POSTURAL ANALYSIS WORKSHOP at Movements Afoot

Taught by Doris Pasteleur Hall
and Nicola Wiener, Physical Therapist

This workshop is open to all Pilates, yoga, and dance teachers; personal trainers; bodyworkers and health care providers.
Date:   Sun   3/21/2010
Time:  1:30 PM – 5:30 PM
$120.00

Posture reflects our most fundamental organization and has the most profound influence over the way in which we move.  Postural analysis is an invaluable tool for interpreting this structural information. Developing the skill of understanding postural patterns can help us find ways to become more efficient and powerful in our movements.
Join us for this workshop in which we will:

• Observe the key bony landmarks from the front, back and side view
• Explore different ways of recording this information
• Discuss your observations and interpretations
• Consolidate your existing knowledge and expand your assessment skills
• Discuss problem solving strategies for different movement/bodywork modalities

Please come dressed in layers with appropriate lab clothes for assessing posture (shorts, sports bras, bathing suits etc.)

To register

There has been some interesting comments to my post Uneven Shoulders.    When a problem arises on a body level, a teacher should look below or above the issue.

The other issues is about what is scoliosis.

This is the definition of scoliosis in Wikipedia.

Cause

In the case of the most common form of scoliosis, adolescent idiopathic scoliosis, there is no clear causal agent [6]. Various causes have been implicated, but none has consensus among scientists as the cause of scoliosis. Scoliosis is more often diagnosed in females and is often seen in patients with cerebral palsy or spina bifida,[citation needed] although this form of scoliosis is different from that seen in children without these conditions. In some cases, scoliosis exists at birth due to a congenital vertebral anomaly. Occasionally, development of scoliosis during adolescence is due to an underlying anomaly such as a tethered spinal cord, but most often the cause is unknown or idiopathic.[citation needed] Some therapists like the referenced Hanna Somatic therapist believe that trauma to an adult can cause, not just asymmetry but an actual curve to the spine visible on x-ray, although no documentation is offered in her article. [7] Scoliosis often presents itself, or worsens, during the adolescence growth spurt.[8]

In April 2007, researchers at Texas Scottish Rite Hospital for Children identified the first gene associated with idiopathic scoliosis, CHD7. The medical breakthrough was the result of a 10-year study and is outlined in the May 2007 issue of the American Journal of Human Genetics.[9]

Even when a client comes in for a session, many do not record on their intake forms if they have scoliosis.  The other issue with clients with a scoliosis diagnosis is how was it determined.  Many did not have any medical imaging tests like MRI’s or Xrays.

When I begin an assessment of their posture, I look at how they organized their bodies in standing, lateral and forward pelvic shifts and standing on one leg.  A client with a “C” or “S” curve of the spine, I then assess where they are tight and weak.  With building  a lesson plan of releases, strengthening and movement awareness, I look how their bodies respond.

If their bodies make immediate positive changes (this is also determined on their fitness and awareness levels), I will lean to looking at a muscular imbalances as a diagnosis.  If the spine does not make changes, I will put on my back burner that there might be underlying causes for their spinal issues.

When I teach movement to everyone, I allow the client to find movement within their comfort zone.  I will make them aware for instance if one side is lateral flexing to one side better than the other.  By making them aware of their habits, they will make more positive change.

When I do my Hanna class with Laura Gates at Movements Afoot, the beginning of the class is making us aware of our posture and how we walk.  I can see my pelvis is rotated and one shoulder is higher.  Through the gentle movements of Hanna Somatics,  I feel my spine unraveled.  It is better than an adjustment.  At the end of the class,  I can see my posture has improved as well as my walking.

Testimonials

This month I taught Balanced Body University’s Pilates Mat I-II. It was so wonderful to teach just the right amount of material for a weekend course and have the time for everyone to intellectually and physicality experience new materials. Sometimes courses are so jammed pack with information without enough time to experience the material on a physical level.

Students were really able to make changes in their own practice and practice new teaching techniques on their colleagues. They learned to problem solve teaching with the Pilates material on different bodies. When issues came up such as the spine was too tight to do a rollup, I was able to give information how to open the back and how the BBU’s movement principles can facilitate change.

We also talked about teaching. Teaching is a passion and a skill. To be a successful teacher, one has to understand how clients’ learn, how to cue well and lead different teaching situations from privates to group classes.

Dr. Martha Eddy once led a class on the nervous system and learning. We were to learn a simple hand phrase.

1. We copied her phrase
2. counted it
3. gave names/images to each movement
4. sounds to each movement
5. use tactile cues such as using the floor, wall or our bodies

Then we talked to each other which method helped us learn the phrase. Everyone had different answers! I am such a visual learner and assumed others were the same. This class really taught me to try to understand my client’s preferences for learning.

The students had to teach a 45 minute class to each other and then I was to evaluate them. How I wished someone helped me in my earlier years of teaching. How one talks, phrases their voices and organizes the class are essential ingredients to a successful class.

In the structure of Balanced Body University’s Mat courses, there is detailed information about teaching. How wonderful to go over these materials, talk about our own teaching experiences, dealing with different types of clients and how to improve teaching skills.

When a new client comes in for a session, I look at their alignment. I look at how their bodies organize around their pelvis.

I take them through simple movements of lateral shift, forward shift and standing on one leg to see how they organize their upper and lower bodies. Their alignment tells me a lot about how they use their bodies, their preferences, their strengthens, tightness and weaknesses. The alignment of the pelvis reflects how they use their legs. More photos of testing of alignment

Some poor postures are hereditary due to abnormal bone growth or health issues. For many, posture is due to habits. We do not use our bodies evenly. The best example is we either write right handed or left handed

The upper body organizes around the pelvis. If the pelvis is unleveled and/or rotated, the upper body compensates. Otherwise our upper bodies would lean to the side if we didn’t adjust our spines. Our nervous system tries to organize the head over the tail. When the pelvis is misaligned, the upper body compensates to get the head better over the tail. A good example is scoliosis.

When the pelvis is misaligned, the legs become unbalanced. Some of us stand not evenly on one leg. This causes muscular imbalances in the legs. The adductors can have a different quality of tone than the abductors. The legs could reflect different tightness-es.

By understanding their habits of posture, I direct the Pilates workout to address tightness, weakness, and to take them through movements/space not explored by the client. For instance, if a client is laterally flexed to the right, side-bending to the left is usually more difficult. I might take them through more reps of side bending to the left to improve range of motion. With this new practice, most clients improve the range of motion. This creates balance.

Martha:
There is a difference between heredity, medical and functional scoliosis. Scoliosis is a lateral curvature of the spine. Hereditary scoliosis includes curvatures caused by abnormal bone development in the spinal column or even as a result of leg bone length differences. Medical scoliosis comes from diseases of the muscular or skeletal system like polio. Functional scoliosis involves curvatures caused by imbalanced use of the spine or even predominant use of the left or right hand in repetitive work especially when combined by imbalances of vision and hearing. Some scoliosis may result from injury.

Lesley:
How can a BodyMind approach help scoliosis?

Martha:
Working with alignment from both the inside and “outside” of the body can bring about deep postural change. As an example: The spine lacks balanced three-dimensional tensile support because of the “s “curve and “c” curve. The breath is diminished because of this misalignment of the spine. Improving breath patterns three dimensionally helps change the spinal uprightness “plumb-line alignment” from the inside.

Another way to view scoliosis is as postural asymmetry. One of the key asymmetrical aspects of our anatomy is the placement of our organs within the torso. The misalignment of scoliosis does not allow each organ to have its proper space. The BodyMind Centering© approach teaches participants to discover within themselves new volume for their compressed organs. Physical Therapist, Bartenieff’s approach involves finding markers for three-dimensional movement. For instance, movers are asked to draw an imaginary circle around them selves to get the arm and shoulder girdle rotating. By seeing the swivels in the arcs of the arm circle and then working to smooth them out old habits can be broken and new possibilities for movement and alignment are discovered.

How do you work with a client with scoliosis in a Pilates session?

Lesley:
I usually start an evaluation of their posture from a muscular skeletal point of view. I observe how they do simple actions in standing:
• Standing on one leg
• Shifting forward on one
• Lateral shifts
• A roll-down.

From those observations based on Kendall’s muscular testing, I address what is tight and their preferences for moving their bodies in space.

Scoliosis is an uneven rotation of the spine at different places in the spine. If the pelvis is rotated, the rest of the spine will counterbalance the main rotation with opposite rotations in the rest of the spine. If the body didn’t counterbalance poor alignment in one part of the body, the spine would be leaning over in one direction. Look at old barns that are about to fall down.

The body compensates to keep us upright.

I usually have the client move in planes;
• Lateral flexion-vertical plane,
• Rotation- horizontal plane
• Flexion & extension- sagittal plane.

Here the client can get in touch with their preferences of moving. Sometimes I give an uneven warm-up. If a client has a “C” curve to the right, they will side bend with more ease to the right than the left. I might even give homework to the client to practice more side bending to the least favorite side.

After I worked with the tight structures, I will have the client work on developing strength on the tight/weak side. As with the client with the right “C” curve, I will work on developing right-side back strength. Throughout the lesson, I will observe the client’s patterns for stability/mobility. My goal is to get muscular balance from head to toe. This BodyMind or somatic approach sees that scoliosis is an imbalance of the entire body. The Bartenieff Fundamentals exercises teach how to effectively observe the inter-relationships between all parts of the body in stillness and in movement.

How does Hanna somatics work with Scoliosis?

Laura Gates:

My first encounter with Hanna Somatic Education (HSE) as applied to Scoliosis was with my own body. I had danced all my life with a moderate “S” curve in my spine, which gave considerable problems along the way. I had looked for relief for years via various methods with no lasting results. During my first year of HSE training, I had a session with one of my teachers, and we re-patterned the muscles of my left side, taking away the chronic uncomfortable pressure on my viscera, and bringing my shoulders level for the first time! The increased oxygen intake was noticeable, and my upper back simply ceased to be the problem spot. I continued to use the somatic sequences often to keep my back happy.
Although some students with scoliosis attending my workshops report that the movement practice alone has given them some relief and more mobility, I highly recommend trying the hands on work of a private session to manifest accelerated change, and especially in the case of moderate to severe scoliosis.

Lesley: how do you work with clients with scoliosis with Hanna Somatics?

Laura:
Here’s how I have approached this issue: I first evaluate the client’s posture from all sides, then observe their walking habits, looking for where movement is missing, such as one arm not swinging, lack of motion in pelvis or shoulder movement in opposition to pelvis. I would then begin with the side most contracted, and focus on the core issues first. With various re-patterning methods, and some unique to Tom Hanna’s work, we would commence a collaborative process of recalibrating the contracted muscle fibers with the brain, resulting in a new resting length in, and more sensation in and voluntary control of the targeted muscles. With each session, we target more layers of muscle, the compensations in other parts of the body, and slowly unravel the riddle. More than half of the results I expect to get with this work are via the client’s explorations on their own in daily practice. The movement sequences I ask them to do, are specific to the muscles repatterned in that session. These sequences not only create new neuropathways and brain habits to replace the old dysfunctional ones, but give the person tools to profoundly increase their sensorial intelligence and continue and expand upon the changes made in the sessions. This work is all about the human re-educating their own SOMA, (the living, thinking body from the 1st person perspective,) with the assistance and guidance of the practitioner/teacher.

Movements Afoot