Jen Guest (Physiotherapist, senior Polestar educator and long-time PAA leader) joins Daniela Di Fabio to unpack the pelvic floor in practical, teacher-friendly terms. The conversation opens with clear anatomy — the pelvic floor as a diamond-shaped stack of muscles and connective tissue — and a concise breakdown of its five key functions: support of the pelvic organs, sphincteric control, sexual function, lymphatic/venous return and its role as the base of the core “cylinder” (with the diaphragm, transverse abdominis and lumbar stabilisers forming the rest). Jen emphasises how the pelvic floor’s connective tissue interconnects with the hips, lumbar fascia, inner thigh and even the shoulder via fascial lines, reinforcing why Pilates is a true whole-body system.

The episode’s most important clinical distinction is between hypotonic (weak) and hypertonic (over-tight/guarding) pelvic floors. Jen explains common causes for each — pregnancy, repetitive loading or cough for weakness; pain, nerve irritation, surgery or chronic guarding for tightness — and why symptoms like urinary leakage can appear in both cases. She walks through the primitive “pain-protection” response that drives chronic hypertonicity and stresses the risk of mis-cuing (for example, always asking clients to “lift” the pelvic floor can worsen a hypertonic state). Because presentation can be similar, Jen is clear that teachers should screen carefully and refer to pelvic-floor physiotherapists when a specialist diagnosis is needed.

Practical, studio-ready guidance closes the episode: for hypotonic clients use traditional Pilates breath, coordinated transverse abdominis engagement, glute activation and targeted loading (Pilates V, turnout cues) to encourage lift and support; for hypertonic clients prioritise relaxation, widening the pelvic outlet (foot position, external rotation), exhale-led movement and gentle stretching to invite release rather than further contraction. Throughout Jen urges teachers to know their scope of practice, use thoughtful screening questions, collaborate with allied health, and view referral as a mark of professionalism — not failure. The episode is both a clinical primer and a call to thoughtful, evidence-informed teaching practice.

PAA Course Competency Criteria standards

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