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Read the Scope of Practice
Read the Cadence and Intensity Guidance
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 define what good new rider onboarding should include 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 define what good new rider onboarding should include in indoor cycling sessions
New rider onboarding is an essential part of safe and effective indoor cycling instruction.
A rider who is new to indoor cycling, new to a studio, new to a particular bike type, or returning after a significant break should not be assumed to understand how to ride safely. Previous attendance elsewhere should not be treated as proof of competence.
Many riders attend indoor cycling classes for months or years without fully understanding bike set-up, resistance, cadence, safe stopping, or how to remain in control of the pedals. This means that instructors and studios should not rely on assumption, confidence, or apparent experience.
This standard sets out ICI’s recommended approach to new rider onboarding. It is intended to support rider safety, instructor consistency, studio practice, and clearer professional expectations across indoor cycling.
It should be read alongside the Indoor Cycling Instructor Scope of Practice, the ICI Cadence and Intensity Guidance, and the ICI Safety Standards for Indoor Cycling Sessions.
A rider who is new to indoor cycling, new to a studio, new to a particular bike type, or returning after a significant break should not be assumed to understand how to ride safely. Previous attendance elsewhere should not be treated as proof of competence.
Many riders attend indoor cycling classes for months or years without fully understanding bike set-up, resistance, cadence, safe stopping, or how to remain in control of the pedals. This means that instructors and studios should not rely on assumption, confidence, or apparent experience.
This standard sets out ICI’s recommended approach to new rider onboarding. It is intended to support rider safety, instructor consistency, studio practice, and clearer professional expectations across indoor cycling.
It should be read alongside the Indoor Cycling Instructor Scope of Practice, the ICI Cadence and Intensity Guidance, and the ICI Safety Standards for Indoor Cycling Sessions.
1. Why new rider onboarding matters
Indoor cycling takes place on fixed-wheel indoor cycles, often in a group environment, with music, changing intensity, changing cadence, and a level of mechanical control that may be unfamiliar to new riders.
A rider may be fit, confident, and used to exercise, but still unfamiliar with indoor cycling bikes. They may not know how to adjust the bike, how much resistance to use, how to stop safely, what cadence means, or how to recognise when they are losing control.
Effective onboarding helps riders understand the bike, the class format, and the basic safety expectations before they are asked to follow the main session.
New rider onboarding supports:
A rider may be fit, confident, and used to exercise, but still unfamiliar with indoor cycling bikes. They may not know how to adjust the bike, how much resistance to use, how to stop safely, what cadence means, or how to recognise when they are losing control.
Effective onboarding helps riders understand the bike, the class format, and the basic safety expectations before they are asked to follow the main session.
New rider onboarding supports:
- rider safety;
- confidence and comfort;
- correct bike set-up;
- understanding of resistance and braking;
- control of cadence and intensity;
- reduced risk of loss of control;
- better class experience;
- clearer professional practice;
- better support for instructors and studios.
2. Who counts as a new rider?
For the purposes of this standard, a new rider may include someone who is:
Previous attendance elsewhere should not be treated as proof that the rider understands safe bike use. The instructor or studio should provide appropriate checks and guidance unless competence has been verified.
- new to indoor cycling;
- new to a particular studio or venue;
- new to a specific bike type or resistance system;
- returning after a long break;
- returning after injury, illness, childbirth, surgery, or a period of medical restriction;
- unfamiliar with cadence, resistance, or bike set-up;
- visibly uncertain about the bike or class process;
- attending for the first time with that instructor.
Previous attendance elsewhere should not be treated as proof that the rider understands safe bike use. The instructor or studio should provide appropriate checks and guidance unless competence has been verified.
3. Responsibility for onboarding
New rider onboarding should be supported by both the instructor and the studio or operator.
The instructor is responsible for giving clear guidance within the class environment, checking understanding as far as is realistic, and ensuring that riders are not left to begin the session without basic safety information.
The studio or operator is responsible for creating systems that make safe onboarding possible. This may include arrival procedures, reception screening, class information, signage, late-arrival policies, bike maintenance, instructor time, and staff training.
A good onboarding process should not depend entirely on the instructor discovering a new rider at the last moment while music is already playing and the class is about to begin.
The instructor is responsible for giving clear guidance within the class environment, checking understanding as far as is realistic, and ensuring that riders are not left to begin the session without basic safety information.
The studio or operator is responsible for creating systems that make safe onboarding possible. This may include arrival procedures, reception screening, class information, signage, late-arrival policies, bike maintenance, instructor time, and staff training.
A good onboarding process should not depend entirely on the instructor discovering a new rider at the last moment while music is already playing and the class is about to begin.
4. Minimum new rider onboarding
As a minimum, new rider onboarding should include:
- checking whether the rider considers themselves fit and ready to take part;
- asking whether the rider is new to indoor cycling, the studio, the bike type, or the instructor;
- giving clear guidance on bike set-up;
- checking that the rider understands how to adjust the bike;
- explaining the brake or emergency stop mechanism;
- 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 at all times;
- explaining that the rider should not try to keep up at the expense of safety;
- explaining that the rider may remain seated, reduce intensity, recover, or stop if needed;
- explaining what to do if they feel unwell, unsafe, or unable to continue.
5. Readiness to ride
Instructors should not diagnose, screen medically, or decide whether a rider is medically fit to exercise unless they are separately qualified and working within that role.
However, new riders should be asked whether they consider themselves fit and ready to take part, and whether there is anything the instructor or venue should know before the session begins.
This may be handled through a studio health declaration, booking process, membership form, or brief verbal check. The important point is that the rider should have a clear opportunity to raise concerns before riding.
If a rider discloses something outside the instructor’s competence, appears unsure whether they should take part, or describes symptoms or circumstances that may require medical advice, the instructor should refer them to the appropriate venue process or advise them to seek suitable professional guidance.
However, new riders should be asked whether they consider themselves fit and ready to take part, and whether there is anything the instructor or venue should know before the session begins.
This may be handled through a studio health declaration, booking process, membership form, or brief verbal check. The important point is that the rider should have a clear opportunity to raise concerns before riding.
If a rider discloses something outside the instructor’s competence, appears unsure whether they should take part, or describes symptoms or circumstances that may require medical advice, the instructor should refer them to the appropriate venue process or advise them to seek suitable professional guidance.
6. Bike set-up
New riders should receive clear guidance on bike set-up.
This should normally include saddle height, saddle fore-aft position where adjustable, handlebar height, handlebar reach where adjustable, and safe use of pedals, straps, or cleats.
The instructor should explain that bike set-up affects comfort, control, and safety. Riders should not be left to guess their position or copy another rider without guidance.
In a busy class, it may not be realistic for the instructor to adjust every setting personally. However, the instructor should provide clear instruction, check understanding where possible, and verify safe set-up as far as the setting allows.
Where a bike cannot be adjusted safely for a rider, the rider should not be encouraged to continue on an unsuitable set-up.
This should normally include saddle height, saddle fore-aft position where adjustable, handlebar height, handlebar reach where adjustable, and safe use of pedals, straps, or cleats.
The instructor should explain that bike set-up affects comfort, control, and safety. Riders should not be left to guess their position or copy another rider without guidance.
In a busy class, it may not be realistic for the instructor to adjust every setting personally. However, the instructor should provide clear instruction, check understanding where possible, and verify safe set-up as far as the setting allows.
Where a bike cannot be adjusted safely for a rider, the rider should not be encouraged to continue on an unsuitable set-up.
7. Brake and emergency stop
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. Resistance control
New riders should understand how to increase and decrease resistance.
They should be told that resistance is not only about making the class harder. It also helps them stay connected to the pedals and remain in control.
The instructor should explain that too little resistance can make the rider bounce, feel unstable, or lose control of the pedal stroke, especially at higher cadences or when riding out of the saddle.
New riders should understand that they are not expected to match another rider’s resistance exactly. They should use enough resistance to ride smoothly and safely, while working at an appropriate level for their current ability.
They should be told that resistance is not only about making the class harder. It also helps them stay connected to the pedals and remain in control.
The instructor should explain that too little resistance can make the rider bounce, feel unstable, or lose control of the pedal stroke, especially at higher cadences or when riding out of the saddle.
New riders should understand that they are not expected to match another rider’s resistance exactly. They should use enough resistance to ride smoothly and safely, while working at an appropriate level for their current ability.
9. Cadence and foot speed
New riders should receive simple guidance on cadence or foot speed.
New riders should be told that faster is not automatically better. They should be encouraged to pedal smoothly, remain stable, and stay in control rather than trying to keep up at any cost.
Where bikes do not display cadence, the instructor should still guide foot speed through clear cues, music tempo, demonstration, or descriptive language.
This section should be read alongside the ICI Cadence and Intensity Guidance.
New riders should be told that faster is not automatically better. They should be encouraged to pedal smoothly, remain stable, and stay in control rather than trying to keep up at any cost.
Where bikes do not display cadence, the instructor should still guide foot speed through clear cues, music tempo, demonstration, or descriptive language.
This section should be read alongside the ICI Cadence and Intensity Guidance.
10. Intensity guidance for new riders
New riders should understand that they are in control of their own effort, but that they should follow the instructor’s safety guidance.
They should be told that they may:
Where intensity systems are used, such as power, FTP, heart-rate zones, or RPE, the instructor should explain them in plain language. A new rider should not be expected to understand training terminology without support.
They should be told that they may:
- work at a lower intensity;
- remain seated;
- take recovery;
- reduce resistance if the load is too heavy;
- increase resistance if they are bouncing or losing control;
- slow down;
- stop if needed.
Where intensity systems are used, such as power, FTP, heart-rate zones, or RPE, the instructor should explain them in plain language. A new rider should not be expected to understand training terminology without support.
11. Remaining in control
New riders should be given a clear safety principle:
Remain in control of the bike at all times.
This means the rider should be able to slow down, stop, maintain contact with the pedals, stay stable in the saddle or out of the saddle, and follow instructions without being pulled by the bike.
Signs that a rider may not be in control include:
Remain in control of the bike at all times.
This means the rider should be able to slow down, stop, maintain contact with the pedals, stay stable in the saddle or out of the saddle, and follow instructions without being pulled by the bike.
Signs that a rider may not be in control include:
- bouncing in the saddle;
- feet being pulled by the pedals;
- pedalling faster than they can manage;
- unstable standing work;
- leaning heavily on the handlebars;
- struggling to slow down;
- appearing confused or unsafe;
- trying to keep up while losing technique.
12. First-session expectations
A new rider’s first session should not be treated as a test of toughness.
The aim should be to help the rider understand the bike, learn the basic controls, complete the session safely, enjoy the session and start to develop confidence.
The instructor should make clear that the rider does not need to do everything at the same level as the rest of the class. It is acceptable to remain seated, reduce intensity, take extra recovery, or miss sections that do not yet feel manageable.
This is not a lowering of standards. It is good instruction.
The aim should be to help the rider understand the bike, learn the basic controls, complete the session safely, enjoy the session and start to develop confidence.
The instructor should make clear that the rider does not need to do everything at the same level as the rest of the class. It is acceptable to remain seated, reduce intensity, take extra recovery, or miss sections that do not yet feel manageable.
This is not a lowering of standards. It is good instruction.
13. Late arrivals
Late arrivals create a specific onboarding risk.
A rider who joins late may miss the safety briefing, bike set-up guidance, brake explanation, warm-up, cadence guidance, and early intensity coaching. They may then try to join the class at the current effort level without being ready to do so.
Studios and operators should have a clear late-arrival policy. Some studios may choose not to allow riders to join after the session has started. This can be a reasonable safety and class-management decision.
Where a studio does allow late arrivals, the rider must still be safely onboarded.
A late rider should not simply be waved onto a bike and expected to join the class at the current cadence, resistance, or intensity.
If a late rider is permitted to join, the instructor or venue process should ensure that the rider can:
A rider who joins late may miss the safety briefing, bike set-up guidance, brake explanation, warm-up, cadence guidance, and early intensity coaching. They may then try to join the class at the current effort level without being ready to do so.
Studios and operators should have a clear late-arrival policy. Some studios may choose not to allow riders to join after the session has started. This can be a reasonable safety and class-management decision.
Where a studio does allow late arrivals, the rider must still be safely onboarded.
A late rider should not simply be waved onto a bike and expected to join the class at the current cadence, resistance, or intensity.
If a late rider is permitted to join, the instructor or venue process should ensure that the rider can:
- set up the bike safely;
- understand the brake or emergency stop;
- understand resistance control;
- warm up appropriately;
- join the session at a suitable intensity;
- avoid jumping straight into high-intensity work without preparation.
14. Studio procedures for new riders
Studios and operators should support instructors by creating clear procedures for new riders.
This may include:
This may include:
- asking riders to arrive early for their first class;
- identifying new riders at booking or reception;
- providing clear first-class information before arrival;
- ensuring instructors know when a new rider is attending;
- allowing enough time for bike set-up guidance;
- having a clear late-arrival policy;
- providing signage or simple bike set-up guidance in the studio;
- ensuring staff know how to direct new riders;
- having a process for riders who disclose health concerns;
- recording incidents or concerns where appropriate.
15. Onboarding in virtual or on-demand sessions
Where studios provide virtual or on-demand indoor cycling sessions, new rider onboarding remains important.
A video instructor cannot check an individual rider’s bike set-up, observe whether they understand the brake, or intervene in the same way as a live instructor. Studios using virtual provision should therefore have a process for helping riders understand bike set-up, resistance, braking, cadence, and safe intensity before they join the session.
Where riders are new, unfamiliar with the bikes, or attending a virtual session in a studio environment, supervision should be provided by someone competent to recognise obvious safety concerns and respond appropriately.
Virtual provision should not be used as a reason to remove basic rider care.
This section should be read alongside the ICI Studio and Management Guidance.
A video instructor cannot check an individual rider’s bike set-up, observe whether they understand the brake, or intervene in the same way as a live instructor. Studios using virtual provision should therefore have a process for helping riders understand bike set-up, resistance, braking, cadence, and safe intensity before they join the session.
Where riders are new, unfamiliar with the bikes, or attending a virtual session in a studio environment, supervision should be provided by someone competent to recognise obvious safety concerns and respond appropriately.
Virtual provision should not be used as a reason to remove basic rider care.
This section should be read alongside the ICI Studio and Management Guidance.
16. When a rider should not continue
A rider should not continue if they cannot be onboarded safely, cannot set up the bike safely, cannot understand how to stop, cannot remain in control, or appears unable to follow the session safely.
The instructor is not expected to diagnose the reason. The role of the instructor is to reduce immediate risk and act sensibly.
A rider may need to stop, delay participation, speak to the studio, seek medical advice, or attend a more suitable introductory session.
It is better for a rider to miss one class than to be placed in a situation they cannot manage safely.
The instructor is not expected to diagnose the reason. The role of the instructor is to reduce immediate risk and act sensibly.
A rider may need to stop, delay participation, speak to the studio, seek medical advice, or attend a more suitable introductory session.
It is better for a rider to miss one class than to be placed in a situation they cannot manage safely.
17. Instructor judgement
New rider onboarding requires professional judgement.
The instructor should be realistic about what can be done in the time available and within the class environment. The standard is not perfection. The standard is that riders should not be left without the information they need to use the bike safely and understand the basic demands of the class.
Where the instructor cannot provide adequate onboarding because of time, class size, late arrival, bike problems, or venue processes, the issue should be raised with the studio or operator.
Good onboarding is not a courtesy. It is part of professional indoor cycling instruction.
The instructor should be realistic about what can be done in the time available and within the class environment. The standard is not perfection. The standard is that riders should not be left without the information they need to use the bike safely and understand the basic demands of the class.
Where the instructor cannot provide adequate onboarding because of time, class size, late arrival, bike problems, or venue processes, the issue should be raised with the studio or operator.
Good onboarding is not a courtesy. It is part of professional indoor cycling instruction.
18. Relationship to other ICI standards
This standard is part of the wider ICI Professional Standards Framework.
It should be read alongside:
Indoor Cycling Instructor Scope of Practice
ICI Cadence and Intensity Guidance
ICI Safety Standards for Indoor Cycling Sessions
ICI Studio and Management Guidance
What Riders Should Expect from an Indoor Cycling Instructor
Indoor Cycling: What Riders Should Expect
Virtual and On-Demand Indoor Cycling Sessions
Together, these documents support safer, clearer, and more professional indoor cycling practice.
It should be read alongside:
Indoor Cycling Instructor Scope of Practice
ICI Cadence and Intensity Guidance
ICI Safety Standards for Indoor Cycling Sessions
ICI Studio and Management Guidance
What Riders Should Expect from an Indoor Cycling Instructor
Indoor Cycling: What Riders Should Expect
Virtual and On-Demand Indoor Cycling Sessions
Together, these documents support safer, clearer, and more professional indoor cycling practice.
