Less is More: Why Simplicity Sticks in Movement Teaching
As movement teachers, many of us, especially in yoga, feel the pull to create ever more elaborate sequences. To keep clients entertained, to keep things fresh. Clever transitions, intricate links and choreography that impresses our peers can become the standard we hold ourselves to. Yet there’s a growing body of research that suggests something much simpler: when it comes to helping people retain information about their body or health means repeating movements, less is more.
In physiotherapy, adherence to home exercise programs is a long standing challenge. Two studies in particular stand out:
• Henry et al. (1999) studied older adults and found that when people were given more exercises, their compliance dropped. The more that was added, the less that was done.
• Medina-Mirapeix et al. (2009) showed that in patients with neck and low back pain, the total number of prescribed exercises predicted lower adherence. In other words, the longer the list of movements, the less likely it was to be followed.
These studies point to the clear truth that our students and clients are more likely to carry something with them if it’s manageable, memorable and feels achievable.
What this means for us as teachers.
• Fewer movements, deeper impact. Instead of a 60-minute class packed with choreography, consider that three to five well-chosen postures or patterns may offer more lasting benefit.
• Agency over memory. By keeping things simple, we empower people to know what to do the next time they feel stiff, sore, or out of tune with themselves. They don’t need a full class replay—they remember the one or two practices that ‘work.’
• Experience over performance. Simplicity frees us from the pressure to impress and allows space for students to feel rather than ‘keep up.’ The echo of that experience is what they carry home.
So the next time you’re designing a class, consider the evidence. It’s not the quantity of movements we teach that matters, it’s the quality of the experience we create. By offering less we often give more and add the gift of movement that lasts long after the class has finished.
Simplicity in Sequencing Sticks
Why research shows shorter patterns are remembered, repeated and more effective
As teacherswhether in yoga, Pilates, or personal training we often feel the need to create clever, complex sequences. It’s tempting to think that the more intricate the flow, the more valuable the class but evidence tells a different story and when people are given less to remember, they actually do more.
In physiotherapy research, this has been well tested, here are just a couple of examples:
• Henry et al. (1999) found that when older adults were prescribed more exercises, their compliance dropped sharply.
• Medina-Mirapeix et al. (2009) showed that in patients with back and neck pain, the total number of prescribed exercises predicted lower adherence.
The takeaway? Shorter sequences stick and things that stick are easier to adopt and therefore more likely to work.
What this means for movement teaching:
• Simpler patterns, deeper memory. Choose fewer movements and allow people time to feel them fully.
• Agency through recall. When a student remembers two or three key practices they’re far more likely to use them on their own when stiffness or tension arises.
• Experience over excess. Reducing complexity shifts focus from ‘keeping up’ to ‘tuning in’ and that’s where longterm value lives.
Picture this scenario; a regular in your classes for coaching/teaching (in group or 1:1 settings) has an episode of shoulder pain,back pain or sciatica. Are they going to be able to find actions that they have discovered in class and practice their agency as to what feels right and instinctive to feel their way organically to more comfort or are they going to try and remember that complicated mandala sequence or fire flow?
This doesn’t mean that a particular type of movement is better than another, it just means that we can weave into whatever we are teaching these elements and themes of structured and layered repetition. If intensity is your trademark and personal choice, then you could use these ideas in your warmup/cooldown.
You can easily do the same action such as a forward fold on your back, in tabletop, seated, standing and so on. It’s not about changing your modality, intensity, speed or style but more about weaving this concept to become a strong foundation so that all your clients have tools and value when they aren’t with you.
Next time you design a class, remember what sticks is education not entertainment and repetition not reinventing the wheel.
So simplicity in sequencing isn’t less teaching, it’s more impact.
