TL;DR
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A yoga teacher shares her experience of stopping the frequent use of the cue ‘do what feels good’ in her classes. She explains how it initially promoted inclusivity but later became a barrier to proper strengthening and instruction. The change aims to balance autonomy with effective guidance.
A yoga teacher has ceased leading her classes with the popular cue ‘do what feels good’ after realizing it sometimes hindered students’ progress and clarity in movement. The decision aims to improve instruction quality while maintaining student autonomy, reflecting a shift in teaching approach.
The instructor, who teaches multiple classes weekly, initially used the cue ‘do what feels good’ to promote accessibility and inclusivity, allowing students to modify poses based on comfort. Over time, she observed that the cue sometimes encouraged students to avoid challenging or strengthening movements, especially for those recovering from injuries or seeking growth. She admits that reliance on this phrase became a substitute for more specific, intentional cueing, often leading to less effective instruction and reduced progress.
In her reflection, she recognized that ‘do what feels good’ could be vague and potentially disempowering if overused. While it can support autonomy, it also risked enabling students to do less than necessary for their development. To address this, she began incorporating more precise instructions, walking around the room to observe students and practicing sequences more thoroughly before class. This approach allowed her to offer varied options tailored to different bodies and needs, without sacrificing clarity or guidance. Although she still uses the phrase, it now follows detailed instruction, emphasizing that movement choices are ultimately up to the student, but within a framework of clear, supportive cues.
Why It Matters
This shift highlights a broader conversation in yoga teaching about balancing accessibility and effective instruction. By re-evaluating common cues like ‘do what feels good,’ teachers can better support students’ physical progress and safety while respecting individual autonomy. The change also underscores the importance of intentional cueing and preparation in creating inclusive, effective classes that serve diverse bodies and needs.
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Background
The use of the phrase ‘do what feels good’ has become widespread in yoga over recent years, often seen as a way to promote inclusivity. However, some teachers and students have raised concerns that it can lead to complacency or avoidance of challenging but necessary movements. The instructor’s reflection is part of a larger trend toward more mindful, precise teaching practices in the yoga community, especially as awareness of individual differences and injury prevention grows. Her experience mirrors that of many educators seeking to refine their cueing for better student outcomes.
“I realized that reliance on ‘do what feels good’ sometimes encouraged students to avoid challenging movements or strengthening exercises they needed.”
— the yoga instructor
“Offering specific options and instructions actually supports autonomy because students learn to tune in and understand what’s available beyond just what feels good.”
— the instructor
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What Remains Unclear
It is not yet clear how widespread this change will be among other yoga teachers or how students will respond over time. The long-term impact on class engagement and progress remains to be seen.
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What’s Next
The instructor plans to continue refining her cueing strategies, incorporating more specific instructions and variations in her classes. She aims to observe how students respond and adapt her teaching accordingly, potentially influencing broader teaching practices in the community.
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Key Questions
Why did the instructor stop using the cue ‘do what feels good’?
She found that over-relying on it sometimes led students to avoid challenging movements or exercises they needed for growth and support, especially for injury recovery.
Does the instructor still use the phrase ‘do what feels good’?
Yes, but now it follows more specific instructions and options, rather than being the primary guidance.
How does this change improve teaching effectiveness?
By providing clearer, more intentional cues and options, teachers can better support student progress while still respecting their autonomy.
Will other teachers adopt this approach?
It remains to be seen. The instructor hopes her reflection encourages others to consider how they use common cues and their impact on students’ growth.
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