B3 Segment 10 Synopsis

Brisbane 3 Seg 10 synopsis

Year 4 Segment 10 5^th – 23^rd October 2015

 

                      Week 1& 2 – Stephanie Spink – Trainer

                      Week 3 – Julie Peck – Trainer

 MONDAY          5 October 2015

INTRODUCTION FROM STEPHANIE

Including some journal feedback from Janet that is discussed in the next activity.

GROUPS OF 4

• What do you do to get over the speed bumps in your learning process?
• What do you want/need from this segment?

WHITEBOARD

Speed Bump Strategies:

1. Remaining true to self – attention to breath
2. Getting past inner critic – voice dialogue
3. Collaboration
4. Turn up
5. Attending to / appreciating the speed bumps
6. Is my neck free/ available to move?
7. Include other parts in my self-image
8. Move around/shift
9. What can I learn here?
10. Changing pace – slow down
11. Be kind to self
12. Stop and listen
13. Go to the floor.

Wants / Needs:

1. To get more comfortable with following a 1^st approximation
2. Finding ways to keep / find the explorer in myself
3. In FI – how to contain a person’s story
4. Re-organise pelvis in relation to spine
5. Getting clearer about using rollers
6. Being more comfortable with FI on land ( not in water)
7. Getting clearer about the conversation in FI
8. Clarify reference movements – un ATM to real life
9. Breaking down the “want” into bite-size pieces.
10. Feeling more able to be in a state to do FI

TALK / INTRO (cont)

Discussion about the link between actions in ATM and FI, and activities of everyday life.

• Students did reaching actions as a movement and then with the clear intention of the action as part of daily life. What is the difference?
• Walk around greeting people with a hand shake and note how you do this- what distance are you from them? How long do you spend?
• Then use your other hand. How does this alter the experience?

 ATM :   Esalen 22   The left shoulder – lying on side

LUNCH

FI PRACTICE WITH PARTNER

Using position ( sidelying ) and movements from the ATM:

1. As the person is reaching with their arm forwards and along the floor above their head observe their shoulder movement.
2. With your hands on head, pelvis, spine listen/ explore the relationship of these parts to the movement of the reaching. Do you feel different things than you saw?

Join with another pair and discuss what you found 

FI DEMONSTRATION / PRACTICE

 With skeleton in sidelying – pressing through sit bones to head( vertical force transmission).

With only one sit bone you can tend towards side bending.

Remember to move their pelvis with your pelvis. ( Larry Goldfarb says that Moshe’s best friend was  “Eileen”)

With a partner in sidelying:

1. Pressing through one sit bone then two sit bones
2. Pushing down through C7,T1
3. Mapping the territory between the pelvis and head – feeling the spinous processes and the soft tissue in the gutters of the spine. The touch is quiet enough so that the person is not feeling any impulse to move.
4. Come back and push through the sit bones and /or C7,T1
5. Ask them to return to the reaching movement in the ATM

WHITEBOARD

Characteristics of Efficient / Ideal movement

1. Minimal effort
2. Participation of all of self
3. Equal distribution of work
4. No unnecessary work / lack of resistance
5. Most direct path / clarity of orientation
6. Reversibility
7. Being able to move in all directions without preparation

ATM:                 Esalen 23 – Audio recording of Moshe Teaching

TUESDAY                   6 October 2015

DYNAMIC SYSTEMS THEORY Presentation for the day by George Krutz

Random collection of embedded comments to whet your appetite for listening to the recording:

• Dynamic systems theory is an embodied notion of feedback.
• Complex dynamic systems can lead to complex adaptive systems
• Gregory Bateson was an anthropologist ( married to Margaret Mead )who loved Cybernetics
• The basis of cybernetics was “ the difference that makes the difference”
• A different logic applies to living things rather than objects. Kicking the dog / kicking the rock
• Living things not only react but take action
• There was a description of positive and negative feedback referring to James Watt’s steam engine and the Greeks water clock amongst other things
• George referred to Humberto Maturana and Francesco Varela and their contribution to dynamic organisation in living systems
• Mark Reese got in touch with Esther Thelan in 1992. Her field was the development of movement and cognition in humans.
• She showed that infant development is not only based on the increasing myelination of the nervous system
• Thelan did a Feldenkrais training and wanted to leave academia and work with babies
• Need learning to be durable / stable and Thelan used the term “soft assemblies” in talking about routines that are flexible enough to remain adaptable
• Heraclites – can’t stick your toe in the same river twice
• Systems theory- theory of the edge of chaos
• Systems take themselves to the edge of falling apart or if they retreat they can become moribund. How do you manage the parts between these extremes?
• Habit – retreat from the edge of chaos
• Increasing returns – once you get someplace then everything starts to organise around you. Eg typing keyboards
• Complex system doesn’t necessarily need to be complicated
• BOIDS – artificial life program. Contains three basic rules:

– don’t get too close

-try to match the speed/ direction of the person nearest to you

– try to go to the middle of the flock

GAMES

Form a large circle:

1. Take note of 2 people A & B – don’t let them know who they are. Try to stay as close as possible to A and as far as possible from B.

Observation:- settled into a stable pattern and they all went in the same direction by the end

1. Keep an equal distance between yourself and a new A& B. What was your tolerance – how close did you need to go? How quickly did you need to respond?
2. Same A&B but now only vary your distance from them by 50cm.

Observation : everyone was quieter and moved more slowly. By adding the constraint the system was less chaotic.

1. Keep on a line with your two targets.

ATM :                 AY 25 -On your cheek

LUNCH

GROUPS OF 3 or 4 :                 Discuss what the AY lesson 25 was about.

STUDENT CONTRIBUTIONS ON WHITEBOARD:

• Moving rest of self around the head
• Pelvis could drive the movement
• Spine changing shape
• How the movement / use of eyes organises the rest of self
• Lengthening / shortening muscles that go from shoulder girdle to spine – this allows easier movement
• More available movement in hips when upside down
• Lots of choice in the shoulder girdle movement
• Giving parts permission to move
• Arms are connected to the spine
• Changing our inner story
• Pelvis lightening the head and chest
• Shift in self-image
• Sleepy / frustrated

George added:

• the idea that the vestibular system is resting on the ground and we are moving around it
• There is an immediate challenge to the autonomic nervous system in this position
• Moshe talked about normal birth happens in this upside down position and that he was interested in those babies that didn’t go through this process.

Note: the adjacent possible and the patches experiment were mentioned.

George drew some great diagrams of a fitness landscape :

In order to get to the top of another hill you have to come down to the valley first and find your way up again

MOVEMENT EXPLORATION IN PAIRS

Person lying down on their back:

1. person on back bends one leg to standing position.
2. Partner move their knee R&L over their foot in an undifferentiated manner.
3. Move their foot to perhaps an easier position to move the knee R&L
4. Differentiate their movements R&L of knee from their foot
5. Keep knee still and move ankle relative to the knee
6. Person comes to standing and walks around

Come back to large group and discuss the elements of the process that worked for them

WEDNESDAY                     7 October 2015

TALK

Organisation for FI practicum next week

Stephanie talking more generally about elements in FI :

–  Getting someone’s story

– Talking during FI

–  Reference movements – drew Larry’s diagram

–  note- taking in your practice

ATM :                 AY 465 – Spinal twist with advanced opening.

Preceded with a long scan in standing and lying

LUNCH

MOVEMENT OBSERVATION

What did you notice when you were turning in Standing:

• Chain of motion
• Differentiated movement or not
• Initiation from feet
• Relationship between parts
• Eyes leading or not
• Range of movement
• How do you do it differently from one side to other

When someone is in sitting what questions can you ask with your hands in the action of turning?

• Involvement of parts
• Hands on T1 C7
• Steering rotation from tibial tuberosities
• Turning from hands on pelvis
• Turning from arms
• Turning from head

 FI DEMONSTRATION / WORKING WITH PARTNER

With Justine:

1. observe orientation / alignment of spine in sitting
2. look at movement of head on neck -Yes, no and eavesdropping motion
3. look at action of turning around
4. with hands on cheek bones and fingers on skull feel the movement in their upper neck.

Note; you can use these head movements at the beginning of the lesson to feel the responsive in the rest of their spine and can also do these movements for integration at the end of the lesson

5. Then move to use your hands to clarify what they do in the rest of themselves in the action of turning. Where is their self- image not so clear? Your organisation lets them know their ability.

MOVEMENT EXPLORATION

Self- exploration in sitting;

• Sense the contact of your sitting bones of the seat.
• Slide your fingers under your sit bones and roll your pelvis forwards and back wards so you move in front, behind and onto the sit bones.
• In each place try out the “no’ movement of the head only 5 degrees of movement.
• Which position over the sit bones makes a difference to the connection of movement through the spine?

Note: turning is the last global movement pattern to develop because of the complexity of of organising around the central axis.

DEMONSTRATION WITH SKELETON

Using a stick to look at the axes of movement – in pelvis, spine shoulder girdle. Observing the direction of force transmission through skeleton with Julian, Phil and Beverley-Anne lying on the floor.

 ATM

            Spine as a chain             Esalen no 7                             Janet

THURSDAY               8 October 2015

ATM :                 AY 523  Head on the left side – knee movements

IN PAIRS HALF WAY THROUGH LESSON:

Person on floor is lying on stomach with face turned to R. R hand near face and L arm long by side.

1. Trace the line of their spine using one hand or both. Once you reach the sacrum the person rolls their pelvis a little R&L
2. From the sacrum back up feel the parts of their spine as they continue to roll their pelvis. What parts are involved in the movt? – could use key grip or paper clip grip ( tips of fingers and thumb are touching )

Swap with your partner.

Notes:  Is your touch inviting movement or are you too insistent?

AT END OF LESSON:

Check the movement of their spine as their pelvis rolls R&L

FI PRACTICE

With skeleton and Kylie in side lying:

1. Support the vertebrae
2. Support the extensors
3. Then come back to spinous processes and see which direction they might be available to move in

LUNCH

PRACTICE DEVELOPMENT                                                       Jenni Evans

Four part flows in a practice. Communication, Relationships, Revenue and Expenditure

Initially explored with 4 part breathing pattern then in relation to body metaphor adding the elements of Time, Activity, Culture and Self –image.

ATM :                 Lying on a long roller          Stephanie Spink

FRIDAY              9 October 2015

 ATM :                  AY 466   Continuation until the eyes                   Janet

GROUPS OF 4

• What was AY 466 about?
• What was the reason for the leg being forwards on the floor?
• What were the movements of the shoulders/arms trying to evoke?

WHITEBOARD – ANSWERS TO QUESTIONS ABOVE

1. Softness in chest allows the rotation of the thoracic spine. In the twist the spine and ribs move relative to each other.
2. Leg forwards leads to differentiation between pelvis and thorax
3. By changing the amount of head support – get more movement in the cervical spine

– more ability to change shape

– relates to the alignment of the axis of the spine and you can get a clearer kinematic linkage between the head and the pelvis.

4. Shoulder blade freedom leads to ribs moving and connection with sternum and spine leads to more distributed movement
5. Purpose of the shoulder variation was to activate the use of abdomen
6. How the shoulder, jaw and eyes connect to our axial rotation
7. As more movement / connection was available at the upper sternum there was a correlation with more emotion being possible
8. Change of state eg joyfulness

FI PRACTICE WITH PARTNER

With a partner play with the element of the ATM lesson that you are most interested in.  (20 minutes each)

LUNCH

 LARGE GROUP – LIST THE ELEMENTS THAT YOU EXPLORED FROM THE LESSON

• Difficult to remember the moves – could invoke the “angel” factor
• Finding the whole self
• Finding axial rotation
• Finding comfort – permission to move
• Self- reflection / organisation. Finding comfort in self
• Insecurity – confusion between ???? and intention ( can’t read my writing! )
• Anxiety – acknowledge it. How do you give yourself room to move? Separating the internal voice, hands off, breathe, allow an idea to arise, go back to basics and make connection with person.

FI PRACTICE WITH PARTNER

1. Observe person in standing turning to either side . look for the easier side
2. Lie on table with the side that lengthens most easily on top with knees bent and resting on each other.
3. See if you can get length in their trunk by taking the pelvis down and back a little whilst keeping the ribs still.
4. Then go to any of the ideas about shortening the muscles in the abdomen – obliques or side flexors

ATM :                AY 529  Knees crossed having the pelvis lie right and left

 

MONDAY          12 October 2015

ATM : AY 121- Extending the arms and twisting to the back & AY530 – Crossing knees to sit

GROUPS OF FOUR

Get together with your ATM to FI group and discuss your process.

 FI PRACTICE WITH A PARTNER

Interview for FI:

1. Student – chooses something that they would like to do better
2. Practitioner – find a way for the person to demonstrate what they want. What questions do you want to ask them.
3. Give them the FI – refer to the list below for assistance

WHITEBOARD       Characteristics of Efficient Action – 2^nd approximation

• Absence of effort
• Weight shift – ease of
• Differences
• Base of support
• Use of ground
• Position
• Size of movement
• Reversibility
• Breathing
• Connectivity
• Kinematic chain
• adaptability

Stephanie added to Larry’s diagram from last Wednesday

LUNCH

JOINT OF THE WEEK :                 Typical cervical vertebra         (Justine and Linda )

FI PRACTICE

Swap with your partner this morning and do the interview and give them an FI

ATM

AY 12   Sitting with straight legs
TUESDAY                    13 October 2015

COMBINE TWO GROUPS OF FOUR

ATM to FI:

• teach the ATM to other group
• discuss how you took it to FI
• give the FI to the members of the other group

Lunch

TALK IN LARGE GROUP

About the process of taking ATM into FI.

Some embedded comments:

• Think about the intention ,but hold it lightly
• Explore possibilities rather than telling them
• Having a conversation
• Congruence with their pattern or not?
• Using a framework as a reference
• Equalising tonus throughout whole system will make a difference

ATM : AY 467     End of the twist                                  Janet

DEMONSTRATION ON SKELETON

Rib movements in sidelying:

1. Come closer together and apart in the action of side bending
2. In Turning – the ribs on the top side get further apart and the bottom side get closer together.
3. Can trace the ribs and find their connection to the vertebrae
4. Could fold ribs down and forwards or upwards whichever is the easiest direction for the person.
5. Can slide both hands in under the bottom side and roll the person from there
6. Can slide both hands underneath them (one from in front and one behind ) and do side bending by lifting the ribs and slide downwards in the direction of the pelvis.

FI Practicum handout was given to students to reflect on what they may ask for feedback on tomorrow.

WEDNESDAY                     15 October 2014

FI PRACTICUM WITH GENERAL PUBLIC

TWO GROUPS

Reflection and general feedback with group leaders – Stephanie or Janet

LUNCH

ATM : AY 289 Standing on one leg with movement   (otherwise referred to as part of the high point of the hip series)

During the lesson – in pairs – help to clarify the movements R&L and forwards and back of pelvis over ball of femur

FI DEMONSTRATION / PRACTICE

            With Naomi in sitting (check that she is on her sit bones):

1. Explore the nodding movement of the head – flex/ext in upper neck.
2. Explore the eavesdropping motion of head
3. Can you feel the willingness of the rest of their spine to follow the movements of their head?
4. Do the above in standing.

FI PRACTICE (cont)

1. Check movement of their head in standing
2. Person lying on back – probably will need rollers under their knees and ankles.
3. With hands under head – lift and glide head forwards (pecking movt). The breathing gets freer when the upper thoracic vertebrae are unweighted. Put in any support that is needed under their head.
4. Go down to their feet and find a way to push through their feet
5. In sitting- repeat the movements of their head
6. Expand the movements to include all of their spine ie going side to side and flexing / extending ( of course within their comfortable range)

THURSDAY               15 October 2015

SMALL GROUPS

Discuss the reflection questions on the FI handout – in reference to the FI that you gave the person yesterday.

GROUPS OF 4 OR 5

Discuss

• Ways in which you feel disrespected
• Ways in which you feel respected

WHITEBOARD :                 Ways that we feel disrespected:

• Being talked at / patronised
• Being judged
• Lack of consideration
• Not feeling valued
• Projection of someone else’s underlying assumptions.

 

Ways that we feel respected:

• Paying attention / being present
• Acceptance of who you are
• Clear boundaries
• Being listened to / time to respond / checking meaning
• Space
• Patience
• Cooperation
• Interested in finding out
• Appropriate distance / personal space
• Endorsement
• Trust / inclusion
• Consistency of response
• Confidentiality
• Being met at any moment without judgement
• Self- respect
• Synergy
• Be a light unto yourself
• Allowance ( much better described by Julian in recording )
• Being met at any moment without judgement

Cultural differences, values, awareness and self- awareness are aspects influencing both of the lists above

 ATM : AY 290   Standing on one leg with a hop

LUNCH

FI DEMONSTRATION AND PRACTICE             With Liz sitting on a stool:

1. Looking at / feeling movement of head on spine – forwards and backwards
2. Looking at / feeling side bending – as in reaching down or up
3. Exploring weight shift – lifting one buttock then the other
4. Hands on pelvis to sense side to side movement
5. Hands under greater trochanters to feel side to side movement
6. Person sits astride firm roller and practitioner can also be on roller behind the person
7. Place one hand on top of head as reference for side bending
8. Can shift their weight on the roller then differentiate their head

Note; Stephanie talked about specific use of rollers and mentioned that they are useful in clarifying counter balancing

ATM :             Roller under neck lying on back        based on Ruthy Alon’s movement towards oscillation.

Responses after the lesson:

• Head light – suspension from above
• Natural curve of neck is softly present
• Nausea
• Slack jaw / more height in standing
• Equalising the curves of the spine / tonus of body
• Could move in any direction easily
• Became aware of the sense of work in the neck
• Felt functional / focussed

FRIDAY              16 October 2015

JOINT / BONE OF THE WEEK

Fingers – presented by Kim, Nancy and Beverley-Anne

FI DEMONSTRATION / PRACTICE

With Nancy in sitting:

1. Movement of head on neck in flex / ext
2. Include the movement of the rest of her spine as head moves
3. Ask the person to actively turn and look to either side and look for the parts that come along in the movement or not.
4. Lying on back with knees bent feel how her legs connect with the rest of her. Check the connection

of her pelvis to head.

5. With roller under knees – check the connection from lower legs
6. Lifting head. Then lifting C7 T1.
7. Could use a roller under their neck. (A finer roller gives differentiation from the skull and possibly clearer movement and a softer roller can lead to yielding and more comfort.) It helps to give up the activity in neck extensors so that the person can move more easily into flexion.
8. Could do some compression down through head into spine to help equalise the muscle tonus in the spine.

FI PRACTICE

Exploring the curves of the spine and head / spine and jaw relationship.

1. In Standing or Sitting –

• Turning / folding / erecting
• look up, look down – observe / sense the involvement of their spine. Where they move a lot? Where there is a difference between sides.
• explore the direction / availability of movement of head on spine
• explore their head /pelvis connectivity

2. Lying on back with knees bent, feet standing

• roll head R&L
• sense the shape of the curve of their neck – explore pliability / differentiation and ability to lengthen
• weigh” / lift head / float head – pecking motion
• explore primary direction of their pelvis
• explore the availability of C7/T1 to move in all directions.

3. Lying on back with legs long roller under knees – choose the roller size and density that could offer support / challenge

• roll head / lift and lower head
• push through from feet
• choose variations of interest / relevance from ATM
• explore variations from your movement experience in upper ribs/ sternum / shoulder girdle / breathing

4. Return to no 2 and explore again

ATM : Standing on one leg with movements to the side      AY 291

TALK :             Alan Fogel – talk on movement and the development of sense of self.

Can be played on the training recording.

MONDAY          19 October 2015

INTRODUCTION FOR WEEK 3

– Dynamic Cylinder

Embedded comments:

“ Between the neck and pelvis are all the ways we express our incompetence” – Moshe in Potent Self.

– relationship between the throat , diaphragm, abdomen and pelvic floor is intact at birth as it is basic to survival.

POWER POINT – ANATOMY OF THE DYNAMIC CYLINDER

Embedded comments:

• There are no muscles on the front or back of us that cross the midline of our bodies.
• There are bands of fascia that do cross the midline.
• Many muscles don’t attach to bone – eg some facial muscles.

WHITEBOARD : What do you scan for in standing to see how organised you are / to measure your progress?

1. Feet / wgt distribution being over more of your feet
2. Length – sense of
4. Less sense of fighting yourself
5. Movement of breath
6. Being over your skeleton
7. Dynamic stability
8. Eyes on the horizon
9. Head feeling light and free to orient in different directions
10. Relationship to ground / contact and move across
11. Softness / flow
12. Pain / something is working too hard
13. Pelvis / head / feet connection
14. Being able to spread attention
15. Able to move in the cardinal directions with reversibility.

ATM :                 Abdominal differentiation   Julie Peck

Movement observation at start of lesson:

Does the person doing the active movements get shorter or longer as the lift?

1. Person on floor lifts a straight leg. How do they do it?
2. Observer then checks to see how heavy their leg is.
3. Person on floor lifts their head .
4. Observer then feels the weight of their head.

FI DEMONSTRATION / PRACTICE WITH PARTNER

Julie demonstrating with Kylie- Lying on her back:

1. Ask person to lift their head.
2. Ask person to lift their leg
3. Then set them up as if doing an FI. Make them more comfortable and find a way for the lifting to be easier for them. (Kylie’s pattern is into extension so Julie used a folded towel in the gap under her thoracic spine – which may shift the place that she can lift from ). In order for their head to lift more easily their thoracic spine and neck need to get longer.

LUNCH

POWERPOINT ON PROPER ABDOMINAL CONTROL

Including: Features of Correct Posture

1. Absence of effort
2. Absence of resistance
3. Presence of reversibility
4. Adaptable breathing

Absence of Effort:

• We still need to work in order to move through space and we do more work when pushing, pulling and lifting objects.

Demonstration with Lesley taken into working with a partner.

• Facing each other in sitting holding each other with one hand begin to pull against each other.
•  Where can you feel the effort in your system?
• What happens if you include your pelvis in the action?
• What happens if you include your legs?
• Notice that if you lengthen as you pull you use less effort.
• Too much effort leads to shortening

WITH A PARTNER

Discuss how you enact being weak / not good enough / inferior to the task

ATM :             AY 191       Pressing to the floor and breathing (breathing rhythmically #7)            Janet

TUESDAY        20 October 2015

ATM INTO FI

Groups of four people teaching ATM to another group.

Then discussing their process of turning the lesson into FI.

Then giving an FI to the people in another group

Lunch

 TALK / POWERPOINT AND MOVEMENT EXPLORATION

Anatomy of the pelvis and pelvic floor

ATM :             Pelvic floor and diaphragm          Julie Peck

In Sitting:Use both hands to feel for your sit bones

• try moving the back and forth. Notice that as the sit bones move backwards they get wider apart and as they move forwards they get closer together.
• Try it with the opposite configuration.
• Draw your sit bone and the greater trochanter closer together on the same side and see what happens to the movt back and forth on your pelvis.

GROUPS OF 3

Get together and observe the movements of the pelvis as above.

Can look in different positions. (short demo with Jim)

Embedded comments:

Transversus doesn’t change the shape of the cylinder.

Without their tonic musculature working people go to the end range of movement in sitting. (in either direction )

Overactivity of phasic muscles can lead to trunk rigidity

WEDNESDAY         21 October 2015

TALK / Q&A  Reference: Eric Franklin – Pelvic Power

Embedded comments in talk:

• All muscles have tonic and phasic components
• Babies don’t get volitional movement until the cortico-spinal tract grows
• Anti-gravity muscles have more tonic fibres
• Muscles closest to the skeleton have more tonic fibres
• Tonic contraction doesn’t fatigue but phasic activity does fatigue
• Tried sucking to notice the movement in soft palate and diaphragm. Then intentionally varied what we did with diaphragm and soft palate to see if we could still suck.
• Dynamic cylinder needs – width ( space across the front and back )

– length ( no part of cylinder is compressed )

• Pressure on the inside of the cylinder can equal the external pressure from the environment.
• The ‘ideal’ would be to be able to change the shape of the cylinder in any orientation without compression.
• Explored the fact that in mid range of a joint we can get a passive glide motion that is not available at end range
• When a joint is taken to end range then the muscles tend to switch off and the ligaments are left supporting the joint.
• Force transmission can easily go longitudinally through the skeleton when you have length.
• Dynamic cylinder is a pressure generator. ie like a balloon – as air goes in it gets taut under load.
• Our brains are making complex calculations all the time like how to get us from lying to standing.
• The brain does this by making predictions. The only way to interrupt our prediction/habit is to stop the movement and sense what is happening.
• Some of us need more novelty to keep our curiosity but once the curiosity is there then we need practice to learn something.

 MOVEMENT EXPLORATION

From lying to sitting to standing:

• In each position try to locate the initiation of your breathing. It should be in different places in each position.
• In standing with your knees bent hands on knees with arms straight and let bottom stick out- sense what happens to your breathing. With more skeletal support we are free to breathe
• When your skeleton is not supporting you properly you will stabilise yourself with your diaphragm.
• Julie then spoke about athletes running.

GROUPS OF 3

Interview process –hypothetical person coming for ATM or FI:

One person will ask for a physical ‘want’ that is movement.

Next person will choose a feeling request eg anxiety

Last person will have a sensing request eg I am heavy all the time.

1. What would you be interested in exploring with this person?
2. What will give you more information about finding out what they need
3. What questions would you ask them?

ATM :                 Potent self 1 Moshe & Julie

LUNCH

During lunchbreak the students watched Moshe giving Larry the first recorded lesson

LARGE GROUP                 Talked about Moshe’s self-use during the FI and what strategies he used

POWERPOINT

           Absence of Resistance:

With a partner – one person becomes a wall and the other is trying to push it over. (all work with nothing moving)

1. Find the sense of internal resistance in yourself then try to push the other. A chance to feel your habit.
2. Other person then moves quickly away – most often leads to the pusher losing balance because they are so committed to that direction.
3. Both facing each other with palms together press into each other without leaning. Finding your centre and length. Does this allow you to keep connected to the other person and be able to move?

 ATM :            Sitting in a chair       Potent Self 2, Moshe and Julie

There was a demonstration with Naomi about the initiation of moving towards a slump.

Can you find the place that a partner first moves from in order to slump? Can you then constrain that place and see what happens?

With partner in lying on their back- use a folded towel under the same part of their spine and let them rest there (drape)

Then ask them to lift a leg. How is it different?

THURSDAY               22 October 2015

JOINT OF THE WEEK

Toes – presented by Julian, Naomi and Susan

PRACTICE DEVELOPMENT                                                       Jenni Evans

Exploring the relationships between Activity, Time, People and Price, in managing a sustainable practice. Using the Feldebizness Planner to create a scenario and see what happens when any of the elements is changed.

Lunch

ATM : Jerry Karzen – Arm support in sitting ( Perth training segment 7 1998)                     Janet

FI PRACTICE WITH PARTNER

Find a partner that you will give an FI to tomorrow:

1. Do an activity / action. Other person puts their hands on to feel the point at which the person has lost reversibility in the movement.
2. Find the place at which the quality is still present in the movement and is therefore reversible.
3. This quality of movement is what you look for at the end of a lesson. At the end of an FI you want to keep someone in the range of motion that has all the properties of well organised movement.

GROUPS OF 4              Discuss:

1. Where do I lose reversibility in my life?
2. How do I organise this in myself ?

WITH YOUR FI PARTNER

Interview them about what they would like in their FI tomorrow (genuine request )

• Take 12 minutes to do this
• Constraint – you may not lie them down.

 OVERNIGHT REFLECTION

Need – What would they benefit from learning (in Feldenkrais terms)?

Accept – How might you go about this?
FRIDAY              23 October 2015

TALK

Embedded comments:

• Staying in Quality as a practitioner – leads to giving a good FI
• Quality comes through time, attention and making finer distinctions

ATM : AY 478   Chin movements on a chair

 WITH PARTNER                 Track some of the movements from the ATM:

• Clarify that the pelvis is leading the movement, not other parts of the spine. You can use the constraint of the initiation of movement with the person.
• Relationship of 1^st rib and pelvis?
• Is the manubrium sitting above the sternum?
• Assist them to give up some of the habitual contraction of the neck extensors. Then can you guide the manubrium to go straight down as the person lets their pelvis go backwards and their head slide forwards and down

GIVE AN FI TO YOUR PARTNER

 LUNCH

SWAP WITH YOUR FI PARTNER

 

LEARNING GROUPS

In your new groups for 4^th year:

1. Want – a clearer self-image of yourself as a practitioner. (what is your internal sense when you reflect on graduating next June?)
2. Need – What would you benefit from learning in Feldenkrais terms?
3. Accept – How might you go about this? (how do you go home and create the learning conditions and environment for yourself?)

Discuss 2&3 in your group

ATM :                 AY 528       Advancing on all fours

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