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In: Instructor Issues & growth, Physiology, Heart Rate & RPE, Training
With: 4 Comments

The questions in response to part 1 are fantastic. They highlight the importance of understanding concepts like aerobic capacity and the difficulty in training at that level. I hope you had the opportunity to try one of the workouts in part 1, preferably before you tortured your subjects. As I mentioned, providing the workout before the background knowledge often sets the stage for better learning. I’m assuming you were bombarded with multiple “whys.” Why is this so difficult? Why is this considered aerobic? Why is everything burning? Why can’t I sustain this? Why can’t I repeat this? Why did I listen to Tom, a known sadist?Read more…

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In: Ask the Expert, Instructor Issues & growth, New Instructors
With: 23 Comments

This is a great question for new instructors about how often to repeat music and profiles. I give my advice, but I’d love it if some of you longtime instructors can share what your experience with this is. It may partially depend on the market and culture of your facility, but mostly it depends on your style and tolerance.Read more…

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In: Instructor Issues & growth, Physiology, Heart Rate & RPE, Training
With: 13 Comments

Two words no one likes to hear regardless of the venue: sustain and pain. Despite the look on your face right now, this is the best definition of an aerobic capacity effort, also referred to as riding at VO2 max. This level of intensity is not for the faint of heart…er…I mean it is not for everyone. Actually both. I just finished watching stage 18 of the Tour de France, which consistently provides a spectacular display of aerobic capacity entertainment. How do they do ride for prolonged times at that intensity? Genetic freakery aside, there are numerous training elements that combine to produce this extreme level of performance.Read more…

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In: Instructor Issues & growth
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Yes, as indoor cycling instructors, we need to stand up for fun. You know, as in, stand up for having fun in our classes. We also need to stand up, as in, stand up on the bike, for fun. We at ICA approach much of what we do with a mindset of its effectiveness when riding outdoors. This is not a bad thing. But what if we just wanted to do something because it was fun?Read more…

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In: Instructor Issues & growth
With: 3 Comments

Yeah, sort of a play on words, but hopefully this article will help you use your recovery times more effectively. I’m aware there are different views on what constitutes proper recovery and its effectiveness, but for now, let’s just assume we all agree that we need recovery and look at how to make it work for you and your class.Read more…

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In: Free Articles, Instructor Issues & growth
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In my journey through the health care system I have been observing the interactions I have with “authorities.” When you become a patient, everyone who carries the key to your wellness is an authority. It is an interesting turn of events for someone like me who is accustomed to being the leader and the one that has the answers. I can learn some valuable lessons from the experience of being on the “other” side. The first and very salient lesson came in the form of an experience with language.Read more…

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In: Free Articles, Instructor Issues & growth
With: 7 Comments

A few months ago I walked into a class I have been teaching for 10 years and everyone was in a tizzy. This is not the usual energy I’m used to getting absorbed in. Before I was able to ask what was wrong, a member asked me if I was aware of the stereo situation. As the word “no” was exiting my mouth, the member hit me with the bad news…Read more…

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In: General Coaching, Instructor Issues & growth, Programming and Management
With: 4 Comments

In an single indoor cycling class we can have a combination of beginners, cycling enthusiasts, competitive athletes, the fit, and the unfit. We have those who are just interested in some cardio fitness, some with a focus on weight loss, and others desiring cycling-specific training. There are the young, the old, and everyone in between. So with all of these different interests, expectations, and age groups, how do we determine who we are talking to when we lead our classes?Read more…