I have a confession to make: when I was in high school, I was a metal head. What can I say, I had really good grades; it was my way of being badass. I went to the concerts, I got the t-shirts, I played the albums a thousand times in my room while cultivating a feeling of disaffection. I could still whup “80’s metal bands” as a Jeopardy category. I’m a little bit rock ‘n roll, and it’s been too long since I posted a badass rock ‘n roll playlist.
I ran this playlist in my class tonight and got rave reviews – people said it made them work really, really hard and (surprisingly) they also liked the music. I wasn’t sure how a playlist this heavy might go over. Anyway, it turned out to be one of my more challenging rides. During the cool down I mentioned that I’ve been home alone for two nights as my better half has taken Kate to visit his parents. As a result, I got my first two unbroken nights of sleep in six months. One of the riders called out to me, “Next time you get two nights sleep, warn us!” I guess I had a bit of extra energy tonight.
Let It Happen – Jimmy Eat World (3:26): This alt rock band hails from Mesa, Arizona. Warm up your legs with some easy spinning to begin. Around 2:30, pick up the pace.
Enter Sandman – Metallica (5:32): This 1991 hit propelled Metallica to worldwide popularity. It post-dates my own metal phase – by 1991 I was in law school and more egghead than metal head. We’re going to start off this class with an out of the saddle climb. Jack up the tension to 4 or 5/10 and find the beat. Get aggressive for the choruses, just like Metallica.
KGB – Backstreet Girls (2:07): I just found this song from Norwegian rockers the Backstreet Girls, when blog reader posted a comment looking for a song called KGB. This wasn’t the song she was looking for (she found it: Channel KGBs (TNT remix) by the KGB’s) but I thought it would make a great tempo drill. So here it is: find a resistance and a cadence that you can maintain for two minutes (but not a whole lot more). There’s a break coming after this.
Live and Let Die – Guns ‘n Roses (3:02): I saw GNR way back in the 80s when they opened for the Cult. I hated them and predicted a quick demise for the band, thus ending any possibility of a career as a record producer or talent scout. They covered this McCartney hit in 1991. We’re going to use it for three out-of-the-saddle, charge up the hill sprints 35/12/25 seconds, at 0:43 – 1:18 (35 sec), 1:33 – 1:45 (12 sec), and 2:25 – 2:50 (25 sec). They’re short, so I want EVERYTHING you’ve got on these ones.
Cobrastyle feat. Mad Cobra) – Teddybears (3:00): Okay, this is more reggae fusion than hard rock, but it’s been on heavy rotation on my iPod since Lisa posted it on her Glamorous Spin Mix back in June. We’re gonna do some lifts: 8 count, 4 count, then 2 count, one minute each. If you want to switch at a good time for the music, try switching at 1:04 and 2:10. Augh! Those quads.
The Pretender – Foo Fighters (4:29): This song starts slow, but it’s all badass – one great, big, juicy sprint. Split the class into two teams, A & B. They’re going to alternate 30 second sprints (2 sets) starting at 0:34 – 2:38. Then there’s a 50 second rest, followed by a one minute, all-out sprint for everyone at 3:28 – 4:29. Spontaneous whoops encouraged.
Hot Cherie – Hardline (4:47): I’ve had this song in one form or another since I’ve had a walkman. It’s originally by a Winnipeg band called Streetheart (but I didn’t know that until I checked Wikipedia while putting this post together). The lyrics are insipid and suggestive, but there are no f-bombs (ah, the innocent 90s) and the chorus has get-up-and-go power. Besides, what’s a hard rock playlist without a cheesy metal song? Sort of a poor man’s Scorpions. We’re going to do an out of the saddle climb, gettin’ aggressive at the choruses.
Speed – Billy Idol (4:18): Time for another tempo drill, this time with surges at each chorus to keep everyone on their toes. The choruses are at 1:00 – 1:23, 2:04 – 2:47 (including the bridge), and 3:35 – 4:10. Every time you hear “speed” – go! Somehow I don’t think that’s the speed Billy Idol was talking about.
Beside You – Marianas Trench (3:38): Let’s dial down the intensity a bit. Take 25 seconds to recover and grab a drink, then ratchet up the tension for this seated climb from Canadian rockers, Marianas Trench.
Dead – Buckcherry (5:27): I didn’t know about Buckcherry back in my metal days (they didn’t form until 1995) but I would have been all over them back then. They’re seriously badass, from heavily-tattooed lead singer Josh Todd to their breakout hit, Crazy Bit*h. We’re taking this one right to the finish line as an all-out, gimme what you got left sprint. If you’re really badass, do ’em standing. Let’s do 15 seconds off/on, 30 seconds off/on, 45 seconds off/on then 60 seconds off/on (ride out the end of the song). I stop this one at 4:45, as the song winds down after that. If you leave it in, start the cool down at 4:45.
Free – Train (3:58): We deserve this cool down to Train’s 1998 hit, Free. Slow down your legs, take a few gulps of water, and relax.
Just a Ride – Jem (3:20): Reader Bob put me on to this Welsh singer-songwriter. Some perfect cool-down energy here.
I spent a sunny Saturday this week sitting on a stability ball at my gym getting my Schwinn certification for indoor cycling. Schwinn is big on coaching rather than instructing and I got some really good tips from the class. I realized that I was already doing some of the things they suggested, like Dimensional Cueing. One dimensional cueing provides facts or information (“take this hill at a comfortable challenge”). Two dimensional cueing includes a sensory component like a comparison, contrast, analogy, touch or visual image (“this hill is tougher than the last one”). Three dimensional cueing asks a question of the riders (“Are you ready to tackle the biggest hill yet?”) I’ve also been doing music mapping (using a song’s structure to enhance the terrain on the ride).
The instructor coached us through a 40 minute class – much of it off the bike – using lots of visualization. The ride was very well-received by the class of about 20 instructors. My own experience was marred by having chosen a bike with a wonky resistance knob. I couldn’t get the resistance right – there was too light and too heavy and very little in between. I really liked that he gave us two profiles complete with music, so we could deconstruct them on our own time, or try them out ourselves.
Reader Mae posted a question on the Reader Playlist page that ties into this training: she needs to teach off the bike for a couple of months and isn’t sure how. Frankly, I’m not, either. I have been to classes where the instructor taught off the bike – some good, some not so good. The point I took away from the Schwinn training is if you’re coaching rather than instructing, you can do it more easily off the bike because you can talk more. The Schwinn instructor pointed out that it’s not like a step class where you need to demonstrate the moves constantly. Once you’ve demonstrated good form seated and standing, why not get off the bike and really coach?
I’ll admit, I was too chicken to even try it when I was pregnant and couldn’t giv’er like I wanted to. I chose to get someone to sub my class until I was ready to go again. But I’m intrigued with the coaching model and want to learn more about it.
So riders – who teaches off the bike? How do you do it? We all want to know!
I instruct 14 classes a week. Each class lasting 60 or 75 minutes. I instruct two triples a week and several doubles. Teaching off the bike is essential to being able to instruct so many classes a week.
I have riders who prefer me on the bike, but if I give them the option of me coming in to teach if I am injured, or getting a sub, hands down coming in.
When you teach off the bike you have to be really confident in your ride. I have to know my profile and my music. Teaching so many classes a week I have to keep it fresh and new. There are riders who follow me and my classes are forever evolving.
When you get off the bike cue as if you were on the bike. Most instructors get so nervous that they talk way to much. Just take a deep breath, calm down and get into the moment and take the ride as if you were instructing the ride to yourself. My warm-up song I know front to back and back to front. There are people always coming in late and I still coach while bike fitting, covering the mic and not missing a beat. Keeping people in their zone, means keeping yourself in “your zone”. I teach on both Schwinn and Spinning bikes the rides are different. I teach with monitors and classes without.
Most important aspect of teaching off the bike. Knowing your music. Being able to move that same song into an interval, a climb or an endurance stage. When I am coaching a class with sprints i get off the bike when I have them timed.
Summing it up. 1) Feeling confident 2) Don’t just talk 3) Know your profile before you walk in and your music or 4) Go with your instincts.
You didn’t choose spinning, it chose you. Good luck!!!
Fantastic advice LexRock! I think knowing your profile cold is great advice whether you teach on or off the bike. At my gym the bikes are too close together to permit circulating during the ride but it is possible to teach from the platform. I have also noticed other instructors sometimes stay on the bike but stop pedaling – they’ll stand on the pedals to coach for a bit, then sit and continue. So far, I haven’t adopted this habit because I worry riders will interpret that they ought to stop pedaling if they need a break – I always coach them to ride easy when they need to, but to keep pedaling.
I wouldn’t stop pedaling and stand on y pedals to teach and then start up again. It slows everyone down….
I’ve seen four instructors I really respect do this now. At first I thought it was so that they’d have wind to coach us through the toughest parts of the ride but the stops didn’t always happen at those points, so I am not sure. Guess I should have just asked about it.
I just randomly found your blog, and I’m so excited!!! (I’m sure iTunes is happy too as I bought most of the songs on this playlist!) I’m a fitness instructor, gluten-free foodie in desperate need of playlist inspiration. So glad to have found you!
Hi Heather,
Great to hear from you. Welcome to the blog. Glad you like it!
My sister also has celiac disease so I know how difficult it can be to eat, never mind be a foodie.
Drop by again and post a few of your favourite songs or a playlist.
All the best,
Cynthia
Hey Cynthia
I guess the most important aspect of my class is getting to know each participant by name and committing it to memory, any new spinners are introduced to the whole class in an almost embarrasing manner such as ‘class this is Cynthia, say hi to Cynthia everyone’ it makes everyone laugh a little and I believe they feel a little less nervous for it. Once committing name to memory I will ask them questions during the class or use their name in pushing them on further such as ‘come on Cynthia, maximum sprint..hit it girl’ there is so much in a name!
So I guess I build close rapport with the participants in my classes (5 different classes per week) so it allows me to walk up to one of them and use positive reinforcement dialogue before I turn up the resistance such as ‘wow, you’re legs are too strong for that let’s load you up a little more’ or ‘hey you’ve got strong legs lets work them a little harder’.
I’m lucky with space as well, plenty of room to spread them out or sometimes I bring them in a little closer, depends on whether we are getting off the bike to do some floor work in between or staying on. I always finish with a couple of tracks of core work at the end on the floor and finally a track of stretching and we’re done.
Cheers
Gary
Gary, I love that you learn the names of each of your participants. I try but I am truly awful with names. I know the names of most of my regulars. I’ve heard of other instructors getting riders to introduce themselves to the person next to them then later in the class do a drill where they’re teamed (or competing).
I always ask if there are any new Spinners in the class before it starts (so I can do bike set up, etc.) and get the class to give them a round of applause when they finish but I haven’t thought to call out to them specially during the class. I think that would be great.
Hey guys, I regularly instruct off my bike. It allows me to get up close and personal with spinners, I like to be in with the action; we have a high platform from where the instructor will provide exercise demonstration, I drag my bike down so that I can be a part of the group. My voice is also much more audible when not gasping for breath as I think I push myself harder when I instruct, so generally I mix it up; I’ll stay on for a few sets then walk the floor turning resistance up and offering high energy support to those starting to lag behind they seem to find that extra bit of energy and manage to make it home each set.
Cheers and thanks for all the invaluable information that you offer here, love it!
Gary
Hi Gary,
Tell us more about how you teach off the bike!
I’d be nervous about turning resistance up for someone else. Even though it would be very tempting when I see the odd rider bouncing away with clearly not enough going on. I tend to cue the whole class “are you bouncing in the saddle? Add some resistance!” I also remind riders at the outset of every class to always ride with resistance.
I wish I could walk between the bikes at my gym – they’re all crammed together so you have to squeeze sideways between them. Not ideal for teaching off the bike. But I have seen people teach off the bike and just remain at the front of the class, which would be an option at my gym.
Glad you like the blog,
Cynthia
Hi Cynthia – just wanted to say your blog is awesome! I cannot wait to download some of the music you have here, and incorporate them into my spins. :)
Bria
Bria! Thanks so much for dropping by the blog. Glad you like it. Folks, Bria has a blog of her own where she writes about training for triathlons – check it out at http://legalb.wordpress.com/
Hi Cynthia, I have taught off the bike plenty, 3 months of the last trimester of my last pregnancy. People ALWAYS have said the class is harder (or they work harder) when I am not riding…. I think because you are walking around the class more, they know not to ‘cheat’. Either that, or when you teach on the bike, you can’t go all out to the point of breathless… and the participants in any class usually give less than what an instructor does, which is why the teacher has to give it 120% so that the class gives their all (100%)!. That is just my personal experience so this may not apply to all groups of course!
If you are going to start coaching off the bike, pick a track or two to start and build from there. See what the feedback is.
I like the training ideas about cueing… thanks for sharing.
Thanks Aquagirl – I definitely find I cue less when I’m breathless. I think I’d like to go to some more classes where the instructor teaches off the bike. Very few people do it here. I have the sense that it’s a bit of a Mad Dogg thing.
I never teach off the bike – I just don’t think it’s the same! There have been all sorts of survey that have proven that if the instructor is giving it 120%, that the riders will perform better as well. Off the bike they may not have the same motivation (this is all just my opinion, by the way!).
The only times I have ever taught off the bike is when somebody’s bike breaks, and I give them mine. As the class is usually full (23 bikes + 1 instructor bike) I have to teach it off the bike. I find this a bit tougher to do as it’s hard to explain sometimes about each move – the regular riders are fine but for the new people it can be confusing, especially when I use ‘spin’ terms like ‘lift for 4’ etc.
However, in normal teaching circumstances, I stay on the bike unless I am (a) filling water for people (they aren’t allowed to get off the bike themselves to go to the water cooler – I know, cruel!) or (b) walking around to make sure everybody is being honest to themselves with resistance, usually turning it up slightly for some people! Keep them challeneged, especially on longer climbs where heart rate can tend to level out.
All just my opinion though, I’m sure other people can teach off the bike better than I can!
Now that I think of it, I have gotten off the bike during the warmup to help a late arrival who is struggling with bike set up. But while I might throw a few cues out, I’m basically just headed straight back to the bike myself. I wouldn’t get the same charge out of the class if I wasn’t riding it with the others; assuming it’s a good thing for the instructor to be charged up (I agree with Tim here) it’s probably good for everyone. I’m still intrigued with the coaching off the bike model; I just don’t know how to make it work.
I have only taught one song off the bike during my whole just- over- a- year career.
I got the idea for drafting and the song was where’s your head @ off a blog( sorry I can’t remember which one rt now). I already owned that song and was very familiar with it. So I followed the suggestion and divided the group up into
2 groups( ABC) and then was able to really use my hands as I started each group
and encouraged them. I had fun and I did get positive feed back. It was way too
taxing to keep 3 groups going while spinning myself. I used PRE of hard, harder
and hardest depending on who was in front etc.
Thanks Mel – I think that’s the way to start teaching off the bike – a song here or there, before tackling the bulk of a class. Thanks for posting.
Music plus exercise…two of my favorite things…Ill try to use this mix…thanks for sharing…