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.
2. They want to learn about the exercises, including progressions and modifications, breathing, muscle activation, and the connections between exercises.
The movements challenged the students, and they relished that challenge. The final exam for the course had one bonus question: what is your favorite mat exercise, and why? Students overwhelmingly chose Teaser: for them, the exercise exemplified the culmination of their work over the semester and gave them a strong sense of accomplishment. In addition, several students had physical limitations, including spinal issues. While the class conversations on modifications and safety resonated with them, all students benefited from knowing how to adapt the exercises to their situations.
3. They enjoy using props.
Throughout the semester, we made use various props, including the Pilates ring, yoga blocks, and SloMo balls, to build strength and awareness. Although initially intimidating to some students, the props were quickly seen as valuable tools to enhance their practice. They were surprised (and impressed) at how something as simple as the Pilates ring could challenge them so effectively.
4. They like to have input into the class content.
Students like to be involved and want to know their thoughts matter. Informal surveys allowed them to shape the direction of class warm-ups and “explorations” into the exercises.
The course is meaningful.
1. The students see real changes in how their bodies work.
Students consistently commented on the physical benefits that translated into significant positive impacts on daily life. Students mentioned improvements in strength, stamina, flexibility, better spinal alignment and body awareness, and overall enhanced physical well-being.
2. The class builds community.
Students found that through the “supportive and fun environment” of the class, they made new friends, “bonding over our Pilates experiences.” One student referred to this as “an extra layer of enjoyment to my Pilates experience, making each session not just a workout but also a social gathering filled with laughter and shared experiences.” Students would encounter each other outside of class and were “excited to say hi” to their fellow classmates. Community and a sense belonging really do matter.
3. The class builds confidence and resilience, and reduces stress.
A significant impact was the personal growth students experienced as a result of taking this class. They wrote of “mindfulness” and “self-discovery” and the course’s “profound impact” on their well-being. The concentration required in class meant that students turned their focus on their practice and not their “other responsibilities,” providing a “physical and mental release and reset.” Many of the students were in their final year of study – with all of the pressures it brings. They appreciated having this oasis where they could focus on themselves. It helped them to manage their overall stress.
4. The students want to continue their Pilates practice.
Students wrote of making Pilates a regular part of their lives, not just as a form of exercise, but also by incorporating other aspects of the practice – mindfulness, the interconnectedness of mind and body, concentration – into daily life. Some students even expressed interest in becoming Pilates teachers.
Where do we go from here?
Because of student demand, we will offer two sections of “Pilates 101” in the fall. Clearly there is a need: both sections filled up within the first week of registration.
As a result of student requests, I developed a second course that builds on the work done in “Pilates 101.” We delve deeper into anatomy and physiology, learn more about the exercises and history, and, when possible, include some Reformer-based sessions. Students are also required to make a class presentation on an exercise, where they discuss progressions for it, modifications, and muscle action.
A Final Thought
We cannot overstate the value such courses bring to the university. As we prioritize student mental health and well-being, we need to recognize the important role courses like this can play. As one student wrote,
Incorporating a semester-long Pilates class into an academic curriculum is more than just an opportunity for physical exercise; it is a chance to profoundly impact students’ lives. The benefits, encompassing physical activity, mental health, and emotional well-being, highlight Pilates as a balanced, sustainable form of exercise ideally suited for the academic environment.
I couldn’t have said it better.
In Part 3 of this series, I will discuss the impact that this course had on me as a Pilates teacher.
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.