Coaching: Instruction and Plain Language
How might instructors communicate so that their words are easily understood, and so that individuals move correctly and groups move in unison?
Although verbal communication is not the only channel for instruction, the cost of poorly chosen words can make things unnecessarily difficult. Three common mistakes will be explored here:
Vague language.
Negative language.
Technical language.
The benefits of preventing these mistakes are that people can easily follow the lead of instructors, that people gain value from concrete and precise instruction, and that instructors develop more detailed knowledge of their disciplines.
The first common mistake is vague language:
‘Go up.’
‘Hold.’
‘Move around.’
This may be a result of inexperience or the assumption that giving instructions is a simple matter. The problem is that vague language leads to confusion, especially for beginners. The only time this type of language works, if at all, is after a foundation of detailed instruction has been set.
The second common mistake is telling participants what not to move:
‘Without moving your left foot, move the right foot back.’
‘Don’t flare the elbows otherwise you remain exposed.’
‘Dropping the hands is a big mistake.’
The reason instructors may do this is because they want to share as much information as possible. After all, technical movements by definition require avoiding many mistakes. It seems intuitive that giving these details means giving more value. The problem is that nobody decides to move by thinking about what not to move.
This is not to say that negative language should never be used. Perhaps a contrast is needed, so a coach may show how not to do something as well as how to do it. In these cases, however, the positive demonstration comes first.
The third common mistake is use of technical terms, names, or jargon:
‘Try the Cross-Over.’
‘Do the Corkscrew punch.’
‘And now relax in the Savasana pose.’
The tendency to use technical terms is based on the false belief that such terms demonstrate knowledge or expertise. The problem is that the average person does not speak like that. Also, names do not tell people how to do something, and jargon can come across as confusing, unnecessary, or even pretentious.
This is not to say that technical terms should never be used. Again, once a foundation of detailed instruction has been set, technical terms are needed for efficient communication.
Instructors may prevent all these mistakes by asking two basic questions:
What body part should move first?
In what direction (or shape) should it move?
Instructions would then be concrete and concise:
‘Hands up.’
‘Elbows in.’
‘Right foot back.’
When using verbs, saying the shape of the movement may also help:
‘Circle the arms.’
‘Fold from the hips.’
‘Lengthen the left leg.’
Plain language has its limits. For example, ‘left’ and ‘right’ are confusing if the instructor is facing the participant. However, this problem in particular can be solved by standing at a better angle.
Overall, one may find that participants follow plain instructions naturally. This goes for groups as well as for individuals.
Does the use of plain language make a discipline seem ‘beneath’ us? The answer is no because knowledge or expertise in any discipline is demonstrated by how effectively we solve problems, not how ‘technically’ we speak about them. Communication seems to be a problem in many disciplines, and plain language happens to be an effective solution. The alternative is to sow confusion.
Another benefit of plain instruction is that advanced techniques can be broken down into basic movements, and even ‘basic’ techniques can be broken down further:
‘Bend the knees, thighs parallel to the ground, lift the chest…’ (Squat)
‘Left foot back, front knee 90-degrees, back leg straight…’ (Lunge)
‘Extend the front hand, knuckles up, clench…’ (Jab)
The participant is not the only one who learns here. The instructor will also develop insights by describing movements in detail. If they are unable to describe some part of a movement, that would be a problem worth solving.
Also, upcoming instructors who are studying a movement discipline and who do not speak English as a first language may benefit from learning plain instruction. The simple exercise of writing a list of body parts and directions may prove useful both for learning and teaching.
In sum, instructors may benefit from using plain language as opposed to vague, technical or negative language by holding two questions in mind:
What should I move?
In what direction (or shape) should I move it?
As a result, instruction may become simpler, clearer and more effective.
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