“Tell me, in plain language, how the Alexander Technique actually works.”
In plain language, you do things differently. You change the way you approach movement. At a really simple, basic level. Down to the level of how you think about movement.
In class you learn new ideas that change your movements. Then you go home and use these ideas. You use them to change what happens in real, everyday, practical situations. To your benefit.
“That sounds pretty vague and wishy washy. Can you be more specific?”
Ok. Here are 3 different ways to approach movement. See how you like these:-
1: Gotta move, move, move
Every activity you do is based on movement. You get out of bed – that’s moving. You change gear in the car – that’s moving. You chat on the phone – that’s moving. In fact, it’s pretty hard to find something you do that doesn’t involve moving.
2: Start with thinking
All movements start with thinking. Not stuff like heartbeats, but ordinary things like driving, walking and using the phone. They are all controlled by your thinking. You decide, choose, plan, assess, concentrate, mull over and so on. In other words, you think. And it all feeds into the movements you make.
3: Can’t escape it
If you change the thinking, you will change your movements. You can’t help it. If your thinking improves, your movement has to improve with it.
“Hmm. I need to think about that. Describe to me how a typical lesson goes.”
To start with, you (ie.the student) choose an activity, one that involves movement and is important to you in some way. You try it, then we chat about how to improve it. You want it faster? With less effort? Greater coordination? Less pain?
Next, we look at that activity together, and talk it through. We investigate and ask questions. I have some GREAT questions. All the while you are thinking about different ways to approach that movement. I do a little hands-on work, to help explain the new ideas.
Then you try the movement again, to see the impact of what you have just learnt. Maybe we’ll refine the ideas, maybe practise a few more times. The most important part comes afterwards, when you leave the lesson.
“That’s a good point. How long do the effects of this lesson last?”
That’s up to you, because you’re in charge. You’re the one making the changes. If you keep on using the ideas you have learnt, these ideas will keep bringing you wonderful results. That’s why we practise them so carefully in the lesson, so that you can use them when I’m not around. No expiry date. No shelf-life. Just a constantly increasing sense of well-being.
“But I’m old / ill / not very clever. Won’t that be a problem?”
If you are prepared to think, to learn and to change then you can do the Alexander Technique. My oldest student so far is in her seventies. I have extremely fit, healthy students, and students with many serious health problems. All have found huge benefit in lessons. The occupations of my students have ranged from school caretaker to surgeon, from headmaster to housewife. My lessons are flexible, and I will always adjust them to suit you.
“I’m still not sure – what next?”
Why not give me a call on 07852 705701 or drop me an email at firstname.lastname@example.org and I will do my best to answer your questions.