accent that many of us have tried to imitate. A very popular Instructor I know starts every class with “GOOD MORNING MINNETONKA” with a delivery fit for the opening of a World Wrestling Match or Boxing title fight. People in her class look forward to it in every class and would feel something was missing if she didn't do it.
Consistency is key to both your Shtick. What you say and how you say it should be unique and your delivery should be as consistent as possible.
Dress the part
What's the first thing you think of when I say the names of these famous singers; “Lady Gaga?” (her wild clothes) “Bono” – lead singer with U2 (his sunglasses) Brett Michaels (bandanna head wrap) “Dolly Parton” (her… wigs) you get the point.
Consider a Theme Song
Where would Gilligan's Island be today without … five passengers set sail that day for a three hour tour, a three hour tour. Admit it, you could hear the song as your read the words 🙂
What would be wrong with having a consistent song for your class intro [wlm_firstname]? A song that your students begin to associate with your class?
Promote yourself
There's a great article at the Wall Street Journal about Rock Star Instructors and what they do to promote themselves.
Gyms are experiencing a surge in the popularity of group fitness classes, and as they move out StairMasters to make way for aerobics studios, they're finding that the linchpin of a successful class is a charismatic instructor. Often former dancers or musical theater dropouts, instructors motivate students, mostly women though some men too, to pack themselves like sardines into a studio and to come back, again and again.
A demi-class of female friendship is developing: the fitness instructor and the student. “My friends and I always gush about the instructors we have a girl-crushes on,” says Katie Lee, a writer and TV personality in Water Mill, N.Y., who takes spinning classes about four times a week.
Instructors market themselves on the Web by teaching free classes on Google+ Hangouts. They attract followers by posting videos on YouTube and offer daily affirmations to sometimes tens of thousands of Facebook subscribers.
Originally posted 2012-09-06 08:35:45.
by John | Sep 2, 2019 | Big Box Instructor
I was reading this post over at Pedal-On this morning. In it an Instructor was asking about securing a teaching position with Life Time Fitness – where Amy and I have taught for years and feel we know the company well.
After posting my response a thought occurred to me; “teaching for a large multi-location chain like Life Time Fitness, with thousands of members and huge studios has it's own unique challenges… and I don't know that our existing resources really address the needs of a Big Box Instructor.”
So as a new service for our ICI/PRO members we will begin offering resources that are designed specificily toward helping those of you who teach at a Life Time Fitness, LA Fitness, 24 Hour Fitness, Equinox or other large Big Box health club.
You will be able to find this new category under the Instructor Training > Big Box Instructor navigation drop downs above.
Here was my response to the question about Life Time Fitness:
I've taught for Life Time Fitness for 6 years. I have scheduled classes at two Athletic (Diamond) level clubs here in MPLS where it's all about the members. I also sub regularly at the Chanhassen club that shares the parking lot with the LTF corporate headquarters. For you or anyone else looking to join LTF as an Instructor I can offer this advice:
1) Memorize the LTF mission statement –
Our Mission is to provide an Educational, Entertaining, Friendly and Inviting, Functional and Innovative experience of uncompromising quality that meets the health and fitness needs of the entire family.
I'm not kidding when I say memorize it as you will be expected to deliver it as part of any interview or Instructor audition.
2) Contact the club's Group Fitness dept head and ask to schedule a time for a call or better to meet with them in person. Do not call and just ask if they are holding instructor auditions. Your objective is to meet the Dept Head to learn what she/he is looking for in the Instructors they hire… which may be very different than who is currently teaching classes at the club. If the club is looking for someone or has a scheduled audition time they will tell you. Also, my experience is that Dept Head's do have some authority to hire someone without holding any auditions if they like/need you.
3) LTF is very focused on their Club within a Club initiative where they create small groups of interest; Run Club, Cycle Club, Tri Club, Swim Club, etc… If you are an outdoor cyclist I suggest contacting Cycle Club coordinator at the location and become their friend 
LTF is very interested in Instructors who could potentially take their Indoor class participants outdoors.
4) Understand that first and foremost your role as an instructor is to deliver a fun and entertaining experience for the members. You may teach the most real/authentic cycling class on the planet, but if it's boring because you feel constrained by focusing too much on what not to do, it will show in your class presentation and your chances of getting hired are slim. LTF's head of Instructor training Jeff Rosga said it best; “first you need to give them what they want, and then give them what they need.”
5) If you do get an audition, teach a class that's appropriate to the audience. LTF wants to see that you are flexible as an Instructor and can teach appropriately to varying member groups. You may teach a very “cycling specific” class, but that isn't what a room full of housewives want during a 9:30am class. (See #4)
6) Once you do get hired you can typically teach the class you want, remembering #4, as long as your numbers are reasonable, without interference from management. You are expected to follow the periodization schedule as to the objective of the class – but that doesn't dictate the actual profile you use.
Now I know there are many of you who instinctively revolt at the whole “you need to internalize our Mission Statement” group think thing. I know I did at first.
But when you consider that Life Time has thousands of Instructors, who are in front of something like half a million members each month, you really do need to find ways to keep some consistency of instruction… without forcing Instructors into little boxes that crush all of their creativity and passion for fitness.
I can think of a bunch of people I could have on the Podcast to explore the challenges and issues facing the Big Box Instructor. Stay tuned…
Originally posted 2012-01-02 12:27:18.
by John | Apr 23, 2019 | Big Box Instructor, Instructor Training, KEEPING IT FUN, Master Instructor Blog, Spotify, Training With Power
With 40°f and rain scheduled for this past Sunday, I agreed to sub the 9:00am Cycle Sculpt class at the Life Time Fitness where I have scheduled classes. This was my third chance to teach this LTF branded format that combines Indoor Cycling and Resistance training. You can read about my earlier experiences here and here – both links include my class profile and Spotify playlist.
I was chatting with my friend Richard in the locker room before class. He has taken my cycling classes for years and he's front & center for this class religiously. He also knows something about training physically and mentally – Richard's a triathlete and Tae Kwon Do Grand Master with 9th Degree Black Belt. I told him how I rarely feel anxious before any class, but these cycle sculpt classes always make nervous.
Do you have any suggestions? I asked.
Just relax and do what YOU normally do…
Just relax? That's it? That's your suggestion?
Richard went on to explain; I haven't seen the John I know up on that bike, the other times you've lead this class. You need to lighten up man and just be you. Show us that you're having fun, work us hard and we'll all be happy!
Truer words were never spoken
As soon as Richard finished speaking I knew exactly what was wrong. Two things actually:[wlm_private ‘PRO-Platinum|PRO-Monthly|PRO-Gratis|PRO-Seasonal|Platinum-trial|Monthly-trial|PRO-Military|30-Days-of-PRO|90 Day PRO|Stages-Instructor|Schwinn-Instructor|Instructor-Bonus|28 Day Challenge']
- I was trying too hard to make everything fit together. I had decided that the music, movements and transitions all had to flow together perfectly = the anxiety I felt before and during the class. I can remember panicking early in the last class I subbed when I heard the currently playing song crossfading to the next > Crap – they're not done with their exercise yet! This messed up my perfectly choreographed class and shortened the time available (and needed) for next activity… everything snowballed downward from there.
- I wanted (needed?) everyone to like me and my class. I've been at this game for a long time and normally feel very confident subbing any class. Why, all of a sudden, am I now feeling insecure and looking for approval? Because these people don't normally come to my class. That's why. I realized that I was trying to be someone different in order to appeal to a group of people whom I assumed don't come to my other classes because they don't like me.
Separating their like/dislike of ME from a like/dislike of MY CLASS
After 9 years at LTF, I'm well known as the Instructor who teaches a very cycling specific class. Believe it or not, there are a lot of members who don't like that format. That's why they don't come. It isn't that they don't like ME, just my heavy emphasis on outdoor cycling. So after 30 seconds of self-talk while I walked to the studio, I had a new perspective – the proper perspective to lead the class confidently and it appeared that most participants enjoyed it 🙂
End note: After the class I was told by a member how she appreciated that I included the weight segments. She explained that a previous sub had refused to offer anything but cycling > which confirmed my new perspective (it's not ME they dislike) and I felt awesome knowing that I delivered a class very close to what these participants came for!
Evolution Cycle/Sculpt Profile #3
To keep this class more familiar to me, I switched my plan and followed our typical Evolution Cycling format through the first four tracks.
Equipment: Everyone needs hand weights = 12/15 Reps to failure and a floor mat.
This light between us 5:09 Warm up where we transition to a standing run after just a few minutes. Every minute after we sit, increase a few gears and then up again. NOTE: Cycle Sculpt includes a lot of standing work & jumps. Frequent variation is important = if you feel you've been doing something for too long, you probably have and need to change.
Revolution 5:09 Openers – I like to have everyone find a comfortable cadence and add load until they feel the need to stand. Each of 4 openers is a standing acceleration that's maintained for a progressively longer effort. Start with 15 seconds and add ten seconds each time. The goal is to get to threshold by the end of the last 45 sec effort.
Daybreak 5:04 Best Effort – This track has a long intro that lights off at exactly 1:00. I used that as a recovery after the openers. Sunday we recorded our Best Effort distance over three minutes. This is all out, absolute maximum sustainable power, from start to finish.
Remind everyone to remember both their miles traveled and Avg. Watts (if you have them) or average HR at the end. We'll be referencing these metrics later.
Runaway Baby 2:28 Reset – Resets are a short transition song, part recovery part just plain fun! Here I offer an option to either recover completely, or find a productive effort around VT1 – edge between Zone 2 & 3 in a five zone system.
Tribal Force 8:01 Floor set #1 – With only 12 participants, we had plenty of room in the front for everyone to have a mat. While standing we did: 10 x DB curls, 10 x DB OH press, 10 Pushups and 10 situps/crunch > repeat. These are all at self directed tempo and with 8 minutes there's plenty of time.
The few who choose to stay in saddle were instructed to find a comfortable climb and alternate seated and standing at their discretion.
Spectrum 5:01 Jumps on a climb – @62 RPM, this track has a very strong beat begins around the one minute mark. Use the intro to get everyone back on and settled, then build the hill – again to that point where they feel the need to stand. Follow the phrasing of the music first at 8 count, then 4 count jumps. It's super important that you can properly demonstrate these jumps exactly with the music. I'll start by calling out the count; up, two,three,four, down, two three four (or out to eight). Then get quiet and just watch them, watching you. If you see some struggling, go back to the basics of seated pedaling to the music. Rinse & repeat.
Until we go down 4:12 Floor set #2 Compound movements: 20 Squats/OH press and then alternating leg lunges with curls – 8 each leg.
Animals 5:04 Pick your head up – You're off the back! – this seated climb replicates the panic you feel when riding in a group, with your head down… only to raise it up and see you've slipped off the back. Have your riders find the 64 RPM pedal speed and then add the hill that has them thinking they should stand. There are a number of changes in the music (a great one at 1:50) that become your trigger to pick your head up, realise what's happened and then stand, accelerate and sustain the effort to fight to get back on. You'll find natural breaks that will have these efforts ~ 30 seconds. Perfect for a few brief trips to threshold.
Police and Thieves 6:10 Floor set #3 Floor work 2 sets of 20 pushups (using weights as support) and 20 crunch/sit-up.
Riders are following the 77 RPM cadence with a strong endurance (just below threshold) Time Trial pace.
Show Me 3:28 Reset Easy pace, taking time to drink, towel off and prepare mentally for the last hard effort of the class.
Ready to go 5:01 Big finish Time to replicate that earlier Best Effort – or better it if possible. This track as a nice, 30 sec building into where you'll be encouraging everyone to get back to their previously remembered watts or HR. Hit the stage button and see how far you can get over the next three minutes… or sustain that VT2 threshold HR over the timed section. [/wlm_private]
It's the end of the world 4:07 Warm down – my preference is to give athletes a chance to warm down = a gradual recovery vs. just soft pedalling. The cadence of ITEOTWAWKI is a tick over 100 RPM. Get there and then add enough resistance to keep yourself aerobic (around VT1) for the first three minutes and then slowly dial it back until everyone is conversational > that's your cue as the Instructor that everyone has recovered 🙂
1901 5:11 Stretch
