How to Teach More Simply (and Effectively)

The Goal: Impart Knowledge

Knowing how to move an external load safely is one of the primary goals of the StrongFirst SFG I certification process. If you cannot get a student to move safely, they will eventually hurt themselves. It’s just a matter of time. As I’m sure you know, injury is the biggest reason people quit training. Not only will this negatively impact your income as a strength professional, it will also lead to a weaker world. I think we can agree that’s not the direction the world’s population needs to go.

I am certain there are numerous teaching methods that work for large groups, small groups, or one on one. But what is the best way to teach? Can we even say there is a best? A lot of it depends on your preferred method of presentation. What method does your personality naturally lead you to? But a lot also depends on the student’s best means of learning. I’ve had students over the years who I can simply describe with words what I want them to do, and they can instantly do it. I’ve had the exact opposite of that as well, students to whom I can give every detail and nothing works until I simply demo the movement for them, and then they can instantly do it. I would venture to guess that those types of people are on opposite sides of the bell-shaped curve, and the majority of students learn from some combination of hearing, seeing, and, of course, doing.

The Problem: Too Much Knowledge

I began teaching martial arts in 1995 and strength in 2008 and pride myself on being a patient and effective teacher, but it took a while to get there. I had the same pitfalls of every other new instructor. There is a saying in Chinese martial arts that Dr. Mark Cheng (StrongFirst Certified Master Instructor, and my first kettlebell instructor) told me. This probably isn’t exact, but it’s essentially, “If you try to teach someone everything, you will teach them nothing.” I think the biggest pitfall many coaches and instructors have is they simply talk too much. They will go down a rabbit hole of unnecessary details that ends up leading to more confusion than instruction. This is not to say that you shouldn’t be able to go down that rabbit hole. You should! But there’s a time and a place for just about everything, and if your goal is effective teaching then that isn’t the time. Remember that very few students will grasp the entirety of what you’re teaching in one session on Monday. But you will (hopefully) see them again on Wednesday and future days where you can repeat Monday’s lesson and build upon it.

The Solution: Simplify the Presentation

So, with that groundwork placed, I am going to give you an amazing tip I learned from Rener and Ryron Gracie, of the famed Brazilian jiu jitsu family, that I used when teaching my staff how to instruct.

Any movement you teach, even ballistic ones like the swing or snatch, can be broken down into individual steps. Take that movement and break it down into approximately five to seven steps. Obviously, any of the movements we teach will benefit from describing more than five to seven steps but start with the most important steps, the main issues people have when initially learning the technique or the main ones that can lead to injury. Then use three to five words to describe each of those steps. (In full transparency, the Gracie brothers only ever use three words.) Less than three can work on occasion, but more than five is not allowed.

Speak less while saying more. That’s it.

For example, the swing:

1. Neutral spine and braced torso
2. Hike the kettlebell
3. Stand up explosively
4. Keep the shoulder packed
5. Make the kettlebell float
6. Don’t hinge early
7. Hinge deep

Now each of these descriptions on their own might or might not be enough on the first explanation. But it will get you in the ballpark and repeating it a few times while teaching the technique will give your students more time to take it in. This minimalist approach keeps what your student needs to focus on to a minimum, thereby facilitating the learning process.

Subsequent explanations can and should give more detail. But still, do so with restraint. For example:

1. Neutral spine and braced torso
   • By keeping your back flat and activating the lats
2. Hike the kettlebell
   • By touching your arm to your inner thigh
3. Stand up explosively
   • By pushing your feet through the ground
4. Keep the shoulder packed
   • By not letting the kettlebell pull you forward
5. Make the kettlebell float
   • By not actively lifting it with the arms
6. Wait to hinge
   • By being patient while the kettlebell drops
7. Hinge deep
   • By sitting back deeper than you might initially think

This is just an example, but you get the idea. Start with as simple an explanation as you can, then when you flesh out the steps more, still keep it simple.

Final Thoughts

Just because something is simple doesn’t mean it’s also easy. In fact, I’d argue that being able to convey a deep and important idea in three to five words is actually quite hard and displays a level of mastery that being verbose on a topic does not. This method takes practice, but I promise you it will make your teaching more effective. And then you can go down the occasional rabbit hole. (Just don’t do it every lesson.)

Hopefully you found this tip to be valuable. If so and you’d like to learn more similar material, check out the StrongFirst Teaching Principles video I did with Brett Jones, StrongFirst Director of Education. This tip and so much more are outlined there to help you improve your teaching. You’ve learned how to move the kettlebell safely, now become a more efficient instructor. And if you’re a gym owner, this will be a good instructor training program for your staff. I’ve had many instructors under me over the years and have found this material invaluable. I hope you do too.

Stay strong, my friends!