When Client Feedback Leads You Astray

Today I got word that two of my Level 1 Pilates students stopped coming to my classes because I was “too hard.”

That stung a little. But it also sparked a bigger reflection.

The Setup

I teach at the local YMCA, where the demographic tends to skew older, with clients who may be less mobile or managing injuries. These two students had taken classes before—one with a more classical instructor who went slower and used heavier springs, the other with a newer instructor who favored lighter springs and contemporary choreography. Then they took mine.

The first class with these students I did everything I was supposed to: I asked for feedback, invited them to share thoughts after the first class, and told them I’d check in before the next one so we could make adjustments.  I explained this was a calibration class. 

But they didn’t come back.

One of them reportedly said she was sore for two days and that it was too much. When our director offered to pass on feedback to me, she declined, simply saying, “She’s just not for me.”

And you know what? That’s okay.

The Problem Behind the Problem

The issue isn’t really that two people didn’t like my class. As tempting as it is to change my ways to avoid this kind of feedback in the future, it has to be kept in perspective.

Not every teacher is a perfect fit for every client. That’s true in Pilates, fitness, education—anywhere.  I come across this conundrum while running Flexia all the time.  My team cares about our customers.  But usually the loudest customers don’t represent the majority.  Deciding when to implement systemic changes requires a look across all customers and soliciting feedback from them, not just listening to the two animated folks in the inbox at the time.

So, the bigger question is: How does a studio or manager actually know when feedback should prompt change, and when it’s just a mismatch?

In this case, my boss likely hears from two kinds of clients:

1. The ones she sees all the time around the club and casually exchanges words with
   

2. The ones who are upset enough to seek her out and complain

This environment is so normal in all businesses, much less Pilates studios.  It creates a skewed view. Silent majorities rarely speak up unless prompted. And informal feedback (even when well-intentioned) often comes from emotion rather than pattern recognition.

It’s a conundrum for studio managers, especially when one-off negative feedback puts them in the awkward position of deciding whether to coach an instructor or let it go. It’s equally frustrating for instructors—especially those who care deeply about doing a good job, evolving, and meeting students where they are.

So… what can we do?

Three Questions That Studios Need to Answer

1. How do studio managers know when feedback reflects a trend versus a one-time mismatch?
   You can’t manage what you can’t measure. But most feedback loops in boutique fitness are anecdotal, inconsistent, and emotionally loaded. That’s a recipe for reactive decisions and confused clients and instructors.
   

2. How can clients know what to expect before they take a class, so they aren’t surprised or disappointed?
   “Level 1” might mean “entry-level” to one instructor and “solid beginner’s workout” to another. Without clear expectations, clients rely on trial and error to find the right fit—which can lead to premature drop-off.
   

3. How can instructors get actionable feedback without requiring people to complain to a manager?
   No one enjoys that dynamic. Clients feel awkward, instructors feel blindsided, and managers feel stuck in the middle.

A Short-Term Solution

Here’s what would help, and it’s not rocket science:

• Curriculum clarity.
  Each class should have a clearly defined level, focus, and pace—with names and descriptions that match. “Level 1” should mean the same thing across instructors. Avoid vague terms. Be explicit.  Perhaps even have two versions: one that is for instructors and uses more Pilates-specific language to help them understand what to teach, and another that is client facing and uses plain language to describe the experience.
  

• Actionable instructor bios.
  Instead of listing hobbies or favorite reformer exercises, bios should describe teaching style, pace, spring preferences, and training background. That helps clients self-select into classes that align with their needs.  Having a variety of instructors is a great thing.  But let’s make it clear how they’re different so clients can more quickly find what they’re looking for.
  

• Routine, inclusive surveys.
  Every student—not just the vocal ones—should be surveyed regularly. Not after every class, but maybe once a quarter or once a month. These surveys should systematically solicit feedback about disappointments AND wins, and should verify that the client experience overall matches the intention.  This gives a fuller picture of instructor performance and student satisfaction without relying on emotionally charged moments.
  

Final Thought

It’s easy to take negative feedback personally. And it’s easy to assume we should change everything to avoid ever upsetting a client.

But good instruction isn't about pleasing everyone—it’s about clarity, consistency, and communication.

Let’s create systems that help everyone—students, instructors, and managers—understand what’s working and what’s just a matter of preference.

Because sometimes, “too hard” just means “not the right fit”—and that doesn’t mean you’re doing anything wrong.

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