TL;DR
A yoga instructor has changed her teaching approach by reducing reliance on the cue ‘do what feels good.’ She now emphasizes more specific guidance to support students’ growth and safety. This shift aims to balance autonomy with effective instruction.
A yoga instructor has announced she has stopped leading her classes with the common cue ‘do what feels good,’ citing concerns that it can encourage less effective movement choices and hinder growth.
The instructor, who teaches in a community studio, explained that she initially used the phrase to promote accessibility and autonomy among diverse students. However, she realized that relying on this cue often led students to choose easier or familiar movements rather than challenging themselves in ways that support their long-term health.
She acknowledged that while ‘do what feels good’ can be supportive in some contexts, overuse can become vague and prevent meaningful instruction. She has since shifted to providing more specific cues and options, walking around the room to observe students and practicing sequences more intentionally to prepare better guidance.
Her change in approach aims to empower students to make informed choices, balancing autonomy with clear instruction that fosters growth and safety, especially for students recovering from injuries or with specific needs.
Why It Matters
This development highlights an ongoing debate within yoga teaching about how to best support student autonomy while ensuring safety and effective practice. It underscores the importance of intentional cueing and the potential pitfalls of overly vague guidance, especially as students seek inclusive and supportive environments.
For practitioners, this shift may influence how classes are structured and how teachers balance instruction with personal agency, possibly leading to more personalized and mindful teaching styles across the industry.
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Background
The phrase ‘do what feels good’ has become widespread in yoga spaces over recent years, often used to promote inclusivity and reduce pressure on students. However, some teachers and students have expressed concerns that it can lead to complacency or unsafe movement choices. This change reflects a broader movement toward more precise and mindful teaching practices, especially as awareness of injury prevention and individual needs increases.
Previous discussions within the yoga community have questioned whether such cues support or hinder long-term progress, with some advocating for more detailed instruction to foster awareness and strength.
“I started relying on ‘do what feels good’ as a way to avoid planning or fully thinking through the sequence, and as a familiar and easy fallback when I wasn’t sure what to cue next.”
— the instructor herself
“Providing specific options and guidance can actually support student autonomy by helping them understand their bodies better.”
— a fellow yoga educator
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What Remains Unclear
It is not yet clear how widespread this change will become among yoga teachers or how students will respond over time. The long-term impact on practice safety and growth remains to be studied.
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What’s Next
The instructor plans to continue refining her cueing approach, incorporating more specific instructions and variations. She also intends to observe how her students adapt to the new style and may share her experiences at industry conferences or in teacher training programs.
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Key Questions
Does stopping the cue ‘do what feels good’ mean less freedom in yoga classes?
Not necessarily. The instructor now offers more specific guidance alongside encouraging autonomy, aiming to balance safety with individual choice.
Will this change improve safety for students with injuries?
While it is not yet proven, more precise cues are generally believed to help students better understand their bodies and avoid unsafe movements.
Is this approach suitable for all types of yoga classes?
This approach may be particularly beneficial in classes focused on alignment, injury prevention, or students with specific needs, but can be adapted for various styles.
How can teachers balance instruction with student autonomy?
Providing clear options, observing students, and offering tailored guidance can support both effective teaching and personal agency.
Will other teachers adopt this change?
It remains to be seen, but growing awareness of the importance of intentional cueing may encourage more educators to reevaluate their teaching methods.
