u/Spideywo

Do you chabge it for evry exeecise
Or
Do you use the same as oer the height
Bcz not everyone can go with 2:2

Hi all
I have few questions as a pilates instructor

1. spring settings can be light jn initial and or as per the strength for client ? Or should they always follow the manuals amd start with 3-4 spring settibgs making it heavier from start

2. Is it imp to use all the variations of repertoire in one session eg use of long box + short box + straps + moving n doing all the form of variations or is it fine to not do them all in one session

3. while choosing exercises is it imp and necessary to do all the motions of spine ? Be it flexion + extension + lateral flexion + rotation
   Or is it fine to choose a set of exercises involving flexion or extension and not all motions

4. when i choose the gearbar and carraige stopper settings its as per tge persons height in line with footbar so can i keep it all same if its 3 and 4 or should i keep changing it every now and then

5. stated focus anatomy is imp ? what muscles/muscle groups will be targeted

My only question is when you saw that there is some deviation. There is some problem with the poster. Why do you have to correct? You just have to observe me questions here and there is still okay because you want to know what I’m doing what my knowledge is, but the examiner was palpitating from the front. I am palpitating from the back. Is this even an exam? What do I do?
The examiner continuously interrupted and questioned me throughout the exam, creating unnecessary pressure and panic.
I was initially told I was going too fast, so I deliberately slowed down, but this made it difficult to complete the analysis within the limited 60-minute timeframe.
During palpation, the examiner repeatedly re-palpated areas I had already assessed instead of allowing me to complete my assessment independently.
When I was assessing the posterior view, she started palpating from the anterior view herself, which interfered with my process.
If my final postural finding was correct, I feel my method of palpation should not have been repeatedly questioned, especially when different methods can lead to the same correct finding.
For example:
If I identified the spine as flat or excessively curved, the important outcome should have been the correct finding.
If I identified an elevated shoulder and assessed the rotation appropriately, questioning why I did not palpate a specific landmark felt unnecessary.
I followed the assessment methods I was taught during the course.
The postural analysis took approximately 20–25 minutes, although I could have completed it in around 10–15 minutes without the repeated interruptions and rechecking.
During the stated focus, I began explaining the short and long muscles, as taught in the course.
I was stopped and told that the examiner did not want to hear so much anatomy.
This was confusing because anatomy is an important part of the course, and the stated focus specifically requires us to identify relevant muscle length/tension and areas of focus.
I feel I should have been allowed to demonstrate my anatomical knowledge rather than being questioned for using anatomical terminology.
I was also questioned about using different equipment/positions and whether I needed to use every variation of long box, short box, standing, sitting, supine, etc.
I could not find a requirement in the book stating that every exercise variation or every equipment position must be demonstrated during the practical.
The continuous questioning took away valuable time and significantly increased my nervousness.
During the principles section, I taught what was provided in the course material/sheet and what was demonstrated in the study material.
I was nevertheless questioned about why I taught certain movements, including cervical/head extension during spinal movement assessment.
My reasoning was that spinal movement assessment includes flexion, extension, rotation, and lateral flexion, with appropriate head and cervical movement.
I followed what was taught in the course material and demonstrations.
During scapular and shoulder stability, I used anatomical terminology such as the glenohumeral and clavicular joints to explain shoulder movement and stability.
I was questioned about why I was using these anatomical terms and told that simpler instructions such as “widen your collarbones” or “don’t round your shoulders” would be enough.
I believe anatomical terminology is appropriate in an examination where anatomy is part of the course and is relevant to explaining movement and alignment.
During the exercises, I used spring settings based on the client’s individual strength, stability, height, and ability, as I had already explained before beginning.
I understood that repetitions should follow the Stott Pilates requirements, while spring resistance could be appropriately modified for the client.
I was questioned about not using the exact 2×2 spring setting for footwork.
My reasoning was based on the client’s height and leg length and ensuring that she could safely and comfortably position her feet on the footbar.
I prioritised the client’s stability and safety while making these modifications.
At one point, I made a mistake under pressure and placed the box on the carriage instead of the shoulder rests.
The client then struggled to place/control her feet in the straps.
I tried to correct the situation but was unable to immediately resolve the issue because of the extreme nervousness caused by the continuous questioning and pressure.
I asked the examiner for help because the client was struggling, but I was told to move on and that I had done what I needed to do.
I found this particularly concerning because the client’s immediate safety should take priority during a practical examination.
If a client is losing balance or struggling with equipment, I believe the examiner should assist or at least help stabilise the situation.
I was able to manage the situation eventually, but at that moment, the client’s safety was more important to me than the marks.
The examiner also commented that I had already taken a lot of time, although a significant portion of that time had been taken up by repeated questioning, interruptions, rechecking, and interference.
The overall environment made it extremely difficult to think clearly, recall information, and demonstrate what I had learned.
I felt mentally overwhelmed and nervous for a significant portion of the examination.
I accept that I may have made minor mistakes under pressure, but I believe the examination environment substantially contributed to them.
I did my best to keep the client safe, stable, and comfortable throughout the practical.
My main concern is not being questioned or corrected; it is the constant interruption, repeated rechecking, unnecessary questioning of methods, and lack of support when the client was struggling.
I believe an examiner should assess the candidate’s knowledge, clinical reasoning, technique, and ability to work safely with a client without unnecessarily creating panic or interfering with the assessment process.
I followed the course material, the methods taught in class, the relevant anatomy, and the Stott Pilates principles to the best of my ability.
I feel the examination did not provide a fair opportunity for me to demonstrate my actual knowledge and practical ability because of the environment created throughout the exam.

The examiner continuously interrupted and questioned me throughout the exam, creating unnecessary pressure and panic.
I was initially told I was going too fast, so I deliberately slowed down, but this made it difficult to complete the analysis within the limited 60-minute timeframe.
During palpation, the examiner repeatedly re-palpated areas I had already assessed instead of allowing me to complete my assessment independently.
When I was assessing the posterior view, she started palpating from the anterior view herself, which interfered with my process.
If my final postural finding was correct, I feel my method of palpation should not have been repeatedly questioned, especially when different methods can lead to the same correct finding.
For example:
If I identified the spine as flat or excessively curved, the important outcome should have been the correct finding.
If I identified an elevated shoulder and assessed the rotation appropriately, questioning why I did not palpate a specific landmark felt unnecessary.
I followed the assessment methods I was taught during the course.
The postural analysis took approximately 20–25 minutes, although I could have completed it in around 10–15 minutes without the repeated interruptions and rechecking.
During the stated focus, I began explaining the short and long muscles, as taught in the course.
I was stopped and told that the examiner did not want to hear so much anatomy.
This was confusing because anatomy is an important part of the course, and the stated focus specifically requires us to identify relevant muscle length/tension and areas of focus.
I feel I should have been allowed to demonstrate my anatomical knowledge rather than being questioned for using anatomical terminology.
I was also questioned about using different equipment/positions and whether I needed to use every variation of long box, short box, standing, sitting, supine, etc.
I could not find a requirement in the book stating that every exercise variation or every equipment position must be demonstrated during the practical.
The continuous questioning took away valuable time and significantly increased my nervousness.
During the principles section, I taught what was provided in the course material/sheet and what was demonstrated in the study material.
I was nevertheless questioned about why I taught certain movements, including cervical/head extension during spinal movement assessment.
My reasoning was that spinal movement assessment includes flexion, extension, rotation, and lateral flexion, with appropriate head and cervical movement.
I followed what was taught in the course material and demonstrations.
During scapular and shoulder stability, I used anatomical terminology such as the glenohumeral and clavicular joints to explain shoulder movement and stability.
I was questioned about why I was using these anatomical terms and told that simpler instructions such as “widen your collarbones” or “don’t round your shoulders” would be enough.
I believe anatomical terminology is appropriate in an examination where anatomy is part of the course and is relevant to explaining movement and alignment.
During the exercises, I used spring settings based on the client’s individual strength, stability, height, and ability, as I had already explained before beginning.
I understood that repetitions should follow the Stott Pilates requirements, while spring resistance could be appropriately modified for the client.
I was questioned about not using the exact 2×2 spring setting for footwork.
My reasoning was based on the client’s height and leg length and ensuring that she could safely and comfortably position her feet on the footbar.
I prioritised the client’s stability and safety while making these modifications.
At one point, I made a mistake under pressure and placed the box on the carriage instead of the shoulder rests.
The client then struggled to place/control her feet in the straps.
I tried to correct the situation but was unable to immediately resolve the issue because of the extreme nervousness caused by the continuous questioning and pressure.
I asked the examiner for help because the client was struggling, but I was told to move on and that I had done what I needed to do.

I found this particularly concerning because the client’s immediate safety should take priority during a practical examination.
If a client is losing balance or struggling with equipment, I believe the examiner should assist or at least help stabilise the situation.
I was able to manage the situation eventually, but at that moment, the client’s safety was more important to me than the marks.
The examiner also commented that I had already taken a lot of time, although a significant portion of that time had been taken up by repeated questioning, interruptions, rechecking, and interference.
The overall environment made it extremely difficult to think clearly, recall information, and demonstrate what I had learned.
I felt mentally overwhelmed and nervous for a significant portion of the examination.
I accept that I may have made minor mistakes under pressure, but I believe the examination environment substantially contributed to them.
I did my best to keep the client safe, stable, and comfortable throughout the practical.
My main concern is not being questioned or corrected; it is the constant interruption, repeated rechecking, unnecessary questioning of methods, and lack of support when the client was struggling.
I believe an examiner should assess the candidate’s knowledge, clinical reasoning, technique, and ability to work safely with a client without unnecessarily creating panic or interfering with the assessment process.
I followed the course material, the methods taught in class, the relevant anatomy, and the Stott Pilates principles to the best of my ability.
I feel the examination did not provide a fair opportunity for me to demonstrate my actual knowledge and practical ability because of the environment created throughout the exam.

My only question is when you saw that there is some deviation. There is some problem with the poster. Why do you have to correct? You just have to observe me questions here and there is still okay because you want to know what I’m doing what my knowledge is, but the examiner was palpitating from the front. I am palpitating from the back. Is this even an exam? What do I do?