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HELPS FOR UNDERSTANDING VERBAL “CUING” - By Annette T. Thomas

A Definition of Cuing for movement training: “A short phrase or word, verbalized in place of a spoken count, used to inform the student about the next move, or to draw



attention to an important ‘motor learning’ feature of a movement.”


Dance teachers as well skating coaches conventionally cue for choreographically (meaning to prompt what movement comes next), But equally, if not more important is the ability to translate specific intellectual knowledge/information into precise verbal motivational action. Cuing for physical technical details is what pedagogy/ methodology teaches: how a movement should feel, what you are specifically accomplishing etc.

 

**For each fact that you know about a particular movement - muscles used, biomechanical, kinesthetic action required to move precisely, why the exercise is important "in view of the whole" - there is a specific cue (word or short phrase), which will, prompt the specific desired kinesthetic response in your student at the moment needed.


This is especially important when teaching NEW exercises!


Being able to verbalize technical information into precise physical action (not just what step comes next or giving a few tips to improve) is what produces an effective pedagogical teacher/trainer. By practicing cuing, you can develop your ability to efficiently correlate and transmit the material in a succinct and meaningful way to your student. Effective cuing will ensure that a greater number of your students will comprehend, apply, and master (both physically as well as intellectually) the material given. Cuing is akin to the “trainer” side of the teacher-trainer equation as you are providing the constant verbal motivation necessary to focus the student on what is vital to their formation as an artist/athlete. 

 

 

Suggestions: 

 

-       Make cue cards for each exercise you present: what each exercise specifically addresses and develops within the body, and how it is to FEEL when practiced correctly. Use succinct (direct) language which can be used “in the moment”.

-       Correlate and add what specific verbal technical cues you will use to illicit the correct response in your student at the immediate moment needed. Use voice dynamics along with specific words which your students can personally relate to (sometimes this takes discussion).

 

*Cues are usually given just before the count on which they will perform the specific movement - or during if the movement or position is held for a longer duration.

 

THEN:

 

-       Rehearse counts and practice concurrently inserting a few of those key cues into your counting until it becomes natural to do so (first without music and then with)

 

-       Picture your individual students and what problems you know they, as individuals, will have during a particular exercise and practice cuing to the specific individual. Effective cuing has to do with you being attentive to the specific needs of the student right in front of you. Observe and cue as the individual student requires.

 

-       Develop your powers of observation toward the individual student as would a clinician – see “through” the body to the core of their weaknesses, compensating actions, “bad habits” as well as their strengths so that you can remedy the issue with personally customized key cues. 

  

Things to think about:

1-) What is my definition of cuing?

2-) How am I used to cuing?

3-) How do I remember being cued in dance class and in skating?

4-) How does the above type of cuing differ from my definition and experience?

4-) What are my barriers to cuing in this new way? (make a list)

5-) What specific steps can I take to gradually add more specific technical details to my cuing?

 

© 2024 by Annette T. Thomas Prime Radiant Press LLC. And Ballet for Figure Skaters. All rights reserved

 

 

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