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Three Keys to Lasting Lessons

  • Move into meaningful context.
  • Move from table to action.
  • Move out of trance, into the world.

Have you ever given a good or even great FI lesson, after which your student said how great they felt after getting up off the table? There pain was less or gone, they were more relaxed, felt calmer and more at ease? Of course you have. Have you experienced that same client coming back and saying something like, “The effects of the lesson didn’t last very long” or, “I couldn’t hold onto the that nice feeling from the last lesson”? Probably you have, we all have had that happen.

For many clients, experiencing that blissful state of equanimity can be an important step in their learning and healing process. They may have never imagined that it could be possible to feel so well, or forgotten the last time they did. However, there is more to integrated functioning than bliss.

If they were not able to imagine that such a state could be possible, that would be a surprise, albeit a pleasant one. They were probably coming to get out of pain or something like that and the unexpected may just seem like an aberration or fluke. Our job as teachers is to help them integrate the new experience into their self image. They may also feel heavier, softer (even weaker) than they’re accustomed to, so have no idea how this state could be useful in their daily life, even it they are pain free. Or perhaps they just can’t incorporate too much change at one time.

Without the ability to integrate this state, they will often resort to what they know and that may include that what causes their pain in the first place.

In this workshop, You’ll be introduced to a technique I call, “Guiding Resistance.” We will explore how you can add some gentle resistance to movements derived from the ATM’s in the workshop in order to help your students organize their actions more clearly and effectively. You’ll also learn how to elicit your student’s needs and interests with questions that lead to a clearer understanding for creating the lesson, and what the student can do for him/herself. By guiding your student to a more dynamic state of self organization and then having them imagine how that would be in another setting or situation, you lead them to a state of dynamic presence.

We will use ATM’s from Alexander Yanai and concepts I’ve learned from the world of strength and mental training. The emphasis will be on working actively with your students to augment the work you already do on and off the table.