Effective-Intros and-Outros

Effective Intros and Outros Build a Stronger Class Experience

Have you noticed when you go to a movie that a strong beginning sucks you in and makes you excited for what comes next? And a great conclusion leaves you wanting more? Sure, much of the substance of the movie is between those two benchmarks, but good directors know the beginning and end provide much of the emotional definition and make the film more memorable.

Many thoughtful instructors spend a great amount of time developing wonderful playlists combining strong physiological sequencing with impactful music. Yet many of these same instructors ad lib the beginning and end of class without much prior thought.

Research shows that the greatest impact is felt by participants during both the start (i.e., “intro”) and the finish (i.e., “outro”) of the class (Hall and Fishburne, 2010). Yet, those are the parts of class that I see being given the least amount of thought and planning by many instructors.

Below, we will discuss some specific things you can do to strengthen the impact of your intros and outros, but first I want to offer you another way to think about these crucial moments.


  1. Great advice. Thank you!

  2. Love this article, very helpful, lots of useful tips.

    1. Author

      Thanks Debbie, I am happy you found it useful to you in your teaching.

  3. Hey Jennifer,

    What if you in middle of teaching and spot one person doing his/her own cycling how would you communicate ?

    Ellen Chan

    1. Author

      Hi Ellen,

      Thanks for the question. I think it depends a lot on what they are doing. We make it clear that everyone in our classes has the right to modify their workout as they see fit to meet their needs that day. For some it might be the right day to hammer. For others, it might need to be an easier ride. Riders are certainly allowed to manage the workout to their own needs.

      But… are they disrupting the class? That’s different. Maybe you can be more descriptive of what you mean.

      In general, I’d intervene if I felt the rider was creating a distraction. Some interventions, in escalating order, are:
      1. Say something after class. Maybe imbedded with something positive or a compliment.
      2. A simple look or small gesture can sometimes we enough.
      3. Walking around the classroom, you might casually go over to the person and quietly advise them of the problem.
      4. In general, a public remonstration from the front of the class is pretty aggressive but I have been in situations where I’ve had to do it.

      But, as with so many things, it depends. What is the specific problem.


  4. Great article, I run a small studio and I realize how important the Intro and Outro is. Its like a good appetizer to start and dessert to finish of a great meal ….. (ride)
    thanks again

    1. Author

      Sharon, what a great comparison! I should have used that in the article!! I’m happy you appreciate the point. It is that vital “first impression” of what the class will be. My thanks.

  5. Thanks Bill…try to remember those for every class but easy to be distracted and taken off piste!…thanks for reminding us that it’s all too easy to get complacent….

    1. Author

      Good comment, Stephen. It is so easy to get busy and forget. Thanks.

  6. Great ideas and tips… I needed this. Thank you!

    1. Author

      Thanks, Jennifer. I am happy you found it helpful. Just giving it some extra thought is a huge start. Good wishes.

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