Say it Three Times!

Leslie Guerin • October 20, 2025

The Art of Repeating Spring Changes on the Reformer

In a Pilates Reformer class, a single missed cue can change everything — from the effectiveness of an exercise to the safety of a client. One of the simplest yet most overlooked skills in teaching Reformer Pilates is how you give spring change directions. It may seem small, even trivial, but clear, intentional communication about springs is one of the biggest markers of a confident, organized, and safe teacher.

And here’s the truth: you need to say spring changes three times.
Each time differently.
Each time intentionally.

Why Repeating Matters

If you’ve ever said “Take one spring off” and then watched half the class sit there blankly, you already know the problem. Pilates teachers often underestimate how much information clients are processing at once. Their attention is divided between listening, watching, feeling their bodies, and thinking about what’s next.

When you give a direction, your words enter that busy landscape. The client might be wiping off sweat, adjusting hair, thinking about lunch, or focused on their alignment. Even your clearest cue can easily get lost. Repeating directions — especially for spring changes — isn’t redundancy; it’s clarity. It ensures safety and consistency for every client in the room.

Spring Changes: The Critical Pause

Spring tension determines everything about how an exercise feels and functions.
Too heavy, and a client might strain their back or shoulder.
Too light, and they might jerk the carriage or lose control.

In a Reformer group class, one person missing that change can shift the energy in the room. Maybe someone’s springs are too light, and their carriage slams back. Maybe they’re too heavy and can’t complete the range. The group rhythm falls apart, and suddenly, everyone’s glancing around to figure out who’s “off.”

As the instructor, it’s your job to create seamless transitions that maintain both flow and safety. That’s why repeating spring changes isn’t just about being heard — it’s about setting the stage for success.

The “Three Ways” Rule

You don’t want to sound like a flight attendant reading from a checklist — “One red spring, two blue springs, tray tables upright” — but you do want to ensure everyone hears, understands, and acts. The secret is variation. Say it three times, three ways, naturally built into the rhythm of your teaching.

Let’s look at an example.

Example 1: Transitioning to Short Box Series

Version 1 (Direct Command):
“Take all your springs off except one medium spring.”

Version 2 (Rephrased with Purpose):
“You’ll just need one medium spring — that’s going to give you stability, not resistance.”

Version 3 (Check-In or Visual Cue):
“Everyone’s on one spring, yes? You should see your carriage resting all the way in.”

The first direction gives the task.
The second gives meaning.
The third confirms execution.

By the third version, even the most distracted client will have heard it. You’ve also educated them why they’re doing it — which strengthens retention for the next class.

The Psychology of Repetition

Repetition in teaching is a confidence tool. It’s not just about making sure people follow directions; it also reinforces trust. When clients know that you’re consistent, predictable, and thorough, they relax.

They stop worrying about “Did I do that right?” and start listening more deeply. They learn your rhythm. And as they become familiar with your style, they begin to anticipate your cues, which helps classes flow with less interruption.

The nervous system loves predictability — it creates safety. And safety creates learning.

How to Repeat Without Sounding Repetitive

The goal is to make each repetition sound purposeful, not robotic. Here are a few strategies:

  1. Change the tone or phrasing:
  • “Take one red spring off.”
  • “You’ll just need one red spring for this next part.”
  • “Check that you’re on a single red before we move on.”
  1. Pair verbal cues with body language:
  • Point toward the springs or use your own Reformer as a visual model.
  • Demonstrate what the correct setup looks like.
  1. Use timing:
  • Say it once right before they move.
  • Say it again as they transition.
  • Say it a third time as you check the group before beginning.
  1. Link it to purpose:
  • “We’re taking the spring off so your abs, not your legs, control the carriage.”
  • “Add that spring to give you stability for this next movement.”

When clients understand the why, they listen more closely the next time.

Managing Multi-Step Transitions

The challenge grows when you give multiple directions at once.
For example:
“Take off one spring, lower your footbar, and grab your short box.”

That’s three separate actions, each requiring attention. Even the most coordinated person can only truly process one or two at a time.

Here’s a better approach:

  1. “Take off one spring — we’re going to use a lighter setup.”
  2. (Pause, watch, confirm.)
  3. “Now lower your footbar all the way down.”
  4. (Pause.)
  5. “Finally, grab your short box and place it in front of the shoulder blocks.”

Each step is bite-sized and clear. You’ll lose a few seconds of transition time, but you’ll gain precision, safety, and client trust. With experience, this pacing becomes rhythmic and efficient — it’s not slower, it’s smarter.

When to Repeat and When Not To

Repeating every single cue would make your teaching feel robotic, but repetition should always happen for anything that changes load, position, or equipment setup.

That includes:

  • Spring changes
  • Footbar height adjustments
  • Box or pole placement
  • Strap or loop use
  • Headrest or gear bar settings

You don’t need to repeat every micro cue (“engage your core,” “breathe in”), but you must repeat anything that affects mechanical safety or performance outcome.

If someone misses the breathing cue, no one gets hurt.
If someone misses the spring change, someone might.

Using Repetition to Build Authority

The best instructors sound calm, confident, and sure of themselves. They don’t rush through instructions, and they don’t apologize for clarity. When you repeat with intention, it communicates that you care about the group experience and understand how humans learn.

You’re not nagging — you’re ensuring safety, clarity, and flow.

Think of it like this: if you were leading a team through choreography, you’d count the rhythm multiple times. If you were guiding a group hike, you’d point out the trail marker more than once. Pilates is no different.

Clients should never have to guess what spring they’re on. You’re there to remove uncertainty so they can focus on movement.

Common Pitfalls

Even experienced teachers can fall into habits that make communication murky. Watch out for:

  1. Assuming your regulars know:
    Just because they’ve done it before doesn’t mean they’ll remember which spring. Consistency in language reinforces independence over time.
  2. Giving too much information at once:
    Layer your cues. First setup, then position, then intention.
  3. Sounding rushed:
    Speed communicates anxiety. Slow down, breathe, and lead from presence.
  4. Not visually confirming:
    Always scan the room before continuing. It’s better to lose 10 seconds now than to fix confusion mid-exercise.

A Real-World Example

Let’s take “Long Stretch” as an example — a foundational Reformer exercise that demands the right setup.

You might say:

  1. “Add one medium spring.” (Direct instruction)
  2. “You want a single medium spring — that’s what will challenge your core without overloading your shoulders.” (Purpose)
  3. “Look down: one spring attached, footbar up, headrest lifted.” (Confirmation)

Now you’ve covered three learning types — auditory, cognitive, and visual — in one short exchange. The group is set, and your flow remains intact.

The Ripple Effect of Clear Communication

When you model clarity and care, your students absorb that energy. They begin to internalize precision not just in movement but in listening. Over time, they move more efficiently, anticipate transitions, and feel confident in the studio.

New clients especially will feel supported instead of lost — and that creates retention.

Clarity builds confidence.
Confidence builds trust.
Trust builds longevity.

Bringing It All Together

“Say it three times” isn’t about redundancy — it’s about rhythm. It’s a teaching skill that communicates professionalism, safety, and care. It builds your reputation as a leader who runs tight, confident, and grounded classes.

When you think of repetition, think of it as creating harmony between words, body, and flow.
Your job isn’t to rush through exercises — it’s to create an environment where everyone succeeds, safely and with purpose.

So next time you’re teaching and it’s time for a spring change, remember:

  1. Say it clearly.
  2. Say it differently.
  3. Say it again.

Not like a flight attendant.
Like a professional who knows that clarity is kindness — and that safety starts with how you speak.


By Leslie Guerin February 22, 2026
There is a common misunderstanding about Pilates that has grown louder over the years: that it is meant to be gentle, slow, soft and easy. A “nice” workout. But that was never the intention. Pilates was not created to be performative. It was created to be effective. Effectiveness in movement does not come from looking impressive. It comes from precision. Somewhere along the way, the visual of Pilates became louder than the method itself. Long limbs moving with beautiful choreography and endless repetitions. Classes that look like Pilates. But looking like Pilates, being called Pilates and being Pilates are not the same thing. And most people, including many teachers, skip the part that actually makes it work. Pilates Was Never Meant to Be Performative Joseph Pilates did not design a system that rewarded momentum. He designed a system that required attention. Not attention to how something looks, though that is how you can tell if the exercises is executed properly. The attention should ideally be to how something is done. Modern fitness culture thrives on performance. Movement is filmed, shared, and packaged visually. The more dynamic it looks, the more engaging it appears. The more repetitions, the more it seems productive. This is where Barre and Pilates differ. This is where those lines have blurred and I quietly hope Pilates can resists this fad. A well-taught Pilates class may look almost uneventful from the outside. To someone expecting entertainment, it can seem understated. To the nervous system, it is deeply demanding. Because Pilates was never designed to entertain the eye. It was designed to reorganize the body. It is art, but not for arts sake. Precision Requires Attention Precision creates actual change. When movement becomes rushed, the body defaults to habit. Stronger muscles take over. Momentum replaces control. Alignment becomes approximate instead of intentional. Slowing down in Pilates is not about being gentle. It is about being accurate. It allows the brain to register position, and control. It gives the body time to respond instead of react. Precision is not passive. It is neurologically active. Holding a half curl with the neck long, ribs quiet, and breath organized requires far more attention than swinging through ten repetitions with momentum. Performing a leg circle without pelvic movement demands significantly more control than making the circle bigger or faster. The difficulty in Pilates is rarely about load. It is about coordination. Coordination should not be rushed for the sake of getting in more repetitions. Many Classes Look Like Pilates, But Aren’t Being Taught to Bodies This is where the disconnect becomes most visible. Exercises are demonstrated, copied and followed. Social media has taken the see and steal culture to new lengths! This leads to the body in front of the teacher is not being taught properly. Clients are becoming carbon copies of braod movements seen online and just simply being asked to replicate. There is a difference between cueing choreography and teaching movement. When classes focus primarily on what the exercise should look like, participants often compensate without realizing it. The neck grips during abdominal work. The hip flexors dominate leg movements. The lower back absorbs what the abdominals were meant to support. From the outside, everything appears correct. From the inside, the wrong muscles are doing the work. I know this to be true, because I have definitely performed Pilates.. and on an off day... I am sure I will unfortunately do this again. This has allowed me to really see though, that Pilates teaching requires observation. It requires adjusting range of motion, tempo, setup, and intention based on the individual body, not the idealized version of the exercise. Because the goal of Pilates is not uniform movement. It is intelligent movement. Real Pilates Feels Quieter, and More Demanding Neurologically One of the most surprising experiences for clients transitioning from performative classes to precise Pilates is how “quiet” it feels. There is less rushing and far less choreography for the sake of variety. Yet, thes classes often feels more challenging. Not because it is harder in the traditional fitness sense. But because it requires sustained mental engagement. You cannot mentally check out during precise Pilates. You are asked to notice: Where your ribs are How your pelvis is responding Whether your neck is assisting unnecessarily If your breath is supporting or disrupting the movement Which muscles are initiating versus compensating This level of awareness increases the neurological demand significantly. The brain is actively mapping movement rather than passively repeating it. That is why Pilates can feel deceptively demanding even when the exercises appear small or controlled. It is not about exhaustion. It is about organization. Gentle Is Often a Misinterpretation of Control When Pilates is described as gentle, it is usually because it lacks impact, heavy loading, or aggressive pacing. But low impact does not equal low intensity. Holding alignment under control. Moving without compensation and maintaining precision through fatigue. These are not gentle skills. They are refined skills. In fact, when Pilates is taught with true precision, many clients realize they have been overworking the wrong areas for years. Their hip flexors tire quickly. Their neck becomes aware. Their deep abdominals fatigue in ways they never noticed before. Not because the workout is harsher. But because it is finally specific. Specificity feels different than intensity. Why Precision Gets Skipped Skipping precision is rarely intentional. It is often the result of: Large class sizes Fast-paced programming Overemphasis on choreography Teacher insecurity around slowing things down The pressure to make classes feel “worth it” through visible effort Precision requires time. It requires observation. It requires confidence in subtlety. And subtle teaching can feel risky in a culture that equates visible sweat with value. But when precision is skipped, the method gradually becomes diluted. Exercises become shapes instead of tools. Cueing becomes generalized instead of specific. And the neurological depth of Pilates is replaced with surface-level movement. Teaching Pilates to Bodies, Not to Exercises One of the most important shifts a teacher can make is moving from teaching exercises to teaching bodies. An exercise is not the goal. It is the vehicle. Two people performing the same movement may need entirely different cueing, range, and pacing to achieve the intended outcome. Precision means recognizing that and adjusting in real time. It means allowing fewer repetitions with better execution. It means refining setup before adding progression. It means valuing stillness as much as movement. And perhaps most importantly, it means being willing to make the class feel quieter in order to make it more effective. Because when the body is truly learning, it does not need constant spectacle. It needs clarity. The Quiet Demanding Nature of True Pilates Clients who experience precise Pilates often describe it the same way: “It felt small, but I was working so hard.” “I had to concentrate the whole time.” “It was harder than it looked.” This is not accidental. When the nervous system is fully engaged, even controlled movements require significant effort. The demand shifts from gross muscular output to refined neuromuscular coordination. That is the part most people skip. And it is also the part that creates lasting change. Not bigger movements. Better ones. A Method That Rewards Thoughtfulness Pilates does not reward rushing. It does not reward performance. It does not reward spectacle. It rewards attention. It rewards consistency. It rewards intelligent progression. It rewards teachers who are willing to observe rather than simply lead. And in a fitness landscape that increasingly prioritizes how movement looks on camera, this quiet precision becomes even more valuable. Because bodies do not improve through performance. They improve through accurate, repeated, intentional movement. Reclaiming Precision in Modern Pilates Reclaiming precision does not mean making Pilates rigid or overly clinical. It means returning to its original intelligence. It means: Teaching fewer exercises more effectively Slowing down when needed Cueing for sensation, not just shape Observing compensation patterns Prioritizing neurological engagement over visual intensity When this happens, Pilates stops feeling “gentle” in the dismissive sense and starts feeling deeply effective. Subtle. Focused. Demanding in the way that truly organized movement always is. And that is where the real method lives. Not in performance. Not in speed. Not in how impressive it appears. But in the precision that most people overlook. Pilates doesn’t need to be harder.
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