A guide to supporting older adults in group exercise classes

Age alone isn’t a limitation. Some older adults run marathons and climb mountains, while some younger people struggle with mobility. The real question for group exercise instructors isn’t “How old is my client?” but “How does my client present today?”

As we age, our bodies naturally change – muscle mass, bone density, and nervous system efficiency can all decline. These changes may affect movement, balance, and confidence, but with the right approach, instructors can create safe, empowering, and inclusive environments for older adults to thrive.

Rethinking risk

Two key risks to consider are bone mineral density loss and reduced balance or coordination, both of which can increase the chance of falls or fractures. But fear of injury can also hold people back, so the goal is to balance challenge with reassurance.

To do this:

• Clearly explain every exercise before beginning.

• Allow extra time between movements or position changes.

• Use stable starting positions and wide bases for standing work.

• Offer chairs, walls, or bars for support during balance exercises.

• Gradually introduce challenge to improve confidence and function.

Safety isn’t about avoiding movement, it’s about teaching it well and supporting participants to move safely and successfully.

Adapting for health conditions

Many older adults live with long-term conditions such as osteoarthritis, hip replacements, or sensory decline. Instructors should understand how these affect class participation and adapt accordingly.

For example, after a hip replacement participants may:

• Feel nervous about getting up and down from the floor.

• Find it uncomfortable to lie on one side or move into deep flexion or extension.

Adaptations might include:

• Using backward chaining (moving through a lunge while holding a chair) to get to the floor.

• Providing support cushions to relieve pressure on the hip.

For other conditions, adaptations may include:

• Adjusting music volume or tone if hearing is affected.

• Allowing more time to transition between exercises if neural response is slower.

The key is to talk, observe, and listen. Even brief pre-class conversations or observations during movement can reveal valuable information about each participant’s needs.