Dealing with Difficult Instructors: A UK Gym Owner's Guide

Signs include declining class quality (members stop attending specific instructor's classes, complaints about unclear instruction or lack of structure, instructor seems unprepared or improvising randomly), safety concerns (failing to supervise sparring appropriately, allowing dangerous situations to develop, not enforcing tap respect or hygiene standards), lack of engagement (going through motions without enthusiasm, minimal interaction with students, checking phone during class, leaving immediately after class without member interaction), and technical errors (teaching incorrect techniques, unable to answer technical questions, showing techniques outside their expertise level, contradicting gym curriculum).

These issues often stem from lack of training, burnout, personal problems affecting focus, or genuine skill mismatch. Before concluding someone is a poor instructor, assess whether they've received adequate training and support. See our instructor training guide.

Warning signs include consistent lateness (arriving at class start time rather than 15 minutes before, rushing setup without proper preparation, pattern of lateness even if only 5-10 minutes), frequent absences (calling in sick more than average, last-minute cancellations forcing scrambling for coverage, vague or inconsistent explanations for absences), poor communication (not responding to messages within reasonable timeframe, ignoring schedule change requests, failing to arrange coverage when unavailable), and pattern development (occasional issue becoming regular occurrence, excuses becoming less believable, defensive when questioned).

Reliability issues destroy trust and burden other instructors who must cover. Members notice and lose confidence. One Manchester gym lost 8 members after their Monday instructor was consistently late or absent for three months without consequence.

Manifestations include negative commentary (complaining about gym policies, members, other instructors to anyone who'll listen, nothing is ever good enough), resistance to feedback (defensive when receiving constructive criticism, argues rather than listens, dismisses suggestions for improvement), undermining leadership (contradicting your decisions to members, encouraging dissent, 'forgetting' to implement policy changes), affecting team morale (other instructors become negative or disengaged, toxic atmosphere developing, complainers attracting other complainers), and public criticism (posting complaints on social media, discussing gym issues in public BJJ groups, damaging reputation intentionally or carelessly).

Negative attitudes are contagious and corrosive. One toxic instructor can poison an entire team and drive away members who sense the atmosphere. Address attitude issues faster than skill issues - skills can improve, but someone actively undermining your gym rarely changes.

Red flags include inappropriate relationships (romantic or sexual involvement with students, particularly with power imbalance, inappropriate flirting or comments), physical boundary violations (unnecessary physical contact beyond instruction, touching students inappropriately under guise of technique adjustment), verbal inappropriateness (sexual jokes or comments making members uncomfortable, inappropriate discussions of personal matters, sharing members' confidential information), favouritism (obviously preferring certain members, giving special treatment based on attraction or friendship, ignoring or excluding other members), and online boundary issues (inappropriate social media interactions with members, direct messages crossing professional boundaries, posting photos of members without consent).

Boundary violations create serious liability and destroy trust. Zero tolerance is appropriate. Even if behaviour doesn't rise to illegal level, it damages your gym's reputation and creates hostile environment. Investigate immediately, document thoroughly, and act decisively.

Indicators include conflict with gym owner (disagreement about fundamental direction, refusal to follow reasonable instructions, personality clashes affecting working relationship, tension visible to others), conflict with other instructors (arguing over teaching approaches or curriculum, competition for prime time slots or favourite students, inability to work together professionally, members sensing division), conflict with members (regularly butting heads with specific members, accusations of unfair treatment, complaints from multiple members about instructor's behaviour, creating us-vs-them dynamics), and unresolved grievances (instructor feels wronged and won't let it go, bringing up past issues repeatedly, seeking allies in dispute, poisoning relationships across gym).

Not all conflict is the instructor's fault - sometimes you're the problem, or there's legitimate grievance requiring resolution. Before labelling someone difficult, honestly assess whether they have valid concerns you're dismissing.

Signs include teaching at competitor gyms (particularly without disclosure, teaching techniques identical to yours, recruiting your members to other gyms), planning to open own gym (asking detailed business questions, copying systems and curriculum, recruiting members or instructors away), divided loyalty (prioritising other gym over yours, unavailable when you need them for competitor commitments, half-hearted teaching because saving energy for elsewhere), and intellectual property concerns (copying your curriculum for use elsewhere, sharing your proprietary teaching materials, using your brand and reputation to build competing operation).

Some gym owners prohibit instructors from teaching elsewhere through non-compete clauses. Others accept instructors work multiple gyms. Be clear on expectations upfront. If someone's building competing operation whilst employed by you, that's different from simply teaching elsewhere.

Have difficult conversations early, not late (first or second occurrence of problem, not after it's become entrenched pattern, whilst relationship still salvageable, before resentment builds on both sides), and when you're calm and prepared (not in heat of moment after incident, not when angry or emotional, after you've prepared properly with facts and examples, when you can be professional rather than reactive).

Delaying difficult conversations doesn't make them easier - it makes them harder. The conversation after 6 months of lateness is far more difficult than the conversation after the second late arrival.

Prepare thoroughly before the conversation: document specific facts and examples (dates, times, specific incidents, member complaints or feedback, pattern of behaviour not isolated incident), identify desired outcome (what needs to change specifically, timeline for improvement, support you'll provide, consequences if no improvement), plan what you'll say (opening statement explaining issue, specific examples to reference, clear statement of expectations, questions to understand their perspective), anticipate their response (likely explanations or excuses, how you'll respond to defensiveness, maintaining professional tone regardless), and arrange appropriate setting (private location away from members, sufficient time without interruption, neutral space not in front of mats).

Written notes help. Not reading from script, but having bullet points ensures you cover everything important and don't forget key examples when feeling nervous.

Step 1: State the Issue Clearly - Open with direct, clear statement of concern without ambiguity. 'I need to talk with you about punctuality. You've arrived at class start time rather than 15 minutes before on [date], [date], and [date]. This creates problems with class setup and member greeting.' Not 'I wanted to chat about how things are going' - that's vague and confusing.

Step 2: Provide Specific Examples - Back up concern with concrete facts, not vague generalities. 'On Tuesday you arrived at 7:00pm for the 7pm class. Members were waiting and I had to setup mats. On Thursday you arrived at 6:58pm. Today you arrived at 7:03pm.' Far more effective than 'You're often late' which invites argument about 'how often is often?'

Step 3: Listen to Their Perspective - After stating issue, pause and listen. 'Help me understand what's causing this.' They may have legitimate explanation (childcare issues, traffic problems, misunderstanding of expectations). Understanding doesn't excuse behaviour but informs solution. Give genuine opportunity to respond without interrupting or dismissing.

Step 4: Agree Action Plan - Collaboratively develop solution with specific commitments and timeline. 'Going forward, you'll arrive by 6:45pm for every class. If you'll be late, you'll text me by 6:30pm. If this continues, we'll need to have a formal disciplinary conversation. Does this seem reasonable?' Get explicit agreement. Follow up in writing summarising conversation and agreed actions.

Balance firmness with respect: professional not personal (focus on behaviour and impact, not character or personality; 'Your lateness disrupts class preparation' not 'You're unreliable and unprofessional'), calm and measured (even if frustrated, maintain even tone; anger destroys productive conversation), clear and direct (don't soften message so much they miss the point; kind but unambiguous), empathetic but firm (acknowledge challenges they face, but expectations don't change; 'I understand traffic is difficult, but punctuality is essential'), and forward-focused (less dwelling on past failures, more on future improvement; what will change going forward).

Avoid phrases that trigger defensiveness: 'You always...' or 'You never...' (invites nitpicking exceptions), 'Everyone thinks...' (who's everyone? Feels like ganging up), 'I shouldn't have to tell you...' (condescending), 'If you cared about...' (questioning motivation), and 'This is your last chance' (unless it actually is, and you're prepared to follow through).

Document all difficult conversations in writing: date, time, and location of conversation, summary of issue discussed with specific examples, instructor's response or explanation, agreed action plan with specific steps and timeline, consequences discussed if no improvement, and follow-up date scheduled. Write up within 24 hours whilst fresh. Store securely and confidentially.

Send email summary to instructor: 'Following our conversation today, I wanted to confirm our discussion in writing. We talked about [issue]. You explained [their perspective]. We agreed [action plan]. I'll check in on [date] to review progress. Please confirm you received this and agree with the summary.' Keep their confirmation.

This documentation protects both parties. Protects you in employment tribunals by demonstrating you raised concerns clearly and fairly. Protects them by creating clear record of expectations so they can't claim they didn't know. Also jogs memories if situation recurs months later.

Schedule specific follow-up to assess improvement: check-in date agreed during conversation (typically 2-4 weeks depending on issue severity), observation or evidence collection (observe their punctuality, teaching quality, attitude in action, don't rely solely on memory), positive reinforcement if improving (acknowledge progress explicitly; 'I've noticed you've been arriving at 6:45pm consistently. Thank you for making that change.'), further conversation if not improving (escalate to formal warning if appropriate, or reassess if perhaps the agreed solution wasn't realistic), and adjust approach if needed (if agreed solution isn't working for legitimate reasons, collaboratively find alternative, flexibility shows good faith).

Don't have difficult conversation and then never mention it again. Following up shows you're serious and gives opportunity to acknowledge improvement or escalate if necessary.

Approach systematically: observe classes objectively (sit in on multiple classes, use objective criteria: clarity, engagement, safety, pacing, structure, take notes documenting specific strengths and weaknesses), provide specific constructive feedback ('Your warm-up was great, but the technique instruction moved too quickly. I noticed three beginners were lost by the second variation. Next time, check understanding before progressing'), offer training and support (shadowing experienced instructors, additional curriculum guidance, peer feedback and observation, external coaching courses if available), set improvement timeline (typically 4-8 weeks for teaching quality improvement, specific goals: 'Improve pacing to ensure beginners understand before progressing', check-ins every 2 weeks to assess progress), and evaluate after timeline (has teaching improved sufficiently?, member feedback and attendance in their classes, if no improvement despite support, may need to reassign to assistant role or end arrangement).

Document improvement plan in writing. Example: 'We've identified teaching pacing as development area. Over next 6 weeks, you'll shadow John's Tuesday class twice, implement regular understanding checks before progressing techniques, and receive feedback after every class. We'll review progress on [date].'

Address directly and immediately: first occurrence (gentle reminder of expectations: 'Remember we need everyone 15 minutes before class'), second occurrence (direct conversation: 'This is the second time. What's causing this? Can you commit to 15 minutes before going forward?'), document pattern (dates, times, impact on gym operations, any explanations given), formal warning if continues (written warning following ACAS procedures: investigation, written allegations, hearing, decision), and understand root cause (childcare issues might be solvable through schedule adjustment, lack of commitment might require ending arrangement).

For persistent lateness without good reason, clear consequences: 'If you arrive after 6:50pm for a 7pm class, you'll need to find coverage and won't be paid for that class.' Financial consequences focus attention effectively.

Distinguish between someone struggling with legitimate challenges who's trying their best, versus someone who doesn't respect your time or gym. The first deserves support and flexibility. The second needs clear consequences or exit.

Explore root causes before judging: private conversation identifying underlying issues ('I've noticed you seem frustrated lately. What's going on?'), address legitimate concerns (if they're right about problem, fix it; 'You're right that the payment system is clunky. We're switching to [solution] next month'), set professional behaviour expectations regardless of grievances ('Even when you disagree with a decision, I need you to present united front to members and handle disagreement with me privately'), monitor improvement (is attitude shifting with support and resolution of legitimate concerns?), and recognise when it's fundamental incompatibility (some people are chronically negative; if they can't shift despite addressing concerns, they're toxic to culture).

Example conversation: 'I need to address something I've observed. Over the last month, I've heard you complain about our curriculum to members three times, and you've been negative about our new pricing structure. If you disagree with decisions, I'm open to discussing privately. But publicly undermining decisions damages member confidence. Can you commit to presenting professionally even when you disagree?'

If negativity continues despite clear expectations, part ways. One chronically negative instructor destroys morale across entire team and leaks negativity to members. Protecting your culture is paramount.

Address immediately and unambiguously: private conversation as soon as you become aware ('I heard you told members you think our new schedule is stupid. When you contradict my decisions to members, it undermines my leadership and creates confusion.'), explain impact ('Members now don't know whether to follow the schedule or not. This creates chaos and makes me look incompetent.'), set clear expectation ('You can disagree with me privately. You must present united front publicly. Disagree privately, support publicly.'), document the conversation (written follow-up email confirming discussion and expectations), and escalate if continues (one occurrence might be mistake; pattern is insubordination requiring formal discipline).

This is non-negotiable boundary. An instructor who openly contradicts and undermines you creates impossible working environment. They either commit to professional conduct or they need to go.

Requires immediate and serious response: investigate immediately upon receiving complaint or observing behaviour (speak to witnesses, gather facts, document thoroughly), suspend instructor pending investigation if allegation is serious (with pay if employee, prevents further risk whilst investigating), formal investigation following proper process (written allegations, opportunity to respond, hearing with right to be accompanied if employee), decide on appropriate response based on findings (if substantiated: dismissal likely for serious boundary violations, final warning for less serious but still inappropriate, if unsubstantiated: clear instructor and ensure malicious complaints addressed), and protect complainant and other members (ensure no retaliation, communicate outcome appropriately whilst respecting privacy).

Safeguarding issues involving children require additional steps: immediately report to designated safeguarding officer, report to local authority and police if safeguarding concern, follow procedures in your safeguarding policy, and seek specialist advice from safeguarding experts or insurers.

Take all complaints seriously even if you struggle to believe them. Investigate properly. Better to be seen as overcautious than negligent.

Handle professionally even when feeling betrayed: have direct conversation about their plans ('I've heard you're planning to open your own gym. Can we discuss this?'), understand timeline ('When are you planning to leave? What's your notice period per our contract?'), enforce notice period (typically 1 month, allows time to arrange coverage and transition), ensure knowledge transfer (smooth handover of classes, member relationships, administrative responsibilities), consider non-compete enforcement (if you have one, typically 6-12 months within 5-10 miles; be reasonable in enforcement unless they're actively poaching), maintain professionalism (they'll remain part of BJJ community; parting on good terms benefits everyone long-term), and learn from the departure (exit interview: why are they leaving? What could be better? Even if planning to compete, their feedback might be valuable).

Many successful gym owners maintain friendly relationships with instructors who've left to open their own academies. BJJ community is small. Burning bridges creates enemies and bad reputation. Handling transitions gracefully creates allies and good reputation.

Some gym owners see instructor opening nearby gym as betrayal. Others see it as natural progression and even point of pride that they trained someone well enough to run their own operation. Your attitude shapes the relationship going forward.

Employees have substantial protections including unfair dismissal protection (after 2 years employment under current law, reducing to 6 months from January 2027 under Employment Rights Act 2025), requirement to follow ACAS disciplinary procedures, redundancy pay entitlement, notice period requirements, and right to written reasons for dismissal.

Self-employed contractors have minimal protections: no unfair dismissal rights (can end contract per terms without formal procedures), no redundancy pay, no statutory sick pay or holiday pay, and contract simply ends per its terms (typically with notice period but less formal process).

This makes contractor classification attractive to employers. However, you cannot simply call someone a contractor if they're really an employee. HMRC uses IR35 tests assessing control, substitution, and mutuality of obligation. Misclassification carries penalties up to £60,000 per worker plus back-payments for National Insurance and pension. See our contractor vs employee guide.

The ACAS Code of Practice sets minimum standards for handling disciplinary issues with employees. Failing to follow the Code increases employment tribunal awards by up to 25%. The procedure requires investigation (gather facts about performance issue or misconduct, speak to witnesses, collect evidence, keep contemporaneous notes), written notification (inform employee in writing of allegations, provide reasonable time to prepare response, typically 5 working days), disciplinary hearing (give opportunity to respond to allegations, allow employee to be accompanied by colleague or trade union representative, listen to their explanation and evidence), decision (decide outcome based on facts: no action, informal warning, written warning, final written warning, dismissal), notification in writing (confirm decision in writing with reasons, explain appeal rights), and right of appeal (employee can appeal decision, appeal heard by different manager if possible, appeal outcome confirmed in writing).

For minor issues, informal warning is appropriate. For more serious or repeated issues, progress through written warning, final written warning, then dismissal. For gross misconduct (serious safety violation, theft, assault, serious insubordination), dismissal after proper hearing may be justified even without prior warnings.

PIPs provide structured approach to performance issues: written plan documenting specific performance problems with concrete examples, clear measurable objectives for improvement, timeline for improvement (typically 4-12 weeks depending on issue complexity), support and resources provided (training, mentoring, reduced workload, additional supervision), regular review meetings (weekly or fortnightly to assess progress, provide feedback, adjust plan if needed), documentation of progress or lack thereof (contemporaneous notes of observations, member feedback, improvement or continued problems), and decision point at end of period (has performance improved sufficiently to continue?, if yes: ongoing monitoring, if no: progress to formal warning or dismissal).

Example PIP extract: 'Performance Issue: Inconsistent class preparation and structure leading to member complaints. Specific Examples: [dates and details]. Improvement Required: Prepare written lesson plan 24 hours before each class, follow gym curriculum structure, arrive 15 minutes before class prepared to teach. Support Provided: Shadow John's classes twice weekly for two weeks, weekly feedback meetings with gym owner, access to curriculum materials and templates. Timeline: 6 weeks from [date] to [date]. Review: Weekly check-ins every Tuesday, final review on [date].'

Employees with 2+ years service (reducing to 6+ months from January 2027) can claim unfair dismissal if dismissed without fair reason or proper procedure. Fair reasons for dismissal include capability (inability to do job despite support and training), conduct (misconduct such as lateness, insubordination, policy violations), redundancy (genuine business need to reduce costs or headcount), statutory restriction (e.g., losing right to work in UK), and some other substantial reason (fundamental breakdown in trust).

Automatically unfair reasons (no service requirement) include discrimination, pregnancy and maternity, whistleblowing, health and safety concerns, asserting statutory rights, and trade union activities.

Following proper ACAS procedure doesn't guarantee you'll win tribunal, but not following it almost guarantees you'll lose. Compensation for unfair dismissal is currently capped at 12 months' pay or £118,233, whichever is lower. However, the Employment Rights Act 2025 removes this cap, potentially increasing awards significantly from January 2027 onwards.

Constructive dismissal occurs when employer's behaviour is so unreasonable that employee feels forced to resign, then claims they were effectively dismissed. Common scenarios include unilaterally cutting pay or hours, demoting without justification, creating hostile environment through bullying or harassment, making false accusations or unwarranted disciplinary actions, and removing responsibilities or marginalising the employee.

Gym owner frustrated with underperforming instructor who reduces their classes from 6 to 1 per week without agreement, hoping they'll quit, risks constructive dismissal claim. The instructor can claim they were forced out and pursue unfair dismissal.

If someone needs to go, follow proper procedure and dismiss them fairly. Don't try to make their life miserable so they quit. It's both unethical and legally risky. See ACAS guidance on constructive dismissal.

Consult employment solicitor before dismissing employees (cost £200-£500 for consultation, far cheaper than tribunal awards), when facing serious allegations (safeguarding, discrimination, whistleblowing), when employee threatens tribunal claim (solicitor can assess risks and advise on settlement), for settlement agreement negotiation (paying employee to leave without tribunal), when unsure about procedure (better to ask than guess and get it wrong), and for complex situations (mental health issues, long-service employees, sensitive circumstances).

Peninsula, Ellis Whittam, and similar HR consultancies offer fixed-fee employment law advice (£100-£200 monthly) with tribunal defence cover. For gyms with multiple employees, this insurance provides peace of mind.

Don't use ChatGPT or Google for employment law advice. Law is nuanced and fact-specific. A solicitor's £300 fee for reviewing your dismissal plan is excellent value compared to £10,000+ tribunal award.

Dismissing employees requires following ACAS procedure: investigation and hearing (gather facts, provide written allegations, hold hearing with opportunity to respond), written decision (confirm dismissal in writing with reasons, explain appeal rights), notice period (pay per contract, typically 1 month for instructors; can be pay in lieu of notice if don't want them working), final pay calculation (salary or wages owed, payment for unused holiday, deduct any amounts owed to you), tax and National Insurance (process final PAYE properly, provide P45), appeal (allow appeal if requested, hear appeal fairly, confirm outcome), and reference policy (decide whether you'll provide reference, stick to factual information to avoid defamation).

Example dismissal letter: 'Dear [Name], Following the disciplinary hearing on [date], I am writing to confirm the decision to terminate your employment as BJJ Instructor with [Gym Name], effective [date]. The reason for dismissal is [reason: e.g., continued poor performance despite support and warnings, as detailed in hearing]. This decision follows [summary of procedure: warnings, PIP, support provided]. Your notice period is [X weeks] per your contract. Your final working day will be [date] and you will receive pay for this notice period. You will receive final pay on [date] including [X] days unused holiday pay. Please return [keys, equipment, etc.] by [date]. You have the right to appeal this decision by writing to [person] within [X days]. Yours sincerely, [Your Name]'

Ending contractor arrangements is simpler: notice per contract (typically 1 month, provide written notice), final payment (pay for work completed, no holiday pay as contractor), return of equipment (keys, branded clothing, any gym property), written confirmation (brief letter or email confirming end of arrangement), no ACAS procedures required (contractors aren't employees, so formal disciplinary procedures don't apply), and be professional (even though legally simpler, treat with respect and dignity).

Example contractor termination: 'Dear [Name], I am writing to confirm that we will no longer require your services as BJJ Instructor after [date], per the notice period in our agreement dated [date]. Your final classes will be [specific dates and times]. You will receive payment for all classes taught through [date] on our normal payment cycle of [date]. Please return all keys and any gym property by [date]. Thank you for your contributions to the gym. I wish you well in your future teaching opportunities. Best regards, [Your Name]'

Handle member communication carefully: brief and factual (don't share details of performance issues or reasons, privacy considerations for instructor, members don't need full story), focus on continuity ('Instructor X is leaving. Their Tuesday and Thursday classes will be taught by [replacement]. Quality instruction continues.'), avoid badmouthing (even if departure was difficult, taking high road protects your reputation, members respect professionalism), allow instructor to say goodbye if appropriate (if departure is amicable and instructor wants to, allow brief farewell, if departure is acrimonious, better to make clean break), and reassure members (some may be concerned about changes, emphasise continuity and commitment to quality).

Example member announcement: 'Quick update: Instructor John will be finishing up at the gym this month. His last class will be Thursday 30th. Starting in February, Sarah will be teaching John's Tuesday and Thursday sessions. Sarah brings 8 years BJJ experience and excellent teaching skills. We're excited to have her. If you have questions, please let me know.'

Most departures are resignations rather than dismissals: accept gracefully (don't guilt trip or beg them to stay if mind's made up, professionalism benefits everyone), conduct exit interview (why are they leaving?, what could be better?, feedback might be valuable even if it stings), enforce notice period (per contract, typically 1 month, ensure smooth transition), knowledge transfer (handover of classes, member relationships, admin responsibilities, document anything only they know), maintain professional relationship (they'll remain in BJJ community, part on good terms benefits both long-term), non-compete enforcement (if applicable, enforce reasonably, don't be aggressive unless actively recruiting your members), and provide reference if appropriate (factual reference covering dates of engagement, role, responsibilities).

Example resignation response: 'Thank you for letting me know. I understand your decision and wish you well. To ensure smooth transition, please confirm your last working day per our contract's notice period is [date]. I'd like to schedule a handover meeting next week to discuss class coverage and member introductions to your replacement. I'd also appreciate a brief exit conversation to learn from your experience here. Thank you for your contributions over the past [time period]. I've valued having you on the team.'