MOD009 – Alexander Technique

Definition

The Alexander Technique is a method of self-care that teaches how to change faulty postural habits to improve mobility, posture, performance, and alertness, and relieve tension and pain.

Explanation

The Alexander Technique focuses on the relationship between the head, neck, and spine, which F.M. Alexander called “primary control.” Practitioners use gentle hands-on guidance and verbal instructions to help students:

1. Become aware of and release unnecessary muscular tension
2. Improve posture and movement efficiency
3. Enhance body awareness and mindfulness in daily activities
4. Learn to respond to stimuli with conscious control rather than habitual reactions

Key aspects of the Alexander Technique include:

• Emphasis on the mind-body connection
• Focus on process rather than fixed positions or exercises
• Application to everyday activities like sitting, standing, and walking
• Use of “inhibition” – pausing to prevent habitual responses
• Learning to “direct” oneself with thought to improve coordination

The technique is often taught in one-on-one lessons, where the teacher uses gentle touch and verbal cues to guide the student through various movements and activities. Students learn to apply the principles in their daily lives to improve overall functioning.

Evidence to Efficacy

Research suggests that the Alexander Technique offers promising benefits for various health conditions and overall wellbeing. While more studies are needed, existing evidence indicates encouraging results:

A large-scale randomised controlled trial conducted in the UK, published in the British Medical Journal, found that Alexander Technique lessons provided significant long-term benefits for patients with chronic back pain. The study showed that 24 lessons in the Alexander Technique led to important improvements in function, quality of life, and reduction of days in pain.

Studies have shown particular promise for the Alexander Technique in addressing chronic neck pain. A trial published in the Annals of Internal Medicine found that Alexander Technique lessons led to significant reductions in neck pain and associated disability compared to usual care.

Research indicates potential benefits for balance and mobility in older adults. A study conducted at the University of Liverpool found that older adults who received Alexander Technique lessons showed improved balance and reduced fear of falling compared to a control group.

For Parkinson’s disease, a study published in the journal Clinical Rehabilitation reported that Alexander Technique lessons led to sustained benefits in balance and mobility for people with Parkinson’s, with improvements maintained at a 6-month follow-up.

The Alexander Technique has also shown promise for improving respiratory function. A study in the journal Chest found that participants who received Alexander Technique lessons showed significant improvements in respiratory muscular function and breathing coordination.

While more rigorous research is needed, these studies suggest the Alexander Technique’s potential to support health and wellbeing across various domains. The holistic nature of the Alexander Technique, addressing physical, cognitive, and behavioural aspects, may contribute to its wide-ranging effects. As research continues, the Alexander Technique shows promise as a complementary approach to support overall health, manage chronic conditions, and enhance quality of life.

The Neuroscience

Neural Reorganisation: The Alexander Technique aims to reorganise connections between the brain and body, enhancing movement patterns and promoting psychophysical equilibrium. It helps individuals change self-damaging postural and movement habits through conscious control.

Sensorimotor Learning: By focusing on awareness of movement and posture, the technique engages the sensory and motor systems simultaneously. This heightened awareness facilitates learning and improvement in motor function, particularly in everyday tasks like standing and sitting.

Neuroplasticity and Postural Control: Regular practice promotes neuroplastic changes in the brain, leading to improved postural control. Studies have shown that Alexander Technique training can reduce axial stiffness and increase adaptability of muscle tone.

Whole-Body Coordination: The technique emphasises the interconnectedness of the whole body, particularly the relationship between the head, neck, and back (referred to as ‘primary control’). This holistic approach engages multiple brain regions responsible for movement, sensation, and cognition.

Stress Reduction and Autonomic Regulation: By promoting body awareness and conscious control, the Alexander Technique can help regulate the autonomic nervous system, potentially reducing stress and its negative impacts on the body and mind.

Enhanced Proprioception: The practice improves proprioception – the sense of the body’s position in space – leading to more efficient and coordinated movement patterns.

The Alexander Technique offers a unique approach to movement education, leveraging the brain’s capacity for change to improve physical function, reduce pain, and enhance overall well-being. While more research is needed to fully understand its neurological mechanisms, many individuals report significant benefits from this mind-body practice.

Governing Body

The Society of Teachers of the Alexander Technique (STAT) is the main regulatory body for Alexander Technique teachers in the UK. Established in 1958, it’s the oldest and most widely recognised professional body for Alexander Technique teachers. It sets and maintains standards for teacher training and professional practice. It accredits training courses and certifies teachers, and maintains a register of qualified teachers. It also provides continuing professional development opportunities and promotes the Alexander Technique to the public and healthcare professionals

What Good Looks Like

In the context of the Alexander Technique, an exceptional experience should encompass several key elements:

• You should feel a sense of ease and lightness from the moment your session begins. Your teacher ought to create a calm, non-judgmental environment where you feel comfortable to explore movement without pressure or expectation.
• The session should be tailored to your unique needs and goals. Your Alexander Technique teacher should guide you through gentle, hands-on adjustments and verbal cues that are specifically relevant to your situation, whether that’s addressing chronic pain, improving performance, or enhancing overall wellbeing.
• You should be encouraged to move slowly and with heightened awareness. The focus should be on the quality of your movement rather than achieving a particular position. You ought to feel that you have permission to explore and discover new ways of moving at your own pace.
• Throughout the session, you should experience a growing sense of body awareness. You may notice subtle differences in how parts of your body feel or move, becoming more attuned to sensations you hadn’t previously recognised.
• The teacher should guide you to pay attention to the process of movement rather than the end result. You should feel encouraged to inhibit your habitual responses and explore various ways of moving, rather than trying to perform movements ‘correctly’.
• You ought to experience moments of insight or ‘aha’ experiences as you discover new, more efficient ways of using yourself. These realisations might relate to habitual patterns you hadn’t been aware of before.
• By the end of the session, you should feel a noticeable difference in your body. This might manifest as a sense of lightness, improved balance, easier breathing, or a general feeling of wellbeing and spaciousness within yourself.
• The experience should leave you feeling more connected to your body and more aware of your movement patterns. You may find that everyday activities feel easier or more pleasurable after the session.

Remember, a truly effective Alexander Technique session should be a journey of self-discovery, helping you to explore and understand your own body and movement in new and enlightening ways. You should leave feeling empowered with practical tools to continue applying the principles in your daily life.

What to Ask a Practitioner

Here are key questions to help you choose an exceptional Alexander Technique practitioner, along with desired answers:

How do you tailor your approach to individual students’ needs and goals?

Desired answer: Look for a practitioner who emphasises personalisation, mentioning how they assess each student’s unique movement patterns, habits, and objectives. They should discuss adapting their teaching style based on the student’s learning pace and specific challenges.

Can you describe your process for helping students become aware of their habitual patterns?

Desired answer: An exceptional practitioner should explain their method for guiding students to recognise unconscious habits, possibly mentioning techniques like hands-on guidance, verbal cues, and mirror work. They should emphasise the importance of self-observation and awareness.

How do you integrate the principle of ‘inhibition’ into your lessons?

Desired answer: Look for a practitioner who can clearly articulate the concept of inhibition – the pause between stimulus and response. They should explain how they teach students to recognise habitual reactions and choose a different response.

Can you explain your approach to teaching ‘direction’ and how it relates to everyday activities?

Desired answer: The practitioner should describe how they guide students to give mental directions for improved coordination and ease of movement. They should emphasise the application of these principles to daily life, not just during lessons.

How do you help students transfer what they learn in lessons to their everyday lives?

Desired answer: Look for a practitioner who discusses strategies for integrating Alexander Technique principles into daily activities, such as sitting, standing, walking, or specific tasks related to the student’s work or hobbies.

Key items that MUST be included in an Alexander Technique practitioner’s approach:

• Emphasis on the mind-body connection and treating the whole person
• Use of gentle hands-on guidance to convey the experience of improved coordination
• Focus on teaching students to be self-aware and self-correcting
• Attention to the quality of the student’s thinking and its effect on movement
• Commitment to empowering students to apply the principles independently

Remember, an exceptional Alexander Technique practitioner should make you feel comfortable, respected, and actively engaged in the learning process. They should demonstrate a deep understanding of the Technique’s principles and an ability to communicate them clearly and effectively.

Related Therapies

Tai Chi (MOD157): A Chinese martial art practiced for both defence training and health benefits, including stress reduction and improved balance.

Chiropractic (MOD029): A healthcare profession focusing on the diagnosis, treatment, and prevention of mechanical disorders of the musculoskeletal system, especially the spine, using manual adjustments and other techniques to improve function and alleviate pain.

Osteopathy (MOD121): A system of medicine that emphasises the physical manipulation of muscle tissue and bones to diagnose, treat, and prevent illness or injury, based on the principle that the body’s systems are interconnected and capable of self-regulation and self-healing.

Biofeedback (MOD136): Biofeedback is a technique that uses electronic monitoring of bodily processes to train individuals to gain voluntary control over physical and mental functions typically considered involuntary.

Massage Therapy (MOD097): This hands-on therapy involves manipulating the body’s soft tissues to relieve tension, reduce pain, and promote relaxation. It can enhance the effects of Reiki by addressing physical discomfort and improving circulation.

Somatic Experiencing (MOD152): Focuses on releasing physical tension and trauma-related symptoms by regulating the nervous system’s response to stress and trauma.

Yoga (MOD182): A physical and spiritual practice that combines postures, breath control, and meditation. Yoga can complement Reiki by promoting physical flexibility and mental clarity, enhancing overall well-being.

Feldenkrais Method (MOD056): A form of somatic education that uses gentle movement and directed attention to improve movement and enhance human functioning.

Physiotherapy (MOD207): A healthcare profession that assesses, diagnoses, treats, and works to prevent disease and disability through physical means, using evidence-based techniques to promote movement, reduce pain, restore function, and prevent disability.

Pilates (MOD130): A low-impact exercise system that focuses on strengthening the core, improving flexibility, and enhancing overall body awareness through controlled movements and breathing techniques, often using specialized equipment.

Rolfing (MOD096): A form of bodywork that reorganises the connective tissues to realign and balance the body.