Session Three · Mat Pilates Mentoring
Programming With Purpose
Worksheets to help you refine a class you already teach, make purposeful variations, and plan with intention across several weeks.
Plan with intention.Teach with awareness.Adapt with confidence.
Worksheet 1
My foundation mat class
Bring one class you already teach. We are refining—not reinventing—it.
01Who is attending? What do they need and what is their current capability?
02What is my one primary intention? What is one supporting intention?
03What would I like participants to practise, notice or develop?
04Which movement demands and mat exercises best support this intention?
05Which familiar parts of my class can remain consistent?
Map the class · Grounding → Activation → Challenge → Integration → Calm
| Energy phase | Approx. time | Exercise / position | Why here? |
|---|---|---|---|
| Grounding | |||
| Activation | |||
| Challenge | |||
| Integration | |||
| Calm |
06What might I observe that would make me adjust this plan?
Worksheet 2
One class, two variations
Keep the class spine. Make only a few deliberate changes for a reason.
Useful variables
TempoRangeLeverageSupportRepetitionsRestPropsPositionCoordinationCue focusExercise substitution
| Foundation class | Variation A | Variation B | |
|---|---|---|---|
| Primary intention | |||
| What stays the same? | |||
| What changes? | |||
| Why this change? | |||
| What will I observe? |
Movement and sequencing check
- Are the major movement demands appropriate for the group and the intention?
- Does the sequence prepare participants for the most demanding work?
- Have I allowed enough time for changes of position and explanations?
- Do I have at least two accessible options that preserve the intention?
07What am I keeping familiar on purpose?
A progression is not a reward, and an easier option is not a failure.
Worksheet 3
Think beyond one class
Use this as a flexible 4–6 week direction, not a rigid progression schedule.
08Who am I programming for?
09What meaningful movement, skill or capacity would I like to develop over 4–6 weeks?
10What could I observe or ask to recognise progress?
| Week | Intention / familiar patterns | Small progression or adaptation | What I will observe |
|---|---|---|---|
| 01 | |||
| 02 | |||
| 03 | |||
| 04 | |||
| 05 | |||
| 06 |
11If progress is slower or a participant responds differently, what could I keep, simplify or change?
Optional runners lens
12How might this longer-term goal relate to runners’ individual needs (e.g. single-leg control, trunk coordination or balance), without assuming all runners need the same programme?
Between sessions
Test, observe, record
- Use one existing mat class as your foundation.
- Teach or prepare two versions with a few intentional changes.
- Sketch one 4–6 week goal for a real group.
- Record what changed and why.
13Which changes felt purposeful rather than simply different?
14What did I notice in participants’ comfort, control, effort or coordination?
15Did reusing a framework reduce my planning time or overwhelm?
16What would I keep or adjust next time?
Plan with intention. Teach with awareness. Adapt with confidence.
