The Language of Movement: Why Clear Cueing Builds Better Movers

Over the years, some individuals have implied that we should ‘keep it simple’ when teaching beginners — avoid anatomical language or complex alignment cues, and just tell students to ‘stand straight.’

While I understand that intention, I’ve found the opposite to be true. As a certified trainer of instructors and YACEP provider, I’ve seen that students progress more safely and confidently when we offer clear, precise, and embodied guidance.

Why ‘Just Stand Straight’ Isn’t Enough

For a beginner, ‘stand straight’ can mean locking the knees, arching the back, or tensing the shoulders — all of which disrupt posture rather than improve it. Without a reference point, students rely on what feels ‘normal,’ even if that pattern stems from poor mechanics.

Research in motor learning confirms that vague cues create inconsistent movement patterns. When we say, ‘hinge from the hips like closing a car door,’ we give the body something tangible to map — an experience that builds awareness through sensation rather than assumption.

The Science of Effective Cueing

Motor-learning theory distinguishes between two main types of cues: external focus (directing attention to an action) and internal focus (drawing attention to body awareness). The best results often come from combining both.

For example: ‘Press through your heels as if pushing the earth away, and feel your sit bones glide back.’ That cue blends imagery, physics, and proprioception — allowing beginners to feel their way into correct form without overthinking.

Language That Builds Body Awareness

Teaching alignment isn’t about impressing students with terminology; it’s about helping them build a map of movement. When students recognize distinctions like hinging from the hips or lifting from under the ribs, their proprioception expands, and movement becomes artful.

The Goldilocks Zone of Cueing

Too much talking can overwhelm students. Effective cueing follows a progressive layering approach: start simple and visual, refine with awareness, and anchor it in sensation. This helps students learn through guided discovery rather than memorization.

Words That Move the Body

Our words become movement. The nervous system responds not only to what we do, but to how we describe it. A cue is communication between mind, body, and teacher. My goal is to help students sense more, not think more — to awaken alignment rather than impose it.

Speak to the Body, Not Just the Brain

Next time you cue, try trading ‘stand straight’ for something more sensory: ‘Root your feet, lengthen through your spine, and soften your gaze.’ Notice how your students move differently — how energy shifts when language invites awareness instead of command.