Article by Gill Cummings-Bell BA (Hon’s). M.Sc. MBA. PGCE. ACSP. (Written with HI no AI present)

I state this for clarity purposes only; there are no agreed definitions of Pilates accepted by all schools of Pilates which can lead to confusion both amongst teachers and participants of Pilates. This article will assist in developing an understanding of what is currently offered as Pilates classes or one to one sessions in the sector, rather than trying to narrow Pilates as a practice into individual fields. This article is intended to help guide teachers in their search for training pathways, and the public in their search for the right Pilates class for them and the right teacher that has been trained in, and teaches the style of Pilates that best suits their needs.

Classical or Traditional Pilates

These terms are interchangeable and refer to Pilates classes or one to one sessions taught with the intent, and in the sequential order of repertoire originally identified by Joseph Pilates.  Across research or critical thinking, there is strong evidence supporting that the term ‘Classical Pilates’ identifies teachers of the Classical Pilates Method who focus on using a structured progressive series of integrated Pilates exercises. These exercises are taught and executed in a ‘System’ that uses the whole body, restores mental, physical and movement health and well-being to an individual.

Classical Pilates boasts a history of over 100 years, originally taught by Joseph Pilates (JP), who founded his original system and as published in his book ‘Contrology’ in 1945. The system comprises of a vast number of exercises across mat and studio apparatus. The system includes Mat, Reformer, Chair, Ladder Barrel, Spine Corrector, Tower/Cadillac, Ped-O-Pull. The system continued to be taught through his wife Clara and a group of first-generation teachers taught by JP known as the ‘Elders’. One of the most well-known was Romana Kryzanowska who adhered closely to the techniques and order of Contrology maintaining the integrity of the classical method. The ‘Elders’ also include the late Kathleen Stanford Grant, Eve Gentry, Carola Trier, Bob Fitzgeral, Bob Seed and Ron Fletcher as well as living elders Mary Pilates, Jay Grimes, Lolita San Miguel and Mary Bowen. The elders further developed the method to meet different body needs taking the work in varied unique directions. This work brought variation to the method and to the repertoire of exercises which concludes in some differences across the delivery method and training schools today. This shaped the Classical Pilates Method we now know and, in some instances, the Contemporary Pilates Method we discuss later.

Defining Aspects of Classical Pilates Today:

  • Mind body connection – conscious focus of the mind
  • Intent and order of exercise repertoire
  • Six Principles – Centering, Breath, Control, Concentration, Precision and Flow
  • Pursuit of mastery of the repertoire – working towards execution of the classical positions
  • System of delivery of exercise repertoire across mat and apparatus
  • Individual relationship with teacher and embodiment of repertoire

What can I expect in teacher training or a trained teacher?

Teachers trained in the Classical Pilates Method are generally trained across the whole Pilates system of apparatus as well as mat and may have achieved a ‘Fully Comprehensive Pilates Certification’. In their training they will be taught anatomy and physiology, the whole Pilates traditional repertoire, a deep knowledge of the principles of the Pilates method and the structure, order and intent of the classical repertoire.  Through their training and practice a teacher will develop their own embodiment of the Pilates Method and repertoire, form a deep relationship with clients and their needs, use client centred methods of cueing, corrections, programming and health and safety. Teachers will have undertaken a period of self-practice and observations and been assessed in their embodiment of the Pilates Method as well as their teaching and practice of the Pilates Method.

I proceed with caution on defining my next statement as this is not a universal opinion and is merely built on evidence of current practice across the UK. Whilst traditionally Classical Pilates teachers are trained across the whole Pilates System, Pilates Mat and Pilates Reformer teacher training may, and does, standalone as teaching disciplines in both a classical and a contemporary sense. Some teachers may be trained in elements of the classical system in Mat or in Mat and Reformer and teach class formats and one to one sessions in either mat or reformer using elements of the classical method and repertoire related to these elements of the system. I do caution that some classical schools may not agree that a teacher of Pilates Mat only, or of Mat and Reformer can consider themselves to be teaching elements of Classical Pilates or referring to themselves as teaching Classical Mat however the right to title has been disproven in law, and no right of title exists to a ‘Fully Comprehensive’ teacher only be able to refer to themselves as a Pilates teacher either classically or contemporary. In the UK there are several thousand Pilates teachers who have preferred to either make their entry route in to teaching Classical Mat with the elements of the classical method applied to mat such as the intent, the order of the classical mat repertoire, the Pilates principles or have preferred to stay with Classical or Contemporary mat only. Whilst there is a view that you cannot be classically trained if only teaching one of the apparatus or Mat, this is not built solely on fact and does not give credit to the fact that mat or reformer in itself can be taught using elements from the classical system. We must respect every teacher’s training and entry point including teachers who have preferred to teach only mat or reformer and stay aligned to the classical approach.  

A classically trained Pilates Mat teacher will have taken the same training for the mat element of the course only, and a classically trained Pilates Studio Reformer teacher will have undertaken the same training for the mat and reformer element of the course only. This will be their entry point.  If they have trained with a school who also offer the Fully Comprehensive training programme, they will understand where their chosen discipline sits with the wider system.  In training teachers will be taught anatomy and physiology, the Pilates traditional mat repertoire and or the traditional Reformer repertoire (as their choice of discipline) with a deep knowledge of the Pilates method, structure, order and intent of the repertoire related to that discipline. A teacher will develop through their training their own embodiment of the Pilates principles and repertoire, client cantered methods of cueing, corrections, programming and health and safety. Teachers will have undertaken a period of self-practice and observations and been assessed in their embodiment of the Mat or Reformer Repertoire using the Pilates Principles.

Great Oaks from Little Acorns Grow?

This is very true of modern-day Pilates. As times have evolved so has the teaching discipline of Pilates. Many of the disciplines we now see being taught have their roots in elements of the description set out above. Be that using the mat repertoire identified by JP, or the principles evolved through the elders. JP himself was a researcher, a thinker, a watcher and developer of the principles of movement for a healthy body, healthy mind.  

JP himself in his essay of 1934 “All new ideas are revolutionary. When their underlying theory is proven through practical application, it becomes a matter of time for them to develop and to flourish. Such revolutionary ideas simply cannot be ignored. They cannot be kept in the background. Time and progress are synonymous terms; nothing can stop either. Truth will prevail. That is why I know my teachings will reach the masses and finally be adopted as universal” (Pilates/Miller 1934, republished Gallagher/Kryzanowska 2000)”.

In celebration of Joseph Pilates embrace the varied types of Pilates classes and sessions offered, understand and define what they entail and help our participants and teaching colleagues sign post people to the style of Pilates that best suits their needs.  

Contemporary Pilates

In principle Contemporary Pilates is a modern version of Classical Pilates that teaches using the principles of the Pilates method and a base of exercises founded from the original mat or reformer repertoire but not always the order and intent of the repertoire. Much of the repertoire is changed to more modern adaptations of the repertoire. This tends to be focussed on Mat or Reformer Pilates as disciplines and not the wider system. Contemporary Pilates is an evolving form of Pilates that adapts the original repertoire by incorporating up to date knowledge of biomechanics, physiotherapy and sports science. It focuses on functional movement and offers more creative modifications and props for teaching of the Pilates exercises. Unlike the classical method of Pilates, it does not have the rigidity of the sequence of exercises however it remains based on the delivery of its exercises using the principles of the Pilates method.

Defining Aspects of Contemporary Pilates Today:

  • Adaptability of the repertoire to meet modern body needs
  • Modern scientific and research approach
  • Variation of exercises using props if needed
  • Diverse techniques
  • Six Principles – Centering, Breath, Control, Concentration, Precision and Flow
  • Generally available as stand-alone disciplines on Pilates Mat and Pilates Reformer.

What can I expect in teacher training or a trained teacher?

Teachers trained in the Contemporary Pilates Method are generally not trained across the whole Pilates system of apparatus and will be certificated for the discipline in which they have trained i.e. Mat or Mat and Reformer.  In training they will be taught anatomy, physiology and biomechanics, an adapted repertoire with a deep knowledge of the principles of the Pilates method but may lack knowledge of the structure, order and intent of the Classical repertoire. A teacher through their training will develop an understanding of the adapted repertoire, an understanding of the scientific or biomechanical reasoning behind the adaptations, a deep relationship with clients and their needs, client centred methods of cueing, corrections, programming and health and safety. As the repertoire is adapted there is no set agreed repertoire for either mat or reformer that is contemporary and therefore the repertoire may vary substantially from training to training. Whilst traditionally Classical Pilates teachers are trained across the whole Pilates System, Contemporary Pilates teachers are not and whilst they deeply understand the adapted repertoire, they may not have a full working knowledge of the original work that the repertoire has been adapted from.  Teachers of course may have started their teaching journey through this entry point and moved deeper into Fully Comprehensive training or Classical Mat or Classical Reformer training and added these strings to their bow.

Fitness Pilates or Pilates in a Fitness Context

In principle Pilates in a fitness context or Fitness Pilates (not to be confused with the brand Fitness Pilates which is trademarked) is a class that teaches some of the exercises from the identified classical repertoires but adapted using the components of fitness. Generally, it is what is taught in larger group classes and limited to mat Pilates and reformer Pilates.  A Pilates class in a fitness context is not taught using the principles of the Pilates method but will target specific components of fitness including, but not limited to, muscular strength, muscular endurance, cardiovascular, flexibility and motor skill. Classes will have a base of exercises founded from the original mat or reformer repertoire but not the order and intent of the repertoire or the six principles of the method. Classes will focus on applying the principles of fitness training to the programming of the session and the execution of the exercises and functional movement. It offers more creative modifications and props for teaching of the Pilates exercises. Unlike the classical or contemporary method of Pilates it does not have a base in the foundation of the method but does have a base in the exercise positions identified by JP in Contrology.  Most other terms we now see defining classes such as ‘Dynamic Reformer’ grow from this method of teaching.

Defining Aspects of Pilates in a Fitness Context Today:

  • Adaptability of the repertoire to meet the fitness principles of training such as progressive overload targeting one or more of the components of fitness.
  • Modern researched components of fitness approach
  • Variation of exercises using props if needed
  • Diverse techniques
  • Generally available as stand-alone disciplines on Pilates Mat and Pilates Reformer
  • May be developed further into fitness concepts such as Dynamic Pilates. Cardio Pilates etc.

What can I expect in teacher training or a trained teacher?

Teachers trained in Pilates in a fitness context are not trained across the whole Pilates system of apparatus and will be certificated for the discipline in which they have trained i.e. Mat or Reformer with Fitness in the title of the certification.  In training they will be taught anatomy, physiology and biomechanics, the components of fitness and principles of training, group exercise and class management, a repertoire based on the traditional repertoire with the components of fitness applied to the exercise session and programming. A teacher through their training will develop an understanding of the adapted repertoire, an understanding of the scientific or biomechanical reasoning behind the adaptations, group methods of cueing, corrections, programming and health and safety. Whilst traditionally Classical Pilates teachers are trained across the whole Pilates System, teachers of Pilates in a fitness context are not and whilst they deeply understand the principles of training and the components of fitness and how to apply this theory to practice, they may not have a full working knowledge of the original work that the repertoire has been adapted from. Teachers of course may have started their teaching journey through this entry point and moved deeper into Fully Comprehensive training or Classical Mat or Classical Reformer training and added these strings to their bow.

Clinical Pilates or Pilates Therapy

These terms are not interchangeable. Both refer to Pilates sessions taught as part of a clinically reasoned exercise-based intervention for a condition or injury. Sessions are taught with the intent of classical Pilates but not the order. Clinical Pilates teachers use the repertoire and method originally identified by Joseph Pilates and the Elders but with an adapted therapeutic outcome for the exercises in the repertoire to either pre-habilitate or rehabilitate a condition or injury. The Clinical Pilates or Therapy Pilates session may be limited to just one apparatus or mat, or it may be delivered across the full classical system.  It is a highly personalised programme starting with a diagnostic assessment of the condition and a movement assessment to enable tailoring of the exercises for injury management or recovery. A physiotherapist or primary clinician trained in Pilates may undertake the diagnostic assessment to diagnose the injury or condition, clinically reason the Pilates programme and teach the Pilates session if also trained in the Pilates Method. This is Clinical Pilates. At this time, they would be working as a Physiotherapist using Pilates as one of their rehabilitation techniques.

A Pilates Therapist differs in aspects. A Pilates teacher may work as a Pilates Therapist where the Pilates session is taught by a Pilates Therapy teacher who is trained to a high level in the Pilates Method however they are non-diagnostic and do not diagnose conditions or injuries. They may work alongside a clinical practitioner and therefore be working as part of a clinical intervention or deliver a Pilates Therapy session to a self-referred client who has a chronic musculoskeletal condition in specific musculoskeletal categories. A Pilates therapist may work alongside a primary clinician who is not Pilates trained where clinical diagnosis is undertaken by the clinician the therapeutic outcomes of the Pilates session taught by the Pilates Therapist or they may work alone when working with a long-term musculoskeletal condition with a patient not currently under primary care.

Defining Aspects of Clinical Pilates or Pilates Therapy Today:

  • Adaptability of the repertoire to meet therapeutic outcomes.
  • Modern researched components of targeted rehabilitation
  • Customised Pilates repertoire to facilitate recovery or prehabilitation
  • Generally taught as one-to-one programme over a number of sessions or group programme where there is a common injury or condition i.e. a back class

What can I expect in teacher training or a trained teacher?

Teachers trained in Clinical Pilates or Therapy Pilates are trained in the Classical Pilates Method but may or may not be trained across the whole Pilates system of apparatus and may or may not have achieved a ‘Fully Comprehensive Pilates Certification’.  Their training starts as a minimum at level 4 and is the highest level of Pilates training. They will have a pre-requisite of training in the Pilates method at level 3 for the mat or apparatus they wish to train to teach therapeutically. They must enter training for therapy with a deep understanding and a minimum of two years’ experience as a Pilates teacher in the Pilates method for the discipline they want to teach as therapy. This is a pre-requisite.

Through this high-level training they will be taught a deeper level of anatomy, physiology and biomechanics (to a minimum of level 4). The teachers will be taught a deep understanding of a range of musculoskeletal conditions and how to develop therapeutic outcomes and what the therapeutic outcome should focus on using the Pilates method and repertoire. A teacher will have a deep understanding of the repertoire, how the method is applied to the repertoire and how to change the outcome of each repertoire exercise related to the condition or injury being targeted.  This will require the ability to develop a deep relationship with clients, understand therapeutic outcomes and to be able to identify the patients’ outcomes for change.

Whilst traditionally Classical Pilates teachers are trained across the whole Pilates System, clinical Pilates teachers or Therapy Pilates Teachers may be trained in one or more of the fully comprehensive disciplines in isolation.   In training teachers will be taught deeper anatomy, physiology and biomechanics applied to function and dysfunction, be taught how to clinically reason the Pilates traditional repertoire to improve the presenting condition or injury. They will be taught a deep understanding of clinical movement assessment, the impact of musculoskeletal conditions and injuries on movement, a wider clinically reasoned Pilates repertoire with therapeutic adaptations. Teachers will have undertaken a deep study of the body and Pilates and be assessed on their clinical/therapy reasoning, their programming to achieve outcomes and their teaching and management of a therapy case study.

Pre-Choreographed Pilates or Fusion Pilates

In principle Pre-choreographed Pilates is a fusion of various fitness, Pilates, functional and other contexts such as Yoga and Tai Chi. This  falls under the scope of practice of group exercise rather than Pilates. It is a class that teaches some of the exercises from the identified traditional repertoires and contemporary repertoires from either mat or reformer but fused with other exercises from repertoires of Yoga, Tai Chi, functional training or fitness training concepts. Generally, it is what is taught in larger group classes and limited to mat Pilates and reformer Pilates. These are generally branded programmes with copyright or trademark remaining with the brand. They are often licensed products and are delivered within health clubs.   A Pilates class in this context is not taught using the principles of the Pilates method but will target specific components of fitness or fusion elements it includes such as mindfulness from Yoga or flow from Tai Chi. Classes are positioned as low impact, mind body workout classes. Whilst they will have a base of exercises founded from the original mat or reformer repertoire, they will not include the order and intent of the repertoire or the six principles that underpin the method or knowledge of the complete system. Classes will focus on applying the principles of different elements from the fused concepts to the programming of the session and the execution of the exercises and functional movement. It offers more creative modifications and props for teaching of the Pilates and other exercises. Unlike the classical or contemporary method of Pilates it does not have a base in the foundation of the method but does have a base in some of the exercise positions identified by JP in Contrology for mat and in some of the traditional or contemporary positions from Pilates reformer. 

Defining Aspects of Pilates in a Fitness Context Today:

  • A fused repertoire not solely limited to Pilates exercises
  • Adaptability of the repertoire to meet the fitness principles of training or the fused programme of training such as progressive overload targeting one or more of the components of fitness or mindfulness and flow.
  • A mind body group exercise approach
  • Choreography researched and well thought out to meet not just Pilates exercise positions but those of other exercise modes or concepts.
  • Variation of exercises using props if needed
  • Diverse coaching techniques often relative to the fused exercise
  • Generally available as stand-alone disciplines on Pilates Mat and Pilates Reformer
  • May be licensed and branded.

What can I expect in teacher training or a trained teacher?

Teachers trained in a pre-Choerographed context are not trained across the whole Pilates system through this training or across the wider system of the apparatus. Teachers will only be certificated for the brand and discipline in which they have trained i.e. Mat or Reformer with brands such as Les Mills or FitCore powered by Peak Pilates as examples. 

The training holds integrity within the brand and is limited in scope to the training brand. Teachers will not be taught using the Pilates principles, system and method of Pilates, anatomy, physiology and biomechanics, the components of fitness and principles of training, level 2 free style group exercise or level 2 free style class management. Whilst branded programmes do not teach the base level 2 group exercise qualification units or the level 3 Pilates qualification units within the branded training programme a teacher will be expected to hold a full level 2 or level 3 to be employed to teach and work in the sector either by obtaining a bridging qualification or by obtaining as a minimum a full level 2 qualification. It is important to note that these programmes are not qualifications, they are CPD (Credits for Professional Development). Teachers would be expected to hold an appropriate fitness instructor or Pilates qualification, or a bridge certificate to be fully qualified. If holding a bridge certificate and the branded certificate a teacher’s scope of practice is or may be limited to the branded programme only and not the scope of practice of a Pilates teacher unless also fully qualified as a Pilates teacher in addition to the pre-choreographed CPD.

A teacher taking this training will develop an understanding of the pre-choregraphed branded repertoire, programme build, coaching principles, group methods of cueing, corrections and health and safety. Whilst Classical/traditional Pilates teachers are trained across the whole Pilates System, teachers in this context are not and will not gain a deep understanding of the Pilates system through this training. This training is of a high standard and hold recognised value and integrity but limited to the brand scope. Teachers may hold these programmes in addition to a full Pilates qualification and therefore may have a full working knowledge of the original work that the repertoire has been adapted from, but this is because they are fully qualified in Pilates in the first instance as this is not delivered in this context.  Teachers may have started their teaching journey through this entry point and moved deeper into Fully Comprehensive training or Classical Mat or Classical Reformer training and added these strings to their bow.

Qualifications do not always define a true education. Qualifications are like obtaining a valuable candle while a true education is the essence of light that the candle will reflect.
― Debasish Mridha

As you can see the complexity of the Pilates world can be difficult to navigate. We all play a part in defining the future of Pilates in order to allow our participants to enjoy Pilates for the benefits they seek, be that contemporary, fitness, fused  or be that Classical Pilates across the full system. The important point is to offer clarity through understanding the differences so that we can ensure the right class for the right participant. This is the future of Pilates.

I recently spotted a statement ‘buyer beware in this anything goes Pilates circus world we live in today’. Do we believe that difference creates a circus or do we merely need to define it? Is it time to define the differences in order to differentiate i.e. Classical Pilates be renamed Pilates Contrology to help the public make the right informed choice?  It is easy to judge from an ill-informed position and mock training that one teacher has undertaken relative to another. All the training outlined above holds integrity even when limited in its scope. It is neither helpful to the teaching fraternity, or illuminating for the participants, to present a damming view of varied types of Pilates classes/sessions just because they do not align fully to the classical/traditional system. This results in confusion and misalignment of participant to teacher and does not respect individuals entry points to teacher training or class or individual participation.

My concluding summary is that we should all take the time to understand what individual training brings to the teacher and what the trained teacher brings to the participants within the class or session style they offer. Like Joseph Pilates, we can embrace the study of different styles of movement and adapt it for our current audience as long as we do this from an educated, skilled position. We must all stand up against poor training and fraudulent skill sets in order to keep the participants safe but not at the expense of celebrating difference. We must not limit choice or become so exclusive it actually ‘excludes‘ individuals rather than includes and welcomes all.

Let us all take some time to understand each other and what we do first, recognise that everyone is different and having variation allows more people to enjoy movement. Learn from each other and move the best of what we know forward. In the words of Bernard Shaw “Progress is impossible without change, and those who cannot change their minds cannot change anything.”

In conclusion, I quote from the US Supreme Court Judgement – Joseph Pilates had “promoted his method of exercises and attempted to increase its use by the public” and “never did anything to prevent others from using the name to describe what they taught.” (US Supreme Court Judgment-Balanced Body)