Year 3, Segment 9 Segment 9 B3 synopsis
Week 1 – Zoran Kovich – Trainer 2 Days
Week 1 – Janet Auret – Assistant Trainer
3 Days
Weeks 2&3 – Julie Peck – Trainer
MONDAY 1 June 2015
INTRODUCTION
In Pairs
1. Walking holding hands – one person talking about what has been going on between segments, the other person only listens. Then swap.
2. Demonstrate to your partner your best practice in ATM. Discuss with your partner what “best practice” is for you.
TALK
About Moshe’s concepts/ideas on self-direction. ( from the introduction in Potent Self )
Note: a handout was given that covered these points.
WHITEBOARD NOTES
1. Individually Ask yourself the questions:
– How am I directing myself?
– How do I know what I am perceiving that informs me about me? (1st person perspective )
2. Quartet ( combining two pairs ):
– How are other individuals directing themselves?
– How do I know what I am perceiving that informs me about others? (3rd person perspective)
ATM
Book on Foot no 1
LUNCH
ATM
Book on foot series No 2 ( Elizabeth Beringer)
IN PAIRS
Facilitating action and self-direction.
· Person doing movement – choose a movement from the ATM that you either wish to improve or know more about.
· Observer – notice their movement and self-direction.
– facilitate it either verbally or with touch.
Note: encompassing the notion of extending the boundary or exploring within the boundary.
ATM
Book on foot no 3
TUESDAY 2 June 2015
Q&A
About the previous day.
Embedded comments:
· Exploring within the boundaries
· Expanding the boundary of knowledge/ experience
· Evolution of the Book on Foot lessons.
· Over analysis of movement can lead to a skill breaking down – it is called getting the “yips” in golf.
· When you are not in performing mode ( either theatre or sport) you can move into a cycle of breaking movement into components and integrating them.
ATM
Book on Foot – no 4 ( Elizabeth Beringer )
CASE STUDY
In your groups of 4: read and discuss “ A Case Study in Two Voices”. ( 1st one in your hand out )
MOVEMENT DEMONSTRATION/ FI PRACTICE
Zoran demonstrated on Sarah in prone lying –
· The movements towards being able to have book balanced easily on foot as done in the ATM. The relationship between knee bending /hip rotation and foot /ankle movements.
In Pairs – work with your partner in prone to facilitate their ability to have their book on their foot.
Lunch
TALK
Humberto Maturana : From Being To Doing.
Moshe’s model of the interaction between our bodies, nervous system and the environment.
ATM
Book on Foot no 5 ( Elizabeth Beringer)
CASE STUDY PRESENTED WITH ANNA YEN
A Lesson for Slack-rope Walking ( transcript given as a handout ). A tight rope doesn’t move underneath you but a slack rope does.
Movement demonstration with Anna lying on her back with her feet standing:
· Firm small roller under her foot to mimic the slack rope. Rolling the tube side to side under one foot at a time
· With her legs crossed and rolling the roller under the bottom foot
· With legs crossed and roller under her foot Zoran moves the roller with an uneven rhythm and Anna has to bring it back to centre.
In Pairs: do the movements above with your partner
SMALL GROUPS
Discuss – what is walking?
What are the elements that describe walking?
Zoran showed a short video of Nick Vujicic ( who has no arms or legs) moving through space and asked whether this is walking.
LARGE GROUP
Standing scan – primary image (as we did at beginning of ATMs) and sense of the relationships of parts in our torso.
Walking – in a structured environment.
– one person relating to others and sapace and terrain
– over uneven ground ( made a mound of mats ) and different textured surfaces
WEDNESDAY 3 June 2015
BRIEF INTRODUCTION
ATM
Walking No 1 ( Mark Reese ) Janet teaching
MOVEMENT OBSERVATION / FI PRACTISE
Individually take a moment to reflect on:
1. What drew your attention in that lesson?
2. Did you get confused at any point?
3. Is there something that you would like to be clarified?
In Pairs:
1. One person walking – observer notice their right foot contacting the ground and what does their head do?
Does it tilt side to side or turn or both?
2. Person walking – do any of the moves in the lesson that you were particularly interested in. Observer – can you notice what changes in their head movements/ organisation and the contact of their right foot on the ground?
3. Person walking – let the observer know what you would like clarified. Observer use your hands to facilitate their understanding / sense of the movement.
Swap with your partner
ATM
Lying on back- standing foot to rolling. (Janet’s lead in to presentation after lunch roughly based on Balancing Flexors and extensors.
LUNCH
PRESENTATION ON WORKING WITH PEOPLE WHO HAVE HAD A HIP REPLACEMENT
Janet talking about what she has observed in her practice:
· Movement impairment prior to surgery
· Disruption of TOM in their walking pre and post -surgery
· Alteration in their self-image/ brain mapping of where their hip joint is.
· How this impacts on swinging the leg through in walking and weight bearing on it
· What happens to their use of their other leg – it can become dominant and get in the way of the other leg moving
Movement Demonstration:
With Linda lying on her back– Using the movements in the lesson before lunch.
· Clarifying that hip flexion takes place at the hip joint not in the lower back
· Moving ball in socket to allow the leg to move in and out.
· Being able to take the socket of the hip around the ball ( eyes in belly)
· The concept of taking weight over the foot not thrusting with it.
In Pairs
Practice the variations above.
ATM
Walking no 2 Mark Reese
THURSDAY 4 June 2015
ATM
Walking no 3 Mark Reese
DVD
Laura’s Lesson with Moshe
MOVEMENT EXPLORATION WITH PARTNER
Janet talked through the elements in the lesson whilst the students followed by doing the movements-
taking turns to be Laura and Moshe.
Taking particular note of:
· Her base of support
· Weight shift – Moshe said many times that “in order for something to move it must be unweighted”.
· Relationship between her head and pelvis.
· All of the strategies that Moshe used to enable her to move more easily
LUNCH
PRACTICE DEVELOPMENT – JENNI EVANS
Review of student’s successes and spectacular failures in promoting the work.
Brief observations from IFF meeting and theme of “How does the Feldenkrais Method contribute to a better world?”
Showing new IFF promotional video.
GROUPS 4/5
Introduction of task: Phone call out of the blue offering a last minute promotional opportunity at reduced rates. Need to be prepared to act quickly draw support from colleagues/community and work within constraints of the offer. Each context offers different opportunities and limitations.
In groups of 4-5 select one card from the context pile and one from the target group pile.
Combination may be surprising but have a go!
After initial evaluation of the project, pause for scan of self-image – somatic and conceptual: space around, where is focus, state of mind, attitude to task.
ATM
Based on ‘A more flexible neck’ by David Zemach –Bersin
Compare size of self-image at the beginning of the lessons with that at end. Reflect on the constraints we unconsciously carry in other aspects of life and how easily they can expand.
GROUPS 4/5
Plan actions required to complete the task and prepare a 5 minute presentation for 2 weeks time.
FRIDAY 5 June 2015
Q&A
ATM
Walking no 4 Mark Reese
MOVEMENT OBSERVATION / FI PRACTICE
In the large group – observe your new partner walking.
– expand your attention to include others in the room.
In Pairs – using hands on clarify some aspect of their walking.
JOINT OF THE WEEK
Grace, Brian and Olga presented T12 / L1
LUNCH
GROUPS OF 4
· Tell the stories that you prepared as part of your homework to illustrate/ enhance some point you wish to make in your teaching.
· Discuss some of your process in creating the story.
ATM
On the back, diagonals and parallels knee- elbow AY 229.
At the start of the lesson we looked at the sense of diagonal and homolateral connections in our walking.
MONDAY 8 June 2015
INTRODUCTION
What is essential in order to walk?
Whiteboard list:
· External reference points
· Sense of vertical / support
· Weight shift
· Pelvis is ready to mobilise
· Ability to coordinate all of ourselves in the movement
· Small base of support / centre of gravity over one foot
· Ground forces acting on the skeleton
· Get unstable/stable. Movement translation
· Need a balance between flexors and extensors
· Flow
· Rhythm
· Connection with the floor
· Sense of the space around you and moving in the space
· Speed
· Relationship between parts
In Walking:
– What do you do if you intend to go somewhere? How does this change your organisation?
– What happens if you are moving into running?
– How would you speak to people to invite them to run? What would you draw their attention to?
GROUPS OF FOUR
How is our observation of ourselves in walking different to observing others walk?
One person walking:
1. Choose what you are going to pay attention to from the list we have made. Is this different to what you pay attention to in yourself?
2. Walk at different speeds. What happens to stability? Do you get stable more quickly when moving with some speed rather than very slowly?
3. What is constant – Stays in the same relationship in their organisation no matter what the pace is?
4. Walk as if the ground is hot or muddy or as if you are anxious.
IN PAIRS
Use your hands to observe your partner’s walking.
Looking for how points move relative to each other
ATM
Heels under the pelvis No 1 AY 190
DEMONSTRATION ON SKELETON
· Anatomy of the foot – connection of talus with toes
· Position of lower leg and foot in this ATM
· Pronation/supination at mid-foot joints
· Distinction in pronation and supination with the big toe staying on the ground or not
· An overall look at the continual thread in these lessons of the foot in weight-bearing and non-weight-bearing
LUNCH
TALK
FI practicums in Week 3. The focus is on how you create a learning environment. You could do one- to-one ATM
DEMONSTRATION / FI PRACTICE
Julie demonstrating on Olga and Janet working on skeleton at same time.
Showing the movement of the foot and leg in the ATM before lunch. It could be compared to the grasping movement of our hand reaching to bring food to our mouths.
Lying on back- pay attention to the set up so that the person is light and long – able to move. Leave their standing leg long:
1. Holding just their small toe – lengthen it a little away from their head and bring it under ( as if you are taking the leg in a direction for foot under bottom)
2. Gradually add in more toes but never the big toes
3. Once you have all 4 toes then your other hand is moving the foot from the mid tarsal joints. ( from the medial side you can get their tibia to rotate and from the lateral side you can move the fibula)
4. Then move to the sub-talar joint. So you have all of their foot involved – with one hand holding the four toes and the other around the heel.
ATM
Foot under Pelvis No 1 (Continued) TUESDAY 9 June 2015
TALK
Embedded comments:
– The value of ATM practice everyday
– discussion of someone coming to class who says that they are in pain and how to deal with it
ATM
Leaning on the hands and twisting AY 374
DVD
Raissa – first lesson with Moshe.
Embedded comments / observations from Julie ( minus the 1st 15 minutes ):
· With the students lying in the same way as Raissa – what would be the lightest part of her to move?
· Neuro developmentally children start in flexion and gradually learn to extend
· Raissa’s legs are light because she can lengthen her belly. If you keep your belly short your legs remain heavy when lying prone.
· The starting movement for children through space is sideways translation
· In prone we can lift our heads as the weight moves further down onto our belly.
· Raissa is turning as a whole from her base – there is no rotation in her system.
· What does Raissa have to be able to do to straighten her legs?
· How would Raissa feel that all of herself is congruent with her head position?
· Moshe didn’t go near her head or try to move it until he felt the movement was getting through all of her system
· Moshe stays with whatever her system already understands and in this gets her longer and wider
· Everything he does is skeletal and without force
· In sitting Moshe is always interested in the freedom of the head to orient to the environment.
In groups of three or four discuss:
· Where do you think he would go from here?
· What did Raissa learn in that lesson?
LUNCH
ATM
Esalen no 5 Right hip joint – raising knee, feet, head and shoulders
FI PRACTICE
In groups of four for the rest of the week.
In Pairs- with A as client and B as practitioner:
1. Person in standing – B move them from their pelvis – how do they move over their right foot ( stay in easy range)
2. Same as above but shift weight over other leg
3. A – moves over on foot to the point of taking a step. B goes along for ride with attention spread to include all of them
4. In lying on back with feet standing – A lifts the foot they prefer off the table. Does the movement go through to their head?
5. B – lifts A’s leg with both hands below their knee.(you would like their pelvis and lower back to move backwards into the ground) Note; Don’t hold under their foot as you don’t want to signal a standing leg. Begin to take their hip in a little more flexion.
6. With leg up B flexes foot while flexing or extending their knee. The with foot extended flex and ext knee
7. B ask A to actively roll their head whilst you continue to flex/ext knee and foot
8. B – Make circles with heel parallel to floor. Make circles with knee parallel to floor
9. B – hand under heel – want to become the floor for them and circle
10. B- with their whole foot on the floor make circles. Can have hand under whole foot.
11. B- taking whole foot left and right.
12. B- moving the to the outside border / inside border of their foot. Can leave their foot on the floor or not.
13. End the process with an integrative movement – something that means that you have all of them in the movement.
WEDNESDAY 10 June 2015
TALK
In reference to where Raissa’s lesson may go.
ATM
Heels under Pelvis No 2 AY 192 (Weight between big toe and second toe)
During lesson Julie clarified with Grace the difference between moving from the ankles rather than using the ball of your foot.
DVD
Raissa lesson 1 ( cont )
FI PRACTICE
In your FI groups of four. Use the transcript of Esalen no 5 as a prompt, swap with yesterday’s partner.
LUNCH
ATM
Gluing in the lungs no 1 AY 201 Janet teaching
FI PRACTICE
1. With person in standing – from the pelvis then the 1st rib sense their movement over each leg with the intention that they will take a step
2. person in lying on back standing leg long and other foot in standing.
3. Lift each shoulder in turn. Which is easier? How do they connect into pelvis and legs?
4. Bring one elbow above their chest and take elbow up and down – towards head and then pelvis. Note this arm position is over their chest not their shoulder. Do same with other arm
5. Combine elbow up and down with wrist flex/ext
6. Circle with elbow. Circle with the heel of the hand parallel to floor
7. Take “heel” to floor – circle hand on floor. Can do an artificial floor for the hand
8. Take the whole palm of hand to the floor and circle it
9. Slide palm up/down and in/out. Then tilt palm to inside/outside border.
10. Heel of palm stays still and fingers move sideways then fingers still and palm slides.
11. Return to no 4
12. Sit the person up and lift their arms leading from their hands. See which hand feels lighter.
13. Swap for 10 minutes so that the person who was on the table can feel whether their arms are lighter and easier to use in FI
THURSDAY 11 June 2015
GROUPS OF FOUR
· How do you know after an ATM or FI lesson that you are more integrated? Can you demonstrate to your colleagues?
· How would you describe this sense of integration?
Feedback in the large group:
· More choices / reversibility
· Curiosity / playfulness
· Movement is more graceful, less resistance / effort
· Space between intention and action
· More myself
· More alive
· Bigger horizon
· Breathing is easier
· More capable
· Ability to adapt
· Less caged – openness / possibilities
ATM
Heels under Pelvis No 3 AY 193
FI PRACTICE
Swap with your partner from yesterday and go through the process of bringing their hand to standing.
LUNCH
DVD
Raissa – lesson 2
ATM
Heels under Pelvis No 3 (Cont)
DVD
Raissa lesson no 2 ( cont ) FRIDAY 12 June 2015
ATM
Heels under Pelvis No 4 AY 194
With an introduction from Julie to clarify the movements in the lesson
TALK
Lesley asking students what value they feel they have had from being Guild members
JOINT OF THE WEEK
Kylie, Megan and Jim presented L5 S1
PRACTICE DEVELOPMENT
LUNCH
FI PRACTICE
In Pairs
1. In standing- check which foot the person moves onto in order to take a step, from high up in their system – 1st rib or C7
2. Lying on the table with both feet standing. Check the setup of their organisation to see if they are free to move through their system. If not, make adjustments. Eg foot position, head height.
3. Reference movement – gently bringing their knee down over their foot.( so that weight moves more onto that foot) Pay attention to the rotation in their thigh.
4. Go to their standing leg and lift it over their belly with your hand under their foot. Which direction does is their knee able to go most easily? Homolateral, middle or contralateral? Stay with their preferred orientation and do a circling movement with their knee and leg. ( To clearly indicate a sense of the leg being for standing there can be a bit of compression through lower leg between heel and top of knee)
5. Lower their foot back to table and go back to the reference movement.
6. Go to their shoulder that the leg most connected to and take this arm/ hand towards a standing position and then move it around in circles. ( again the sense of weight bearing through the arm can be conveyed with a bit of compression through forearm from heel of hand to elbow )
7. Return to the reference movement.
ATM
Walking no 5 Mark Reese Janet teaching
MONDAY 15 June 2015
MOVEMENT EXPLORATION
Has anyone noticed a difference in their walking over the last two weeks?
In Standing-
· shift your weight over to one leg. Notice the difference in your organisation if you are going to take a step or just move over one leg.
· Move your weight over each toe in turn
· Stepping one foot forwards and back. Paying attention to the direction that you go in.
· With a partner find their standing leg – remember to give them the ground through your hands to evoke the standing response. Once they are on their standing leg can you move their weight forwards and backwards
ATM
Heels under Pelvis No 5 AY 195
During the lesson Julie clarified the idea of moving backwards over the flexed feet from kneeling with Roger and Olga.
FI PRACTICE / DEMONSTRATION
Started with the skeleton – observing that when the heels are close to the bottom the pelvis is light to lift
Demonstration with Roger:
1. Lying on back knees bent feet standing. Is their weight in the middle or to one side? Which leg is light? See if their head is able to move easily – check height.
2. Is their pelvis ready to come along for the ride? Check by bringing his knee down over his foot.He may need a roller under the pelvis – find the position where they can move easily towards flex or ext. This allows the chest to soften.
3. Does it make it easier to get knee down over the foot or allow the legs to be lighter?
4. If it is still not easy to get weight over the foot then go back and check head height. Once this is adjusted then it is possible to lift at the area of 1st rib / T1 and see whether this area connects to movement down towards their middle or over either leg.
5. Can bias the lower back more into flexion by moving the roller down a little towards his feet and the cross their arms over their chest to bring the middle part of torso into flex/ext and towards middle or over either leg
6. Can come back down to their feet and gently pull knee down over the foot. Can also move both knees a little to one side to see if there is any rotation available in their chest.
7. Back up to integrate the movement from their head.
8. What is the organisation of movement that this person understands? Homo-lateral, homologous, or contralateral and how will this influence the way that you will bring them up to standing?
Note – Julie demonstrated the three ways that you might bring someone to standing depending on their preference
LUNCH
SHORT TALK
Clarifying some movements in Heels under pelvis lesson.
ATM
Gluing in the lungs Pt 2 AY 202
FI PRACTICE
Swap with your partner from this morning and do the FI practice
TALK
Julie clarified the different ways you could bring someone up to standing at the end of a lesson to assist with integrating the lesson. Homologous , homolateral or contralateral organisation – if you finish the lesson with the way that is most available for that person they will feel more integrated.
Julie then introduced Moshe’s idea of FI – What people want, need, can accept and use.
Want – this can be personal or there are universal wants – most people want to feel better about themselves – lightness, more options in movement, more connected to themselves.
Need – components of movement or organisation
Can Accept – how do we create the conditions for them to learn. May include logistics ( like the position to work in ) or do they need explanations? We want them to be engaged and curious.
Use – includes the integrating elements at the end of the lesson.
Julie talked about the model of FI and how it relates to the FI practicum on Wednesday, and also in relation to Raissa’s lessons with Moshe
TUESDAY 21 October 2014
ATM
Right hip joint Esalen no 5
Transposed to the left hip and including the 2nd part of the lesson which was lightening the upper chest and head.
Before lesson – went over on skeleton & Lisa how position of foot relative to pelvis influences lightness of leg and organisation thru middle.
Stability/Instability. With a smaller base of support, need to shift weight less to lighten the leg. Difference between ‘bracing’ and shifting weight.
FI PRACTICUM
Set up the room for your practicum tomorrow. Discuss with your buddy how you will support each other.
What specifically would you like your buddy to help you with.
Then with buddy continue with ideas from FI prac from yesterday. 40 mins.
Also included translating neck/head if difficult to get movement with head in midline
DVD
Raissa No 3
Looking at ‘What can Raissa ACCEPT’.
In groups of 4 – each person chooses one of the categories below to observe the FI from –
Q. How does MF facilitate Raissa’s learning in terms of –
· feedback
· directing her attention
· level of challenge
· sense of achievement.
Discuss in groups of 4 after watching video.
LUNCH
FI PRACTICE
Swap with partner from this morning
ATM
Heels under Pelvis No 5 AY 195
Emphasis on how do you facilitate your learning in the ATM when you are challenged. What do you monitor….eg Breathing, moving attention.
WEDNESDAY 17 June 2015
STUDENT FI PRACTICUMS
Giving FI lessons to the general public.
First lesson was at 9.30 am and next at 11.30 am.
Feedback was to discuss how the practitioner created a learning environment in the FI – both for themselves and the client
LUNCH
ATM
Gluing in the lungs 3 AY 203
LARGE GROUP
General feedback / debrief from this morning’s Practicum
DEMONSTRATION / FI PRACTICE
Demonstration of head circles in sitting – including three planes of movement. Done as a way of assessing what they “need”.
Which plane/s of movement are easiest for the person?
From this assessment what position/s are easiest to work in, and how can you explore this plane – practice and brainstorm in groups of three.
THURSDAY 18 June 2015
ATM
Diagonals in X position on back
DEMONSTRATION / FI PRACTICE
On skeleton – showed how we need to move through the chest and neck in order to bring shoulder and hip closer together on same side or diagonal.
In Pairs – with partner lying on table on their back.
· With your hands on C7, T1 area feel what happens as the person moves either the hip and shoulder on the same side towards each other or the diagonal hip and shoulder.
· Change with your partner
DVD
Raissa- lesson 3 (cont).
Julie pointed out that Moshe was lengthening the side that she was rolling over and shortening her other side.
Note; most of us can roll with either side long or short.
Students in pairs – trying out rolling like Raissa with partner being Moshe.
LUNCH
DISCUSSION / DEMONSTRATION
Julie talked about the rolling that Moshe did with Raissa. Including the idea of the size of your base of support and how this influences rolling.
Julie then demonstrated the rolling with Rita – Showing the amount of side bending that was available to her in sitting was much greater than it was in standing. (when she widened her base of support in standing then it got easier).
FI demonstration with Beverley-Anne:
1. Lying on her back – asked her to do the movement of bringing shoulders and hips towards and apart from each other to see which direction is easier for her.
2. When Julie brought her feet to stand on the table she went into lumbar spine extension. Julie mentioned that once her lower back can move closer to the ground her legs will move more easily. Generally we need to get someone’s system more towards neutral to be effective with FI.
3. Went with her pattern of liking to extend and took her upper chest more into extension which allowed her to get longer.
4. Then moved her from her pelvis in the direction to her head and feet without going into much Lumbar spine movement.
5. Brought her legs down to rest on rollers under her knees by internally rotating and adducting at her hips so that she kept the length and width in her torso.
6. Doing some pushing through her foot once the long leg is oriented in a standing position – including the foot at right angles at the ankle. Pushing through all different parts of her foot towards the head.
7. Brought her up to standing and clarified her ability to be over her standing leg.
In pairs – do the FI process above with attention to your partner’s preferred habits of movement.
ATM
Heels under pelvis No 6 AY 196
FRIDAY 19 June 2015
ATM
Gluing in the lungs no 4 AY 204
PRACTICE DEVELOPMENT
5 minute presentations from each group about the way they would pitch Feldenkrais within time / place constraints. Delivered via different mediums.
FI PRACTISE WITH PARTNER
Swap with your partner from yesterday and do the following process:
1. In Standing find their standing leg.
2. Lying on back – legs long. Pelvic tilt Up/ down
3. Are legs light – if not then you will need more length in their torso
4. Bring legs to standing – lightly. Look for length in either Flexors/ extensors. ( trajectory of bringing their legs up is dependent on the person)
5. Retest pelvic tilt – it should be easier
6. Go to shoulders- does C7 move?
If not, go in easiest direction of Flex/ext – homologous, homo-lateral, diagonal
7. Retest pelvic tilt – it should be easier
8. Roller under knees/ lower legs. Lightness / trajectory
9. Retest pelvic tilt
10. Heel/hip connection to bring leg to stand ( in a ‘standing” foot the ankle is dorsiflexed).
11. Press through different parts to increase the ability of the foot to WB
12. Sit, stand and walk.
LUNCH
DVD
The last of Raissa’s lesson with Moshe
ATM
Heels under Pelvis No 7 AY 197
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