Issue #436
Wednesday, August 21, 2024
Pilates 101: Teaching Contrology as a College Course
Part 2: What the Students Think
by Cathy Pagani
Photographs courtesy of The University of Alabama
My time as a student in this class has been truly wonderful. I’ve discovered a deep enjoyment for learning the movements of intermediate flow mat Pilates. Prior to this, I never fully comprehended the level of challenge these workouts could present, but I’ve come to appreciate them significantly. The way each session pushes me to improve my strength, flexibility, and control is both stimulating and fulfilling. What I love most about this class is how it has not only enhanced my physical well-being but also provided me with a sense of empowerment within my own body.
-Final reflections by a student in “Pilates 101” at The University of Alabama
In Part 1 of this series, I discussed the challenges of developing a 15-week college-level course in intermediate classical mat Pilates that may be taken by any student regardless of major or Pilates experience. In Part 2, we will look at student feedback to see if the course is providing a meaningful experience and what impact it has had on the students.
Designing an appropriate curriculum that stayed true to Mr. Pilates’ principles while satisfying a host of university policies required some finesse. After teaching this course for four semesters, I wanted to know if it was functioning as I had envisioned it. I wondered: Is the lecture material interesting or does it break up the flow of the class? Is the class environment inviting (and not intimidating) to students who have had no prior Pilates experience (and think that it’s like yoga)? Do those students with physical challenges feel supported? Is the class relevant to their everyday lives? And, importantly, do they like it? Are they having fun?
It all boiled down to a single, simple question: What do the students think of the class?
Because the students are required to write short essays on their first impressions and their final reflections as part of their grade, I was able to get an idea of what was on their minds. I also had casual conversations with many of them throughout the semester and was able to observe them in class as they interacted with their peers. This is what I learned:
The students enjoy the course content.
1. They are fascinated by the rich history of Pilates.
Most students were surprised to learn that the was method started by someone named Joseph Pilates and was not “just a word.” They enjoyed hearing about the Mr. Pilates’ life, his philosophies, the intentionality of the work, the development of the equipment, and the lineage of teachers.
A triathlete who competed at national and international levels, Catherine began her classical Pilates journey after a running accident resulted in a total hip replacement. During her rehabilitation, she discovered the power of Pilates in helping her get back on her feet. In fact, in many ways, she was stronger than she was before her injury. She realized, “I would have been a much better athlete had I known about Pilates 20 years ago!” It was then that she decided to pursue teacher training so that she could work with others to help them achieve optimum strength, awareness of movement, and flexibility. She is passionate about spreading the word on how developing a regular practice in classical Pilates is a life-changing and life-long pursuit — and it can be embraced by everyone.
Catherine recently retired as a professor of Asian art history and associate dean of the Graduate School at The University of Alabama and now teaches part-time for the university’s department of kinesiology, where she offers classes in indoor cycling and Pilates for university credit. She is a graduate of Streamline Pilates’ 450-hour intermediate-level teacher training program. She has been a certified Spinning® instructor for 24 years and a certified Personal Trainer for the past 20 years. In addition, she holds a Ph.D. in East Asian Studies from the University of Toronto.