Position statements

Indoor cycling is a specialist form of exercise, not simply a group fitness class conducted on bikes. Instructors must understand the equipment, teach safe riding technique, explain effort and resistance, and recognise when someone needs assistance. Music and motivation can enhance the experience, but neither can substitute for technical knowledge or sound professional judgement.

Effective indoor cycling instruction requires more than someone who can motivate a room, ride to music, or lead a high-energy workout. Indoor cycling instructors are responsible for guiding riders on fixed indoor cycles, where bike set-up, cadence, resistance, intensity, rider position, and control all affect safety and effectiveness.

Why indoor cycling is specialist

A fixed indoor cycle presents demands that a general exercise qualification may not cover: saddle and handlebar adjustment, pedals and cleats, resistance controls, braking mechanisms, weighted flywheels, and, on some bikes, power and cadence displays.

An instructor needs to understand the equipment and watch how people use it. In a mixed-ability class, that means explaining effort clearly, spotting loss of control, and helping inexperienced riders before a problem develops.

Indoor cycling requires knowledge of:

• bike set-up
• braking and safe stopping
• resistance use
• cadence and foot speed
• intensity and effort guidance
• seated and standing riding
• rider control
• warm-up and cool-down
• safe progression
• new rider onboarding
• class structure
• equipment concerns
• when to reduce intensity, recover, or stop.

These are not minor details. They are central to safe and effective instruction.

More than music and motivation

Music and atmosphere can make a class enjoyable. They cannot tell a rider whether the resistance is adequate or whether their cadence is under control.

A class may be energetic, enjoyable, and popular while still being poorly coached. Attendance numbers alone do not prove that a class is safe, purposeful, or professionally delivered.

Good indoor cycling instruction should help riders understand what they are doing, why they are doing it, and how to do it safely.

This includes clear guidance on how fast to pedal, how much resistance to use, how hard to work, how to control the bike, and what to do if the rider feels unsafe, unwell, or unable to continue.

Professional judgement in practice

They need to decide whether a cadence is appropriate, whether resistance is sufficient, whether riders are in control, whether standing work is suitable, whether intensity guidance is clear, and whether a rider needs help.

They must also recognise when a practice, movement, or class format compromises safety or control.

This judgement cannot be reduced to personality, enthusiasm, choreography, or copying another instructor. It depends on knowledge, training, experience, reflection, and willingness to keep improving.

New riders need specialist support

New riders may not understand indoor cycling bikes, even if they are fit or experienced in other forms of exercise.

They may not know how to set up the bike, use the brake, adjust resistance, control cadence, ride out of the saddle, or stop safely. They may also assume they should try to keep up with the instructor or other riders at any cost.

A specialist instructor should not assume prior knowledge. They should be able to explain the bike, guide the rider, and support safe participation from the start.

Previous attendance at another studio should not be treated as proof that the rider understands safe bike use.

Studios and operators also have responsibilities

Studios should not treat indoor cycling as a simple timetable slot that can be filled by any general group exercise instructor without suitable indoor cycling competence.

They should consider instructor training, bike maintenance, rider onboarding, late-arrival policies, virtual provision, incident reporting, and the specific risks of indoor cycling class delivery.

Safe and professional indoor cycling depends on both competent instruction and suitable studio systems.

This means:

• instructors should receive specific indoor cycling training
• studios should understand the technical and safety demands of indoor cycling
• riders should receive clear instruction and support
• cadence, resistance, and intensity should be coached properly
• new riders should be onboarded appropriately
• unsafe or poorly understood practices should be challenged
• ongoing development and reflection should be expected
• professional standards should be visible and practical.

Indoor cycling can be enjoyable, challenging, energetic, and commercially successful without losing sight of safety, clarity, and technical competence.

Relationship to ICI professional standards

This statement should be read alongside the ICI Professional Standards Framework.

Related documents include:

Indoor Cycling Instructor Scope of Practice

ICI Code of Professional Conduct

ICI Safety Standards for Indoor Cycling Sessions

ICI Cadence and Intensity Guidance

ICI New Rider Onboarding Standard

ICI Guidance for Studios and Operators

Indoor Cycling: What Riders Should Expect

Riders should not have to guess how hard to work. Before an interval, climb, or sustained effort, an instructor should explain the intended intensity, how long it will last, and how to adjust it. Clear guidance can use perceived exertion, the talk test, heart rate, or power. It does not depend on sophisticated equipment.

Instructors should not simply ask riders to pedal faster, work harder, or add resistance without explaining the purpose and expected level of effort. Riders should understand what they are being asked to do and how the effort should feel.

What determines intensity

Intensity describes the demand of the work being performed.

In indoor cycling, intensity is influenced by several factors, including:

• resistance
• cadence
• rider position
• interval duration
• recovery
• power output
• heart-rate response
• rate of perceived exertion
• the rider’s fitness, experience, and current condition.

Resistance is a major practical tool for controlling intensity, but intensity is not the same thing as resistance. A heavy resistance at a slow cadence creates a different demand from a moderate resistance at a higher cadence. A short hard effort creates a different demand from a long sustained effort.

Instructors should understand these differences and coach accordingly.

Giving riders a usable effort target

Useful instruction includes:

• rate of perceived exertion, or RPE
• heart-rate zones
• power or FTP-based zones
• talk-test guidance
• clear descriptive cues
• interval duration
• recovery guidance
• cadence and resistance guidance
• sustainability cues, such as whether the effort should feel repeatable, controlled, hard, or maximal.

Different methods may be appropriate in different settings. A power-based class may use watts and FTP zones. A mixed general class may rely more on RPE, talk-test guidance, and clear descriptions of effort.

Technology is useful, but not essential

Power meters, cadence displays, heart-rate monitors, and bike consoles can be helpful. They can make intensity easier to measure, track, and explain.

Where bikes do not display power, heart rate, cadence, or resistance level, the instructor still has a responsibility to coach intensity clearly. This may be done through RPE, breathing cues, talk-test guidance, interval length, recovery timing, and descriptive coaching.

The absence of technology should lead to better verbal coaching, not no coaching.

Cues that leave too much to guesswork

Poor intensity instruction may include:

• telling riders only to 'turn it up'
• telling riders only to add 'one more turn'
• using numbered gears or levels without knowing whether the bikes are calibrated consistently
• asking riders to copy the instructor’s resistance
• using only motivational language
• telling riders to work harder without explaining the intended effort
• failing to explain whether an effort should be light, moderate, strong, hard, or maximal
• giving no guidance before intervals
• leaving riders to interpret the whole session for themselves.

Short cues have their place once the effort has been explained. Without that context, “add a little” tells different riders very different things.

Explain the work before it starts

This deserves particular attention before and during:

• intervals
• climbs
• recoveries
• sprints
• threshold or sustained efforts
• changes from seated to standing work
• changes in cadence
• changes in resistance
• high-effort sections
• return-to-recovery sections.

For each main work block, riders should usually understand the purpose, duration, intended effort, cadence expectation, resistance feel, and recovery.

There is no need to narrate every pedal stroke. Explain the work before it begins, and use shorter cues once riders are underway.

Rider choice does not replace instruction

Riders should have appropriate control over their own effort. They may need to reduce intensity, remain seated, take recovery, or stop.

It is not enough to say that riders can choose their own level if no clear framework has been given. The instructor should still explain the intended effort and provide safe options.

Good intensity coaching gives riders both guidance and permission to adapt.

Safety implications

Riders may work too hard too soon, use too little resistance at high cadence, attempt standing work without enough load, fail to recover between efforts, or try to keep up with the instructor or group without understanding how to adjust.

Clear intensity coaching helps riders stay in control. It helps them understand when to push, when to recover, when to add resistance, when to reduce intensity, and when to stop.

It is also important for new riders, who may not yet understand the difference between effort, resistance, cadence, and control.

Supporting progression and mixed abilities

It makes sessions more purposeful. It helps riders understand the training aim. It allows mixed ability groups to work appropriately. It supports progression over time. It also helps distinguish professional instruction from entertainment-led class delivery.

Well-timed coaching can sit comfortably alongside music, energy, and encouragement.

At a glance

Instructors should be able to explain:

• how hard riders should be working
• why that level of effort is being used
• how long the effort will last
• how recovery will be managed
• what riders should do if the effort is too much
• how cadence and resistance relate to the intended intensity.

Cadence and resistance must be taught together. When the pedals turn too quickly for the resistance being used, riders may bounce, become unstable, or lose control. ICI recommends 60–110 RPM for seated riding and 60–85 RPM for standing riding in general indoor cycling classes. These are best-practice ranges; rider control takes precedence over music, choreography, or pace.

They should not be taught casually, vaguely, or separately. A rider’s foot speed must make sense in relation to the resistance being used, the riding position, the purpose of the effort, the rider’s ability, and the need to remain in control.

An instructor should not simply tell riders to pedal faster, ride on the beat, or turn the resistance until it feels hard. They should give clear guidance that helps riders understand how to ride safely and effectively.

Cadence and resistance work together

Neither figure makes sense in isolation. A rider may be stable at a particular cadence with appropriate resistance, but bounce or lose control at the same speed when the resistance is too light. Equally, a load that is manageable at a slower cadence may be unsuitable at a higher one.

Resistance governs more than effort; it helps the rider remain in control.

Appropriate resistance helps riders:

• stay connected to the pedals
• avoid excessive bouncing
• maintain smooth pedalling
• remain stable in the saddle
• support standing work
• control changes in speed
• reduce the risk of being pulled by the pedals.

Too little resistance can create avoidable risk, particularly at higher cadences or when riding out of the saddle.

Recommended cadence ranges

ICI recommends the following cadence ranges as best practice for general indoor cycling instruction:

Seated riding: 60–110 RPM

Standing or out-of-saddle riding: 60–85 RPM

These ranges are intended to support controlled, stable, and effective riding in most class settings.

Cadences outside these ranges should not be used as routine class programming. Where an instructor chooses to work outside these ranges, there should be a clear, defensible reason, and rider control must remain the priority.

Instructors should avoid programming or encouraging cadences that compromise control, stability, technique, resistance use, or safe contact with the bike.

Seated riding

Seated riding allows a wider cadence range than standing work because the rider has more support from the saddle.

However, seated riding still requires control. A high seated cadence should not mean uncontrolled spinning, bouncing, or relying on momentum.

If riders are bouncing in the saddle, struggling to maintain smooth pedal control, or pedalling faster than they can manage, the instructor should adjust the coaching. This may mean reducing cadence, adding suitable resistance, changing the purpose of the section, or giving recovery.

Standing or out-of-saddle riding

When a rider stands, they need enough resistance to support body weight, stabilise the pedal stroke, and maintain control. Standing work at excessive cadence or with too little resistance can make riders unstable and increase the risk of loss of control.

Standing work should not be used as a performance trick or as a way to make a class feel harder without regard to safety.

Riders should always be able to remain seated if standing work is unsuitable, uncomfortable, or unsafe for them.

Rider control must come first

A rider should be able to:

• maintain smooth pedalling
• stay stable in the saddle or out of the saddle
• keep appropriate contact with the bike
• slow down when asked
• stop safely
• avoid being pulled by the pedals
• understand what to do if the effort becomes unsafe or unmanageable.

Keeping time with the music is no achievement if the rider is bouncing, unstable, or unable to slow promptly.

Speed, rhythm, choreography, competition, or group energy should never be valued above control.

Music and cadence

Music can be a useful teaching tool. It can support rhythm, energy, atmosphere, and class structure.

If the beat of the music would require riders to pedal too fast, especially out of the saddle, the instructor should modify the instruction. This may mean asking riders to ride every other beat, choosing different music, changing the section purpose, or using the music for atmosphere rather than direct cadence matching.

If the track dictates an unsafe pace, change the cue or the track.

Bikes without cadence displays

Not all indoor cycles display cadence. This does not remove the instructor’s responsibility to coach foot speed.

Where cadence is not displayed, instructors should still provide meaningful guidance. This may include music tempo, demonstration, verbal cues, descriptive language, perceived effort, and the instructor’s own cadence awareness. Use of a cadence meter on the instructor bike is recommended.

Riders should not be left to guess entirely. They should know whether they are being asked to pedal slowly, steadily, quickly, or near the upper end of an appropriate range.

Warning signs to watch for

These include:

• bouncing in the saddle
• feet being pulled by the pedals
• riders unable to slow down promptly
• unstable standing work
• excessive upper-body movement
• leaning heavily on the handlebars
• riders appearing confused by cadence or resistance cues
• riders using very light resistance during high cadence work
• riders trying to keep up while losing technique
• repeated loss of rhythm or pedal control.

Where these signs appear, the instructor should respond. This may include cueing riders to slow down, add suitable resistance, sit down, recover, or stop.

Practices to avoid

ICI does not support indoor cycling instruction that routinely encourages riders to pedal without adequate control.

Poor practice may include:

• encouraging excessive cadence
• encouraging high-speed standing work without suitable resistance
• allowing riders to bounce heavily without correction
• using music tempo without regard to safe cadence
• treating loss of control as normal or amusing
• failing to explain resistance
• leaving riders to guess foot speed
• prioritising choreography over control
• asking riders to keep up regardless of technique
• ignoring obvious signs of unsafe riding.

An indoor cycling session needs an aim. Its warm-up, main work, recovery, cadence, resistance, and cool-down should contribute to that aim. A class can be enjoyable and energetic without becoming an arbitrary sequence of songs and efforts. Riders should understand what they are doing and how to take part safely.

A purpose-led session is one in which the instructor understands what the session is intended to achieve and has planned the structure, intensity, cadence, resistance, recovery, and coaching cues accordingly.

That does not mean every class must be highly technical, performance-focused, or complicated. A general fitness class, rhythm-based class, beginner session, endurance ride, interval class, or recovery ride can all be purpose-led.

Design the work around the aim

This includes:

• an appropriate aim
• a suitable warm-up
• a clear main session structure
• appropriate work and recovery
• cadence choices that fit the session purpose
• resistance guidance that supports safe and effective riding
• intensity guidance that riders can understand
• appropriate use of seated and standing work
• safe progression
• a suitable cool-down
• options or modifications where needed.

Riders should be able to understand, at least broadly, what kind of work they are doing and why.

Room for music and atmosphere

Indoor cycling is often enjoyable because of music, atmosphere, group energy, and instructor personality.

ICI is not suggesting that indoor cycling should be dull, clinical, or stripped of personality. A good class can be lively, musical, expressive, and enjoyable.

However, entertainment should support instruction. It should not replace it.

Music, lighting, choreography, competition, humour, and motivation should sit within a safe and purposeful session structure. They should not override cadence, resistance, intensity, rider control, warm-up, recovery, or safe class management.

When the show takes over

Examples may include:

• choosing movements because they look exciting rather than because they support cycling
• using music tempo even when it drives unsafe cadence
• adding choreography that compromises rider control
• moving rapidly between efforts without adequate recovery
• encouraging riders to keep up with the group at the expense of technique
• using intensity for drama rather than training purpose
• prioritising novelty over clarity
• treating sweat, noise, or exhaustion as proof of quality
• failing to explain the purpose of the work
• ending abruptly without an appropriate cool-down.

A demanding class is not necessarily a well-designed one.

Building a coherent session

A purpose-led indoor cycling session should have a structure that supports the rider.

This normally includes:

• a clear start
• a warm-up that prepares riders for the main work
• main work that reflects the purpose of the session
• recovery that fits the intensity and duration of the work
• clear transitions
• a cool-down or clear reduction in effort
• a controlled finish.

The structure does not need to be rigid. Instructors may adapt to the riders in front of them. However, adaptation should be based on professional judgement, not lack of planning.

Intensity should match the purpose

Intensity should be programmed and coached according to the purpose of the session.

An endurance session, interval session, hill session, sprint session, recovery ride, and beginner class should not all feel the same. The work and recovery should reflect the aim.

Instructors should give riders clear guidance on how hard they should be working and why.

This may involve:

• rate of perceived exertion
• heart-rate guidance
• power or FTP-based zones
• talk-test guidance
• clear descriptive cues
• cadence and resistance guidance
• interval duration and recovery information.

Repeatedly telling riders to work harder is not the same as teaching intensity.

Cadence and resistance should fit the design

Cadence and resistance should be chosen to support the purpose of the session and the safety of the rider.

A purpose-led class should avoid cadence and resistance choices that are driven only by music, habit, fashion, or choreography.

Instructors should consider whether:

• the cadence is suitable for the riding position
• the resistance is sufficient for control
• the effort matches the purpose of the section
• riders can maintain smooth pedalling
• standing work is appropriate
• the class can follow safely
• newer riders can understand what is being asked.

Cadence and resistance are not decorative features. They are central to session design.

Purpose-led does not mean one-size-fits-all

In many indoor cycling classes, riders will vary in fitness, confidence, experience, training goals, and familiarity with the bike. A good instructor should provide a clear session structure while giving riders appropriate ways to adjust.

This may include:

• remaining seated
• reducing intensity
• taking recovery
• using a lower cadence
• working at a lower RPE
• using a different resistance level
• choosing not to complete a movement or choreography element
• stopping if needed.

Purpose-led design gives riders a framework. It does not force every rider to perform identically.

How structure reduces avoidable risks

When the instructor knows what the session is intended to achieve, they are more likely to choose appropriate cadence, resistance, recovery, progressions, and riding positions.

A poorly structured class can create avoidable safety problems. Riders may be pushed too hard too soon, asked to stand without suitable resistance, sent into intervals without guidance, denied sufficient recovery, or encouraged to chase music or choreography instead of control.

Purpose-led design helps prevent this. It gives the instructor a reason for each section and helps riders understand how to take part safely.

Helping riders understand the session

Riders can pace themselves more confidently when they know what the session requires.

A class that is clear, structured, and well-coached helps riders know what to expect. It reduces confusion, supports new riders, and allows experienced riders to work more effectively.

Riders should not have to guess whether they are meant to be recovering, climbing, sprinting, riding steadily, or working at threshold.

Riders can enjoy a demanding session without having to guess what comes next.

Planning beyond a single class

If every class is simply a hard class, riders may not develop a clear sense of improvement. They may work hard, but without understanding endurance, strength-endurance, threshold, recovery, power, pacing, or cadence control.

Purposeful session design allows instructors and riders to understand what is being developed.

This deserves particular attention where studios offer a timetable of different class types. Class descriptions should mean something, and the session should match what has been advertised.

At a glance

That does not mean they need to deliver a lecture during class. It means they should understand their own programming and communicate enough for riders to take part safely and effectively.

Instructors should be able to answer questions such as:

• What is this session designed to achieve?
• Why are these intervals this length?
• Why is this cadence being used?
• What should the resistance feel like?
• How hard should riders be working?
• How much recovery is needed?
• What should riders do if they cannot maintain control?
• How can newer or less experienced riders participate safely?

Music is a valuable part of many indoor cycling classes. It can help riders maintain rhythm, enjoy the session, and engage with the work. Instructors should choose suitable, appropriately licensed music and use it in support of the ride. The beat must never dictate unsafe cadence, inadequate resistance, or poor technique.

For many riders, the music shapes the character of the session: its rhythm, energy, and atmosphere.

A good instructor should understand how music fits the purpose of the session. Music should be selected and used to support the ride, not to force unsafe cadence, distract from poor coaching, or replace technical instruction.

Music and rider engagement

A well-chosen soundtrack can help riders feel engaged, focused, motivated, and willing to return. For many riders, music is part of the appeal of indoor cycling and contributes to the atmosphere of the class.

For studios, this also affects member satisfaction and retention. Enjoyable, well-coached classes are more likely to support member satisfaction and retention.

ICI therefore recommends that studios and instructors use appropriately licensed, high-quality music wherever possible.

Where a studio has the correct licences and arrangements in place, appropriately licensed commercial music may support a stronger rider experience than generic or low-quality royalty-free music.

That does not mean every class needs the same musical style, or that popular music automatically makes a class good. The choice and quality of music influence the experience, but they cannot replace instruction.

Royalty-free music

Royalty-free music may have a place in indoor cycling.

It can be useful for online content, recorded classes, budget-conscious operators, social media, training resources, or situations where commercial music licensing is not available or practical.

However, studios should be realistic about the rider experience. If royalty-free music is generic, repetitive, poorly produced, or disconnected from the session, it may reduce enjoyment, atmosphere, and class quality. Best practice is to consult with riders if proposing royalty-free music and ask for feedback periodically.

Where royalty-free music is used, it should have suitable tempo, structure, sound quality, and energy for the class being delivered.

Licensing and legal use

Music used in indoor cycling sessions should be used lawfully and appropriately.

Studios, operators, and instructors should ensure that they understand and follow the music licensing requirements that apply to their setting, format, and delivery method.

Live in-person classes, streamed classes, recorded/on-demand sessions, promotional videos, and social media clips may have different music-use requirements.

ICI is not suggesting that instructors should use commercial music regardless of licensing arrangements. The expectation is that, where music is used, it should be legally and professionally managed.

Studios and instructors should seek appropriate licensing guidance where needed.

Music should support the session purpose

A recovery ride, endurance session, climbing class, interval session, beginner ride, rhythm-based class, and performance-focused class may all require different musical choices.

Instructors should consider:

• tempo
• energy
• structure
• mood
• lyrical content (clean lyrics, for example)
• changes in intensity
• where recovery is needed
• whether the beat supports safe cadence
• whether the music fits the class description
• whether the music helps or distracts from instruction.

Music should be part of the planning process, not an afterthought.

Music tempo and cadence

Instructors may use tempo to support foot speed, rhythm, interval structure, and rider focus. However, the beat of the music must be appropriate for the riding position, resistance, session purpose, and rider control.

ICI recommends the following cadence ranges as best practice for general indoor cycling instruction:

Seated riding: 60–110 RPM

Standing or out-of-saddle riding: 60–85 RPM

If music tempo encourages riders to pedal outside appropriate cadence ranges, the instructor should modify the instruction. This may mean riding every other beat, selecting a different track, changing the section purpose, or using the music for atmosphere rather than direct cadence matching.

Riding on the beat is not a safety principle. Rider control comes first.

Do not let the beat dictate technique

A track may feel exciting, but if it drives riders into unsafe cadence, poor technique, or loss of control, it is not serving the class well.

Instructors should remain willing to adapt. If the music is encouraging poor riding, the instruction should change.

A rider who is on the beat but bouncing, underloaded, unstable, or unable to slow down is not riding effectively.

Music, choreography, and rhythm-based classes

ICI recognises that rhythm-based classes can be popular and engaging. However, choreography and musical timing should not override safe riding principles.

Movements should not compromise:

• rider control
• stable contact with the bike
• safe cadence
• suitable resistance
• clear intensity
• safe braking or stopping
• the ability to modify or opt out
• the instructor’s ability to observe and coach.

Where choreography is used, riders should always be given permission to return to simple, controlled riding.

Music volume and instruction

Atmosphere should not come at the expense of safety. Riders need to hear cues about resistance, cadence, intensity, recovery, braking, stopping, and what to do if they feel unsafe or unwell.

If music is so loud that riders cannot hear safety-relevant instruction, the class environment is not supporting good practice.

Instructors and studios should consider the balance between music energy and clear communication.

Music choice and professionalism

Instructors and studios should consider whether lyrics, themes, or explicit content are suitable for the class, venue, brand, and rider group.

That does not mean music must be bland or universally liked. It means choices should be made with professional awareness.

Music can express personality and create atmosphere, but the class is still a professional setting.

The same playlists should not be relied on repeatedly. Riders welcome change and variety – repetitive sessions can become stale and uninspiring.

A playlist is not a coaching plan

Good indoor cycling instruction still requires:

• safe bike set-up guidance
• warm-up and cool-down
• clear cadence guidance
• clear intensity coaching
• appropriate resistance
• rider monitoring
• safe progression
• professional judgement
• ability to intervene where needed.

A well-chosen playlist can enhance skilled coaching; it cannot compensate for unsafe technique or vague instruction.

ICI does not recommend routinely including tap-backs, handlebar press-ups, isolations, no-hands riding, or other non-cycling movements in general indoor cycling classes. They are unnecessary for an effective cycling workout and can interfere with stability, technique, and control, particularly in mixed-ability groups. Rhythm and variety can be delivered through controlled cycling instead.

ICI does not recommend the routine use of tap-backs, bike press-ups, isolations, no-hands riding, high-speed standing work, or other non-cycling movements in general indoor cycling classes.

The issue is avoidable risk, not a claim that every repetition will cause injury. Fatigue, inadequate resistance, an unfamiliar bike, or pressure to follow the music can all leave a rider less stable.

In a group class, instructors usually do not know every rider’s medical history, injury history, spinal integrity, joint health, movement capacity, or technical competence. For that reason, movements that are not necessary for effective cycling and may compromise control should not be treated as routine or expected class content.

Keep the work cycling-specific

That does not mean indoor cycling must be dull or purely mechanical. It can use music, atmosphere, rhythm, and variety. However, those elements should sit within the limits of safe cycling practice.

Movements should not interfere with:

• smooth pedalling
• appropriate resistance
• safe cadence
• stable riding position
• hand contact where needed
• ability to brake or stop
• rider awareness
• instructor observation
• safe transitions
• clear coaching.

Where a movement interferes with these things, it should not be used as routine class content.

When choreography affects control

This may happen when riders are trying to match the instructor, music, group timing, or choreography sequence while also managing cadence, resistance, body position, breathing, and fatigue.

Signs that choreography may be compromising control include:

• riders bouncing in the saddle
• riders using too little resistance
• unstable standing work
• riders missing resistance or intensity cues
• riders leaning heavily on the handlebars
• feet being pulled by the pedals
• riders struggling to slow down
• riders appearing confused or unsafe
• riders continuing movements despite poor technique
• riders prioritising timing over control.

If choreography causes riders to lose control or prevents them from understanding the ride, it is not supporting good instruction.

Tap-backs

Tap-backs require riders to move body position while pedalling, usually out of the saddle and often in time with music. This can compromise stability, posture, resistance use, cadence control, hand contact, and smooth pedalling.

They may also create unnecessary loading through the spine, hips, knees, shoulders, and wrists, particularly where riders are fatigued, underloaded, inexperienced, or trying to keep up with music or the group.

Instructors will not usually know each rider’s full injury history, spinal integrity, joint health, or movement capacity. For that reason, movements that are not necessary for effective cycling and may increase risk should not be treated as routine class content.

Where riders want variety, intensity, or rhythm, these can be achieved through safer cycling-based methods: cadence changes within appropriate ranges, resistance changes, seated and standing climbs, intervals, recovery, power work, and controlled rhythm riding.

Bike press-ups and upper-body exercises

ICI does not recommend handlebar push-ups or upper-body exercises performed while pedalling.

Handlebar push-ups and similar movements may interfere with posture, breathing, hand contact, cadence, resistance, and rider control. They may also place unnecessary load through the wrists, shoulders, neck, spine, and upper body, particularly when performed repeatedly, quickly, or under fatigue.

If upper-body strength training is required, it should be delivered through appropriate off-bike exercise, not added to an indoor cycling session in a way that compromises safe riding.

Isolations

Isolations usually ask riders to restrict natural upper-body movement while continuing to pedal. This may encourage unnecessary tension, altered technique, restricted breathing, excessive bracing, and misunderstanding of good cycling form.

They may also increase strain where riders are fatigued, heavily loaded, poorly set up, or trying to hold a rigid position without understanding why.

Indoor cycling should encourage controlled, efficient, stable movement, not artificial rigidity.

No-hands riding and reduced hand contact

Removing hand contact reduces the rider’s ability to stabilise, control posture, respond to changes, and stop safely. It may also encourage riders to perform rather than ride with control.

This is especially inappropriate during:

• standing work
• high cadence
• high intensity
• transitions
• fatigue
• new rider participation
• unfamiliar bike use
• choreography
• reduced lighting or poor visibility.

Hand positions should support rider control. They should not be used as performance tricks.

High-speed pedalling

ICI does not recommend high-speed standing work outside appropriate cadence and resistance control.

ICI recommends 60–85 RPM for standing or out-of-saddle riding in general indoor cycling instruction and 60-110 RPM in the seat. Riders should be given a realistic and appropriate cadence range or target; they should not be instructed to pedal as fast as they can.

Standing work requires adequate resistance, stable body position, suitable cadence, and controlled technique. High-speed standing work may increase bouncing, instability, excessive handlebar loading, poor technique, and loss of pedal control, particularly where resistance is too light.

Riders should always have the option to remain seated or reduce the cadence.

Rhythm-based classes

ICI does not oppose the use of rhythm, music, or atmosphere. The concern is not rhythm itself. The concern is any class format that prioritises rhythm over safety, cadence, resistance, intensity, rider control, and clear instruction.

A rhythm-based class can still be professionally delivered if it respects safe cadence ranges, uses appropriate resistance, gives clear intensity guidance, supports modification, avoids unnecessary non-cycling movements, and keeps riders in control.

The issue is not whether the class uses music. The issue is whether riders are being coached safely and effectively.

Rider choice and opting out

Riders should be given clear permission to opt out of movements that feel unsafe, unsuitable, uncomfortable, or confusing.

They should be able to:

• remain seated
• return to simple riding
• reduce intensity
• avoid choreography
• use a lower cadence
• take recovery
• stop if needed.

However, rider choice should not be used as a way to justify unsuitable programming.

A movement should not be included simply because riders can choose not to do it. Instructors should programme responsibly in the first place.

New riders and mixed-ability classes

Choreography and non-cycling movements carry additional concerns in new-rider and mixed-ability settings.

New riders may already be trying to understand bike set-up, braking, resistance, cadence, intensity, body position, and how to stop safely. Adding complex movements too soon may increase confusion and reduce control.

In mixed-ability classes, instructors should consider whether the least experienced riders can understand what is being asked and take part safely.

If a movement requires significant familiarity, coordination, confidence, joint tolerance, or technical control, it should not be assumed suitable for a general class.

Instructor demonstration and modelling

Instructors should not demonstrate movements they would not want riders to copy.

If an instructor demonstrates no-hands riding, high-speed standing work, heavy choreography, bike press-ups, tap-backs, or isolations, riders may reasonably assume these practices are safe, expected, or desirable.

Riders often copy what they see. Demonstrations should therefore show controlled pedalling, appropriate resistance, and secure hand contact.

The instructor’s own performance should not become more important than rider safety.

Studios and class formats

Studios and operators should consider whether the class formats they offer are consistent with safe and professional indoor cycling practice.

A format should not be accepted simply because it is fashionable, popular, or commercially attractive.

Studios should review whether their class formats:

• support safe cadence ranges
• require appropriate resistance
• allow riders to remain in control
• give clear intensity guidance
• support new riders
• allow modification
• avoid unnecessary loss of hand contact
• avoid unstable or poorly justified movements
• avoid unnecessary joint or spinal loading
• allow instructors to observe and intervene.

Before joining the main effort of a class, a new rider needs to know how to set up the bike, use the brake, adjust resistance, control pedal speed, and stop safely. Fitness or previous attendance elsewhere is not proof of competence. Instructors and studios need a clear induction process, including arrangements for late arrivals.

New riders should not be left to work out the bike, the class format, or the safety expectations for themselves. Indoor cycling involves fixed indoor cycles, resistance systems, braking mechanisms, cadence demands, intensity changes, seated and standing work, and group class pressure. These things may be unfamiliar, even to people who are fit or experienced in other forms of exercise.

Do not assume previous attendance means competence

ICI does not support the assumption that a rider who has attended indoor cycling elsewhere must know what they are doing.

It is common for riders to attend classes for a long time without fully understanding:

• bike set-up
• resistance control
• the brake or emergency stop
• cadence or foot speed
• safe stopping
• how to ride out of the saddle safely
• how much resistance is needed for control
• what to do if they feel unsafe
• how to reduce intensity without losing control.

A confident-looking rider may still be poorly positioned, using insufficient resistance, or unsure how to stop. Check rather than assume.

The essential first-session briefing

A new rider does not need a long technical lecture before taking part. They do need enough information to ride safely.

New rider onboarding should normally include:

• checking whether the rider considers themselves fit and ready to take part
• asking whether they are new to indoor cycling, the studio, the bike type, or the instructor
• giving clear bike set-up guidance
• explaining the brake or emergency stop
• explaining how to increase and decrease resistance
• explaining cadence or foot speed in plain language
• explaining how to stop safely
• explaining that the rider should remain in control
• explaining that the rider should not try to keep up at the expense of safety
• explaining that the rider may remain seated, reduce intensity, take recovery, or stop if needed
• explaining what to do if they feel unwell, unsafe, or unable to continue.

Getting bike set-up right

New riders should not be expected to guess their set-up or copy another rider. They should receive clear guidance on saddle height, saddle position where adjustable, handlebar height, handlebar reach where adjustable, and safe use of pedals, straps, cages, or cleats.

In a busy class, an instructor may not be able to personally adjust every setting for every rider. However, the instructor or studio process should still provide clear guidance and check understanding as far as is realistic.

Where a bike cannot be adjusted safely for a rider, the rider should not be encouraged to continue on an unsuitable set-up.

Explain the brake before the effort begins

A new rider should know how to slow down and stop safely before joining the main class effort.

Many indoor cycles use a weighted flywheel, fixed gear, or pedal system that may continue moving if the rider suddenly stops applying force. A rider who does not understand this may try to stop in a way that increases risk.

The brake or emergency stop should be explained clearly. Riders should know where it is, how to use it, how to slow the pedals safely, and what to do if they feel out of control.

A rider should not be expected to discover this during a problem.

Resistance should be explained

New riders should understand that resistance is not only about making the class harder.

Resistance helps the rider stay connected to the bike, pedal smoothly, avoid bouncing, and remain in control. Too little resistance may increase instability, particularly at higher cadences or when riding out of the saddle.

New riders should be told how to increase and decrease resistance, and how resistance should feel in simple terms. They should not be left with vague instructions such as 'turn it up' if they do not know what that means.

They should also understand that they do not need to match another rider’s resistance. The aim is safe and appropriate effort, not imitation.

Cadence and intensity should be explained plainly

Terms such as RPM, watts, FTP, RPE, threshold, zones, resistance, cadence, and intensity may be unfamiliar. Where these terms are used, instructors should explain them in plain language.

Cadence can be described as foot speed or pedal speed. Intensity can be described as how hard the work should feel. Resistance can be described as the load on the pedals.

New riders should understand that faster is not automatically better, and that trying to keep up with the class is not more important than staying in control.

First sessions should build confidence

The aim should be to help the rider understand the bike, learn the basic controls, take part safely, and build confidence.

New riders should be told that they may:

• remain seated
• use a lower intensity
• take recovery
• slow down
• avoid standing work
• avoid choreography
• stop if needed.

These options allow riders to take part without sacrificing control.

A rider who has a safe, clear, and supportive first experience is more likely to return and progress.

Late arrivals

Late arrivals create a specific safety issue. New riders should be advised to arrive 10-15 minutes early to meet the instructor and receive a proper introduction to the bike and setup.

A rider who arrives late may have missed:

• bike set-up guidance
• the brake or emergency stop explanation
• resistance guidance
• cadence guidance
• the warm-up
• early intensity cues
• important safety information.

Studios may reasonably decide not to allow riders to join once the session has started. This can be a sensible safety and class-management policy.

Where a studio does allow late arrivals, the rider must still be safely briefed, set up, and warmed up before joining the main class effort.

A late rider should not be waved onto a bike and expected to join immediately at the current cadence, resistance, or intensity. If the rider cannot be safely onboarded and warmed up, they should not join that session.

Studio procedures and responsibilities

The studio should identify new riders before the class begins, rather than relying on an instructor to notice someone unfamiliar at the last moment.

Studios and operators should support safe onboarding through clear systems. These may include:

• asking new riders to arrive early
• identifying new riders at booking or reception
• telling the instructor when a new rider is attending
• providing basic first-class information before arrival
• having bike set-up guidance available
• having a clear late-arrival policy
• ensuring staff understand the new rider process
• providing a process for riders to raise health or safety concerns.

Virtual and on-demand sessions

A video instructor cannot check bike set-up, confirm that a rider understands the brake, observe loss of control, or respond directly if a rider appears unsafe.

Where studios offer virtual or on-demand indoor cycling, they should still ensure that new riders understand the bike, resistance, braking, cadence, warm-up, safe stopping, and how to get help.

Showing a video is not a substitute for rider onboarding.

Shared responsibility, clearly explained

Riders have a responsibility to listen, ask for help, disclose relevant concerns through the studio’s process, and stop or reduce intensity if they feel unsafe or unwell.

However, rider responsibility does not remove the instructor’s or studio’s responsibility to provide clear guidance.

A new rider cannot be expected to make good decisions about a bike, class format, or intensity system they have not been taught to understand.

Good onboarding gives riders the information they need to take appropriate responsibility for themselves.

A recorded instructor cannot inspect a rider's bike set-up, notice instability, or intervene when someone becomes unwell. Virtual indoor cycling can extend access to classes, but studios offering it must still provide induction, suitable local supervision, functioning equipment, and an effective way to summon help. A screen does not replace rider care.

They can increase timetable availability, offer flexibility, support smaller sites, provide access to different class types, and allow riders to train when live instructors are not available.

However, virtual provision still involves riders using indoor cycling bikes. The same basic safety issues remain: bike set-up, braking, resistance, cadence, intensity, warm-up, cool-down, rider control, equipment faults, and emergency response.

What a video cannot do

A live instructor can observe riders, notice unsafe technique, respond to confusion, adjust instruction, check whether riders appear unwell, and intervene when someone is losing control.

The instructor on the screen cannot intervene when someone in the room needs help.

A virtual class may provide structure, music, cues, and motivation, but it cannot personally check the riders present in that studio at that time.

The distinction has practical consequences. Studios should not treat a virtual session as if it carries the same safety support as a live instructor-led class unless suitable local supervision and rider support are also in place.

Studio responsibility remains

Where a studio or facility provides the bikes, room, booking system, and class environment, the operator retains responsibility for the conditions in which riders participate.

Studios using virtual or on-demand indoor cycling should ensure that riders know how to:

• set up the bike
• adjust the saddle and handlebars
• use pedals, straps, cages, or cleats safely
• use the brake or emergency stop
• increase and decrease resistance
• select appropriate resistance
• understand cadence or foot speed
• warm up properly
• control intensity
• slow down and stop safely
• get help if something goes wrong.

These responsibilities should not be left entirely to the video instructor or to the rider’s assumptions.

Who is responsible in the room?

Studio-based virtual indoor cycling sessions in a studio environment should have suitable local supervision.

This does not necessarily mean a live instructor must deliver the session. However, supervision should be provided by someone competent to recognise and respond to obvious safety issues.

That person should understand enough to notice concerns such as:

• a rider not knowing how to set up the bike
• a rider not understanding the brake
• a rider using very little resistance at high cadence
• a rider bouncing excessively
• a rider appearing unstable out of the saddle
• a rider seeming faint, distressed, confused, or unwell
• a rider struggling to stop
• a bike fault
• a new rider needing help
• a late rider joining without warming up.

An occasional walk past the studio is not supervision. Someone must have the knowledge, responsibility, and authority to intervene.

New riders and virtual sessions

A rider who is new to indoor cycling, new to the studio, or new to the bike type should not be expected to join a virtual class without appropriate support.

Before taking part, a new rider should understand:

• bike set-up
• the brake or emergency stop
• resistance control
• cadence or foot speed
• safe stopping
• how to reduce intensity
• what to do if they feel unwell or unsafe
• how to get help.

A video may explain some of these points generally, but it cannot verify that the rider has understood or that the bike is set up appropriately.

Studios should therefore have a new rider process for virtual sessions, not only for live classes.

Late arrivals

A rider joining late may miss the warm-up, introductory safety cues, set-up reminders, resistance guidance, and early intensity instructions.

If a studio allows late arrivals into virtual sessions, there should still be a process to ensure that the rider can set up safely, warm up appropriately, and join at a suitable intensity.

If this cannot be done safely, the rider should not join that session.

Warm-up and cool-down

A rider should not be dropped straight into high-intensity work without preparation. Nor should the session finish abruptly without guidance on reducing effort, slowing the pedals, and stopping safely.

Where a rider joins late, leaves early, or selects only part of an on-demand session, the studio should consider how riders are guided to warm up and cool down appropriately.

This deserves particular attention where riders may be using video content independently.

Equipment and room checks

This should include:

• bike maintenance
• fault reporting
• removing faulty bikes from use
• checking that emergency stops and resistance controls work
• ensuring the room is safe to enter and exit
• maintaining suitable lighting and visibility
• ensuring sound levels allow safety information to be heard
• making sure riders can call for help
• ensuring staff know when a virtual session is taking place.

Virtual provision should not mean that the studio becomes an unsupervised room of bikes.

Intensity and resistance guidance

Riders should understand whether they are warming up, recovering, climbing, riding steadily, completing intervals, working hard, or cooling down.

Poor intensity guidance is a concern in any class, but it may be more significant in virtual sessions because there is no live instructor to notice if riders have misunderstood.

A virtual class should not rely only on generic encouragement, vague resistance cues, or riders copying what they see on screen.

Where possible, virtual content should explain the intended effort using clear methods such as RPE, descriptive effort cues, cadence guidance, resistance feel, interval duration, and recovery.

Emergency response

Riders should know what to do if they feel unwell, lose control, experience a bike fault, or need assistance.

Staff should know:

• when virtual sessions are running
• who is supervising
• how help can be summoned
• what to do if a rider is unwell
• how to stop or pause a session if needed
• how to report an incident or near-miss
• how to remove faulty equipment from use.

Emergency arrangements should not depend on chance.

Incident and near-miss reporting

Studios should record concerns such as:

• riders not understanding bike set-up
• riders not understanding the brake
• riders appearing unsafe during virtual sessions
• riders joining late without support
• lack of competent supervision
• equipment faults
• riders feeling unwell
• loss of pedal control
• confusion about intensity or resistance
• unclear responsibility for responding to problems.

If the same type of issue keeps appearing in virtual sessions, the studio should review the system.

Online or home-based virtual sessions

This position statement is mainly concerned with virtual or on-demand sessions provided by studios and operators in a facility.

Home-based online cycling raises different issues, because the instructor or content provider may not control the rider’s bike, environment, health declaration, supervision, equipment, or emergency response.

However, the same broad principles still apply. Online content should avoid unsafe cadence, poor resistance guidance, unclear intensity, unsuitable choreography, and instructions that encourage riders to ignore pain, loss of control, or warning signs.

Where content is provided for unsupervised use, the limitations of that setting should be recognised.

The cost-saving argument has limits

If virtual provision is used primarily to replace live instructors, the studio should still consider whether riders are receiving adequate support, supervision, induction, emergency access, and safety guidance.

Cost savings do not remove the operator’s responsibility to provide safe conditions.

Certification is an important starting point, but a certificate alone cannot establish how well someone is teaching today. Professional indoor cycling instruction also requires appropriate specialist training, practical competence, sound judgement, professional conduct, and continued development. Recognition should reflect these standards rather than attendance or membership alone.

Certification is important. It gives instructors, studios, employers, and riders a way to identify that an instructor has undertaken training or assessment. However, a certificate should not be treated as the whole measure of professional quality.

An instructor may hold a certificate but still need further development in session design, intensity coaching, cadence control, rider observation, new rider onboarding, professional conduct, or safe class management.

Similarly, an experienced instructor may have strong practical ability, but still need to update knowledge, reflect on current practice, and work within clear professional expectations.

Professionalism requires up to date knowledge and skills.

What certification establishes

A good certification process can help ensure that instructors understand the basic principles of safe and effective indoor cycling instruction. It can introduce important knowledge, provide structured learning, and establish a recognised starting point for practice.

Certification can support:

• entry into the profession
• basic instructor competence
• employer confidence
• rider trust
• insurance and workplace expectations
• a shared foundation for further development.

ICI supports meaningful certification where it is specific to indoor cycling, properly taught, appropriately assessed, and connected to real-world class delivery.

What a certificate cannot establish

A certificate reflects training or assessment completed at a particular time. It does not automatically show that the instructor is currently practising well, continuing to learn, teaching safely, or applying professional judgement in real classes.

To judge current competence, an employer may also need to establish whether the instructor can:

• coach cadence and intensity clearly
• manage mixed ability groups
• onboard new riders properly
• recognise unsafe riding
• intervene when riders lose control
• adapt safely to different bikes and studios
• avoid unsuitable riding practices
• work within scope and competence
• respond well to incidents or near-misses
• maintain professional boundaries
• reflect and improve over time.

For this reason, certification should be seen as a foundation, not a final destination.

Indoor cycling requires specialist training

It requires specific knowledge and skill, including:

• bike set-up
• braking and safe stopping
• resistance control
• cadence and foot speed
• intensity coaching
• seated and standing riding
• rider control
• warm-up and cool-down
• safe progression
• new rider onboarding
• equipment awareness
• class structure
• rider observation
• when to reduce intensity, recover, or stop.

A general fitness qualification may provide useful background knowledge, but indoor cycling requires its own specialist training and standards.

Studios and employers should consider whether an instructor has suitable indoor cycling-specific training, rather than assuming that general group exercise experience is enough.

Training should reflect real-world practice

This includes more than learning a session format or memorising a sequence. Instructors need to understand how to manage real riders, real bikes, real timing, real uncertainty, and real safety issues.

Training should address:

• how to teach riders who are new or unsure
• how to explain bike set-up and rider induction
• how to coach resistance and cadence
• how to teach intensity clearly
• how to structure work and recovery
• how to observe the room
• how to respond when a rider appears unsafe
• how to handle late arrivals
• how to adapt for mixed ability classes
• how to work within scope and competence
• how to recognise when further support or referral is needed.

Training that does not address these realities is incomplete.

Standards make certification meaningful

Without clear standards, a certificate can become little more than evidence of attendance. The training should demonstrate what an instructor is expected to know and do.

The ICI Professional Standards Framework provides a reference point for what good indoor cycling instruction should include.

It sets out expectations around:

• scope of practice
• professional conduct
• session safety
• cadence and intensity
• new rider onboarding
• studio responsibilities
• incident and near-miss reporting
• rider expectations.

Certification is more rigorous when it is linked to these kinds of standards.

What recognition should indicate

Recognition should reflect competence, conduct, and a commitment to ongoing development.

Recognition may consider factors such as:

• relevant training
• current practice
• CPD
• professional conduct
• commitment to ICI standards
• scope of practice
• experience and reflection
• willingness to maintain and improve professional knowledge.

Recognition should help identify instructors who are committed to safe, effective, and professional indoor cycling practice.

It should not be presented as a guarantee that every class taught by that instructor will be perfect, but it should indicate a commitment to recognised professional expectations.

CPD and ongoing development

Equipment changes, class formats change, rider expectations change, technology develops, and understanding of safety and coaching quality evolves. Instructors should continue learning after initial certification.

CPD may include:

• technical indoor cycling training
• session design
• cadence and intensity coaching
• power or heart-rate training
• new rider onboarding
• older adult training
• rider safety
• studio management
• incident review
• reflection on teaching practice
• peer observation
• professional reading
• course updates.

Ongoing development should not be treated as box-ticking. It should help instructors improve real practice.

Experience and reflection

An instructor may teach for many years and gain experience. However, experience can also reinforce bad habits if it is not accompanied by reflection.

Professional experience becomes most valuable when instructors are willing to ask:

• Is this still good practice?
• Do my riders understand what they are doing?
• Am I coaching intensity clearly?
• Are riders in control?
• Do I notice unsafe riding?
• Am I still relying on habits I copied years ago?
• Have I updated my knowledge?
• Would I teach this the same way to a new rider?
• Do I have a clear rationale for my session design?

Reflection turns experience into professional development.

Studios and employers

Studios and employers should look beyond whether an instructor holds a certificate.

They should also consider whether the instructor:

• can deliver safe and purposeful sessions
• understands cadence, resistance, and intensity
• onboards new riders properly
• uses appropriate riding practices
• monitors the room
• responds to unsafe riding
• works within scope and competence
• treats riders professionally
• reports equipment faults and incidents
• engages with CPD
• understands the studio’s policies and procedures.

Hiring and retaining instructors should not be based only on popularity, charisma, music choice, or attendance figures.

Riders and public understanding

Riders may reasonably assume that a certified instructor is competent.

For that reason, certification and recognition should be treated responsibly. Instructors, training providers, and studios should not exaggerate what a certificate means.

Riders benefit when standards are visible and understandable. They should be able to expect safe bike set-up guidance, clear intensity coaching, appropriate cadence and resistance, respectful treatment, and an instructor who notices when riders are not in control.

Public understanding of good indoor cycling instruction supports better expectations across the sector.

Experience can sharpen an instructor's judgement, but it can also entrench poor habits. Progress comes from examining what happens in real classes, responding to rider feedback, reviewing incidents and near-misses, and maintaining relevant professional development. Length of service is not a substitute for current, safe practice.

Experience can be extremely valuable. Experienced instructors may develop better awareness of riders, better timing, clearer communication, stronger class management, and more confident judgement.

What experience teaches

Over time, instructors may become better at:

• reading the room
• spotting riders who are unsure or unsafe
• adapting to mixed ability groups
• explaining intensity clearly
• knowing when to reduce demand
• managing transitions
• supporting new riders
• handling equipment problems
• responding to unexpected situations
• building rider trust
• designing more purposeful sessions.
• These are practical skills that develop through attentive teaching.

However, they develop best when the instructor is paying attention, reflecting honestly, and learning from what happens in real classes.

When experience entrenches poor habits

An instructor may teach for years while continuing to use unclear cues, unsafe cadence, insufficient resistance, weak onboarding, unsuitable choreography, poor class structure, or habits copied from others without understanding.

Long experience can sometimes make instructors more resistant to feedback, especially if their classes are popular or familiar.

Popularity, routine, and confidence are not the same as professional quality.

Experienced instructors should remain open to review, learning, and change.

Reflect on actual classes

Reflection is the process of asking what happened, what worked, what did not work, and what could be improved.

Useful reflection may include questions such as:

• Did riders understand the purpose of the session?
• Was the intensity guidance clear?
• Were riders using enough resistance to remain in control?
• Were cadences appropriate?
• Did new riders receive enough support?
• Did anyone appear confused, unsafe, or unwell?
• Did the session progress sensibly?
• Was the warm-up adequate?
• Was the cool-down appropriate?
• Were modifications explained clearly?
• Did I notice what was happening in the room?
• Did anything happen that should change how I teach next time?

Reflection does not need to be long or formal every time. It does need to be honest.

Choose CPD that improves teaching

CPD should not be treated merely as a requirement to collect points or certificates. It should connect to the instructor’s actual work, riders, classes, strengths, and areas for development.

Useful CPD may include:

• technical indoor cycling training
• cadence and intensity coaching
• power, heart-rate, or RPE training
• session design
• new rider onboarding
• older adult training
• inclusive instruction
• safety and risk awareness
• incident and near-miss review
• studio management
• communication skills
• professional conduct
• peer observation
• self-review
• reading and reflecting on guidance.

Good CPD helps instructors become safer, clearer, more confident, and more professionally grounded.

Learning from feedback

Feedback may come from riders, colleagues, tutors, studio managers, assessors, peer observation, complaints, incidents, near-misses, or the instructor’s own review.

Not all feedback will be equally useful, and instructors do not need to accept every opinion uncritically. However, professional instructors should be willing to consider feedback seriously and look for patterns.

If riders are confused about resistance, struggling with cadence, feeling unsafe, missing instructions, or repeatedly asking the same questions, that may indicate something worth improving.

Feedback should not be treated automatically as criticism. It can be evidence for development.

Incidents and near-misses should lead to learning

A rider losing control, feeling faint, struggling to stop, being poorly set up, arriving late without proper onboarding, or reporting pain may all indicate something worth reviewing.

The question should not only be, 'Was anyone hurt?'

It should also be:

• Could this happen again?
• Was instruction clear?
• Was the rider properly onboarded?
• Was the bike set up safely?
• Was resistance guidance adequate?
• Was the class too intense too soon?
• Was there enough recovery?
• Was the studio process clear?
• Did the instructor have enough support?

Serious sectors learn from near-misses. Indoor cycling should do the same.

Development should include safety and judgement

Instructor development should not focus only on performance, music, choreography, energy, or entertainment.

These may contribute to class experience, but they are not the whole of professional instruction.

Ongoing development should also include:

• rider safety
• technical coaching
• bike set-up
• cadence control
• resistance use
• intensity guidance
• rider monitoring
• new rider support
• professional boundaries
• scope of practice
• incident awareness
• studio procedures
• ethical and respectful conduct.

A better instructor is not only more entertaining. A better instructor is safer, clearer, more observant, more purposeful, and more professionally responsible.

CPD and ICI recognition

ICI membership and recognition are intended to support professional development over time.

As ICI continues to develop its professional standards, CPD and reflective practice may support membership progression, 3★ status, endorsed instructor recognition, tutor expectations, and professional credibility.

That does not mean development should become burdensome or unrealistic. CPD should be relevant, proportionate, and useful.

The aim is to support instructors who are actively maintaining and improving their practice, not simply to create paperwork.

Being willing to change your mind

An experienced instructor should be able to say:

• I have changed my view on that.
• I used to teach this differently.
• I have learned a better way.
• That cue is no longer clear enough.
• That movement is not worth the risk.
• New riders need more support than I used to think.
• My class may be popular, but I still need to review it.

Changing a well-established practice in response to better evidence is a sign of professional maturity.

Experienced instructors have as much reason as anyone to review their methods.

Studios and employers

Studios and employers should support instructor development.

This may include:

• encouraging relevant CPD
• providing studio-specific induction
• reviewing class quality
• using peer observation
• discussing incidents and near-misses constructively
• providing feedback
• updating instructors when bikes, procedures, or policies change
• supporting instructors who raise safety concerns
• recognising instructors who maintain professional standards.

Studios should avoid judging instructor quality only by attendance figures, personality, music choice, or rider enthusiasm.

Professional development supports safer and more consistent provision.