"It Hurts": How to Respond When a Student Reports Pain
- 59 minutes ago
- 2 min read
There is one phrase that can instantly shift the energy of an entire class. You’re guiding the flow. The movement is fluid. Everything seems aligned.
Then, out of nowhere, a student says: “It hurts.”
In that split second, a million thoughts race through your mind: Do I stop everything? Do I modify? Is this normal? Is it dangerous? Am I doing something wrong?
Perhaps the biggest mistake we make as instructors isn't "not knowing what to do" it’s forgetting that pain isn't the enemy. It’s information.
Not All Discomfort is an Injury
We live in a culture that tends to categorize any intense physical sensation as negative. But in the world of conscious movement, discomfort doesn't always equal damage.
Sometimes, "it hurts" actually means:
“I’m engaging a muscle I’ve never used before.”
“I’m stretching something that has been rigid for years.”
“I’m stepping outside of my physical comfort zone.”
The body and the student doesn't always have a precise vocabulary. For many, any unfamiliar sensation is labeled as "pain." That’s why, rather than reacting impulsively, we need to learn to ask better questions.
The Power of Inquiry
Investigate.
Ask them: Is it a dull, diffuse ache? Is it a stretching sensation? Does it feel like muscular fatigue? Or is it a sharp, stabbing, electric pain that feels alarming?
The way they describe the sensation provides more data than the word "pain" ever could. Fatigue is not an injury. Tension is not an emergency.
Use a Simple Scale
Sometimes, clarity is as simple as a scale from 0 to 10.
0 is nothing.
10 is the emergency room.
If the sensation is below a 5 and feels manageable, it’s likely part of the body’s adaptation process. If it’s an 8, 9, or 10… we don't push. We don't negotiate. We don't romanticize the struggle.
In Pilates, we don't force, but we don't over-dramatize either. We listen, interpret, and decide with professional discernment.
Pain Shouldn't Be Ignored It Should Be Translated
There is a delicate balance here. Ignoring pain is irresponsible, but fearing it reflexively can stall progress. Our job isn't to panic or to minimize; our job is to translate.
Sometimes the solution is a minor alignment tweak. Sometimes it’s reducing the range of motion. Sometimes it’s swapping the exercise entirely. And sometimes, it’s simply holding space for the student as they navigate a sensation that is new, but safe.
Teaching Pilates isn't just about guiding movement; it’s about educating perception.
The Body is Always Speaking
When a student says “it hurts,” what they are really saying is: “There is something happening here that I don’t understand.”
That’s where we come in not as "saviors" or judges, but as interpreters of the body's language. In Pilates, we don't ignore pain; we listen to it and make conscious decisions based on what it tells us.
Perhaps one of the most important acts of our profession is teaching our students to differentiate between an alarm and a learning opportunity.
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