Scoliosis Exercises
- Abdominal Stretches
- Alexander Technique
- Ashton Patterning
- Back Stretcher
- Body Rolling
- Bursitis Exercises
- Denise Vanderbush Exercises
- Feldenkrais
- General Exercises
- Gyrotonic
- Hellerwork
- Low Impact Aerobics
- Meditation
- Miracle Balls
- Neck Exercises
- Pilates
- Rehabilitation
- Rolfing
- Shiatsu
- Strengthening Exercises
- Stretches
- Tai Chi
- Trager
- Water
- Yoga for Scoliosis
Sciatica Exercises for:
Alexander Technique in Practice
A performer might be interested in dealing directly with speaking, singing, conducting or playing a musical instrument; an athlete with swinging a tennis racquet; a computer operator with sitting, supporting the arm, dealing with a mouse and keyboard.
For example, a student may learn that while waiting to return a tennis serve, ther eis an unconscious, habitual pattern of contracting the neck, over-tightening leg muscles and the hip joints, tightly clutching the racquet and collapsing the torso. These may be maifestations of a desire to concentrate hard on returning the serve. Unwittingly, these may actually contribute to on-going physcial and respiratory problems, as well as performance deficits. The teacher may then guide the student into a preparation that is different in its fundamental organisation (the position may be the same, while the quality is different), representing a new neuromuscular pattern that is biochemically more efficient and less stressful to the body, that elevates alertness. This is both motor learning and attentional instruction on a fine and fundamental level. Continual repetition serves to:
- Give a reinforcing experience to the student
- Lay a new neuromuscular movement pattern and attentional process
- Bring an awareness to the process of achieving the movement on a regular basis. Thus, not only does the new pattern become learned but, perhaps most important, the awareness brought to the process of employing the new pattern itself becomes habitual
Exploring Ourselves
As students advance, lessons represent a paradigm for observing habits of response in general, an opportunity to bring consciousness or mindfulness to our generalised reactions, and a greater connection between ourselves and the environment. This model is then transferable, through conscious choice, to any arena. On this level, the lesson bears the same relation to sitting and standing as a Japanese Tea Ceremony does to drinking tea - very little! Study becomes about exploring ourselves. The activity fades into the background, as our awareness is drawn more and more into our internal process of functioning, being, in any situation, faced with any activity, including emotional response. As study continues, a generalised sense of well-being, calmness, health, control and confidence tend to increase as constant stress, injury, discomfort, and feelings of "being at the effect of" tend to subside.
Benefits
The effect of balance is to frequently leave the student with an absence of habitual sensation. Simple everyday movements, such as walking or sitting and standing, become light and seemingly effortless, flexibility is increased, energy and vitality are increased, wellbeing is enhanced, and perception and attention are clearer. It is as if you were walking around in heavy shoes all day long and were not aware of their weight until you removed them at the end of the day. Skilled performers reduce stress, fear of risk of injury, as they increase expressiveness, and gain a sense of inner connectedness and wholeness.
Applications
The Alexander Technique has a wide array of applications because it deals with various key elements of human functioning within our control including: consciousness, attention, habit structure, learning, coordination, flexibility, neuromuscular processing, posture, breathing, vocal production, and physical and emotional expressiveness. For this reason, students of the technique range from actors and musicians, to airforce pilots, to athletes in oursuit of peak performance, to self seekers, to those suffering from poor posture and low self esteem, stress, headaches, muscle tension, repetitive strain injury, spinal injury, neck pain, back pain, arthritis, or various other forms of joint dysfunction. The common denominator is an active student interested in learning about habit patterns within their control that impede performance and function.
Interaction
The nature of the Alexander Technique is interdisciplinary. It is most widely known in the performing arts. In addition, the technique provides a natural alliance with physicians, orthopedists, chiropractors, psychologists, physical therapists, occupational therapists, ergonomists, human resource directors, athletic trainers, and other holistic healthcare professionals.
Finding a Teacher
It is generally not advisable to attempt learning the Alexander Technique without the aid of a teacher, unless you intend to duplicate Alexander's ten-year process! Outside feedback and the hands on experience are essential to the learning process.
Most teachers of the Alexander Technique teahc privately but many also teach small groups and in institutional or University settings. Generally it is recommended to study on a weekly basis, and sometimes more frequently. A student who is seriously interested in lasting change in habit pattern and function should consider studying for a minimum of six months, or approximately 30 to 40 lessons. However, there are no fixed rules or prescriptions, and many have found benefit in five lessons and others have studied for years.
All certified teachers of the Alexander Technique undergo specialised training.
Teachers
- United Kingdom
Alexander Teaching Network, PO Box 53, Kendal, Cumbria, LA9 4UP - Alexander Technique International, 142 Thorpdale Road, London, N4 3BS, 0171 281 7639
- The Society of Teachers of Alexander Technique, 20 London House, 266 Fulham Road, London, SW10 9EL, 0171 351 0828
- United States of America
- North America Society of Teachers of Alexander Technique, PO Box 5536, Playa del Rey, CA 90296, 800 473 0620