Alexander Technique - Process

Process

Alexander's approach emphasizes the use of freedom to choose beyond conditioning in every action. The technique is applied dynamically to everyday movements, as well as actions selected by students.

Because of a change in balance, actions such as sitting, squatting, lunging or walking are often selected by the teacher. Other actions may be selected by the student, tailored to their interests or work activities such as hobbies, computer use, lifting, driving or performance in acting, sports, speech or music. Alexander teachers often use themselves as examples. They demonstrate, explain, and analyze a student's moment to moment responses as well as using mirrors, video feedback or classmate observations. Guided modeling with light hand contact is the primary tool for detecting and guiding the way past unnecessary effort. Suggestions for improvements are often student-specific.

Exercise as a teaching tool is deliberately omitted because of a common mistaken assumption that there exists a "correct" position. There are only two specific exercises practiced separately; the first is lying semi-supine; resting in this way uses "mechanical advantage" as a means of releasing cumulative muscular tension. It's also a specific time to practice Alexander's principle of conscious "directing" without "doing." The second exercise is the "Whispered Ah," which is used to coordinate and free breathing & vocal production.

Freedom, efficiency and patience are the prescribed values. Proscribed are unnecessary effort, self-limiting habits as well as mistaken perceptual assumptions. Students are led to change their largely automatic routines that are interpreted by the teacher to currently or cumulatively be physically limiting, inefficient or not in keeping with anatomical structure. The Alexander teacher provides verbal coaching while monitoring, guiding and preventing unnecessary habits at their source with a specialized hands-on assistance. This specialized hands-on requires Alexander teachers to demonstrate on themselves the improved physical coordination they are communicating to the student.

Alexander developed terminology to describe his methods, outlined in his four books that explain the sometimes paradoxical experience of learning and substituting new improvements.

Constructive Conscious Control

Alexander insisted on the need for strategic reasoning because kinesthetic sensory awareness is a relative sense, not a truthful indicator of factual bodily relationship in space. The current postural attitude is sensed internally as customarily normal, however inefficient. Alexander's term, "debauched sensory appreciation" describes how the repetition of a circumstance encourages habit design as a person adapts to circumstances or builds skills. Once trained and forgotten, completed habits may be activated without feedback sensations that these habits are in effect, just by thinking about them. Short-sighted habits that have become harmfully exaggerated over time, such as restricted breathing or other habitually assumed adaptations to past circumstances, will stop after learning to perceive and prevent them.

End-gaining

Another example is the term "end-gaining". This term means to focus on a goal so as to lose sight of the "means-whereby" the goal could be most appropriately achieved. According to Alexander teachers, "end-gaining" increases the likelihood of selecting older or multiple conflicting coping strategies. End-gaining is usually carried out because an imperative priority of impatience or frustration justifies it.

Inhibition

In the Alexander technique lexicon, the principle of "inhibition" is considered by teachers to be the most important to gaining improved "use." F.M. Alexander's selection of this word pre-dates the modern meaning of the word originated by Sigmund Freud. Inhibition describes a moment of conscious awareness of a choice to interrupt, stop or entirely prevent an unnecessary habitual "misuse". As unnecessary habits are prevented or interrupted, a freer capacity and range of motion resumes, experienced by the student as a state of "non-doing" or "allowing."

Primary control

This innate coordination that emerges is also described more specifically as "Primary Control". This is a key head, neck and spinal relationship. The body's responses are determined by the qualities of head and eye movement at the inception of head motion. What expands the qualities of further bodily response is a very subtle nod forward to counteract a common backward startle pattern, coupled with an upward movement of the head away from the body that lengthens the spine. Students gradually learn to include their whole body toward their new means of initiating motion.

Directions

To continue to select and reinforce the often less dominant "good use", it is recommended to repeatedly suggest, by thinking to oneself, a tailored series of "Orders" or "Directions." "Giving Directions" is the term for thinking and projecting an anatomically ideal map of how one's body may be used effortlessly. "Directing" is suggestively thought, rather than willfully accomplished, because the physical responses to "Directing" often occur underneath one's ability to perceive. As freedom of expression or movement is the objective, the most appropriate responses cannot be anticipated, but are observed and chosen in the moment.

Psycho-physical unity

Global concepts such as "Psycho-physical Unity" and "Use" describe how thinking strategies and attention work together during preparation for action. They connote the general sequence of how intention joins together with execution to directly affect the perception of events and the outcome of intended results.