Alternative content

 THE ALEXANDER TECHNIQUE

What is it?
DEFINITION AND EXPLANATION OF THE ALEXANDER TECHNIQUE
The Alexander Technique is used to identify and conquer reactive and repetitive limitations in thought and physical processes.  It is believed to ease and free movement, strengthen coordination, and provide physical balance.  Rather than a series of treatments or teaching of specific exercises, it endeavors to teach the mind and body to alter patterns of movement in daily activities.  The Alexander Technique helps individuals identify the correct amount of effort for each particular activity, and by doing this enables the body to retain more of its energy. 

What does it do?
BENEFITS OF THE ALEXANDER TECHNIQUE
Through use of this technique individuals can learn how to decrease stress and increase enjoyment of their movements.  Students begin to understand how their bodies can move most efficiently. Moving with less effort yields surprising improvements in how individuals look and feel, and utilization of the Alexander Technique is a lifelong method of self-care. 

Conditions that AT can help:
- Back and neck pain
- Carpal tunnel syndrome
- Rehabilitation after accidents
- Maximize breathing, playing of wind instruments
- Performers get past the plateau effect
- Reduce performance anxiety
- Control unwanted reactions, phobias and depression.

Where did it come from?
HISTORY OF THE ALEXANDER TECHNIQUE 
Frederick Matthias Alexander (1869–1955) was a Shakespearean orator who developed problems with his voice. After no physical origins of this malady could be found, Alexander began observing himself in mirrors.  He noticed that he was unnecessarily stiffening his entire body upon preparing to speak.  However, it took him eight years to resolve his vocal issues by utilizing these discoveries.

Alexander’s development of his techniques was based on empirical scientific methods.  He utilized observations of himself as well as logical conclusions to determine ways of easing the physical demands of any movement, including, standing, walking, speaking, and use of hands.  His methods were crafted to allow for additional experimentation, and training was developed to be repeatable and allowing of continuous development.

Alexander educated others of this technique from about 1931 to his death in 1955.  Although he primarily worked in London he lived with his brother Albert from 1941-1943 and passed his knowledge to Albert.

What is it based upon?
THEORY OF THE ALEXANDER TECHNIQUE
The Alexander Technique assists adherents to observing their habitual movements, and then learning a new way to move than increases the body’s expansion and allows movement with ease.  By doing this seemingly intractable chronic issues of pain and stress can be relieved, injuries can be avoided, and physical performance can be improved.

The Technique teaches individuals to be mindful of entrenched habitual movements and instead evaluate how one’s thoughts affect bodily movements.  Human beings are naturally programmed to be "creatures of habit;" Adaptation to repetitious environmental situations causes habits and routines to be developed as methods of coping with these events.

Such an adaptation works to assist the individual by creating system of behavioral reactions, causing less mental processing work. The downside of habitual behavior is the development of a "blind spot" to the situation and the inefficiency it has created.

One of the tenets of the Alexander Technique is that the accumulation of habits also entrenches unintentional side effects.  As a result, and individual begins to repeat all formerly accumulated habits, whether or not these are functional to the situation at hand.  The Alexander Technique helps an individual become aware of these automatic processes with the intention of ceasing and redirecting any habits that are interfering with the current intention.

Instructors in the Alexander method believe that Western cultures in particular tend to accumulate overly high numbers of side effects and needless habits.  As individuals develop and become older they submit to the cultural expectation of rapid performance without a mindfulness of the effects of this on the body’s structural design. This can take a toll on health ranging from emotional stress, worry, and feelings of sadness to specific physical problems.

Because of this, the Alexander Technique posits that much of these physical and mental challenges could be eliminated or lessened by learning a mindfulness of ingrained habits of little use.  Such habits generally prevent more functional processes and limit flexibility of thought and problem solving capabilities.

How is it done?
WHAT TRAINING IN THE ALEXANDER TECHNIQUE IS LIKE
A variety of teaching processes are used, but all share the goal of assisting the student to develop easier, more functional ways of transforming mental intention to physical actions without being deterred by maladaptive habits.  All individuals regardless of physical ability may participate, and Alexander Technique is generally taught through private sessions.  However, group teaching and seminars have become more common, especially as part of a specific sport or skill.  Many music and drama schools require their students to complete coursework in the Alexander Method.

Teachers train “pupils” in a personalized, living anatomy lesson. They use particular techniques of guiding the student to realigning and performing tasks differently through one-on-one hand contact.  The instructor will gently place his or her hand on the student’s head, neck or back to reveal to students the effortlessness of activity when correct movements and postures are used.  The instructors assist the students with crafting a specific system based on the student’s individual issues and areas of struggle.

At the beginning of a lesson the student may be asked to perform routine activities such as walking or sitting.  Then student may then lie on a table so new techniques can be learned without needing to maintain balance.  Based on the student’s needs, the teacher and student may also recreate a particularly stressful activity such as public speaking or shouting to enable the student to use the Alexander Technique in such pressured situations.

Any activity can be evaluated and addressed using the Alexander Technique, so many instructors allow their students to determine the choice of activity.  Instructors often have attained expertise in additional specialties such as working with children, assisting with repetitive movement disorders, or pain management.  Alexander Technique instructors hail from a variety of other occupations, including yoga teachers, dancer, or speech therapists, or sports coaches.

Who does it?
ALEXANDER TECHNIQUE PRACTITIONERS
Instructor training for the Alexander Technique requires a minimum three year period of training encompassing over 1600 hours of coursework.  Most AT professional teaching associations require continuing development courses.