Teaching VS Instructing

Leslie Guerin • May 8, 2025

Why the Difference Matters More Than You Think

Walk into any movement class—Barre, Pilates, Yoga, Spin, Strength—and you’re likely to encounter a range of leadership styles. Some instructors shout out reps and count down transitions. Others quietly guide form, layer in anatomy, and somehow know exactly where your hip should be even before you do. These are two ends of a spectrum: instructing and teaching. And while both are valuable, the difference between them has a real impact on how students move, improve, and stick with movement long term.

I’ve spent over two decades in the fitness world, and I’ll be the first to admit that I’ve played both roles. There have been days I’ve walked out of class and thought, “Well, that could have been better.” And every single time I’ve felt that way, it’s because I shifted too far into instructing—calling out moves and switching it up—rather than actually teaching the why, the how, and the form behind it.

Let’s dig into the difference, not just by feel, but from its very roots—dictionary definitions and all.

Dictionary Definitions

  • Instruct (verb): to direct or command someone to do something; to give detailed information on how something should be done.
  • Teach (verb): to impart knowledge; to cause someone to learn by example, experience, or explanation.

There it is: instruction is about action, and teaching is about understanding. One delivers; the other develops. And both, at different times and for different people, serve a purpose.

What Instruction Looks Like in Fitness

Instruction is often loud, energetic, and efficient. It’s the go-go-go of movement. Think:

  • “Step touch, right, left!”
  • “Hold it for 8, 7, 6…”
  • “Change to plié pulses, now go!”

This style is often seen in group classes with fast-paced transitions or in settings where time is limited. It's not always about teaching you something new—it’s about getting you moving. And in a world where many people spend most of their day sitting at desks or in cars, that’s not a bad thing.

In fact, for someone who doesn't move a lot throughout their day, this kind of instruction can be the perfect entry point. The barrier to entry is low. They don’t have to overthink. They can just show up, follow along, and walk out feeling sweaty and successful. For many, just getting their ass to class is the biggest win.

Instruction offers clarity. It offers confidence through repetition. And for people who want to feel their body but maybe not engage deeply with every joint, muscle, or mental cue—it’s ideal. The mind-body connection might not fully activate, but the body does move. And that’s always better than not moving at all.

What Teaching Looks Like in Fitness

Now let’s talk about teaching. Teaching takes longer. It requires observation, feedback, and often, a bit of trial and error. It’s not always flashy. Sometimes it's slow. But it is rich with depth and intention.

Teaching sounds like:

  • “Notice how your right hip is higher than the left—can you bring it level?”
  • “Instead of gripping in your lower back, can you think about lifting from the low abdominals?”
  • “You might feel this more if you slow it down and stop using momentum.”

Teaching invites the student into the experience. It doesn't just demand action—it asks for awareness. And when a client understands why they’re doing something, or how to do it better, they not only gain physical strength—they gain ownership.

Teaching is especially valuable for people who already move. The runners, the cyclists, the tennis players, the dancers—people who already have a connection to their body. For them, movement isn’t the challenge. The challenge is often in unlearning habits that may be limiting or even harmful over time.

For these clients, instruction without teaching can leave them plateaued. They’ll keep moving, yes, but possibly in the same patterns that have held them back for years. Teaching helps them level up. It calls them out—kindly—on the ways they’re cheating themselves. And it gives them the tools and the confidence to change that.

The Best (and Worst) of Each

Instruction at Its Best:

  • Keeps energy high
  • Lowers mental load for new movers
  • Delivers quick wins
  • Builds momentum
  • Offers structure and routine

Instruction at Its Worst:

  • Misses form cues that prevent injury
  • Skims over important alignment details
  • Leaves some students feeling unseen or confused
  • Creates plateaus in progress
  • Treats all bodies like they move the same

Teaching at Its Best:

  • Builds long-term understanding and independence
  • Prevents injury by refining form
  • Honors individuality and adapts to different bodies
  • Challenges the experienced mover
  • Deepens the mind-body connection

Teaching at Its Worst:

  • Can be slow or overwhelming for beginners
  • Risks over-coaching and stopping momentum
  • May frustrate students who just want to sweat
  • Requires more attention and responsiveness from the teacher
  • Can feel “less fun” if not balanced with dynamic flow

My Personal Approach: Teaching First, Always

I teach. That’s what I do. Even when I’m moving fast or leading a high-energy class, I’m still watching, queuing, and thinking “what are they missing, and how can I help them feel it better?”

Because every class I’ve ever walked out of feeling “off” has had one thing in common: I got too caught up in being clever. I wanted to mix it up, change the choreography, keep it fresh—and in doing that, I lost connection to the form and intention. I fell into instructing. And that’s when I know I’ve let myself (and my clients) down.

Clever doesn’t always mean better. Teaching does.

And here’s the thing: the class where someone finally feels their glute fire correctly in Fold Over, or stops overusing their hip flexors during core work, or learns that their back shouldn’t hurt during ab curls—that’s the class they’ll never forget. That’s what makes it stick. That’s the kind of teaching I strive for.

So Which Is Better?

It depends on the client. It depends on the day. It even depends on the season of life someone is in.

  • For someone brand new to movement? Instruction may be the safest and most motivating entry point. They need clarity, simplicity, repetition.
  • For someone who’s burned out from high-impact sports or rehabbing from injury? Teaching offers a way back in—safely, sustainably, and with insight.
  • For someone who’s moved their body a million ways but still doesn’t feel connected to it? Teaching might finally light that spark.
  • And for someone who just wants to feel something and not think too much? Instruction could be the perfect mental break.



Teaching and instructing are not enemies. They’re partners. They can coexist, and often, the best classes weave both together seamlessly.

But personally? I’m always going to lead with teaching. Because it lasts longer. It empowers. And it ensures that when you walk out of my class, you not only moved—you learned something about your body.

Whether you’re a teacher, an instructor, or a student reading this: start paying attention to what’s happening in the room. Are you just doing? Or are you understanding? Both are valid—but when you know the difference, you start to see your movement, and your progress, in a whole new light.

Keep moving. Keep learning. You got this.


Interested in teaching? Check out BarSculpt Certifications online!

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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