How to Teach a Mixed-Level Reformer Pilates Class: An Instructor's Cheat Sheet
Anyone who teaches group movement classes knows the challenge of meeting the needs of everyone in the room. Every client comes with their own strengths, limitations, and experience level, and because Pilates offers benefits for people of so many ages and stages, the ability to craft a successful mixed-level class is essential.
Add in the moving surface of a reformer, and the stakes get a little higher: you need to keep everyone appropriately challenged without anyone taking a tumble.
While client safety is always the first priority, you also want your regulars and more experienced clients to continue growing their practice. So how do you teach one class that feels both approachable to a newcomer and worthwhile to someone who's been practicing for years?
Here are three basic approaches for creating a group Reformer class that offers both accessibility and challenge for everyone in the room.
1. Build in Progressions
With less than an hour to get people warmed up, worked out, cooled down, and out the door, time is of the essence. Rather than teaching entirely different exercises to different clients, begin a series with the most accessible version to get everyone moving. Then, layer in optional progressions that clients can choose to take, or encourage them to stay exactly where they are.
Example: Mid-back series with the straps
Starting point: Legs in tabletop, sweeping the arms toward the carriage
Progression 1: Add a single- or double-leg extension
Progression 2: Add an upper abdominal curl
Instructor tips: Choose progressions that allow everyone to maintain the same general pace and rhythm, even when they're performing different variations. This keeps the room moving together, makes your cueing relevant to everyone, and helps you maintain control of the flow of class.
Choose cues that encourage clients to stick with the layer that feels most successful to them. Instead of- “take the modification to…” use phrases such as “if you feel good here, you’re welcome to layer on by extending your right leg”
Provide check in’s as they go through their reps. Example- “if you’re able to stabilize in your neutral spine continue with this layer, if you feel your back arching as your leg extends, draw both legs back to table top”
2. Let the Equipment Create the Options
You can also introduce different levels of challenge through the way clients use the apparatus and props. Spring resistance, strap length, weights, bands, and even body position can all change what an exercise demands.
Start everyone with the same setup. Once they're familiar with the movement, give them information about how changing the equipment will change the experience, and let them choose accordingly.
Example: Side kneeling work
Starting point: center of the carriage, blue spring, oblique rotations
Option: draw shins wider for a larger base of support
Option: draw shins more narrow for additional balance and core stability challenge
Notice that neither option is necessarily "better," "harder," or "more advanced." They're simply different and they allow for the client to customize their workout.
Instructor tip: Rather than automatically labeling an option as an "amplification" or "modification," explain what will actually change. For example: "Hold the shorter loop for more resistance, or the longer loop for less." Then, allow clients to explore the option that feels appropriate in their bodies that day.
Of course, when an equipment change affects balance, stability, or safety, be clear about who should or shouldn't take that option. In general, cue for movement to be slow. As instructors we understand that this is likely to make them work harder and understand the value of control but it also keeps them safe. Kneeling facing pulleys with a straight arm press back is a common move, but practiced with momentum could result in an up close view of the well and we don’t want that!
3. Challenge the Quality, Not Just the Exercise
For an experienced practitioner, even the most basic Pilates exercise can be immensely challenging.
You don't always need to add another prop, decrease a spring, or turn an exercise into a circus trick to challenge your advanced clients. Instead, challenge the quality of their movement through your cueing.
How precise can they be in their placement? How much control can they maintain? Can they coordinate their breath more intentionally with the movement? Can they initiate an exercise from one muscle group while allowing unnecessary tension somewhere else to soften?
Example: Running during footwork
Basic cue: Alternate lowering one heel as the opposite knee bends.
Refinement: Can you keep the carriage as still as possible as the legs alternate, maintaining length through the spine and control through both feet?
The movement hasn't become more complicated, but the practice has become more sophisticated.
Instructor tip: In a mixed-level group class, newer movers naturally require more explanation and safety cueing. Don't let that mean your experienced clients disappear into the background. Look for opportunities to give them individualized feedback, even when it's simply a small refinement to their technique.
And Don't Forget to Celebrate the Room
One of the most satisfying parts of teaching group Pilates is watching a room full of different bodies successfully practice together.
When you've created a class in which one person can confidently choose the foundational movement while the person next to them explores a progression, and both are focused, challenged, and successful, you've done your job.
Call it out when you see it!
A mixed-level class doesn't have to mean finding one level that's "just right" for everyone. It's about giving people the tools, information, and confidence to find the version that's right for them.
Download our complete Mat & Reformer Program Download to learn more about our Niche Instructor Training.
For more ideas on planning engaging sessions, explore our Class Theme blog for creative, easy-to-implement themes to keep your classes fresh and inspiring.
