The Art of Effective Cuing – Part 1: Language and Delivery in Yoga and Pilates Classes

After all, a student’s nervous system responds to the teacher’s nervous system through a process termed ‘neuroception’. This is why it’s crucial for teachers to smile, make dynamic facial expressions, vary their tone of voice, and be anchored in the ‘ventral vagal’ (social connection) aspect of the nervous system when they teach.

Effective cuing is an essential skill to hone during any Yoga or Pilates teacher training. It’s a skill that continuously evolves and develops throughout a teacher’s career. In our Harmonise Yoga and Pilates teacher trainings, we share individual feedback regularly to help develop our learners’ progress and increase their confidence, often focusing on language and cues. Like the physical practice itself, the language, voice, tone, and delivery used during a class is an ongoing practice.

Long-term, the language used throughout a class can become poetic, setting the scene for a dance between the breath, body, and mind. This enhances interoception, self-awareness, and the mind-body-breath connection.

Avoid Violent Language

Violent language is deeply ingrained in us and often used unconsciously in various settings, including fitness classes, gyms, studios, physiotherapy, doctor surgeries as well as in yoga and Pilates. Phrases like “don’t,” “never,” “you must/mustn’t,” “you should/shouldn’t” can make students feel like they are being ‘told off,’ potentially affecting them subconsciously.

Instead, focus on what ‘to’ do rather than what ‘not’ to do. This approach, also advised in ‘conscious parenting,’ fosters positive reinforcement. That said, be mindful of outdated phrases like “I want you to” (I used to use this and consciously aim to avoid it), “Show me,” “Let me see you,” and “Do … for me” are essentially the teacher ‘demanding’ something from the student (whether we realise it at the time, or not).

All the above are examples of ‘shouldism,’ a term I first encountered during a retreat led by Norman Blair. Such language is very limiting, applying a blanket approach that leaves no room for flexibility, adaptations, curiosity, or individuality. As teachers, our role is to encourage students to do things for themselves, fostering a sense of empowerment rather than disempowerment.

(Sidenote: I also notice violent language being used in blogs and on social media to create a ‘shock’ factor for impact and sales, often projecting fear onto readers. Anyone mindful about promoting health and healing would instead use language that fosters positive emotions, and avoid sensationalist headlines like “10 reasons why you SHOULD NEVER do a shoulder stand.”)

I believe it’s really important to be aware of the language we are ‘buying’ into both on and off the mat, and the impact that language has on our nervous system and those around us, in particular.

Make Every Word Count

Refining your language so you use the minimum number of words for maximum benefit is crucial. For example, instead of saying, “On the next inhalation, I’d like you to,” simply say, “inhale.”

Use Relatable Language

During a recent Pilates teacher training, a student asked if they needed to use anatomical language during their practical assessment. The priority is to use language that students will respond to most effectively to maximise the benefit of the exercise or asana. Then you can offer the anatomical term as well, educating students while ensuring they understand the cue. This can be more relatable than technical jargon alone.

Examples: “Send your hip bones (ASIS) towards your ribs (or your pubic bone towards your knee) and notice your lower back or lumbar spine move towards the ground – This is mobilising your pelvis posteriorly.”