Those Who Seek Relief Our habits can help us or they can hinder us. When our bodies have been injured, we typically adopt ways of moving that we believe will protect us from pain and discomfort. However, after the healing period is complete we often continue to carry ourselves in compensation. Over time, this unbalanced way of moving limits our mobility and puts stress on our system, reinforcing our belief that something is wrong and that our bodies are damaged. Somatic lessons work to free us of those beliefs and gives us a safe place in which to explore our movement and to rediscover our potential. Those Who Seek Performance The coordination of movement in time and space is an essential skill for all athletes and performers. When the body is optimally organized, movements feel effortless because they are distributed through the entire system. In such a case, no one part of the system receives undue stress because all the parts are participating in playing their role. Somatic lessons allow us to discover new methods of self-organization and coordination for better function.

Mind Body Studies Is: Subtle How fascinating that the seemingly smallest of changes can have such profound effects. I have found that I have grown more insight and gained more ability through the small shifts in Feldenkrais than I have in making my greatest efforts elsewhere. Mind Body Studies Is: Simple You don’t need a million gadgets and gizmos to use the Mind Body Studies approach. An open mind, a body and a floor are plenty to begin a world of change. Mind Body Studies Is: Empowering The role of a MBS practitioner is to help the student discover something about themselves so that they can have more freedom of choice in how they move and function. The student takes an active role in participating in these lessons and therefore own the movements for themselves. This work is not about trying to mimic the abilities of others or about achieving an abstract ‘ideal’ movement. It is about learning who you are and becoming the best version of yourself.

Somatic education works closely with the modern concept of neuroplasticity and our growing understanding of the brain body connection. It was previously thought that the brain was like a computer – there were certain areas designated for certain tasks and if those areas were damaged, those functions were lost forever. We now know that the brain is highly plastic (malleable), capable of incredible reorganization and learning, well into old age. A simple model illustrates that the brain receives sensory input from the body and delivers motor commands to the body. We now know that the path is not so direct and that the brain creates a body image through which it processes and perceives information. The accuracy of this body image often varies however, for different reasons including habits, learned behaviour and injury. Mind Body Studies use the principles of time, awareness and ease to provide a better opportunity for learning.

Mind Body Studies an integrative set of tools for improving function and realizing potential. It is a unique learning system designed to help others to identify how they move and to explore new forms of organization for better ease and performance.

Somatic education can benefit all beings capable of conscious thought and autonomous movement. While this work was initially developed for people it also has applications with animals.

Somatic education is different from most forms of therapy in the fact that it is a learning methodology. It is therefore less about what you do and more about what you discover. Somatic sessions are conducted through two modalities: Auditory: Verbal guided instruction progressing through a series of movements. Kinesthetic: Non-verbal guided instruction; resembling attentive body work.

Regarding individual lessons, there is no need for repetitive practice. In fact, it can be detrimental to do so. Remember, intention is key. There is an important difference between repeating a lesson slowly, attentively with an open sense of curiosity and repeating a lesson with the driven goal of ‘perfecting’ the movement. You can read more about the underlying neurobiology in our article section. As for how quickly to move from one lesson to the next, the pace is up to you. You may begin with one or two somatic sessions a week and observe how it fits with your needs and lifestyle. Remember, quality over quantity. It is important to have sufficient time between lessons in order to integrate what you learned. There is often much more accomplished while our system is ‘at rest’ than we realize. For more on how the brain processes learning, in our article section.

The audio somatic lessons are designed to provide you with an intention, not a prescription. There are no rules to follow, except to respect your body and to appropriately heed any signals of discomfort or pain. What is important is that you examine how you organize your movement and experiment with different alternatives. When a movement is well organized, it is seamless, elegant and effortless.

Look again, closely. As we take the time to hone our skills of observation, it is natural to discover differences and details that were invisible to us before. Try to expand your curiosity and accept the challenge with a sense of playfulness. What hidden things can you discover within each of these seemingly simple exercises? I bet there is more than you initially imagined.

No. You are welcome to try the lessons in any order or pick and choose as you wish. As always be considerate of your body and respect any sensations of pain or discomfort. Otherwise, the reasons for the suggested sequence are: To safely introduce a student to the field of somatic education. The initial exercises are designed to be the most considerate of common aches and pains. The positions and movements then become progressively more challenging to coordinate. To progressively build and challenge a student’s skill of observation. The earlier lessons provide a large number of external reference points or cues to provide feedback. The latter lessons call for a greater degree of internal body awareness and external spatial awareness.

The intention is feeling, not seeing. The overall goal is for you to first discover your habitual movement patterns, to become aware of what you are doing, then to further explore what you are capable of. For more information concerning the connection between neurobiology and somatic education, check out our article section.

Those Who Seek Relief Our habits can help us or they can hinder us. When our bodies have been injured, we typically adopt ways of moving that we believe will protect us from pain and discomfort. However, after the healing period is complete we often continue to carry ourselves in compensation. Over time, this unbalanced way of moving limits our mobility and puts stress on our system, reinforcing our belief that something is wrong and that our bodies are damaged. Somatic lessons work to free us of those beliefs and gives us a safe place in which to explore our movement and to rediscover our potential. Those Who Seek Performance The coordination of movement in time and space is an essential skill for all athletes and performers. When the body is optimally organized, movements feel effortless because they are distributed through the entire system. In such a case, no one part of the system receives undue stress because all the parts are participating in playing their role. Somatic lessons allow us to discover new methods of self-organization and coordination for better function.

Mind Body Studies Is: Subtle How fascinating that the seemingly smallest of changes can have such profound effects. I have found that I have grown more insight and gained more ability through the small shifts in Feldenkrais than I have in making my greatest efforts elsewhere. Mind Body Studies Is: Simple You don’t need a million gadgets and gizmos to use the Mind Body Studies approach. An open mind, a body and a floor are plenty to begin a world of change. Mind Body Studies Is: Empowering The role of a MBS practitioner is to help the student discover something about themselves so that they can have more freedom of choice in how they move and function. The student takes an active role in participating in these lessons and therefore own the movements for themselves. This work is not about trying to mimic the abilities of others or about achieving an abstract ‘ideal’ movement. It is about learning who you are and becoming the best version of yourself.

Somatic education works closely with the modern concept of neuroplasticity and our growing understanding of the brain body connection. It was previously thought that the brain was like a computer – there were certain areas designated for certain tasks and if those areas were damaged, those functions were lost forever. We now know that the brain is highly plastic (malleable), capable of incredible reorganization and learning, well into old age. A simple model illustrates that the brain receives sensory input from the body and delivers motor commands to the body. We now know that the path is not so direct and that the brain creates a body image through which it processes and perceives information. The accuracy of this body image often varies however, for different reasons including habits, learned behaviour and injury. Mind Body Studies use the principles of time, awareness and ease to provide a better opportunity for learning.

Mind Body Studies an integrative set of tools for improving function and realizing potential. It is a unique learning system designed to help others to identify how they move and to explore new forms of organization for better ease and performance.

Somatic education can benefit all beings capable of conscious thought and autonomous movement. While this work was initially developed for people it also has applications with animals.

Somatic education is different from most forms of therapy in the fact that it is a learning methodology. It is therefore less about what you do and more about what you discover. Somatic sessions are conducted through two modalities: Auditory: Verbal guided instruction progressing through a series of movements. Kinesthetic: Non-verbal guided instruction; resembling attentive body work.

Regarding individual lessons, there is no need for repetitive practice. In fact, it can be detrimental to do so. Remember, intention is key. There is an important difference between repeating a lesson slowly, attentively with an open sense of curiosity and repeating a lesson with the driven goal of ‘perfecting’ the movement. You can read more about the underlying neurobiology in our article section. As for how quickly to move from one lesson to the next, the pace is up to you. You may begin with one or two somatic sessions a week and observe how it fits with your needs and lifestyle. Remember, quality over quantity. It is important to have sufficient time between lessons in order to integrate what you learned. There is often much more accomplished while our system is ‘at rest’ than we realize. For more on how the brain processes learning, in our article section.

The audio somatic lessons are designed to provide you with an intention, not a prescription. There are no rules to follow, except to respect your body and to appropriately heed any signals of discomfort or pain. What is important is that you examine how you organize your movement and experiment with different alternatives. When a movement is well organized, it is seamless, elegant and effortless.

Look again, closely. As we take the time to hone our skills of observation, it is natural to discover differences and details that were invisible to us before. Try to expand your curiosity and accept the challenge with a sense of playfulness. What hidden things can you discover within each of these seemingly simple exercises? I bet there is more than you initially imagined.

No. You are welcome to try the lessons in any order or pick and choose as you wish. As always be considerate of your body and respect any sensations of pain or discomfort. Otherwise, the reasons for the suggested sequence are: To safely introduce a student to the field of somatic education. The initial exercises are designed to be the most considerate of common aches and pains. The positions and movements then become progressively more challenging to coordinate. To progressively build and challenge a student’s skill of observation. The earlier lessons provide a large number of external reference points or cues to provide feedback. The latter lessons call for a greater degree of internal body awareness and external spatial awareness.

The intention is feeling, not seeing. The overall goal is for you to first discover your habitual movement patterns, to become aware of what you are doing, then to further explore what you are capable of. For more information concerning the connection between neurobiology and somatic education, check out our article section.