We're getting weird this week when Jenna dives deep into creating authentic social media feeds, being unapologetic with your weirdness and also unveils a new listener challenge called "MEME MY FACE!"
Our guests, Cara Reeser and Jeremy Laverdure are ready to share the magic that happens when inspiration meets science with their new course offerings, Movement Science Made Simple. You'll hear the duo's history and how their collaboration is paving the way for new ways of considering movement for the future.
Special Thanks To Our Sponsors: Pilates Anytime, Profitable Pilates, The Pilates Preacher, WAPilates, Keep Simple Web Design
References: Greg Lehman
Instagram pages for MEME MY FACE Challenge: Jenna / Pilates Unfiltered
Yet, I also find that I do it anyway!
Part of what I notice is a teachers need to process the theory and practice they've experienced themselves. I think it's a totally valid need -- yet, when it happens on the client's or students time, it detracts from the student's experience.
Perhaps it's nice to have a dose of theory in a class or session when appropriate. I know it helped me when I was receiving physical therapy.
I guess it all comes down to queuing -- or rather editing what we say, ideally down to JUST what's needed to support a kinesthetic learning environment. And to keep the student moving and connected to THEIR OWN moment to moment experience.
If I'm talking about how my own past experience applies to what the student is doing, however kind or interesting or applicable that may be, then they are listening to me. Vs. me listening and watching them.
So, I know that cognitive overload is NOT helpful. Yet, I still struggle to know what IS helpful. Besides not talking too much. Which can sometimes feel awkward.
I came into teaching Pilates from a massage therapy background. So, I do know how to hold space, be completely silent and lead with my hands, no problem.
Any thoughts or tips on ways to develop the skill of holding space while teaching motor control effectively is welcomed.