How Alexander technique is taught?

A pupil's motion is often guided by the teacher with specialized hands - on modeling, usually with a very light touch, during a repeated action of the student's or the teacher's choice. The teacher gives subtle indications of "Direction", timing and coaching that the student follows. Depending on the causes of limitation, structural posture may or may not improve, but freedom of movement, and most often economy of motion always will improve during a lesson.

For part of the lesson, some teachers have learners ie on a table, so the student can experience the principles in action without having to pay attention to maintaining balance. "Working on oneself" while lying semi-supine with knees up is taught as a way of taking a break during the student's workday. In groups, students often watch each other, in turn, taking shorter lessons. Group explorations of the principles are also sometimes taught.

Unlike many similar self-improvement regimens, the Alexander Technique is not a series of exercises. Teachers do not lecture. Instead, students learn specific inter-related governing characteristics from direct experience, the example of others, questioning and personal experimentation.

To take improvements away from lesson time, dedication and attentive experimentation is required on the part of the learner.

Benefits

As a technique addressing the entirety of a person's activity, the Alexander Technique aims to benefit people of all sorts. Its proponents, including many well known actors, musicians and educators believe that its practice results in improved awareness, objectivity and the connection between body and mind, ease of movement, improved balance, stamina and less muscular tension. Additionally, those who practice it often report that it gives them an enhanced ability to clarify their thinking, observations and the ability to choose new responses. Proponents further see the technique as a way to use less effort for movement and thus perform more efficiently, feel easier, look more graceful and free themselves from unintentional self-imposed limitations.

It is applied both remedially and in the areas of performing arts and sports. It is taught in performance schools of dance, acting, circus, music, voice and some Olympic sports. Since Alexander Technique is suitable for those at any fitness level, it is also used as remedial movement education to complete recovery and provide pain management. The Alexander Technique is a first-hand experience of the reality of body/mind unity. Its principles apply to movement, psychology, creative thinking, learning theory and styles of coaching, training and effective communication for teachers and directors.

Although the Alexander Technique is considered by those in its field to be primarily educational - taught in a student/teacher relationship as compared to being a treatment regimen between client and practitioner - it is regarded by the United Kingdom National Health Service to offer an alternative and complementary management for many medical complaints. A partial list is: back problems, unlearning and avoiding Repetitive Strain Injury, improving ergonomics, stuttering, speech training and voice loss, mobility for those with Parkinson's disease, posture or balance problems, or to complete recovery from injury as an adjunct to Physical therapy.

Alexander Technique has also been known to help performers with getting past the plateau effect (despite trying, no improvement), performance anxiety, getting beyond a supposed "lack of talent" and to sharpen discrimination and description ability. It has also helped people control unwanted reactions, phobias and depression.

Citations

1. Wikipedia,
   

2. Alexander technique,
   

3. Franis Engel, The ALEXANDER TECHNIQUE - What is it?,
   
   
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