The Alexander Technique Applied to the Technique and Posture of 14 Sports and Movement Forms

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The client is shown standing with kinematic reflective markers. Top panels show standing posture before and after Alexander Technique AT lessons. Bottom panels show stick figures of the upper body before and after AT lessons, with the measurement of lateral lumbar curvature at L3 indicated. For the time line of measurements across testing sessions, refer to Fig. During the first 3 months, the client participated in 4 testing sessions, each 1 month apart, to provide baseline measurements in the tasks described in this report automatic responses to surface translations, one-legged balance, and lateral curvature during quiet stance before lessons.

For each testing session, she stood on the movable platform and performed the tasks. During the last 6 months, she received AT lessons, and during the last 3 months, she also participated in 3 testing sessions to examine her postural coordination following lessons. The post—AT lesson testing sessions were separated by 1 month and consisted of the same tasks. Horizontal platform translations were chosen to elicit automatic postural responses.

Although automatic postural responses are triggered within milliseconds, faster than voluntary reaction times, they can be influenced by expectations or instruction. Automatic postural responses to lateral surface translations were quantified using lateral trunk flexion because this reflects the postural responses within the trunk.

The displacement of the CoP in response to lateral surface translations has been found to be consistent within subjects across testing sessions. The client was instructed to stand relaxed on the platform with arms crossed and to restrict using the arms to balance. The platform then was translated, sliding horizontally, at an unexpected time for 9 cm over milliseconds with a maximum acceleration of 1.

Three trials were performed in each direction in a randomized order. The client performed one-legged stance to measure her balance, which was quantified using root-mean-square RMS shear horizontal forces under the feet because these forces reflect the acceleration of the center of mass and overall stability.

The client was instructed to stand on each leg individually for 30 seconds. Three trials were performed on each leg. This task was not performed during the first 2 testing sessions because a colleague VS Gurfinkel suggested including this task only after the second session. Test-retest reliability of sway acceleration during one-legged stance has been found to have an ICC of. This quantified her typical stance, because she was unaware that her postural orientation was being measured.

This curvature was quantified at L3 using kinematic markers, the spinal level where she had the largest lateral curvature and that was near to her pain. Joint angles were computed in the frontal plane to quantify the lateral trunk flexion in 4 different regions of the spine: L3, L1, T7, and T4 Fig. For example, flexion at L3 was calculated as the angle between the sacral, L3, and L1 markers.

The magnitude of trunk flexion to platform translations was computed for each trial as the maximal deviation from the average baseline value before the translation began. Vertical force, frontal- and sagittal-plane moments, and shear forces were sampled from each force plate at Hz and low-pass filtered at 20 Hz. The CoP under the foot was computed, by dividing the moment by the vertical force, as the maximal deviation from the baseline value.

During quiet stance prior to AT lessons, the client had pronounced trunk asymmetries in the frontal plane, including leftward lumbar curvature leftward convexity as well as leftward pelvic obliquity and rightward cervical curvature Fig. After AT lessons, the average magnitude of L3 lumbar curvature decreased to 1. On the first and third testing sessions after AT lessons, this curvature was near zero; however, during the second session after AT lessons, she had rightward L3 curvature. Figure 2A shows the average curvature for each testing session.

Other features that were asymmetric in the frontal plane before AT lessons, such as pelvic obliquity and cervical curvature, were not quantified but appeared to become more symmetric overall after AT lessons. Time line of measurements across testing sessions. Average values of dependent variables are shown for each testing session. Alexander Technique AT lessons began after the fourth testing session. A—Standing L3 lumbar curvature is given as deviation from degrees.

Positive values refer to leftward convexity. B—The average total lateral trunk flexion summed across spinal levels to rightward translations. Positive values indicate leftward flexion. C—Anterior center-of-pressure CoP movement under the right foot to rightward translations. Positive values indicate maximal anterior CoP movement.

D—The average root-mean-square RMS lateral shear force for each leg during one-legged balance. L left and R right indicate the foot the subject stood on. Note that this task was not performed during the first 2 testing sessions. She reported feeling unstable during rightward translations.

Prior to AT lessons, the client had asymmetric trunk flexion in her automatic postural responses to rightward versus leftward surface translations; in particular, trunk flexion was reduced to rightward translations Fig. At the individual spinal levels that were measured L3, L1, T7, and T4 all had reduced lateral trunk flexion to rightward translations when compared with leftward translations Table , Fig.

At these individual spinal levels, the time course of flexion also was shorter in duration and more erratic to rightward translations than to leftward translations. Automatic postural responses to lateral surface translations. The left and right columns show responses before and after Alexander Technique AT lessons, respectively, for all panels.

Responses to rightward translations RT are shown in black, and responses to leftward translations LT are shown in gray. A—Stick figures using markers shown in Fig. The arrows below indicate the direction of platform translation. Note that surface translations cause lateral trunk flexion in the direction opposite to platform movement.

The client had reduced lateral trunk flexion to RT before AT lessons. Leftward flexion is upward. One trial from each testing session is superimposed 4 pre—AT lesson traces, 3 post—AT lesson traces. Platform translations were initiated at milliseconds, as indicated by the arrow on the axes in the bottom panel. Note the reduced magnitude of leftward lateral trunk flexion to RT across spinal levels before AT lessons.

The trajectory along the surface of the foot for one trial prior to AT lessons is shown to the right of the figure. Note the large, anterior displacement of the CoP under the right foot shortly after platform translation prior to AT lessons that was not present after AT lessons. Before AT lessons, the client had a large anterior displacement of CoP under the right foot in response to rightward translations Fig. This displacement was In contrast, the analogous response to leftward translations, under her unweighted, left foot, was approximately 4 times smaller 4.

After AT lessons, the magnitude of lateral trunk flexion in response to translations increased for both perturbation directions Table , Fig. Total trunk flexion increased from 8. Figure 4B shows the average values of lateral flexion for rightward translations for each testing session, relative to the start of AT lessons. Increases in trunk flexion and symmetry of leftward and rightward responses were apparent at the spinal levels of L3, L1, T7, and T4 Table , Fig.

The time course of the flexion at the individual levels changed after AT lessons as well; flexion was larger, smoother, and longer in duration. For example, the erratic response at T7 to rightward translations disappeared. One-legged standing balance before and after Alexander Technique AT lessons. Stick figures are shown every milliseconds during stance on the left foot black and right foot gray before and after AT lessons for individual trials.

The corresponding lateral shear force traces are shown below the stick figures. The analogous CoP displacement to leftward translations, under the left foot, also decreased from 4. Balance ability on the left leg was poor, as evidenced by large, lateral deviations in body position and large shear forces in the frontal plane Fig. In particular, the RMS magnitude of lateral shear force was larger for left-legged stance The magnitude of RMS shear for right-legged balance also decreased from 3.

The client reported a substantial sustained reduction in pain on the VAS from 8. Before AT lessons, she reported that her pain occurred daily. She typically had pain with activities of daily living; for example, standing for a period of minutes caused discomfort. After lessons, her pain was limited to 1 to 2 days a month and never was so severe that it required lying down. She reported being able to stand for several hours without pain.

Prior to intervention, the client had abnormal, laterally asymmetric features of postural coordination in all the outcome measures, which were consistent across the pre—AT lesson period. These features included abnormal automatic postural responses to rightward surface translations, in particular, limited leftward trunk flexion and large anterior CoP deviations under the right foot; instability in one-legged balance when standing on the left leg; and a pronounced, leftward lateral lumbar curvature during quiet standing.

It is possible that these features of postural coordination were not independent deficits, but stemmed from a common underlying cause. Poor control of the trunk also could have underlaid the large, anterior CoP movement under her right foot to rightward translations, through a compensatory strategy to shift the center of mass leftward, without laterally flexing the trunk, by plantar flexing the right ankle to effectively lengthen this leg. Her abnormal automatic postural responses to surface translations suggests that central set was altered, which is consistent with the abnormal anticipatory postural adjustments reported in subjects with LBP.

Decreased latencies for automatic postural responses of trunk muscles are consistent with the reduced trunk flexion observed in the client. Specifically, her automatic postural responses to rightward translations improved, her lateral trunk flexion increased, and the large CoP displacement under the right foot decreased. In addition, her left-legged balance improved, and her lateral lumbar curvature decreased.

All of the improvements in postural coordination occurred between the fourth and fifth testing sessions, after the client had begun AT lessons Fig. Her improvement was not likely due to practice of the tasks described in this report because trends were not apparent during the pre—AT lesson period and the AT lessons did not include practice of the these tasks. The global nature of changes in postural coordination and, in particular, the change in automatic postural responses suggest that the client changed her central set, which is consistent with our assumption that the AT improves tonic muscular activity and postural coordination by altering central set.

However, the improvements in her postural coordination could have been caused by other factors besides the intervention. For example, the placebo effect may have caused a spontaneous reduction in her pain and thereby produced the observed improvements in postural coordination.

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Research also is needed to examine the mechanisms that would account for the reduction in pain and changes in postural coordination observed in this person. Dr Cacciatore and Dr Horak provided data collection and analysis, project management, and fund procurement. Dr Henry provided consultation including review of manuscript before submission.

A poster was given on the data presented in this article at the meeting of the International Society of Posture and Gait, Maastricht, the Netherlands. National Center for Biotechnology Information , U. Phys Ther. Author manuscript; available in PMC Jan Find articles by Fay B Horak. Find articles by Sharon M Henry. Author information Copyright and License information Disclaimer. Copyright notice. See other articles in PMC that cite the published article.

Abstract Background and Purpose The relationship between abnormal postural coordination and back pain is unclear. Case Description The client was a year-old woman with a year history of left-sided, idiopathic, lumbrosacral back pain. Outcomes The client was tested monthly for 4 months before AT lessons and for 3 months after lessons. Discussion Further research is warranted to study whether AT lessons improve low back pain—associated abnormalities in automatic postural coordination and whether improving automatic postural coordination helps to reduce low back pain.

Direction Direction describes the process of sending conscious motor commands to influence tonic muscular activity. Inhibition The AT principle of inhibition is a decision to withhold the habitual response to a stimulus to prevent disruptions to tonic muscular activity, which are automatically triggered by contextual cues. Case Description Client Description The client was a year-old woman. Intervention We selected the AT as an intervention because we were interested in whether it could improve automatic postural coordination and pain in someone with longstanding LBP. Outcome Measures We measured postural coordination and pain before and after the client received a series of AT lessons.

Equipment A computer-controlled, movable, hydraulic platform was used to produce the surface translations. Open in a separate window. Figure 1. Protocols During the first 3 months, the client participated in 4 testing sessions, each 1 month apart, to provide baseline measurements in the tasks described in this report automatic responses to surface translations, one-legged balance, and lateral curvature during quiet stance before lessons.

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Platform translations Horizontal platform translations were chosen to elicit automatic postural responses. One-legged standing The client performed one-legged stance to measure her balance, which was quantified using root-mean-square RMS shear horizontal forces under the feet because these forces reflect the acceleration of the center of mass and overall stability. Forces Vertical force, frontal- and sagittal-plane moments, and shear forces were sampled from each force plate at Hz and low-pass filtered at 20 Hz. Outcomes Lateral Curvature During Quiet Stance During quiet stance prior to AT lessons, the client had pronounced trunk asymmetries in the frontal plane, including leftward lumbar curvature leftward convexity as well as leftward pelvic obliquity and rightward cervical curvature Fig.

Figure 2. Figure 3. RT rightward translation and LT leftward translation refer to the direction of platform translation. Positive values correspond to flexion in the direction opposite to translation. Prior to lessons, lateral trunk flexion was smaller for RT than for LT at every spinal level. Following AT lessons, the magnitude of flexion increased at all levels in both translation directions.

Figure 4. Pain The client reported a substantial sustained reduction in pain on the VAS from 8. Discussion Prior to intervention, the client had abnormal, laterally asymmetric features of postural coordination in all the outcome measures, which were consistent across the pre—AT lesson period.

Footnotes A poster was given on the data presented in this article at the meeting of the International Society of Posture and Gait, Maastricht, the Netherlands. References 1. Boston J.

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  • A measure of body movement coordination during repetitive dynamic lifting. Trunk control during level and stair gait in normal and low-back pain subjects. Neuroscience Abstracts. Nilsson-Wikmar H, Hirschfeld H. Center of pressure and center of mass interaction during a whole body lifting task in women postpartum with and without back pain. Body motion patterns during a novel repetitive wheel-rotation task: a comparative study of healthy subjects and patients with low back pain. Movement system impairment-based categories for low back pain, stage 1: validation.

    J Orthop Sports Phys Ther. Correlation of objective measure of trunk motion and muscle function with low-back disability ratings. Interexaminer reliability and discriminant validity of inclinometric measurement of lumbar rotation in chronic low-back pain patients and subjects without low-back pain. A computerized technique for analyzing lateral bending behavior of subjects with normal and impaired lumbar spine: a pilot study.

    The comparison of trunk muscles EMG activation between subjects with and without chronic low back pain during flexion-extension and lateral bending tasks. J Electromyogr Kinesiol. Sensory-motor control of the lower back: implications for rehabilitation. Med Sci Sports Exerc. Spine loading characteristics of patients with low back pain compared with asymptomatic individuals. Byl N, Sinnott P. Variations in balance and body sway in middle-aged adults: subjects with healthy backs compared with subjects with low-back dysfunction.

    Balance in chronic low back pain patients compared to healthy people under various conditions in upright standing. Clin Biomech. Differences in static balance and weight distribution between normal subjects and subjects with chronic unilateral low back pain. Impaired postural control of the lumbar spine is associated with delayed muscle response times in patients with chronic idiopathic low back pain.

    Inefficient muscular stabilization of the lumbar spine associated with low back pain: a motor control evaluation of transversus abdominis. Altered trunk muscle recruitment in people with low back pain with upper limb movement at different speeds. Arch Phys Med Rehabil. Delayed postural contraction of transversus abdominis in low back pain associated with movement of the lower limb. J Spinal Disord. Henry S. Postural responses in people with low back pain. Muscle activation patterns in subjects with and without low back pain.

    Postural control of adults with musculoskeletal impairment. Critical Reviews in Physical Rehabilitation Medicine. Hodges PW. The role of the motor system in spinal pain: implications for rehabilitation of the athlete following lower back pain. J Sci Med Sport.

    Richardson C. Muscle imbalance: principles of treatment and assessment. White S, Sahrmann S. A movement system balance approach to management of musculoskeletal pain.


    In: Grant R. The pain-adaptation model: a discussion of the relationship between chronic musculoskel-etal pain and motor activity. Can J Physiol Pharmacol. Voluntary and reflex control of human back muscles during induced pain. J Physiol Lond ; — Dennis RJ. Functional reach improvement in normal older women after Alexander Technique instruction. This may be regarded as the second volume of Thinking Aloud. It contains talks given to trainees on many aspects of teaching and living the Technique. This richly illustrated, practical book shows women how to prepare for pregnancy and childbirth using the Alexander Technique.

    The authors show how the Technique can be used to achieve a more natural birth, reducing the need for medical intervention. This DMA dissertation focuses on ways in which the Alexander Technique can be integrated into playing and teaching the oboe more efficiently and effectively. Information about F. Alexander is given for readers unfamiliar with the Technique, including a description of the development and principles of his Technique and what to expect in a lesson. The author conducted a survey of and several interviews with oboists from the U.

    She gives examples of the application of the Technique to posture, use of the hands and arms, technique, tension, breathing and support, embouchure and the jaw, articulation, practicing, endurance, and stage fright. Though the author makes references to oboe playing, most of the ideas are relevant for other musicians as well. First Lesson is the first film about the Alexander Technique for the general public. It includes a history of F. Alexander, what the Technique is, why it works, and how a beginner can start to use the Alexander principles.

    Teacher Jane Kosminsky demonstrates the Technique by taking William Hurt through a series of daily activities including a complete self-lesson, additional interview with William Hurt. Barlow trained with Alexander from and subsequently worked with Alexander until He utilizes his experiences as both a teacher of the Technique and a consultant rheumatologist, to introduce the Technique from a medical viewpoint: how use affects our health. This edition has been revised, updated and reset, and contains a new foreword. Please note this item will be shipped via United States Postal Service, unless combined with book orders.

    Well written and even humorous, the ergonomic attempts to create a body-friendly chair reads like a dark comedy. She challenges the myth of lumbar support, explains why chair backs should be high enough to support both the shoulders and head, and advocates perching and lounging over traditional right-angle sitting. Practical as well as critical, she helps with the difficulties of selecting chairs for daily life by summarizing criteria for chair design-and-use in a handy one-page chart. Well illustrated with extensive bibliography.

    The International Congress provides a unique forum for teachers to present and share their discoveries and experiences. All traditions and levels of experience of the Alexander Technique are represented. They contain a wide variety of traditional and contemporary ideas and views, representing a great amount of experience and knowledge from all over the work, offering fresh insights into the Alexander Technique as it is taught today.

    Clive J. Mealey is the photographer of the photo on the left side of p. An introduction to the Alexander Technique, explaining in depth its three main aspects: reasoned inhibition, conscious direction and the primary control. The author points out how each stage of the Technique can be subject to empirical verification.

    The author argues that it is in the sphere of education that the Technique will find its most important application. Matthias Alexander and Dr. Coghill on the Physiology of Human and Animal Behavior. Total pattern integrates partial patterns - reflex actions which, if not coordinated, could interfere with each other and lead to conflict.

    The second article c. Magnus investigated the factors controlling the changes of animal posture in relation to gravity and on the muscular tone which maintains posture. In particular he researched the factors concerning: 1 Reflex standing, 2 Normal distribution of tone, 3 Attitude, and 4 Righting function. It introduces Alexander and his technique.

    Buchanan, edited by Louise Morgan, is from the early s. The author has worked as a director, taught voice at the Royal Academy of Dramatic Art and voice and communication skills to business companies. This book sums up his experiences. The second half of the book deals with the mechanical principles of speech, relating the forming of speech sounds to the use of the breath, the tuning of the voice and the good use of the self.

    The author specializes in problems arising in the workplace. Principles of the Alexander Technique are presented in simple, concise experiential format. It is extensively illustrated by a noted cartoonist and student of the Technique whose work appears in leading British newspapers and periodicals. How can we gain knowledge to move from fear and tension to finding support and trust within ourselves? The child in this story would love to ride a horse. There comes a time when he is ready to let go of the fear and decides to trust the support of his instructor. He sits in the saddle finding his balance.

    The horse moves forward from a horizontal spine and the boy moves up from his spine. He finds support in many ways. Letting the whole system within remain freely active. This story illustrates the way we can stiffen when focusing too intently on the end result. The child in this story has lost his easy running when thinking only of the finish line.

    When the child thinks about being in the centre of his space he is able to balance on his feet in an easier way. Take away the stiffening or tensing and re-gain a more balanced system. Practice on a track and see what happens? Experience the difference. This story is about knowing you have a choice between being present with yourself and what is going on or not? When is it appropriate to dream? When is it more useful to know what is going on with yourself and the larger environment around you? After all, how can you make choices if your mind is somewhere else? If you know what is going on, there is a choice.

    This story is about being caught up with habitual worrying and how a new experience can bring about change. The child finds it easier to speak after smiling at a funny picture. It is a surprise response and alters the way he begins to speak.

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    Starting in this new way changes how he stands. He is up and balanced on his feet. It takes away the heavy feeling about reading in front of the class. Children in a group could experience these changes. Think of something a bit funny before starting to speak. Discuss the difference. Peggy Williams, the last teacher certified and personally trained by F. Alexander, was known for the extraordinary quality of her touch, the precision and clarity of which even confounded the London police!

    After a burglary in her flat in the s, detectives dusted her rooms for fingerprints. In this book, Peggy shares the fascinating story of her life, her training, and her thoughts on the Technique with author and Alexander Technique teacher, Nanette Walsh. For more information: www. Are you an actor who routinely loses his voice before the end of a run? As a serious student of singing, do you wish those high notes would come more easily? Do you need courage to sing outside the shower?

    In this book, designed for both teachers and students of the speaking and singing voice, Jane Heirich addresses some common problem areas of the voice-teaching world: breath management, voice projection, resonance building, breaks in the vocal range, and the relevance of overall poise to vocal output. This book is the culmination of decades of work integrating two approaches that will have a profound impact on your voice; the centuries-old Italian bel canto singing tradition and the FM Alexander Technique.

    If you've wondered whether you can improve your voice and enjoy using it more effectively, this is the book for you. The second edition in paperback was published in September With a foreword by Joan Morris. Includes instructional CD. Whether you experience tension, loss of balance, or mobility issues, there are ways you can live better by moving better. Mary Derbyshire has always been passionate about helping individuals reduce pain, minimize stress, and improve their ability to move on a day-to-day basis.

    Now, Derbyshire shares wisdom on mobility and agility that she has collected over her decades of work as a fitness instructor and certified teacher of the Alexander Technique. Baby boomers have bestowed so much innovation and advancement upon the world. Now they can have that same level of vision as they age.

    Humans are designed to move. Age should not be a factor. When you change the way you move, you can change your life. Are you ready to turn back the clock? It contains two prefaces by Alexander, an introduction by John Dewey, and a new foreword by Walter Carrington. Ten appendices contain reviews of the first edition. The introductory notes by Jean M. Fischer discusses Alexander's concept of sensory appreciation and the chapter ""Illustration"". The notes also provide a printing history and a table of changes between the and the editions.

    Several of the illustrations have not been published before. This also the first edition ever of ""Constructive Conscious Control"" to feature an index. The Alexander Technique, developed in the early twentieth century by F. Alexander, can be used to enhance dexterity in all types of activities, from everyday actions as mundane as tooth-brushing to highly demanding dance movements. Applying the tenets of this technique through the lens of a specific subset of principles called the Dart Procedures, the authors offer a unique approach for using the Alexander Technique in dance and other activities.

    The principles of this technique are used by people in all walks of life and have proven to be effective for enhancing performance and improving overall health and well-being. The author starts by exposing the fitness myth, that fitness is synonymous with health , and goes on to describe what real fitness is and how the Technique can help people achieve it. It contains several case histories, covers what happens in a lesson, plus how to find teachers, and it gives examples of how some people use the Technique in yoga, massage, osteopathy, aikido, physical therapy and pregnancy.

    Reduced price because cover shows slight wear. This compilation of Frank Pierce Jones scientific and humanistic writings on the Alexander Technique is edited and with an introduction by Theodore Dimon and Richard Brown. It also features seven previously unpublished papers from the Jones Archival Collection at Tufts University. In , with the encouragement of the educational philosopher John Dewey, Jones embarked on a year scientific-investigation into the Alexander Technique. Chapter 2 is dedicated to identifying the origins and causes of habitual patterns and begins the process of building clear intention with regard to desired weight and money patterns.

    In chapter 3 the reader is asked to take stock of the results of their habitual patterns. Chapter 4 introduces the concept of direction. The final chapter, entitled ""Keeping Life in Balance"" helps the reader ascertain his personal priorities and develop a means whereby for an intentional, balanced life. It is not necessary to experience pain while sitting at your office workstation.

    Office injuries, including pains and strains caused by cumulative stresses, pose a serious threat to your overall health and to the quality of your work. Written by an experienced professional musician and teacher of the Alexander Technique, this volume is the first to deal specifically with the application of the Technique to music-making. Introducing the musician to the principles and procedures evolved by F. Alexander , the book contains practical advise related to all areas of musical activity, from technique, sound production, and interpretation, to daily practice, rehersal routines, and the mitigating of stage fright and health problems.

    Eleven Alexander Technique teachers speak with Ruth Rootberg about their lives, their work, and their approach to using their Alexander skills as they face the challenges of aging with vitality, curiosity, poise, and passion. These stories will provide inspiration for anyone who is curious about how to age with grace.

    Her first volume of interviews, Living the Alexander Technique, was published in Ruth comes from a classical voice and theater background and integrates these passions into her practice. She lives and teaches in Amherst, Massachusetts. With over years of combined teaching experience, they reveal how the Alexander Technique provides a dependable pathway to meet the ongoing challenges of daily living. This book is a wonderful resource for Alexander Technique students, teachers, and anyone who seeks models of aging with dignity and passion.

    The Shaw method applies the principles of the Alexander Technique to swimming. The strokes are broken into a step-by-step progression and these steps are illustrated. Core skills are individually introduced, then the main stokes are shown--breaststroke, backstroke, crawl and butterfly--in ways which promote optimal alignment with minimal effort and strain. The movements can be practiced individually or with a partner, in a pool or on dry land.

    The author describes our basic framework muscle, joints, structure etc. The reader is encouraged through suggested experiments to discover a better use for herself. The book introduces the Technique in non-technical language, without use of traditional terminology, and relying instead on anatomy, physiology and self-observation.

    Subjects covered include body-image, emotional states, breathing, chairs, RSI, exercises, habit, and fear. It also provides a short, ""traditional"" introduction to the Technique. Learn what everyone needs to know about the body in fifty informative and life-changing sections prepared by two masters of Body Mapping and Alexander Technique, Barbara Conable and Amy Likar.

    Through understanding how our bodies are designed, and therefore how we should best move our bodies, this eye-opening video contains techniques that have already helped thousands avoid repetitive stress injuries, posture problems, and other chronic ailments that can be truly debilitating. The helpful animations and clear descriptions on this DVD can truly change lives. This DVD is a resource you will refer to again and again as you learn to move well and avoid injury.

    Over years ago, F. Matthias Alexander made a series of discoveries about how the body works in action. This book includes some of Elizabeth Langford's reflections that fall outside the scope of her first book, Mind and Muscle. Only Connect contains a collection of articles and letters of which some material is new, some has been published elsewhere. Part I consists of Langford's thoughts about communicating about the Alexander Technique to different groups.

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    Part II is more concerned with communication between Alexander teachers. Includes a foreword by Walter Carrington. Teachers, trainees, and private pupils can all enjoy and benefit from this book. Six interviews with first generation teachers of the Alexander Technique on Alexander teacher training. This illuminating DVD offers specific and practical guidance in how to help you keep your back healthy and free from pain by using the Alexander Technique.

    It includes a brief review of the Alexander principles and clear instruction in how to use these principles in the activities of everyday life. Deborah Caplan, a certified Alexander teacher and physical therapist, covers lifting and carrying packages, the proper way to work at the computer, how to avoid a "Back Attack" and even what to do for your back when you sneeze! The Alexander Technique Workbook brings the year-old discipline completely up-to-date, and incorporates recent developments in the management of physical and mental stress.

    A revised edition of The Alexander Technique Workbook. This book is an easy-to-read introduction with minimum Alexander jargon. It explains the history of the Technique as well as basic Alexander principles and vocabulary. Each chapter contains several procedures and awareness exercises which illustrate the points made and which are designed to help the reader observe and improve one's use. The book covers in detail primary control, inhibition, direction, faulty sensory perception and the semi-supine.

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    • There is also a section in what you can expect on a lesson and six actual case histories. This book is designed to be used by new students in conjunction with a course of Alexander lessons. The first chapter covers the basic principles of the Technique; following chapters are on lessons, the teacher, performing arts, sports and exercise, and emotions discussing, among other things, inhibition and the expression of feelings, detachment, the discomfort of change, relationships, psychotherapies.

      The author writes from his own experiences with humor and provides several case histories from pupils and teachers. The unity of mind and body and the principle of non-doing pervade this introductory book; it is erudite, intelligent, and pertinent to pupils and teachers alike. The Art of Effortless Living describes how we can rid ourselves of the belief that in order to achieve anything we must work hard and apply a lot of effort. Ingrid Bacci offers evidence that the most productive, creative and healthiest individuals are those who practice effortless living and she presents simple techniques for developing an effortless lifestyle: breathing exercises, meditation, visualization, bodywork, and tapping into unconscious guidance.

      This book shows how the Alexander Technique can be applied to swimming. This is an introductory book that never loses sight of the psycho-physical nature of the Technique. The benefits of swimming are discussed in relation to fitness current conceptions of which are questioned. The principles of orientation, balance, buoyancy, and breathing in swimming are explained and illustrated. Much advice, including some practical exercises, is given on how to deal with fears and other restricting attitudes towards swimming. Breast stroke, front and back crawl are discussed and stroke guides are given.

      In simple terms Ted Dimon explains how each part of the body works and how the individual parts function as an integrated whole: a complex locomotor system that is balanced on two feet and capable of changing shape and moving in an infinite number of ways. Illustrated, pages, North Atlantic Books. This is a non-discounted book. In order to clarify his arguments, Ted Dimon traces the evolutionary origins of different systems in the body, showing how they functioned in our aquatic ancestors, and how they have evolved to meet basic survival needs through each link of the evolution chain from fish to amphibian, quadruped, primate and eventually to mankind.

      Alexander and subsequently trained as a teacher