Do you get a better workout in a class that uses a “see and do” or “Simon says Simon does” format, or in a class that includes teacher-student interaction? Competitive athletes routinely get lots of feedback from their coaches during their practice sessions. But when you’re simply working out, do you get any extra value from your exercise instructors interacting with you about your form and focus?
I decided to get an educated answer to this question by researching what regular teachers think about interactive teaching. It turns out that the world of teaching is in the midst of a major tectonic shift in its approach to this issue. Overwhelming evidence that the old-style lecture format doesn’t work very well is inspiring teachers to switch en mass to “active learning.” “Active learning may overthrow the style of teaching that has ruled universities for 600 years,” declared a Harvard professor last year. “Thousands of studies indicate that active learning,” explained another Harvard expert, ‘is the most effect thing,” One of these these studies took place at the University of British Columbia in 2011. A research team held two week-long classes on identical subject matter that were attended by two groups of students as closely matched as possible. The only difference was that one of the classes was in a lecture format, and the other in an interactive format, which engaged students in discussions and active problem solving. The results? After the course, the interactive class participants scored twice as high as those in the lecture-style class.
What’s more, women are turning out to benefit more from the interactive teaching style than men. Eric Mazur, a Harvard physiology professor, noticed this when he switched to an “active learning” technique, and his women students quickly closed the gap between themselves and their male counterparts. “The verbal and collaborative/collegial nature of peer interactions,” Mazur speculates, “may enhance the learning environment for women students.”
Can these discoveries about interactive learning be applied to exercise, especially to exercise favored by women? In my experience, absolutely! I give you that simple aerobics workouts, during which you just want to keep your heart rate elevated for a time can pay off without much focused concentration. Getting good results from a strength-work however depends on your level of mental alertness; how attentive you are to your form, how precise your movements are, and how well you gauge your exhaustion point. Without coaching, it’s hard not to lose focus on the challenge and allow your body to take the easy route and shift away from the effort. Competitive athletes for this reason use coaches to maximize their focus, and the Bar Method gives its students the same caliber of feedback and guidance. Teachers verbally coach individual students on their form, alignment, mental focus and individually acknowledge them when they improve. By means of this guidance, students continue to advance their skills and get the results they want.
The experience of being in a class where interacting teaching is going on is, at least for me, fun, exhilarating and collegial. My body reflexively responds to the verbal adjustments I hear my teacher give my fellow students. For example, when I hear “Sally, lengthen your back.” My back lengthens. “Gina, square your shoulders.” My shoulders square. “Nicole, come up less.” I come up less. These cues thereby become a conversation among all of us. The teacher talks to a student. The student responds by adjusting how she’s working. The rest of us get in on the tips by adjusting our own bodies accordingly. This back-and-forth not only gets me involved and “in the moment.” It gives me a deeper connection to my body and to the athleticism and power of the exercises.
Active learning in Bar Method workouts doesn’t stop at verbal interaction. Students are of course learning with their bodies, so Bar Method teachers are trained to interact with them on a physical level too. This “hands-on” guidance is essential in order for most students to get good workout, without which, try as they might, they would be unable to recruit difficult-to-reach muscles or to work safely. Here are a few examples of how students learn better form with interactive teaching.
The students in these photos are, from top to bottom:
1. Slumping due to habitual posture,
2. Leaning weight into the joints of shoulders and wrists instead of the triceps muscles, and
3. Bending at the lower back and neck rather than engaging the glutes.
By receiving this ongoing supportive feedback from their teachers, students develop better body awareness and alignment, as well as learn to target muscles instead of joints.
There’s simply no turning back the clock once innovations like “acting learning” demonstrate their power to enhance our lives. It’s left up to each of us to take full advantage of the benefits.