Development of a Pilates Teaching Framework from an international survey of teacher practice |
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Affiliation: | 1. School of Health and Life Sciences, University of the West of Scotland, Paisley, PA1 2BE, UK;2. Pilates Teacher Association, Troon, KA10 6 AU, UK;1. Department of Physiotherapy, Faculty of Rehabilitation, Tabriz University of Medical Sciences, Tabriz, Iran;2. Department of Physiotherapy, School of Rehabilitation, Shahid Beheshti University of Medical Sciences, Tehran, Iran;3. Department of Basic Sciences, School of Rehabilitation, Shahid Beheshti University of Medical Sciences, Tehran, Iran;1. Department of Orthotics and Prosthetics, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran;2. Department of Physical Therapy, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran;3. Department of Mechanical Engineering, Sharif University of Technology, Tehran, Iran;4. Biomechanics Laboratory, Department of Mechanical Engineering, Sharif University of Technology, Tehran, Iran;1. Department of Biomechanics, College of Physical Therapy, Cairo University, Giza, Egypt;2. Department of Physical Therapy, College of Applied Medical Sciences, Dammam University, Dammam, Kingdom of Saudi Arabia;3. Department of Neuromuscular Disorders and its Surgery, Faculty of Physical Therapy, Cairo University, Giza, Egypt |
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Abstract: | ObjectivePilates is used increasingly in a variety of clinical settings. However, there is lack of clarity in the literature as to what is meant by the term. Teachers incorporating apparatus based on the designs of Joseph Pilates (1883–1967) into their practice refer to themselves as Comprehensive Teachers, and this group divides itself further into Classical and Contemporary practice. The aim of this research was to explore the meanings of these terms with Comprehensive Teachers and to develop a framework that reflects current views and practice.MethodOnline international survey of Pilates Teachers through closed Facebook forums. Open questions were used to elicit views of the definition and practice of Pilates, and how standards should be set across the sector.ResultsOf 109 participants, 35% were based in the UK and 32% in the USA; 48% identified as Classical teachers, 32% as Contemporary, 5% as both and 15% as Matwork instructors. A thematic analysis of the qualitative data revealed agreement on the scope and content of Classical and Contemporary Comprehensive Pilates, however the discourse indicated there might be stereotyping about each other's practice. Classical teachers, for example, spoke of their own practice as authentic while Contemporary teachers used terms such as strict and inflexible for Classical practice. However, members of either group may incorporate both Classical and Contemporary approaches within their practice. We have designed a Pilates Teaching Framework to take into account the types of apparatus, the types of exercises and the order in which the exercises are executed.ConclusionsA framework that emphasises Pilates teaching rather than teacher practice is proposed for consistency and clarity when describing Pilates in professional and public contexts. |
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Keywords: | Pilates Health promotion Qualitative research Movement therapy |
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