Status: ICI best-practice guidance
Applies to: ICI members, ICI-recognised instructors, ICI tutors, and instructors working towards ICI recognition
Also suitable for: indoor cycling instructors, studios, training providers, and operators seeking best-practice guidance
Purpose: To provide clear guidance on safe and effective use of cadence, resistance, intensity, and rider control in indoor cycling sessions
Applies to: ICI members, ICI-recognised instructors, ICI tutors, and instructors working towards ICI recognition
Also suitable for: indoor cycling instructors, studios, training providers, and operators seeking best-practice guidance
Purpose: To provide clear guidance on safe and effective use of cadence, resistance, intensity, and rider control in indoor cycling sessions
Cadence and intensity are central to safe and effective indoor cycling.
Cadence describes how quickly the rider turns the pedals. Intensity describes the demand of the work being performed. In indoor cycling, intensity is mainly created through the relationship between resistance, cadence, rider position, and duration. It may then be guided, measured, or monitored through methods such as power, FTP zones, heart rate, rate of perceived exertion, and clear descriptive coaching.
Resistance is one of the main practical tools used to control intensity. It determines how much force the rider must apply to turn the pedals. It also has a direct safety function, because appropriate resistance helps the rider stay connected to the bike and remain in control of the pedal stroke.
Cadence and intensity should not be treated in isolation. A cadence that may be appropriate with sufficient resistance can become unsafe or ineffective when resistance is too light. Similarly, heavy resistance may be unsuitable if it prevents the rider from maintaining control, posture, or smooth pedalling.
This guidance sets out the Indoor Cycling Institute’s recommended approach to cadence and intensity in general indoor cycling instruction. It is intended to support rider safety, session quality, instructor confidence, and consistent professional practice.
It should be read alongside the Indoor Cycling Instructor Scope of Practice, the ICI Safety Standards for Indoor Cycling Sessions, and the ICI New Rider Onboarding Standard.
Cadence describes how quickly the rider turns the pedals. Intensity describes the demand of the work being performed. In indoor cycling, intensity is mainly created through the relationship between resistance, cadence, rider position, and duration. It may then be guided, measured, or monitored through methods such as power, FTP zones, heart rate, rate of perceived exertion, and clear descriptive coaching.
Resistance is one of the main practical tools used to control intensity. It determines how much force the rider must apply to turn the pedals. It also has a direct safety function, because appropriate resistance helps the rider stay connected to the bike and remain in control of the pedal stroke.
Cadence and intensity should not be treated in isolation. A cadence that may be appropriate with sufficient resistance can become unsafe or ineffective when resistance is too light. Similarly, heavy resistance may be unsuitable if it prevents the rider from maintaining control, posture, or smooth pedalling.
This guidance sets out the Indoor Cycling Institute’s recommended approach to cadence and intensity in general indoor cycling instruction. It is intended to support rider safety, session quality, instructor confidence, and consistent professional practice.
It should be read alongside the Indoor Cycling Instructor Scope of Practice, the ICI Safety Standards for Indoor Cycling Sessions, and the ICI New Rider Onboarding Standard.
1. Why Cadence and Intensity matter
Indoor cycling is not simply about pedalling fast or working hard.
Good instruction depends on using cadence, resistance, rider position, interval structure, and intensity guidance together to create controlled, purposeful, and effective riding. The instructor should understand what each section of the session is intended to achieve and should guide riders towards an appropriate combination of foot speed, load, position, effort, and recovery.
Cadence and intensity affect:
Good instruction depends on using cadence, resistance, rider position, interval structure, and intensity guidance together to create controlled, purposeful, and effective riding. The instructor should understand what each section of the session is intended to achieve and should guide riders towards an appropriate combination of foot speed, load, position, effort, and recovery.
Cadence and intensity affect:
- rider control;
- stability on the bike;
- pedalling technique;
- training effect;
- perceived effort;
- power output;
- heart-rate response;
- recovery;
- risk of bouncing or instability;
- risk of losing control of the pedals;
- whether seated and standing work can be performed safely;
- whether the session is purposeful rather than random.
2. ICI 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 safe, controlled, and effective riding in indoor cycling 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 rationale, 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.
An indoor cycling instructor is responsible for planning, delivering, and managing safe, effective, and purposeful indoor cycling sessions.
This includes coaching riders to use the bike correctly, guiding appropriate cadence and resistance, managing intensity, observing rider technique and control, giving clear instructions, adapting the session where needed, and creating a class environment in which riders can take part safely.
The instructor is responsible for the structure and delivery of the session. Riders may choose how hard they work within appropriate guidance, but the instructor should not transfer core safety decisions entirely to the rider. In particular, the instructor remains responsible for giving safe and effective guidance on cadence, resistance, bike use, riding position, and session intensity.
Seated riding: 60–110 RPM
Standing or out-of-saddle riding: 60–85 RPM
These ranges are intended to support safe, controlled, and effective riding in indoor cycling 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 rationale, 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.
An indoor cycling instructor is responsible for planning, delivering, and managing safe, effective, and purposeful indoor cycling sessions.
This includes coaching riders to use the bike correctly, guiding appropriate cadence and resistance, managing intensity, observing rider technique and control, giving clear instructions, adapting the session where needed, and creating a class environment in which riders can take part safely.
The instructor is responsible for the structure and delivery of the session. Riders may choose how hard they work within appropriate guidance, but the instructor should not transfer core safety decisions entirely to the rider. In particular, the instructor remains responsible for giving safe and effective guidance on cadence, resistance, bike use, riding position, and session intensity.
3. Seated cadence
Seated riding allows a wider cadence range than standing work because the rider has more support from the saddle and can usually maintain better control at higher cadences.
For general indoor cycling instruction, ICI recommends a seated cadence range of 60–110 RPM.
Within that range, the instructor should choose cadence according to the purpose of the session. Lower cadences may be used for heavier climbing work, strength-endurance efforts, or controlled load-based sections. Moderate cadences may be used for endurance, tempo, interval, or rhythm-based work. Higher cadences should only be used where the rider can remain smooth, stable, and in control.
High seated cadence should never mean uncontrolled spinning. If a rider is bouncing in the saddle, losing form, relying on momentum, or unable to maintain smooth pedal control, the cadence, resistance, or both should be adjusted.
For general indoor cycling instruction, ICI recommends a seated cadence range of 60–110 RPM.
Within that range, the instructor should choose cadence according to the purpose of the session. Lower cadences may be used for heavier climbing work, strength-endurance efforts, or controlled load-based sections. Moderate cadences may be used for endurance, tempo, interval, or rhythm-based work. Higher cadences should only be used where the rider can remain smooth, stable, and in control.
High seated cadence should never mean uncontrolled spinning. If a rider is bouncing in the saddle, losing form, relying on momentum, or unable to maintain smooth pedal control, the cadence, resistance, or both should be adjusted.
4. Standing or out-of-saddle cadence
Standing work places greater demands on rider control, stability, resistance, and technique.
For general indoor cycling instruction, ICI recommends a standing or out-of-saddle cadence range of 60–85 RPM.
Out-of-saddle work should be controlled, supported by appropriate resistance, and used for a clear purpose. Riders should not be encouraged to ride out of the saddle at high cadences where control, posture, or pedal connection is compromised.
Standing work should not be treated as a performance trick or a way to make a class feel harder without regard to safety. It should be coached with enough resistance to be effective, support the rider’s body weight and maintain control of the pedal stroke.
If riders appear unstable, are leaning heavily on the handlebars, are bouncing, are struggling to maintain rhythm, or are being pulled by the pedals, the instructor should reduce the demand. This may mean slowing the cadence, adding appropriate resistance, returning riders to the saddle, or giving recovery.
For general indoor cycling instruction, ICI recommends a standing or out-of-saddle cadence range of 60–85 RPM.
Out-of-saddle work should be controlled, supported by appropriate resistance, and used for a clear purpose. Riders should not be encouraged to ride out of the saddle at high cadences where control, posture, or pedal connection is compromised.
Standing work should not be treated as a performance trick or a way to make a class feel harder without regard to safety. It should be coached with enough resistance to be effective, support the rider’s body weight and maintain control of the pedal stroke.
If riders appear unstable, are leaning heavily on the handlebars, are bouncing, are struggling to maintain rhythm, or are being pulled by the pedals, the instructor should reduce the demand. This may mean slowing the cadence, adding appropriate resistance, returning riders to the saddle, or giving recovery.
5. What intensity means in indoor cycling
Intensity is the level of effort or workload required from the rider.
In indoor cycling, intensity may be guided through several methods, including:
A rider should understand what level of effort is intended for each part of the session. They should know whether they are warming up, recovering, riding steadily, climbing, working at threshold, sprinting, completing an interval, or reducing intensity.
Intensity should be coached as part of the session structure, not left to chance.
In indoor cycling, intensity may be guided through several methods, including:
- power or FTP-based zones;
- rate of perceived exertion, often known as RPE;
- heart-rate zones;
- talk-test guidance;
- descriptive effort cues;
A rider should understand what level of effort is intended for each part of the session. They should know whether they are warming up, recovering, riding steadily, climbing, working at threshold, sprinting, completing an interval, or reducing intensity.
Intensity should be coached as part of the session structure, not left to chance.
6. Effective ways to teach intensity
Effective intensity guidance helps riders understand how hard they should be working and why.
The most useful approaches include power, FTP-based zones, RPE, heart rate, and clear descriptive coaching. These can be used separately or together, depending on the bikes, riders, session aim, and instructor competence.
Power and FTP-based guidance can be effective where bikes provide reliable power data and riders understand their zones, and instructors are trained in and understand the principles of training with power. It allows the instructor to prescribe effort with greater precision, particularly for endurance, threshold, interval, and performance-focused sessions.
Rate of perceived exertion is useful because it does not depend on bike technology. It helps riders judge effort using breath, muscular demand, concentration, and sustainability. RPE is especially useful in mixed groups where riders have different fitness levels and equipment data may be absent or inconsistent. The 1-10 RPE scale is easy to understand and therefore presents a simple measure that can be used in any setting.
Heart-rate guidance can help riders understand cardiovascular response, especially in endurance and aerobic training. It should be used with care because heart rate is affected by heat, fatigue, stress, medication, caffeine, hydration, illness, and individual variation. Effectiveness depends on an accurate maximal heart rate being recorded.
Descriptive effort cues can also be effective – but must be specific. For example, an instructor may describe an effort as steady, sustainable, strong but controlled, hard but repeatable, or very hard and short. These cues should be linked to the purpose and duration of the interval. To avoid misunderstanding, this is best used in conjunction with RPE.
A good instructor should be able to explain the intended intensity in more than one way where needed. For example, a section might be described as an RPE 7 out of 10, a strong but repeatable effort, or around threshold for riders using power zones.
The most useful approaches include power, FTP-based zones, RPE, heart rate, and clear descriptive coaching. These can be used separately or together, depending on the bikes, riders, session aim, and instructor competence.
Power and FTP-based guidance can be effective where bikes provide reliable power data and riders understand their zones, and instructors are trained in and understand the principles of training with power. It allows the instructor to prescribe effort with greater precision, particularly for endurance, threshold, interval, and performance-focused sessions.
Rate of perceived exertion is useful because it does not depend on bike technology. It helps riders judge effort using breath, muscular demand, concentration, and sustainability. RPE is especially useful in mixed groups where riders have different fitness levels and equipment data may be absent or inconsistent. The 1-10 RPE scale is easy to understand and therefore presents a simple measure that can be used in any setting.
Heart-rate guidance can help riders understand cardiovascular response, especially in endurance and aerobic training. It should be used with care because heart rate is affected by heat, fatigue, stress, medication, caffeine, hydration, illness, and individual variation. Effectiveness depends on an accurate maximal heart rate being recorded.
Descriptive effort cues can also be effective – but must be specific. For example, an instructor may describe an effort as steady, sustainable, strong but controlled, hard but repeatable, or very hard and short. These cues should be linked to the purpose and duration of the interval. To avoid misunderstanding, this is best used in conjunction with RPE.
A good instructor should be able to explain the intended intensity in more than one way where needed. For example, a section might be described as an RPE 7 out of 10, a strong but repeatable effort, or around threshold for riders using power zones.
7. Ineffective ways to teach intensity
Some intensity cues are too vague, inconsistent, or equipment-dependent to be reliable as the main method of instruction.
Examples of poor intensity guidance include:
If riders do not know whether they are meant to be riding lightly, moderately, strongly, very hard, or in recovery, the instruction is incomplete.
Examples of poor intensity guidance include:
- telling riders only to 'turn it up';
- telling riders only to add 'one turn up' or ‘a quarter turn down’;
- using numbered gears or levels without knowing whether all bikes are calibrated the same way, or recognising that different riders will need to ride at different degrees;
- using resistance numbers that apply to one bike system but not another;
- giving no intensity guidance at all;
- assuming riders will know how hard to work;
- using only motivational language instead of clear coaching;
- telling riders to work harder without explaining the target effort;
- asking riders to copy the instructor’s resistance or level;
- using competition or pressure without technical guidance;
- allowing each rider to interpret the interval entirely for themselves.
If riders do not know whether they are meant to be riding lightly, moderately, strongly, very hard, or in recovery, the instruction is incomplete.
8. Intensity guidance should be given when it is needed
Intensity guidance should be provided at the points in the session where riders need it.
This is especially important before and during intervals, climbs, recovery periods, effort changes, and transitions between seated and standing work.
For each interval or work block, riders should understand:
A class that says 'go hard' repeatedly without explaining the target effort, duration, cadence, resistance, or recovery is not being coached with sufficient precision. Equally, ‘max effort’ is only sustainable over short durations with adequate recovery, and cannot be repeated infinitely.
This is especially important before and during intervals, climbs, recovery periods, effort changes, and transitions between seated and standing work.
For each interval or work block, riders should understand:
- the duration;
- the intended intensity;
- the cadence or cadence range;
- whether they should be seated or standing.
- whether the resistance should feel light, moderate, strong, or heavy;
- whether the effort should be sustainable, repeatable, hard, or maximal;
- how much recovery will follow;
- the purpose of the effort;
- what to do if they cannot maintain control or intensity.
A class that says 'go hard' repeatedly without explaining the target effort, duration, cadence, resistance, or recovery is not being coached with sufficient precision. Equally, ‘max effort’ is only sustainable over short durations with adequate recovery, and cannot be repeated infinitely.
9. Resistance as a safety variable
Resistance is a core safety variable in indoor cycling.
It is not simply a way of making the class harder. Appropriate resistance helps the rider stay connected to the pedals, maintain control, apply force effectively, and avoid being carried by momentum.
The studio bike has a fixed wheel, and so too little resistance can create avoidable risk, particularly at higher cadences or when riding out of the saddle. It may lead to bouncing, instability, poor technique, ineffective riding, and loss of control of the pedals, resulting in substantial and usually avoidable injury.
Instructors should not encourage riders to ride with insufficient resistance. Riders should understand that resistance should be enough to keep them stable, controlled, and connected to the bike as a minimum, and that effective riding will require more than this minimum.
This does not mean every section should be heavy. Light resistance may be appropriate for warm-up, recovery, skill development, or lower-intensity work. However, even light resistance should allow the rider to pedal smoothly and remain in control.
It is not simply a way of making the class harder. Appropriate resistance helps the rider stay connected to the pedals, maintain control, apply force effectively, and avoid being carried by momentum.
The studio bike has a fixed wheel, and so too little resistance can create avoidable risk, particularly at higher cadences or when riding out of the saddle. It may lead to bouncing, instability, poor technique, ineffective riding, and loss of control of the pedals, resulting in substantial and usually avoidable injury.
Instructors should not encourage riders to ride with insufficient resistance. Riders should understand that resistance should be enough to keep them stable, controlled, and connected to the bike as a minimum, and that effective riding will require more than this minimum.
This does not mean every section should be heavy. Light resistance may be appropriate for warm-up, recovery, skill development, or lower-intensity work. However, even light resistance should allow the rider to pedal smoothly and remain in control.
10. Matching cadence, resistance, intensity, and position
Cadence, resistance, intensity, and riding position should be programmed together.
A safe and effective class is not created by choosing a speed, adding music, and asking riders to turn the resistance until it feels difficult. The instructor should understand how the variables interact.
As a general principle:
A safe and effective class is not created by choosing a speed, adding music, and asking riders to turn the resistance until it feels difficult. The instructor should understand how the variables interact.
As a general principle:
- riders should not ride with insufficient resistance that least to them bouncing in the saddle or losing control;
- high-intensity efforts should have suitable duration and recovery;
- recovery sections should still maintain control and smooth pedalling;
- riders should be able to follow the session without being pushed into unsafe technique.
11. Coaching resistance clearly
Resistance cues should be clear enough for riders to understand what is expected.
Vague cues such as 'turn it up', 'add a bit', or 'make it hard' may not be enough, especially for new or inexperienced riders. Instructors should help riders understand the intended feel and purpose of the resistance.
Useful resistance guidance may include:
Vague cues such as 'turn it up', 'add a bit', or 'make it hard' may not be enough, especially for new or inexperienced riders. Instructors should help riders understand the intended feel and purpose of the resistance.
Useful resistance guidance may include:
- useful metrics such as RPE scale, % of FTP, % of heartrate (using one of these is strongly recommended)
- whether the resistance should feel light, moderate, strong, or heavy;
- whether the rider should still be able to maintain smooth cadence;
- whether the section is intended as recovery, endurance, climbing, interval work, threshold work, sprint work, or strength-endurance;
- whether the rider should feel stable enough to ride out of the saddle;
- whether the resistance is enough to prevent bouncing;
- whether the rider should reduce intensity if they cannot maintain control (safe and effective cadence and intensity makes losing control highly unlikely).
12. Coaching cadence without a cadence display
Not all indoor bikes display cadence. This does not remove the instructor’s responsibility to coach safely and effectively.
Where bikes do not display cadence, instructors should still provide meaningful guidance. This may include:
Music can be useful, but it should not override safety. Riders should not be asked to match a beat that requires an unsuitable cadence, especially out of the saddle or with too little resistance.
For best practice, the instructor should use a cadence meter to ensure riding at the correct cadence, and allow riders to follow footspeed.
Where bikes do not display cadence, instructors should still provide meaningful guidance. This may include:
- using music tempo intelligently;
- coaching riders to follow an appropriate rhythm;
- demonstrating suitable foot speed;
- using verbal cues such as slower, steadier, quicker, or controlled;
- explaining what controlled pedalling should feel like;
- using perceived effort alongside foot speed;
- using the instructor’s own cadence awareness;
- using a cadence meter where available or appropriate.
Music can be useful, but it should not override safety. Riders should not be asked to match a beat that requires an unsuitable cadence, especially out of the saddle or with too little resistance.
For best practice, the instructor should use a cadence meter to ensure riding at the correct cadence, and allow riders to follow footspeed.
13. Coaching intensity without power, heart rate, or bike data
An instructor can still teach intensity effectively where bikes do not display power, heart rate, cadence, or resistance level.
In these settings, the instructor should rely on clear coaching rather than abandoning intensity guidance.
Useful approaches include:
The less technology is available, the more important clear coaching becomes. RPE provides the clearest, most understandable measure of intensity in this situation.
In these settings, the instructor should rely on clear coaching rather than abandoning intensity guidance.
Useful approaches include:
- RPE scale – this is best practice in such situations;
- talk-test guidance;
- breathing cues;
- sustainability cues;
- time-based effort descriptions;
- clear recovery instructions;
- descriptive resistance cues;
- cadence or foot-speed guidance;
- visual demonstration;
- options for lower and higher intensity.
The less technology is available, the more important clear coaching becomes. RPE provides the clearest, most understandable measure of intensity in this situation.
14. Music tempo and rhythm riding
Music is an important teaching tool in many indoor cycling classes, but it should support the session rather than dictate unsafe riding.
Instructors may use music tempo to guide cadence, structure intervals, create rhythm, and support rider engagement. However, the chosen tempo must be appropriate for the riding position, resistance, ability of the group, and purpose of the session.
If the beat of the music encourages riders to pedal outside appropriate cadence ranges, the instructor should modify the instruction. This may mean asking riders to ride every other beat, choosing different music, or using the music for atmosphere rather than direct cadence matching.
Rhythm should not be prioritised over control. A rider who is bouncing, unstable, underloaded, or unable to maintain safe technique is not riding effectively simply because they are on the beat.
Instructors may use music tempo to guide cadence, structure intervals, create rhythm, and support rider engagement. However, the chosen tempo must be appropriate for the riding position, resistance, ability of the group, and purpose of the session.
If the beat of the music encourages riders to pedal outside appropriate cadence ranges, the instructor should modify the instruction. This may mean asking riders to ride every other beat, choosing different music, or using the music for atmosphere rather than direct cadence matching.
Rhythm should not be prioritised over control. A rider who is bouncing, unstable, underloaded, or unable to maintain safe technique is not riding effectively simply because they are on the beat.
15. Signs that cadence, resistance, or intensity may be inappropriate
Instructors should actively monitor the class and intervene when cadence, resistance, or intensity appears unsuitable.
Signs that cadence may be too high, resistance too low, intensity inappropriate, or control compromised include:
The instructor should not ignore obvious loss of control because the class is busy, the music is driving the section, or the riders appear enthusiastic.
Signs that cadence may be too high, resistance too low, intensity inappropriate, or control compromised include:
- bouncing in the saddle;
- feet being pulled by the pedals;
- loss of smooth pedalling, and a stronger ‘down’ motion as the pedal falls away;
- inability to slow down promptly and/or reliance on the brake to stop or slow down;
- excessive upper-body movement;
- instability out of the saddle;
- leaning heavily on the handlebars;
- riders struggling to follow instructions;
- riders appearing unable to control the bike;
- riders repeatedly losing rhythm or connection with the pedals;
- cycling shoes detaching from the cleat;
- riders unable to recover between efforts;
- riders continuing at high intensity when recovery has been cued;
- riders appearing confused about the target effort;
- riders working far harder or far easier than the section appears to require;
- instructors should also be alert to how the bike sounds – a bike being ridden with insufficient resistance will have a distinct sound.
The instructor should not ignore obvious loss of control because the class is busy, the music is driving the section, or the riders appear enthusiastic.
16. New riders and intensity control
New riders may not understand cadence, resistance, intensity, or the relationship between them.
They may assume that faster is better, that low resistance is easier and therefore safer, or that they should try to keep up with the instructor or other riders at all costs. They may also be unfamiliar with the resistance dial, brake, bike feel, effort scales, or the difference between effort and control.
Instructors should give new riders simple, clear guidance, and explain or demonstrate how to use the brake. They should explain that the rider should remain in control, use enough resistance to feel connected to the pedals, and slow down or reduce intensity if they cannot maintain safe technique.
New riders should not be expected to understand RPM, FTP, watts, zones, threshold, or RPE terminology without explanation. Where these terms are used, the instructor should also explain them in plain language.
This section should be read alongside the ICI New Rider Onboarding Standard.
They may assume that faster is better, that low resistance is easier and therefore safer, or that they should try to keep up with the instructor or other riders at all costs. They may also be unfamiliar with the resistance dial, brake, bike feel, effort scales, or the difference between effort and control.
Instructors should give new riders simple, clear guidance, and explain or demonstrate how to use the brake. They should explain that the rider should remain in control, use enough resistance to feel connected to the pedals, and slow down or reduce intensity if they cannot maintain safe technique.
New riders should not be expected to understand RPM, FTP, watts, zones, threshold, or RPE terminology without explanation. Where these terms are used, the instructor should also explain them in plain language.
This section should be read alongside the ICI New Rider Onboarding Standard.
17. Late arrivals
Late arrivals can create cadence and intensity risks if riders join the class at the current effort level without warming up or receiving guidance.
Where a studio allows late arrivals, the rider should not be expected to join immediately at the same cadence, resistance, or intensity as the rest of the class. They should be able to warm up appropriately, set their bike safely, understand the brake and resistance control, and join the session at a suitable level.
If this cannot be done safely, the rider should not join that session.
A clear late-arrival policy should be agreed by the studio or operator and understood by instructors before the session begins.
Where a studio allows late arrivals, the rider should not be expected to join immediately at the same cadence, resistance, or intensity as the rest of the class. They should be able to warm up appropriately, set their bike safely, understand the brake and resistance control, and join the session at a suitable level.
If this cannot be done safely, the rider should not join that session.
A clear late-arrival policy should be agreed by the studio or operator and understood by instructors before the session begins.
18. Cadence, intensity, and rider choice
Riders should have appropriate control over their own effort, but they should not be left without guidance.
An instructor may invite riders to adjust intensity according to fitness, experience, and how they feel on the day. However, this should happen within a safe and purposeful structure.
Rider choice should not be used as a way of avoiding instruction. The instructor should still provide clear expectations for cadence, resistance, position, effort, and control.
For example, it may be appropriate to say that riders can work at a lower intensity, remain seated, or reduce resistance if needed. It is not appropriate to programme unsafe cadence, inadequate resistance, unclear intensity, or uncontrolled riding and treat the outcome as solely the rider’s responsibility.
An instructor may invite riders to adjust intensity according to fitness, experience, and how they feel on the day. However, this should happen within a safe and purposeful structure.
Rider choice should not be used as a way of avoiding instruction. The instructor should still provide clear expectations for cadence, resistance, position, effort, and control.
For example, it may be appropriate to say that riders can work at a lower intensity, remain seated, or reduce resistance if needed. It is not appropriate to programme unsafe cadence, inadequate resistance, unclear intensity, or uncontrolled riding and treat the outcome as solely the rider’s responsibility.
19. Practices that compromise cadence, intensity, or control
Instructors should avoid programming or encouraging practices that make it harder for riders to maintain safe cadence, suitable resistance, appropriate intensity, and control of the bike.
This includes any practice that:
This includes any practice that:
- encourages excessive cadence;
- encourages insufficient or excessive resistance;
- places riders out of the saddle without adequate load;
- requires unstable or uncontrolled movement;
- prioritises choreography over cycling control;
- encourages riders to remove control points unnecessarily;
- makes it difficult for the rider to slow down or stop safely;
- makes intensity unclear or erratic;
- encourages riders to keep up with choreography at the expense of safe riding.
20. Instructor responsibility
Indoor cycling instructors are responsible for giving safe and effective guidance on cadence and intensity.
They are not expected to control every individual decision made by every rider. However, they are expected to programme responsibly, cue clearly, educate riders, monitor the room, and intervene where a rider appears unsafe, confused, overloaded, underloaded, or out of control.
Instructors should be able to explain why they have chosen a particular cadence, resistance, position, intensity, interval length, or recovery period. They should not rely only on tradition, imitation, habit, brand style, music choice, or class popularity.
A well-taught indoor cycling session should make sense technically. It should have a clear purpose, appropriate intensity, controlled cadence, suitable resistance, adequate recovery, and riders who understand what they are being asked to do.
They are not expected to control every individual decision made by every rider. However, they are expected to programme responsibly, cue clearly, educate riders, monitor the room, and intervene where a rider appears unsafe, confused, overloaded, underloaded, or out of control.
Instructors should be able to explain why they have chosen a particular cadence, resistance, position, intensity, interval length, or recovery period. They should not rely only on tradition, imitation, habit, brand style, music choice, or class popularity.
A well-taught indoor cycling session should make sense technically. It should have a clear purpose, appropriate intensity, controlled cadence, suitable resistance, adequate recovery, and riders who understand what they are being asked to do.
21. Relationship to other ICI standards
This Scope of Practice is part of the wider ICI Professional Standards Framework.
It should be read alongside:
ICI Code of Professional Conduct
ICI Safety Standards for Indoor Cycling Sessions
ICI Cadence and Resistance Guidance
ICI New Rider Onboarding Standard
ICI Incident and Near-Miss Reporting Guidance
ICI Studio and Management Guidance
What Riders Should Expect from an Indoor Cycling Instructor
Purpose-Led Session Design
New Rider Safety in Indoor Cycling
It should be read alongside:
ICI Code of Professional Conduct
ICI Safety Standards for Indoor Cycling Sessions
ICI Cadence and Resistance Guidance
ICI New Rider Onboarding Standard
ICI Incident and Near-Miss Reporting Guidance
ICI Studio and Management Guidance
What Riders Should Expect from an Indoor Cycling Instructor
Purpose-Led Session Design
New Rider Safety in Indoor Cycling
