TL;DR
A yoga instructor explains why she no longer leads classes with the common cue ‘do what feels good.’ She emphasizes the need for more specific guidance to support students’ growth and safety. The change aims to balance autonomy with effective instruction.
A yoga instructor has stopped leading her classes with the cue ‘do what feels good,’ citing concerns that it can become vague and hinder students’ progress and safety. This shift reflects a broader reconsideration of how cues support or undermine student autonomy and growth.
In a recent reflection, a yoga teacher explained that she used to rely heavily on the phrase ‘do what feels good’ to promote accessibility and inclusivity in her classes. However, she realized that this cue sometimes led students to choose easier, less challenging options, which could limit their growth and proper support, especially for students recovering from injuries.
She acknowledged that while the phrase can be supportive when used thoughtfully, it often became a default fallback for her to avoid more detailed instruction or to manage her own uncertainty about cueing different bodies. This reliance on a vague cue, she states, sometimes resulted in students doing less than they needed for their development or safety.
Since this realization, she has changed her teaching approach by incorporating more specific options and intentionally practicing sequences before class. She emphasizes that offering clear guidance can actually enhance student autonomy by helping them understand their options and how to modify poses for their needs. She still uses ‘do what feels good,’ but now it follows detailed instruction rather than replacing it.
Why It Matters
This shift highlights an important balance in yoga teaching: providing enough guidance to support students’ safety and progress without limiting their sense of autonomy. It suggests that mindful cueing can empower students to make informed choices, fostering both confidence and growth in their practice.
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Background
Over recent years, the phrase ‘do what feels good’ has become commonplace in yoga spaces, often used to promote inclusivity and personal agency. However, some teachers and students have questioned whether it can be too vague, potentially leading to complacency or insufficient challenge. This reflection aligns with ongoing discussions about effective cueing and accessible teaching methods in yoga education.
“I realized that relying on ‘do what feels good’ sometimes led students to choose easier options, limiting their growth and safety.”
— the yoga teacher herself
“Specific instructions can actually support autonomy by helping students understand their options and modify poses safely.”
— a fellow yoga educator
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What Remains Unclear
It remains unclear how widespread this change is among other yoga teachers or how students perceive the shift from vague to more specific instructions. The long-term impact of this change on student progress and safety is also still to be observed.
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What’s Next
The teacher plans to continue refining her cueing strategies, aiming to balance clarity with autonomy. Broader discussions within the yoga community about effective cueing are likely to follow, potentially influencing teaching standards and training programs.
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Key Questions
Why is the phrase ‘do what feels good’ problematic in yoga teaching?
It can become too vague, leading students to choose easier or less effective options, which might limit their growth or safety.
Does removing this cue mean teachers can’t promote autonomy?
No. Teachers can still support autonomy by providing clear options and guidance, helping students understand how to modify poses for their needs.
How can teachers balance guidance and autonomy?
By offering specific options and instructions first, then encouraging students to choose or modify based on their experience, teachers can empower students while maintaining safety.
Will this change affect how students experience yoga classes?
Potentially, students may receive more detailed guidance, which can enhance understanding and confidence, but individual perceptions may vary.
Is this shift relevant only to teachers recovering from injury or with specific needs?
No. It applies broadly to any teacher aiming to provide effective, inclusive instruction that supports both safety and personal growth.
