Your Client Isn't Listening—or Maybe Your Cue Isn't Working

Why great Pilates teaching isn't about saying more. It's about finding a way to help the person in front of you understand.

Have you ever been teaching a Pilates class and found yourself repeating the same cue over and over?

“Keep your shoulders down.”

“Relax your neck.”

“Engage your core.”

“Stop moving your pelvis.”

You say it once.

Then again.

Then maybe a little louder.

And somehow, the client continues doing exactly what they were doing before.

It's easy to think:

Why aren't they listening to me?

But here's a question we encourage our trainees to ask at Precision Pilates Training:

What if the client is listening, but your cue simply isn't working for them?

That one shift in perspective can change the way you teach.

Hearing a Cue Doesn't Mean Understanding It

As Pilates instructors, we spend a lot of time learning anatomy, exercises, movement principles and terminology.

We understand what scapular stability means.

We know what we're asking for when we talk about neutral pelvis.

We understand the difference between spinal flexion and hip flexion.

But our clients?

They may have absolutely no idea what we're talking about.

And that's okay.

Imagine walking into your first Pilates class and someone tells you:

“Maintain a neutral pelvis, engage your transverse abdominis and stabilize your scapula while moving through hip extension.”

You might understand every word.

Or you might be wondering what on earth you're supposed to move.

Knowing the correct anatomical terminology doesn't automatically make you a good teacher.

Your job isn't simply to deliver information.

Your job is to help someone understand what to do with that information.

And sometimes that means finding another way to explain it.

Not Everyone Responds to the Same Cue

One of the most interesting things about teaching Pilates is discovering how differently people respond to instruction.

Some clients respond immediately when they hear a simple verbal cue.

Others understand a movement better when they see it demonstrated.

Some benefit from imagery.

Others need a physical reference point or feedback from a prop.

And sometimes the best solution is simply letting the person try the movement a few times.

That doesn't mean we should put every client into a permanent category of “visual learner” or “auditory learner.” People don't fit neatly into those boxes, and there isn't strong evidence that matching instruction to a fixed learning style improves learning.

What matters is recognizing that different ways of presenting a movement can be useful in different situations.

The same client who benefits from a demonstration today may respond better to a short verbal cue tomorrow.

Good teaching requires flexibility.

Not just in the exercises we choose, but in how we communicate them.

Sometimes Less Cueing Is Better Cueing

Have you ever given a client so many instructions that they suddenly look completely overwhelmed?

“Keep your ribs down, relax your shoulders, engage your abdominals, lengthen your spine, press through your heels, soften your knees, breathe into your back…”

And now they're not moving at all.

They're trying to remember seven different things while performing an exercise they may have only learned five minutes ago.

We see this happen with new instructors during teacher training.

And it makes sense.

You've spent months learning anatomy, alignment and technique.

You're excited to use that knowledge.

You want to make sure your client is doing everything correctly.

But sometimes, in our effort to be helpful, we make the movement more complicated than it needs to be.

More information doesn't always create better movement.

Instead of correcting five things at once, identify the one thing that matters most at that moment.

Give a clear cue.

Allow the client time to respond.

Then observe what happens.

You can always add more information later.

Show Them What You Mean

Sometimes the fastest way to explain a movement is to demonstrate it.

Imagine you're teaching a client a pelvic curl.

You've explained how to articulate the spine.

You've cued them to lift one vertebra at a time.

You've asked them not to simply thrust their hips toward the ceiling.

But they're still lifting their pelvis as one rigid unit.

Instead of repeating the same instructions, you could demonstrate the difference.

Show them a bridge performed without much spinal articulation.

Then show them a slower, more sequential pelvic curl.

Let them see the distinction.

Or try another approach.

Have them practice a small pelvic tilt before adding the full bridge.

Suddenly, the movement may make more sense.

A good demonstration can sometimes communicate what several sentences cannot.

But here's something else to remember.

Demonstrating doesn't mean performing the most beautiful version of the exercise to impress your client.

It means showing them what they need to understand.

Those are two very different goals.

Imagery Can Be a Powerful Teaching Tool

Pilates has a long tradition of using imagery.

And when imagery works, it can be incredibly effective.

Think about the difference between saying:

“Create axial elongation through the cervical spine.”

And:

“Imagine the crown of your head gently reaching toward the ceiling.”

Or:

“Maintain scapular organization.”

Versus:

“Let your shoulder blades rest wide across your back.”

Sometimes a simple image helps the client organize a movement without having to consciously think about every muscle involved.

But imagery isn't magic.

Not every image makes sense to every person.

For example, telling someone to imagine balancing a glass of water on their pelvis might help one client maintain control during leg movement.

Another client might find that image confusing.

That's not a failure on the client's part.

It's information for you as the instructor.

Try something else.

And if the next image doesn't work?

Try another approach.

The goal isn't to find your favorite cue. It's to find a cue that helps your client.

Give the Client a Goal, Not Just a Muscle to Think About

Here's another concept we love exploring during teacher training.

Sometimes clients move more effectively when we direct their attention toward the result of the movement rather than asking them to consciously control individual muscles.

This is often described as using an external focus of attention.

Let's say you're teaching footwork on the Reformer.

You could say:

“Activate your quadriceps and glutes while maintaining pelvic stabilization.”

Or you could try:

“Press the carriage away smoothly, then bring it home without making a sound.”

The second cue gives the client a clear task.

They know what they're trying to accomplish.

Or imagine teaching a standing balance exercise.

Instead of listing every muscle that needs to work, you might say:

“Keep your head reaching toward the ceiling as you shift your weight.”

Or when teaching a controlled return on the Reformer:

“See if you can bring the carriage all the way home without bumping the stopper.”

Now the client has something specific to work toward.

Research in motor learning suggests that an external focus can improve performance in many movement tasks, although the best approach depends on the individual and what you're teaching.

That doesn't mean anatomical cues are wrong.

There are times when discussing specific muscles or joint positions is valuable.

But we should understand that helping someone move isn't always the same as telling them which muscles to activate.

Are You Cueing the Movement—or Micromanaging It?

This is an important distinction.

As Pilates instructors, we're trained to observe alignment, movement quality, control and coordination.

But sometimes we become so focused on correcting every little detail that we interrupt the natural learning process.

We want the pelvis perfectly still.

The shoulders perfectly placed.

The knees perfectly aligned.

The ribs perfectly organized.

And we start correcting every movement that doesn't look exactly like the version we learned in training.

But bodies are different.

Proportions are different.

Mobility is different.

Strength is different.

And not every variation in movement is automatically a problem.

Sometimes a client needs a correction for safety or to make an exercise more effective.

Other times, the movement is simply unfamiliar.

They may need practice rather than another instruction.

Ask yourself:

Is this correction necessary right now?

Does it help the client accomplish the goal of the exercise?

Am I correcting something meaningful—or simply trying to make the movement look the way I think it should?

Those questions require more than memorizing exercises.

They require understanding movement.

Give Your Client Time to Figure It Out

One of the hardest things for newer instructors is learning when to stop talking.

Silence can feel uncomfortable.

You give a cue.

The client doesn't immediately change their movement.

So you give another cue.

Then another.

Then another.

But sometimes the client is still processing the first instruction.

Motor learning takes practice.

A movement that feels completely natural to you may be unfamiliar to someone experiencing it for the first time.

They need opportunities to experiment.

To make small adjustments.

To feel the difference.

To discover what works.

That doesn't mean leaving clients to struggle without support.

It means knowing when to guide and when to allow them space to learn.

Sometimes the best thing you can do after giving a cue is be quiet and observe.

The Same Cue Won't Work Forever

Something else worth remembering?

A cue that was helpful during a client's first class may not be necessary six months later.

Early in training, someone may need frequent reminders about positioning, breathing or the direction of movement.

As they become more experienced, they may need less instruction.

In fact, constantly repeating cues they no longer need can prevent them from developing confidence and independence.

Our goal shouldn't be to create clients who can only move well when we're talking them through every second.

Our goal should be to help clients become more aware, capable and confident in their own movement.

That means our teaching should evolve as the client evolves.

Sometimes you teach by explaining.

Sometimes by demonstrating.

Sometimes by asking a question.

And sometimes by stepping back.

What About Hands-On Corrections?

Touch can be another form of communication in Pilates.

A light tactile cue may help a client recognize a position or understand the direction of movement.

But hands-on instruction should never be automatic.

Consent matters.

Personal boundaries matter.

Client comfort matters.

And the reason for using touch matters.

Before placing your hands on someone, ask permission and explain what you're trying to communicate.

And remember that touch is not required for effective teaching.

A prop, demonstration, verbal direction or change in exercise setup may accomplish the same goal.

Good instructors should have more than one tool available to them.

When a Cue Doesn't Work, Get Curious

Here's something we hope every instructor learns.

When a client doesn't respond to your cue, you have a choice.

You can become frustrated.

You can repeat yourself.

You can assume the person isn't paying attention.

Or you can get curious.

Maybe the client doesn't understand the terminology.

Maybe they don't yet have the strength or mobility to perform what you're asking.

Maybe they're concentrating on another part of the exercise.

Maybe they're tired.

Maybe they're nervous.

Maybe your instruction was too complicated.

Or maybe the exercise itself needs to be modified.

Not every movement problem is a cueing problem.

Sometimes the spring load needs to change.

Sometimes the range of motion needs to decrease.

Sometimes the client needs a different starting position.

And sometimes the exercise you're trying so hard to teach simply isn't the best choice for that person right now.

That's why knowing hundreds of Pilates exercises isn't enough.

You also need to understand why you're teaching them.

Great Teaching Is a Conversation

One of the things we emphasize at Precision Pilates Training is that teaching isn't simply a one-way transfer of information.

It's a conversation.

And that conversation doesn't always happen through words.

You give an instruction.

The client moves.

You observe their response.

You make a decision.

Maybe you reinforce what worked.

Maybe you change the cue.

Maybe you demonstrate.

Maybe you modify the exercise.

Maybe you ask the client what they're feeling.

Then you observe again.

That ongoing process is what makes teaching both challenging and rewarding.

It's also why we believe instructor education should go far beyond memorizing choreography or learning how to deliver a predetermined class.

A script can't tell you exactly what to do with every body that walks through your studio door.

Understanding movement, anatomy, teaching methods and the individual in front of you helps you make those decisions.

The Best Cue Isn't Always the Most Impressive One

Sometimes new teachers feel pressure to sound knowledgeable.

They want to use the correct anatomical terms.

They want creative imagery.

They want to sound polished and experienced.

And there's nothing wrong with developing a strong teaching vocabulary.

But the most effective cue in the room might be:

“Push the carriage away.”

“Reach a little farther.”

“Slow it down.”

“Try that again.”

Or even:

“Yes. That's it.”

You don't have to make every instruction sound complicated.

You need to make it useful.

The client doesn't need to leave class impressed by how much anatomy you know.

They should leave with a better understanding of how their body moves.

At Precision Pilates Training, We Teach You to Think—Not Just Cue

This is one of the reasons we place so much emphasis on anatomy, observation, practice teaching and understanding the purpose behind each exercise.

We don't want our trainees graduating with a memorized list of phrases to repeat during every class.

We want them to understand what they're looking at.

Why they're giving a particular instruction.

What to do when it doesn't work.

And how to communicate with different people, different bodies and different levels of experience.

Because the cue that works beautifully for one client might make absolutely no sense to the next.

And that's part of being a teacher.

So the next time you're teaching and you catch yourself repeating the same instruction for the third or fourth time, consider asking yourself:

Is my client really not listening?

Or do I need to find a better way to communicate what I'm asking them to do?

That question alone might make you a better instructor.

Because great Pilates teaching isn't about having the most cues.

It's about knowing which cue to use, why you're using it, and when it's time to try something different.

Precision Pilates Training

Learn the method. Understand the body. Teach the person.