TL;DR
A yoga teacher explains why she now limits using the cue ‘do what feels good’ in her classes. She emphasizes the importance of specific instruction to support student growth and safety, especially after recognizing its potential to encourage less effort.
A yoga instructor has publicly announced she has stopped leading her classes with the commonly used cue ‘do what feels good,’ citing concerns about its impact on student safety and growth.
The instructor, who teaches yoga classes and has reflected on her teaching methods, explained that she previously relied heavily on the cue ‘do what feels good’ to promote accessibility and inclusivity. However, she realized that this phrase often led students to choose comfort over challenge, which could hinder their progress and safety, especially for those recovering from injuries.
She shared that her change in approach involved incorporating more specific instructions and variations during class, along with increased observation of students’ practice. This shift aimed to balance autonomy with guidance, helping students understand their options and encouraging them to explore poses more intentionally. She clarified that she still uses the phrase but not as a default, instead placing it after providing clear instructions.
Why It Matters
This development highlights a broader conversation in the yoga community about balancing accessibility with effective teaching. It underscores the importance of clear, intentional cues to support student safety and progress, especially as more teachers consider how language influences practice choices.
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Background
The phrase ‘do what feels good’ has become widespread in yoga teaching as a way to promote inclusivity and autonomy. However, some teachers, including this instructor, have questioned its potential to encourage complacency or avoidance of challenging work. This reflection comes amid ongoing discussions about effective cueing and injury prevention in yoga classes.
“I realized that relying on ‘do what feels good’ sometimes led students to choose comfort over growth and safety.”
— the instructor
“‘Do what feels good’ can be supportive, but it needs to be balanced with clear guidance to avoid encouraging less effort than necessary.”
— another yoga teacher
What Remains Unclear
It is not yet clear how widespread this change is among other yoga teachers or how students will respond over time. The long-term impact of reducing reliance on this cue remains to be studied.
What’s Next
The instructor plans to continue refining her cueing strategies, incorporating more specific instructions, and observing student responses. Further discussions and research may explore the broader implications of cue language in yoga instruction.
Key Questions
Why did the instructor stop using ‘do what feels good’ as a primary cue?
She found that it sometimes led students to prioritize comfort over necessary effort, which could hinder progress and safety, especially for those with injuries.
Does this mean teachers should stop using the phrase altogether?
Not necessarily. The instructor still uses the phrase but now places it after providing specific guidance, to support autonomy without encouraging complacency.
How can teachers balance guidance and autonomy in yoga classes?
By offering clear instructions, variations, and options, teachers can help students explore poses safely while maintaining a sense of choice and control.
Will this change affect students’ experience in class?
It may encourage students to engage more mindfully with their practice, focusing on both challenge and safety, though individual responses may vary.
