After visiting almost any fitness centre, two things become clear. Either the trainees do not squat at all, or most of them squat wrong. This is often because the trainees are not aware of the benefits of squat exercises, but also because of a coach’s lack of education or experience while giving instructions. Squatting with free weights is a whole-body move that includes multiple joints, with a higher level of complexity when compared to resistance training with gym equipment. Additional requirements for balance, control and technique make the squat a very demanding skill to master, and an even more demanding teaching skill. For this reason, a trainer is required to understand the method of learning and teaching complex exercises such as the squat. The goal of this thesis is to explain the squat teaching process and to find out is there a difference in error detection, giving the inputs and the feedbacks in squat teaching process depending on the educational level of the trainer. Furthermore, the goal of this thesis is to examine the importance of individual segments of the squat exercise during the learning process, depending on the educational level of the trainer. The results have shown that the verbal instruction „Push the knees toward outside “, during the teaching of the squat exercise is the most common input used by the trainers. According to them, the knee valgus error, or pushing the knees towards the inside during the squat exercise is the most common mistake made by trainees. The results have also shown that the physical instruction of “pressure on the outer/inner side of the knee with the hands”, by which trainees are warn to the valgus knee position, together with most common feedback “Do not push the knees toward the inside, but toward the outside and have them in the line with feet” has the important role for trainers in squat teaching. In the case of visual instructions all trainers are mostly using personal demonstration as a medium for transferring the information. The results have also shown that trainers of different level of education statistically significantly perceive the importance of individual segments of performance for the squat teaching process. The trainers with higher education consider categories of foot position, knee position and lifting phases more important than categories like grip, hip and elbow position which considered less important.