Heads Up - Enough Anatomy Module 4

Kathi Schlesinger

Online Anatomy course: Candy Conino - April 8th June 10th 2021

15

Future Life Now USA

Rebecca Bushby

How to Build a Successful Online Business - Ideas fm Cynthia Allen Cincinatti OHIO USA

3

Back Together Community Day

simon slieker

Multiple activities.

4

Enough Anatomy

Linda Kendell

Candy Comino has run a series of anatomy lessons for Feldenkrais Practitioners. I have currently enrolled in four of the six units and will complete the remaining 2 units in the second half of 2021

34

Getting Grounded Gracefully

Jane Morrissey

I listened to all of the Getting Grounded Gracefully classes by Robert Webb, then taught them to my ATM Class.

16

ATM study & development

Kathi Schlesinger

Working with colleague - Cassandra Morrow Ongoing from September 2020 - June 2021

24

Demystifying the shoulder

Kathi Schlesinger

Anatomy course - Candy Conino

12

Core Clarity

Kathi Schlesinger

Anatomy course - Candy Conino

12

Feldenkrais Summit

Roger Bowden

Watching re-recorded interviews

1

Feldenkrais Summit

Roger Bowden

Watching pre-recorded interviews

1

Diploma of Massage

Justine Reilly

Includes units in anatomy and physiology.

30

AFG Study Day 30 May 2021 9:30-4:30

Carolyn Pile

The study day provided an opportunity to learn from and network with colleagues. It also provides an opportunity to provide support to emerging practitioners.

7

Feldenkrais Study Group online 23 May 1:30-4:30

Carolyn Pile

Ruth Frommer Assistant Feldenkrais Trainer presented an analysis of a video of Feldenkrais working with Rieke 30/06/1980.

3

FIG Feldenkrais Interest Group Online

Carolyn Pile

Holly Huon CFP presented on strategies for working with clients who are affected by trauma.

2

Feldenkrais summit

Carolyn Pile

The Feldenkrais Summit was conducted online for 11 days. It provided a rich environment for learning as there was a different theme for each day, and it was conducted by a wide range of international presenters. Topics were thought provoking and extended my learning in broadening my awareness of applications of Feldenkrais. It also increased my knowledge in particular areas of interest.

11

BLS Practical Assessment

Carolyn Pile

Mandatory training successfully completed.

1

Pain Management Study Group

Carolyn Pile

Convened by OTAustralia VIC. Presented by Fiona Thomas OT on her research into changes in self-efficacy having attended a pain management program. Feldenkrais is integrated into their program. CPD certificate available.

1

Basic Life Support online

Carolyn Pile

Annual mandatory training

1

Listening with Whole Self David Kaetz #2 + catchup

Anna Yen

Dominant eye , listening, calling on parts of our locational , navigational ability through play with eye patch and juggling ball. Also engaged with Catch Up session.

5

Perth FPTP segment 3 Audit

Tanya Saxon

Attended Perth 3 FPTP for segment with Elizabeth Beringer

30

Larry Goldfarb, A Training Program Online

Tanya Saxon

Attended 30 hours+ of Training program in Netherlands with 2 x 2 hour face to face meetings / week over 12 weeks, plus online attendance and homework

30

Listening with the Whole Self

Anna Yen

Online Course with David Kaetz. First lesson of three, plus introductory technical meeting

3

Studying Shaolin Chan Kung Fu

Anna Yen

Shaolin Kung Fu is a martial art which emphasises an integration of the whole self whose ultimate purpose is awareness and the cultivation of human dignity. There are many similarities between the process of practicing Kung Fu and the practicing Feldenkrais. The study and practice of one enhances the study of the other.

20

Attending Stephen Rosenholtz's 5 Winds Kata online

Anna Yen

Based on Moshe Feldenkrais's 'series' of teaching on the '5 Winds Kata', Stephen led an online course, breaking down the process into 8 one hour lessons.

8

Study Group

Christine Heberlein

Study Group Feb13/27, March 12/26, April 16, July 2/16/30, August 12

10

Challenges to Possibilities

Christine Heberlein

Challenges to Possibilities Zoom workshop

5

Move Better Feel Better AFG Summit

Christine Heberlein

Videos and zoom - AFG 2020 Summit

15

graduate certificate pelvic floor

Leonie Hearn

Graduate certificate in pelvic floor and dysfunctions, will be attending Melb Uni 2021, will complete October 2021

-200

The Principle of Oppositional Movement

Anna Yeatman

David Zemach-Bersin and Olena Nitefor -- 3 day training that can be accessed from recording of live on line offering. I am thus putting a date that is arbitrary because I access this training when I want to and do so repetitively.

18

Taking ATM Teaching into the Future #2

Anna Yeatman

Zoom-based advanced training offered by Jeff Haller as follow up to the first series -- also 8 two hour sessions

16

Taking ATM into the Future #1

Anna Yeatman

Zoom-based advanced training offered by Jeff Haller -- 8 two-hour sessions

16

Sydney Study Group

Anna Yeatman

Zoom-accessed practitioner study group led by Zoran Kovich

36

Hobart Study Group 2020

Anna Yeatman

Practitioner study group working with the Esalen series

17

Pelvis Alive with Ralph Hadden

Lachlan Fleming

05/02/2020 Laneway Learning Melbourne

1

Free the Neck with Ralph Hadden

Lachlan Fleming

14/03/2020 Laneway Learning Melbourne

1

Self FI with Jenni Evans via Zoom

Lachlan Fleming

24/04/2020 Self FI with Jenni Evans via Zoom

1

SEAUS 2 ATM class and discussion

Lachlan Fleming

weekly 1.5 hours ATM class and discussion with SEAUS 2 practitioners via Zoom 15/04/2020 22/04/2020 06/05/2020 13/05/2020 20/05/2020 27/05/2020 03/06/2020 10/06/2020 17/06/2020 29/06/2020 17/07/2020 29/07/2020 12/08/2020 19/08/2020 26/08/2020 02/09/2020 16/09/2020 23/09/2020

18

Virtual Feldenkrais practice over Zoom

Lachlan Fleming

Virtual Feldenkrais practice over Zoom with fellow practitioners 21/10/2020 28/10/2020 04/11/2020 11/11/2020 18/11/2020 25/11/2020 02/12/2020 09/12/2020 16/12/2020

9

ATM classes with Ralph Hadden 2020

Lachlan Fleming

Weekly ATM classes with Ralph Hadden 1 hour class at CAE and online 28/01/2020 04/02/2020 11/02/2020 18/02/2020 25/02/2020 03/03/2020 10/03/2020 17/03/2020 24/03/2020 31/03/2020 07/04/2020 14/04/2020 21/04/2020 14/05/2020 19/05/2020 21/05/2020 28/05/2020 11/06/2020 18/06/2020 1/07/2020 23/07/2020 30/07/2020 13/08/2020 20/08/2020 27/08/2020 03/09/2020 17/09/2020 24/09/2020 01/10/2020 08/10/2020 15/10/2020 22/10/2020 29/10/2020 05/11/2020 18/11/2020 19/11/2020 03/12/2020 10/12/2020 17/12/2020

39

Virtual Feldenkrais Video Training Series with Ale

Lachlan Fleming

Virtual Feldenkrais Video Training Series with Alen Questel 23 weeks of analyzing virtual FI lessons, ATM recordings, and commentary videos. minimum 5 hours per week.

100

Virtual Feldenkrais practice over Zoom 2021

Lachlan Fleming

Virtual Feldenkrais practice over Zoom with fellow practitioners 10/02/2021 24/02/2021 10/03/2021 24/03/2021 31/03/2021 w Alen Questel 21/04/2021

6

Virtual Feldenkrais practice over Zoom 2021

Lachlan Fleming

Virtual Feldenkrais practice over Zoom with fellow practitioners 10/02/2021 24/02/2021 10/03/2021 24/03/2021 31/03/2021 w Alen Questel 21/04/2021

6

ATM classes with Ralph Hadden 2021

Lachlan Fleming

04/02/2021 11/02/2021 18/02/2021 25/02/2021 04/03/2021 18/03/2021 25/03/2021 8/04/2021 15/04/2021

9

CPD Dairy from previous AFG site

Kerrie Hart

CPD Dairy from previous AFG site

0

Jeff Haller ATM via Zoom

Christine Heberlein

Jeff Haller ATM via Zoom

2

Jeff Haller ATM via Zoom

Christine Heberlein

Jeff Haller ATM via Zoom

2

Jeff Haller ATM via Zoom

Christine Heberlein

Jeff Haller ATM via Zoom

2

"Breathing" via Zoom

Christine Heberlein

"Breathing" via Zoom with Anat Baniel

7

ATMs with Arlyn Zones

Donna Deland

Participated in online ATM classes with Arlyn Zones on Sept. 9, Oct. 2, 9, 16, 30 and Dec. 11, 18

7

ATMs with Arlyn Zones

Donna Deland

Participated in online ATM classes with Arlyn Zones on March 5, 12, 19 and April 2

4

Melbourne Practitioner Training Programme

Donna Deland

Participated as attending practitioner

24

Sweet Habits

Donna Deland

AT with Maggie Slattery

9

Melbourne Practitioner Training Programme

Donna Deland

Participated as attending practitioner

12

Moving Beyond Resistance

Donna Deland

Workshop with Ruth Frommer incorporating ideas from Aikido

6

Irradiating Hands

Donna Deland

AT with Zoran Kovich working with ideas from Moshe's 'Irradiating the Hands' lesson

15

Calming the Nervous System

Donna Deland

Workshop with Lisa Campbell focusing on helping clients with chronic pain and/or trauma

13

Becoming an Environment for Functional Integration

Donna Deland

AT with Jeff Haller focusing on self use

30

Making More of FI

Donna Deland

AT with Julie Peck analysing Amherst FI videos and putting them into practice

30

Skeletons Alive Worshop

Donna Deland

5 day workshop 'elasticising' a skeleton

27

Amherst Study Group

Donna Deland

Study Group lead by Ruth Frommer and run via ZOOM

3

Amherst Study Group

Donna Deland

Study Group lead by Ruth Frommer and run via ZOOM

3

Amherst Study Group

Donna Deland

Study Group lead by Ruth Frommer and run via ZOOM

3

Amherst Study Group

Donna Deland

Study Group lead by Ruth Frommer and run via ZOOM

3

Amherst Study Group

Donna Deland

Study Group lead by Ruth Frommer and run via ZOOM

3

Online ATM Classes with Arlyn Zones

Donna Deland

Weekly Friday ATM lessons conducted via ZOOM

20

5 Ways Forward: Embodied Pathways out of Anxiety

Donna Deland

Online advanced training with Molly Tipping. NB. the 10 hours claimed is comprised of 5 hours live screen participation and 5 hours prepartion watching video material and reading.

10

Caroline Voogd

null

study group

Caroline Voogd

Group work on Artificial floor. Larry Goldfarb workshop.

3

study group

Caroline Voogd

Group work on Artificial floor. Larry Goldfarb workshop.

3

Study Group

Caroline Voogd

Group work on Artificial floor. Larry Goldfarb workshop.

3

Study Group

Caroline Voogd

Group work on Feldenkrais resources. currently doing workshop by Larry Goldfarb on artificial floor.

3

Theme and Variations of the hip joint

Naomi Richards

Esalen lesson 6

1

Fascia as a Sensory Organ

Naomi Richards

Presentation by Dr Robert Schleip at 2019 Summit, The Map is the Territory

1

Delman Embodied Life Australian retreat

Jennifer Guild

Embodiment and Awareness - connections of the Feldenkrais Method in the field of spirituality.

12

Alan Questel AT - giving virtual Feld. lessons

Jennifer Guild

Exploring giving virtual Feldenkrais lessons - ongoing online training July 2020 - April 2021

25

teaching & mentoring Feldenkrais Students

Margaret Mayo

Fri, 14/08/2020 attending Awareness through Movement Lessons by Zoom with Arlyn Zones 18 Mon, 20/07/2020 presenting to London Training Programme by Zoom 6 Mon, 20/07/2020 presenting to London Training Programme by Zoom 6 Thu, 28/05/2020 Discussing M Feldenkrais working with Neil Marcus with Robyn Wright, student 20 Sat, 24/08/2019 London Training Programme August 2019 30 Fri, 24/08/2018 Working & attending a Training Programme 60 Fri, 18/08/2017 London Feldenkrais Training Programme 60 Sun, 22/01/2017 SEAUS 1 Feldenkrais Training Programme 30 Total SUM 230

50

teaching & training Feldenkrais Students

Margaret Mayo

Awareness through Movement Classes with Arlyn Zones - 12 hours Tutoring London Student by Zoom Including watching videos of Feldenkrais working - 20 hours Lecture Preparation to London Students - 5 hours

37

Surprise in FI

Linda Hardey

Advanced Training with Elizabeth Beringer

18

Perth FPTP 2 weeks

Linda Hardey

Attended Perth Training with Elizabeth Beringer as the Trainer. Assisted with giving student Practicum FIs.

60

Constructing an image of action. The Art of FI

Linda Hardey

An Advanced Training facilitated by Arlyn Zones which was entitled 'The Art of FI. Constructing an Image of Action". it involved 2 days of doing more complex ATMs and exploring them in increasing detail in FI exercises. The workshop was built around the image of the whole person in action. Key points on the body were brought into focus to produce a better organised functional movement pattern.

14

RMT Rhythmic Movement Training

Linda Hardey

This workshop was conducted by Evonne Bennell. Rhythmic Movement Training (RMT) is a movement based, primitive (infant or neo-natal) reflex integration program for infants, children and adults using developmental movements, gentle isometric pressure and self-awareness to rebuild the foundations necessary to help overcome learning, sensory, emotional and behavioural challenges. RMT movements follow the infant’s journey from womb world, birth and the first 12 months or so after birth, from head control, floor exploration, to rolling, creeping and crawling on hands and knees and preparing to walk. The natural movements babies make through these stages of development are crucial for laying the neural pathways and myelination of the brain. They are vital for establishing head control, optimum muscle tone and posture and the basis for our abilities to move live and learn. RMT enables the integration of retained, or underdeveloped, infant reflexes (also called primitive reflexes or neo-natal reflexes) and improve the processing of sensory information which have been identified in the interruption of: the natural flow of baby’s developmental milestones Posture and body organisation, Nervous system maturation, Learning challenges- dyslexia, dyspraxia, writing problems, focussing and comprehension challenges, co-ordination difficulties Contributing factors to presentations such as ADD/ADHD, and Asperger’s Syndrome.

21

Dynamics and Rhythm in ATM and FI

Linda Hardey

A 2 day workshop exploring links between ATM and FI looking at rhythm timing and spatial concepts by Maggie Slattery

14

Working With Children 3

Linda Hardey

A WWC workshop facilitated by Janet Auret and Lauren D'arsie exploring being upright and moving through space, in the early stages of walking. Based on the developmental stages of babies. Included ATMs, discussion and working in small groups. 3 days. in Brisbane. August 9th to 11th 2018.

18

KYOTO IV FPTP in Japan. attended and assisted

Linda Hardey

Attended The Kyoto IV FPTP as assistant trainer in training. Segment Trainer was Jerry Karzen. Educational Director is Ruty Bar. I participated in a supporting role to the students who were doing their 2nd last segment before graduating. I also gave private FIs and coached students before their practicum.

35

Working With Children

Linda Hardey

WWC- A 5 day course module 1+2, facilitated by Janet Auret and Lauren D'arsie. From Birth to Standing. The course involved 5 days, in person listening to lectures by Janet and Lauren, doing ATMs, partner and group exercises working with material from ATM, group discussions, watching and discussing video footage of babies and children.

35

ATSO with Larry Goldfarb

Linda Hardey

ATSO, A Training Segment Online was an online advanced training led by senior Feldenkrais trainer Larry Goldfarb, It started when the Covid 19 lockdown began. It was based on the final segments of the Amsterdam 5 Training which Larry led. It comprised of a series of talks, discussions, ATMs, videos from the Amsterdam Training, small breakout room discussions, with homework to be done in between each session. It was 2 hours twice a week for 10 weeks. it featured moving across the floor.

24

Sun, 06/09/2020 Primordial Connections 12 Sun, 10/

Linda Hardey

Online Advanced Training led by David Zemach-Bersin. On Primitive patterns that emerge from birth, and how they affect our organisation and how we can use them to influence our tone and improve the quality of our movements. Relating movements of the tongue and eyes to larger movement patterns. It was 4 hours per day for 3 days.

12

received FI lessons

Robyn Lavery

Mary Kelsey

9

Teaching weekly ATM lessons

Robyn Lavery

6

TOM TOM Conference Oct 2019

Robyn Lavery

15

SEAUS2 in Melb with Jeff Haller

Robyn Lavery

30

Making More of FI Advanced Training

Robyn Lavery

Julie Peck AT

28

ATM Reviewed

Robyn Lavery

30

Working with Infants Advanced Training

Robyn Lavery

19

Participating in B3 training segment

Robyn Lavery

13

Julie Peck Advanced Training

Robyn Lavery

13

Prepare new material

Margo Nichols

Reading related text: James Nestor, "Breath: the new science of a lost art", Penguin 2020.

5

Turning challenges into opportunities

Susan Fitch

Feldenkrais summit: Turning challenges into opportunities for special needs families

8

Presented to professional colleagues

Susan Fitch

Preparation and presentation of In-service on working with people with Scoliosis

3

ATM

Susan Fitch

Participating and mentoring Feldenkrais practitioner colleague

3

Legal requirements of professional record keeping

Susan Fitch

Inservice

1

Simulated patient activity

Susan Fitch

education of physiotherapy students through a simulated learning environment

9

Bowing with the whole self

Susan Fitch

Cello workshops by Michael Tweed-Kent, Feldenkrais practitioner and cellist, Amsterdam

14

Bowing with the whole self

Susan Fitch

Cello workshops by Michael Tweed-Kent, Feldenkrais practitioner and cellist, Amsterdam

10

Models for understanding Chronic Pain

Susan Fitch

Critical Physiotherapy Network Christine Price (patient) Rani Lilli Anjun (Researcher, educator, philosopher) Matt Lowe (Physiotherapist specialist in chronic pain)

1

Bodily ways students know about and through bodies

Susan Fitch

Critical Physiotherapy Network webinar Anne Dudrun Langaas - Oslo Metro University, Norway A/lise Middleton - University of Oslo, Norway

1

Move Better Feel Better

Susan Fitch

International Feldenkrais Awareness summit Various presenters

21

Vertigo in ED settings

Susan Fitch

Webinar on case studies

2

Series of ATMS by David Zemach-Bersin

Susan Fitch

ATMs for practitioners Short Feldenkrais Lessons for a healthy Nervous system

1

Series of ATM

Susan Fitch

Series of ATMs for practitioners

11

Telehealth Webinar

Susan Fitch

Presentation on use of telehealth

1

Principle of power Webinar Julia Peck 2/3/7/16

Gemarja Lomas

Principle of power head free for orientation

3

Gerlinda Haase Understanding rotatio.

Gemarja Lomas

In this workshop Gerlina Haase used AY lesssons to improve our understanding of rotation

12

Community day Thalia Castle

Gemarja Lomas

Discusssion about Feldenkrais and Scoliosis with presentation of case history Related ATM by Ann Scanlan

4

Embodied life Jenny Guild 27.11.16

Gemarja Lomas

Embodied life {Russell Delman} It is: Feldenkrais Mindful meditation Focusing

6

preparation of 40 Atm lessonns using AY lesssons,

Gemarja Lomas

4 term 10 lesssons Term 1 Using preparation Moshe's Awareness Through Movement Book Term 2 Using Larry Goldfarb Triology for preparation . Term 3 Using Bones for life of Ruthy Alon in preparation. Term 4 Using All Atm's for scoliosis using Paul Newman's and Mia Segal's work for preperation

10

the brain 's way of healing reading

Gemarja Lomas

Reading and discussion about it with colleagues.

8

Book of Joachim Farias Limitless

Gemarja Lomas

t is about clients I see with Dystonia. What it is and what you can do in regard to their symptoms How your movement can heal the brain

5

Mid Summer intensive 2 by Dennis Lerie

Gemarja Lomas

22 standing awareness to movement lessons to improve standing

25

40 Feldenkrais classes presented to the general pu

Gemarja Lomas

first term 10 classes Gerlinda "Haase 's workshop "Understanding Rotation" second term 10 classes Dennis Lerie Standing lessons third term 10 classes improving Hands mostly from the AY' Lessons 4th Term 10 classes to teach juggling at the last class

20

Flexible bodies and flexble mind

Gemarja Lomas

ATM's to expande the self image by paying attention to parts of the self that are out of awareness , to enable you to include more of your self in using your mind and functional movements

14

Advanced training Lisa Campbell

Gemarja Lomas

Calming the nervous system :helping our clients manage pain and trauma using feldenkrais and somatic experience

7

Advanced training with Lavinia Plonka

Gemarja Lomas

Feldenkrais and the power of feeling Using ATM's and emotional patterns.

14

Preparing of 20 feldenkrais group classes

Gemarja Lomas

Research and studying ,preparing and presenting lessons for the group This year the themes were sitting by Dennis Leri and Carol Kress

40

Gerlinda Haase

Gemarja Lomas

ATM lesson based on AY lessons Theme was finding better balance on your feet and more balance in life

12

Powerful arms Lisa Campbell and Ruth Frommer 23 .

Gemarja Lomas

Learn how to reduce strain Generate arm power from larger strong muscles Discover how your arms can support your hands to move softly

3

Soft hands Lisa Campbell and Ruth Frommer

Gemarja Lomas

Learn about Reduce unwanted muscular effort and tension Explore how you can use your hand more softly Enhance your dexterity sensitivity and confort

3

Surviving a culture of screens Lisa Campbell and R

Gemarja Lomas

Learn about Reduce chronic shoulder , neck and eye pain Discover healthy screen habits Explore how mindful can keep you screen fit

3

Preparation ,researching AY LESSONS and running 40

Gemarja Lomas

Term 1. MOVEMENT BASICS Term 2. BALANCE AND FALLING Term 3 POWERFULL ARMS AND SOFT HANDS Term 4 HIPS/RIBS AND FEET

20

Russell and Linda Delman Talk and meditation about

Gemarja Lomas

Informative about their journey

2

Move better. Feel better summit Day 1 Larry Goldfa

Gemarja Lomas

The lesson I could choose to do in my native Dutch language which was a first loved it informative

1

Understanding Scoliosis and making good decisions

Gemarja Lomas

Her approach as a Physio of looking at the whole person where she or he is at and listen of what they want out of sesssions pain? Aesthetic ?

2

Future life now Move Better feel better summit Arc

Gemarja Lomas

I could choose to do this lesson in my own native language <Dutch>a first fun informative

1

Finding the fun in Feldenkrais Lavinia Plonka

Gemarja Lomas

Lots of affirmation how I work in my own practice

1

Move better feel better summit Lavinia Plonka

Gemarja Lomas

ATM finding fun in the Feldenkrais Lots of affirmation how I conduct my classes

1

Future life now Move Better feel better summit Arc

Gemarja Lomas

I could choose to do this lesson in my own native language <Dutch>a first fun informative

1

Move better feel better day 3 emotional intelligen

Gemarja Lomas

ATM movement is the vehicle through that we become aware and learn Stop and look then you can make changes in thoughts,emotions and movement

2

Move better feel better Jeff Haller

Gemarja Lomas

Emotional dignity find the place from where you can be curious and learn ,outside your history

1

Move better feel better Jeff Haller

Gemarja Lomas

Emotional dignity find the place from where you can be curious and learn ,outside your history

1

APA Webinar pain lecture

Gemarja Lomas

Presented by Matthew Foster an d Tim Austin Physio orientated but looking at the whole person

1

Move better feel better summit David Zumach Berzin

Gemarja Lomas

Essential Feldenkrais about FI “Nothing is permanent about behaviour patterns,it is what you think “we. Speak to the brain and nervous system in a language of movement what the brain knows

2

Move better feel better summit Arlyn Jones Christ

Gemarja Lomas

Essential Feldenkrais Choice,effortless,self finding ,giving options and acceptance of people who they are and where they are at.

1

Juvenile your face atm by Lavinia Plonka 22.5.20

Gemarja Lomas

Connection inner head space with inner. Pelvic area

1

Larry Goldfarb Timing Orioentation and manipulatio

Gemarja Lomas

Feeling activity sensing thinking Moshe Feldenkrais

1

Training Living the Embodied Life: The Feldenkrais

Gemarja Lomas

ATM and Meditation and Focussing very good talks about the value of all three . I have done half the workshop .

12

Harmonising in Functional Integration

Shona Lee

9

Touch for Wellbeing

Shona Lee

5

Holistic Pulsing

Shona Lee

oscillatory technique of rocking the body to shift the fluids / skeletal structure

14

Co-ordinating Balance with Anastasi Siotas

Shona Lee

10

Brisbane Tom Tom (in lieu of Moti Nativ)

Shona Lee

26

Brisbane Tom Tom (in lieu of Moti Nativ)

Shona Lee

10

Working with Children 1 & 2

Shona Lee

30

Making the most of Functional Integration

Shona Lee

30

Working with Children with Special Needs

Shona Lee

10

Wake Up - with Anna Yen

Shona Lee

13

A Light that Shines with Zoran Kovich

Shona Lee

10

FI Templates with Margaret Kaye

Shona Lee

FI Templates with Margaret Kaye

8

Effective ATM Teaching - by Julie Peck

Shona Lee

30

Moving Beyond Resistance - course by Ruth Frommer

Shona Lee

11

Motter feel better summit David Zumach Berzinve be

Gemarja Lomas

Essential Feldenkrais about FI “Nothing is permanent about behaviour patterns,it is what you think “we. Speak to the brain and nervous system in a language of movement what the brain knows

2

discussion Arlyn jones.Christine peterson and cyn

Gemarja Lomas

essential Feldenkrais choice effortless, self finding giving options and acceptance of people who they are and where they are at

1

juvenile your face lavinia plonka

Gemarja Lomas

connection inner head space with inner pelvic area

1

timing orientation and manipulation

Gemarja Lomas

feeling activity sensing e thinking

1

Study group.

Eva Culek

Read and discuss The Body Pattern of Anxiety with Canberra practitioners. Via Zoom.

2

Module 2: Making the most of FI

Tanya Lyttle

Advanced training conducted by a Certified Feldenkrais trainer, Julie Peck, AFGC No: C358. 3 day course 9:30am -4:30pm Friday 23 August - Sunday 25 August 2019. Hands on course with pre-viewing of FI video footage of Moshe. Deconstructed the footage via discussion, completed ATM around these and practiced related FI elements from the footage. Improved both use of self, understanding, confidence, observation and handling skills (particularly pelvis/ischial tuberosity during walking)

21

WAKE UP! Advanced Training

Tanya Lyttle

A lively, fun interactive Advanced Training by Certified Feldenkrais Practitioner, Anna Yen (AFGC No: C358), 1pm-5;30pm Friday 4th Oct & Sunday 6th October 2019. I watched the dropbox sequence prior and then across the 2 days we participated in games and the ATM wake up series with discussion.

9

How you move, Moves your baby Developmental Milest

Tanya Lyttle

Conducted by Certified Feldenkrais Practitioners Julie Peck and Sara Elderfield and Paediatric Physiotherapist Bernadette Robinson. A series of 6 classes on Sat 31 Aug, 7, 14 & 21 Sep, Mon 30 sep and Sat 12 Oct 2019, 11.15am-1.15pm. The 6 sessions took us through the development Milestones from newborn to walking toddler with the first hour of theory predominantly by Bernadette and the second hour a related ATM. It reinforced past neurodevelopment knowledge, provided a new perspective of the milestones, and clearer linkage of ATMs to the milestones and key steps required to progress through them.

12

Movement Intelligence Medley

Tanya Lyttle

Advanced training conducted by a Feldenkrais Assistant Trainer, Jennifer Groves, 2 day course 16 & 17 Nov 2019. This training combined ATMs, FI and discussion of the principles and application from the Movement Intelligence programs. We used wraps and non slip matting to enhance the sensory information and enable self FIs. It gave a clearer understanding of axis and wave movement, and the purchase of Jenny's notes have given me further material to base ATMs on. I need to explore bell hands and sphincter control ATMs more and practice FI handling for direction of force at C6/7.

10

ST John Ambulance HLTAID001 Cardiopulmonary resusc

Tanya Lyttle

This course was completed so that I hold a current CPR certificate for work purposes, meet requirements for CFP membership status, and to refresh my CPR skills annually. It is an accredited CPR refresher course designed to refresh student’s CPR skills and knowledge. The course covered both theory (online modules with a 20 question quiz prior to the day, and theory on the day) and a practical assessment. The mandatory online learning (took 3 hours) was a requirement to be done prior to arrival at the 2 hour face-to-face group class. The practical session included 2 hours of demonstration, practise and assessment of skills including the confirmation of knowledge gained in the online learning. Participants were required to successfully perform uninterrupted CPR for at least 2 minutes on an infant manikin and adult manikin on the floor and use of an AED. I will complete the 2 day First Aid training next year to maintain the recommended cycle of CPR and first aid training.

5

Quest ATM Discussion

Tanya Lyttle

This was the first group session - I participated in the Zoom discussion group to study Moshe's Quest material. ATM were completed prior to the group- my first attempt was done in bed prior to going to sleep. I listened to Moshe's first recording and in the second recording, I found his voice hypnotic and I fell asleep during the rolling of the hands in the ATM. I listened the second recoding and undertook the ATM again, the day after the Zoom discussion. As a group we felt Moshe had expressed his life work the clearest in this series compared to previous trainings. He spoke a lot more that previous trainings/ATMs and the rolling of the hands was very simple but effective in clarifying the them: finding comfort in your misery. It has given licence to discuss/use storytelling more in ATMs if appropriate to that ATM, which I think I will and to also utilise simple ATMs at times.

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Quest ATM Discussion

Tanya Lyttle

This was the first group session - I participated in the Zoom discussion group to study Moshe's Quest material. ATM were completed prior to the group- my first attempt was done in bed prior to going to sleep. I listened to Moshe's first recording and in the second recording, I found his voice hypnotic and I fell asleep during the rolling of the hands in the ATM. I listened the second recoding and undertook the ATM again, the day after the Zoom discussion. As a group we felt Moshe had expressed his life work the clearest in this series compared to previous trainings. He spoke a lot more that previous trainings/ATMs and the rolling of the hands was very simple but effective in clarifying the them: finding comfort in your misery. It has given licence to discuss/use storytelling more in ATMs if appropriate to that ATM, which I think I will and to also utilise simple ATMs at times.

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"Quest ATM Discussion" study group

Tanya Lyttle

I participated in the Zoom discussion study group on 13.5.2020 to study Moshe's Quest material. The ATM was completed prior to the group and I answered the questions prior and added to during. The questions for the 7:30pm night’s zoom lesson 1b "Rolling interlaced hands continued coming to standing": 1. Was this an ATM lesson? (or How was this similar to, or different from, ATM lessons in your experience?) 1. Yes it was an ATM lesson as: - it was a group lesson - the conditions for learning were set up -think of hips, back, arse, tall/small.-own learning important not teaching. - had a component of awareness through movement eg whilst rolling interlaced hands could you stand from kneeing efficiently ie maintain uninterrupted breathing and rolling of interlaced hands. -gently, slow, comfortable -new and unknown conditions enable learning to do things comfortable, like self a little better and increase skill. -learn in a good mood – ie tell jokes- cannot learn in misery and discomfort. Do in an idiotic way. 2. What differed was there was: -less direction of how to explore the movement -he used the paradox of doing it badly/idiotically “give yourself 1 minute, 2 minutes”. Did not teach how to do it well – needed to learn for self so can learn yourself. -less movement options explored -usually builds a sequence of movement exploration from different directions to end up being able to do the movement efficiently – given more independence and responsibility to do own explorations. -a lot more discussion & storytelling/examples focusing on thinking in the thinking/sensing/moving/feeling interaction with the main theme as willpower vs skill. -generalisation of movements/thinking/sensing/feeling to how you approach everyday life. -make as many mistakes as possible – often can’t do in “an idiotic way/ugly way” as can’t go against what we think others is bad -is difficult as trained to do as “should’. – in such a big group unable to get any person to act in an idiotic way -can use to protect your weakness. 2. What do you think was Moshe's "red thread" (connecting idea or movement gestalt) guiding this lesson? 1. Use skill rather than willpower to achieve the ends without self-harm. Will power is a sign of internal weakness. If push through/force self will be training willpower rather than skill and will be uncomfortable. Those with strong willpower/power destroyed more people than good eg Hitler, Hemmler, Mousselini as indifferent to anyone else’s trouble and do not love oneself either. 2. New and unknown conditions enable learning -if given repetitive exercises, it exercises the thought and feeling that you do not do well – so you do the exercise for life as it does not enable learning to overcome the. Self-nurturing so can be comfortable in misery. Do not suffer as it is impossible to learn when suffering. Do in an “idiotic way” to try alternative ways. 3. Will be training willpower not skill when suffering/forcing yourself to do something – violating own internal self. Learning things comfortably (the movements are not important but a means of learning own comfort), like self a little better and increase skill. We generate the difficulty without knowing (done compulsively) in everyday activities- entire self is wrong- not caring for own real comfort. What we have learn is against our own doing leading to misery and then cannot be kind to others. 4. Principles of not accepting principles -paradox. Principles are good and bad as long as not compulsive (ie will be “idiotic) & need to look at the context it is being applied to. 5. Be generous of time. Need to find tempo -time is not something you can rush eg sexual life, marital and social life. 3. What were the constraints in this lesson and what purpose did they serve? 1. Left knee on the ground in kneeling whist smooth moving right leg to standing-precise weight shift required to the left knee through transmission from the left hip, and body efficiently organised around it. Right leg as a gauge of movement efficiency. 2. Smooth, uninterrupted breathing - as a gauge of movement efficiency. 3. Smooth, uninterrupted rolling of interlaced hands - as a gauge of movement efficiency and constraint as unable to use the hands to help stand up. 4. Thinking -Use of skill rather than will-power-had to find an efficient and comfortable way to stand the right leg. 5. Novelty – idiotic movement 4. How will this change my lessons? • Encourage mistakes -Mistakes are essential for learning • Do movement on one side- Nervous system learns from the other side-bigger learning as differences. • Encourage to do the movements badly/differently/slower/faster -How difficult it is to do things idioticaly. Set up to Come along and be a clown • Aim to build resilience and options- a barrier/challenge within lessons and encourage students to find ways around how to do -Each lesson has a barrier and have to decide plow on or alternate ways of doing and resilience- how do I trust myself to solve the challenge. • Provide non-sensible movement – interesting to the nervous system to encourage learning vs Being rehearsed -well worn- reduces creativity and learning as it is automated. • Explore Larry’s article on constraints & Mark Reese critic – constraints-opportunity for learning – stop what you can do easily • Look up -Annette Benielle-her newsletter for more on her insight into the Feldenkrais Method.

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Running classes on-line, finding out more about us

Tanya Lyttle

This was a Zoom meeting training advertised through the Australian Feldenkrais Guild (see Supporting Documentation). Held at 11 am Perth/1pm Brisbane on 14 May 2020. Hosted by Sue Vonthein, Shona Lee and Donna Deland. Also Present: Kate triplet, Kathi Schlesinger, Mi Marciniale, Anne Chipman, Penny Hayes, Lexine Anastasics, Suzie King, Zoran Kovich, Madeline Edgar, Cassandra Morrow, Janet Auret, Kylie Colling, Carol Clayton-Vincent, Raymond Taylor and Ann Scanlan. The activity involved discussion and Q&A on Running Feldenkrais classes on-line, and finding out more about using the Zoom meeting app. It was useful as I had not run any ATMs on Zoom, so ran through what could be useful for running a zoom ATM class (or FI though more an individualised ATM as no kinaesthetic student/practitioner feedback), and it has given me confidence to run a zoom class (will need further play with Zoom before): -Insurance – check professional indemnity extends to online– also good idea to have an address/contact number for each participants and know the person and have open on a spread sheet during the class so if a situation occurs eg medical emergency then assistance can be gained. (Arthur Galligar Insurance an option). - set up a zoom meeting which advised to gain a paid account at approx $25 per month (or pay for a year) to enable saving onto a cloud, lessons to run beyond the 40 mins (no limit), enables 100 people max (49 per screen) though members found comfortable to run classes up to 25 students on a desk top and 9 on an iPad due to screen size to see students during ATMs. Gaining a lap top to TV cable helps to screen the ATM on TV screen to aid practitioner vision. Using the 3 dot and "pin" in the top right of each video picture allows an enlarged pop up of that particulate person. Gallery will return to seeing all members again. -Desk top and browser app are different. Browser is more secure and accessed through google zoom -sign in to your account-> then all the options come up – long list to set up to control the meeting eg share screen. Zoom has online help/tutorials to learn how to use it. -Can record classes - though advise audio only with member consent and advise them clicking the video icon does not record. Can click on participant's button during the meeting to can see who is recording, private messages are not private- will be recorded. Host to set settings when setting up the meeting and invite in account management for security eg Screen share -security – enable to be host only – in screen settings through account management -> account settings. (In account setting can also set up break out rooms, polls). Can save recording on zoom cloud (if have paid zoom option), or onto own computer in a different cloud provider eg dropbox. Can then send audio recording to the class. Warning -people can individually record so can set setting so that cannot. Advised to disable file-sharing otherwise can be open to sharing/receiving viruses. -Can enable a waiting room but difficult if someone drops out.. -In emails be explicit in the subject linea eg update on lesson by.... Keep invites simple eg Copy invitation-into zoom, schedule meeting (top right, filling info, recurring click save and then can copy invitation into a word doc and can get rid of all stuff don’t want. Join link- copy invitation button and paste into email and delete what not relevant -keep meeting link and use the hyper link as a live link – password is embedded in that. -Meeting ID -auto generated or own ID assigned – can edit this, though suggested to use ID assigned. A recurring one will auto generate one ID for those recurring sessions (and better to use for reoccurring lessons so others do not jump in on your own ID). Can keep password, useful to keep both telephone and video options to allows both in the settings. Advised to use auto generated for 1:1 or private sessions so others do not jump into it. -Prior: Have an excellent spread sheet with class member details so can copy and paste into an invite email and simply the joining of the meeting into no more than 3 steps. Email can be sent prior and invite member to do a practice prior and guide how to set self up and orientate self eg diagonal view helps see person well. Some have 2 devices so host can mute on one and stop video on the other to reduce interference (for those hard of hearing). A Mic used by the practitioner can help the hearing impaired. -Open zoom up 15 minutes early so clients can sort themselves out. -Teach to screen though can have a person on floor to teach to while recording – send out audio only to participants. -5:30 classes – recommend students put a light on before they start otherwise in the dark. -FI/individual ATM, only with people know well. Attempt to connect and more chit chat required. -Chat button can be to send a chat to everyone or individually chosen -Zoom can be used to give people an introductory lesson and some like it ongoing. -variability on payment philosophy: Charging- free or value and transition. Charging exactly the same as previously, reduced rates or by donation so do not need to commit $3-$30. Some Payment options: Square -embedded payment – direct; Trybooking-with invite and payment embedded in the invite; -Google how to do on any options on Zoom.

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Quest Lesson 3 -Lifting the head on the back simpl

Tanya Lyttle

uest Lesson 3 -Lifting the head on the back simple; lesson 4: flexion, one side in the imagination -1 hr 53 mins hour ATM listened to prior to the zoom study group. Present: Annemarie de Haus, Bronwyn Fewster, Janet Rolan, Karen Dale, Barb Houston, Jenny Price, Jo Boukley, Wendy Dymond, Judy Packington, Julie Peck, Judith, Lynda Johnson, Molly Tipping Questions given by Molly which helped facilitate the discussion: How have we changed our teaching? Or stripped away items? How can we change to bring towards a more authentic way of teaching The Method? In order to make a living do we provide lessons that we think people want? In order to sell lessons? Confined by time constraints. Discussion followed around the questions and the ATM lesson we had experienced. Moshe did a lot of talking in the ATM, though these were very rich lessons covering many elements of his method woven into these lessons (ie distilled most of his non-principles into this lesson) that would be useful to remember to weave into my future lessons: -A way to remember – ask questions eg Starts with what was the first thing we did last lesson? What did they particularly remember? What one thing is useful to remember? One thing that made you laugh? A clear sense that the conditions for learning were carried by him throughout the lessons -forget to remember and he repeatedly gave his phone number to forget. -habitual interlacing- the whole body organise oneself around this habitual interlacing so when interlace the hands the no- habitual way it feels strange as the whole body reorganises in relation to this, sets up a difference in sensing between habitual and non-habitual. -thinking interfering with learning, the stories helped us think in different ways -a simple instruction – Moshe referred to students not listening, do not understand the instruction, not attending, a bad teacher who interfered with your learning, fear became a habit. -sensing on a kinaesthetic level enables learning -give time to sense -long pauses or relevant stories. -permissive way to move & alternatives eg widen knees apart when lying on back when feet standing to allow trunk flexion. the more the knees are straightened and together, the less easy it is to flex the trunk and easily bring the knees and elbows together. Need a flexible ribcage and thoracic spine to flex. -don’t let the elbow and knee touch -a strategy to restrict over ambition and will -breathing -in/out/holding the breath with flex movement? -novelty to enable learning -movements, sensations and stories. -subjective (sensing/feeling) vs objectivity (visual/external) -functionality /generalisation -use of the driving a car analogy. -stories as distraction so can move without the thinking getting in the way -skill rather than will -idiotic movements to move non habitually and give options -initiation of movement is where the learning takes place -visualisation/imagination – helps to learn quicker and more effectively – imagine the movement without the “parasitic movements”. Effective for people with neurological difficulties who may not be able to move initially -difficulty with instruction due to language -one sided lesson to provide differences from which to learn – corpus collosum enables the bridging between the hemispheres so the lateral sides of the brain can learn from each other. -multiple ways of doing and explain in different ways eg. explain to an alien - when you know what you are doing you can do what you want -Computer will never replace a person as a person had choice- as long as they are not acting compulsively. -joking and stories -lighten the mood so able to learn, illustrates learning points. -flexion lesson –basics movement though less prescriptive than many ATM taught-changing thinking as well as moving ie neuroplasticity and changing brains -more than just an exercise.

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lesson 5 Rolling from sitting to Lying and back ag

Tanya Lyttle

study group on: Quest lesson: lesson 5 Rolling from sitting to Lying and back again. Present: Vanessa Stephenson, Anne-Marie De Haus, Jenny Price, Carolyn Jeffrey, Judy Packington, Bronwyn Fewster, Karen Dale, Julie Peck, Jo Bouckley, Lynda Johnson, Linda Harvey The 3 questions to answer (my contribution): • What were the themes of the lesson? • What did you learn from the lesson? How did the constraint of holding behind knees with crossed arms assist? • What learning will you take away for your future lessons? 1. What were the themes of the lesson? -Reversibility - should be able to stop and reverse, without noticeable effort at any point to be well organised. -A free head which holds the teleceptors and allows efficient movement. If freeze - fixed head and breath held then the opportunity of prey to kill. Enabled co-ordination of the middle. -A fully organised system - smooth sit to lying to sitting with knees bent and arms crossed between legs with opposite hands holding underneath opposite knee. -shifting of the weight onto one hip and noting where the head goes to free up the hip. - 1% better , do not need t be perfect. - Awareness of gravity to help down and noticeable to use momentum. -Needed flexion and flexibility and diagonal -able to get asymmetry and lift legs at different height, limited knee extension, allowed low back lengthened and flexed thoracic to use the flexors. -follow instructions otherwise others will have to either constantly correct you or shout at you. 2. What did you learn from the lesson? How did the constraint of holding behind knees with crossed arms assist? -succession of lessons -one building on the next -little direction for the physical movements needed to set up the learning. More on change of minds. -constraint so had to lengthen the extensors to enable the abdominal/flexors to work and limited the leg extension so could not use for momentum/leverage. • Challenging: o I could not work out initially his instructions and got more confused with his ongoing instructions as he corrected others.– had to replay multiple times o I couldn’t work out why I was able to go from sit to lying to sit on a conscious level, yet body rewired with each slow easy repetition. o Tension in arms -I need to work further on the diagonals to soften around the scapulae, ribs and thoracic spine. o I’m not sure if I was doing the movement correctly, though it became easier, more fluid - ended up being an easy slow rocking motion (I Felt like a partial seesaw) instigated from the pelvis tilting and freeing of the head. Shifting of weight to the right to do the sit up and then and left side clarified the pelvic movement. Following the discussion, I probably need to work further on the lumbar flexion so not bringing self up like a seewaw with lumbar extension, but enable more of a roll with lumbar flexion. 3. What learning will you take away for your future lessons? Provide the conditions for learning and time to explore, repetition, reversibility though do not need to give explicit guidance of what people may be sensing -leave for them to sense- part of the lesson is people having to look after themselves and responsible for their own learning-ask own questions. Rolling of head to free head Soften shoulders and upper chest Everyone can do this – get up from the ground but get interested in the process and do it easily. Think of the previous lessons to assist Options to find easy- explore another way Video self doing the lesson

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Quest Lesson 6 Bell Hand

Tanya Lyttle

Quest study group. 1hour 20 mins. Quest Lesson 6 Bell Hand Answered Lynda’s questions for Quest Lesson 6 Bell Hand prior to and during the study group this week: 1. In my opinion there were 3 very definite constraints in this lesson, what were they, and what purpose did they serve? • Both knees on the floor in side lying- put in flexion and asymmetry. Continuing on from previous lesson to access the hip and more spinal flexion. More ground in this and can’t use hips and shoulders. This one has the most freedom than all the lessons we had. longer on diagonal of underside right hip to left shoulder-help find flex/extension easier. Previous less set up to have hips more open to get into the starting position. The positioning of the knees makes a difference: • If symmetrical ie one knee on top of the other knee then the shoulder blade level of the chest makes contact with the ground • If R leg lower/behind the left then lower ribs make more contact with the ground and more ground asymmetrical ie placed in a long diagonal between the R hips and L shoulders • L leg back – more ground on upper ribs – more stable, more trunk flexion and less/shorter diagonal access in the trunk • Continuous bell hand movement-so do not over exert. Bell hand links to core undulation throughout torso. Bell hand over face – sucking and eye closing with flexion and opening eye and mouth with bell hand extension. Use of the bell hand to engage the nervous system • Right arm resting on chest through most of it so did not overexert. Right upper arm and lower limbs positioned so more readily able to relate to lower limb. Used the hand which has large brain representation to bring the lower limb into awareness. • Be on left side so using the dominant hand and to find more softness on the usual dominant side. 2. Compared to the preceding lessons Moshe’s dialogue was very different, it was all movement instruction or movement information, no stories this time, more the Scientist as opposed to the wise old elder …why do you think this was so ? • He had already set up quality of movement in the previous sessions, worked with diagonals, weight shift/finding the ground and flexion. • This lesson is about playing with flexion/extension – flexion to reduce tone and extension. This lesson encouraged predominantly trunk flexion and the diagonals so when stand up can release overactive extension (which shortens) so feel taller. • Pressing and lifting easier due to the exploration of the arm behind the trunk to bring trunk into extension and open up on the diagonal giving length and width. If head goes into extension it is difficult to lift off the ground. • Worm lesson links – relationship with ground needs to be soft. Welding the lungs also fits with this lesson • Reminder that each lesson is different and unusual and not just quality– novelty and interact with this to learn. He was looking at precision of movement and the individual being able to sense these and feel the connections between body parts. Right Bell hand open/close with rotation in unla/radius links with right tibia and fibula, fingers with toes, hand with foot, elbow with knee and shoulder with hip – easier transference of the the upper limb to the lower limb self-image to increase the lower limb self-image ie the hand well is represented in the brain’s homunculus/sensory representation. A lot more movements covered in this session. • Keeping us in movement and sensation throughout, and awaken whole body that can pulsate and sensate. • Gave more an internal sense of self and moving attention around • Smallness of movements. -early development and awaking of the nervous system. • Bellhand – small movement for lightness and sensitivity and hand is a sensorial organ and not just moving and then uses as a barometer- do what hand feels right. • Heading for press and lift need to get a sense of the ground -for ease, need to roll backwards/weight shift to lift legs off the ground and need to flex on the diagonal and make ground with the chest/torso to lift the head off the ground. It requires more effort to lateral sidebend to lift legs and head off the ground. • At the end he gets people to observe each other so see how it affects others and how are they in the world – distinctions in others eg eyes, mouth, shoulders. Like that internal experience has an external manifestation/change – validates the change. Having a witness is part of the evidence and experience • Afterwards feeling of Lightness and flatter on right side when lying on the back, easier to roll to the left side, n standing right side eye more open, mouth lower, and shoulder wider and standing longer and more grounded on the right side. • Implications for lessons – need to link the lessons -get people into this position so get more contact with the ground. 3. At the end of the lesson when he discusses the transfer of information from the right side to the left side, how only the improvements will be transferred and being confident that tomorrow you will be able roll down and up with ease… What are your reasons for agreeing/disagreeing? If integrated and clear, then agree that tomorrow will be easier to roll down and up with ease unless the habits take over then back to how usually move.

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Study group on Quest: Lesson 7 Perfecting the Self

Tanya Lyttle

Study group on Quest: Lesson 7 Perfecting the Self-Image- Tilting the legs and lengthening the spine on the belly (51 minutes ATM) 15 persons present. Discussion on: 1. What are 3 things you learnt about Learning from this lesson? o Can use the ground as a reference for gauge of tension eg lumbar region raised off the ground with knees standing at commencement of lesson. Latent tension remains in the muscles eg extension - extension pattern movement and stood up to feel a pronounced lumbar curve. Body not retained to integrate into everyday life but found again. Prompts yourself. o Latent effort tension can be released by imagination of opposing patterns eg in trunk extensors can be released within a few minutes through the imagination of previous learnt flexor patterns -flexed head, arms crossed to hold hands behind opposite knees and oscillate. o Using the imagination can enable fast learning to transfer to the opposite side within minutes where the movements originally took 30-45 mins to learn on one side eg knees together lowered to left side o The body will integrate the more optimum movement pattern so if you learn on one side both sides adapt to equalise. o We develop habits and tension that get in our way eg tension and n the chest limits lowering legs together behind to left despite left hands by head, right hands pushing by shoulder or left arm lying along side trunk on the opposite side. o Good experiential lesson as early learnt how an accessory movement gets in the way- limiting self by thinking. Connect chest and breathing to allow to free. Used your attention – guided lesson of limitation without realising it and did not have to struggle with this lesson as gave the options (3 accessory movements with the arms – eg beside body – shoulder can move. Able to prompt self then-self-directed learning. Not taught to trust our own sensations. We can do anything. o Could do a lot of differentiation in this lesson that helped take into the sensation. Sense can stay in comfort to do something. The freedom of knowing- working in comfort for the brain to learn. Effort above you ability – always told to do more succeed more. Own rhythm. Go below our maximum effort can succeed in comfort. Work within range. What is your shoulder blade doing? Drew into one self-directed learning and connect body parts to brain and entire self-connected in comfort. Feel the diagonals from previous lesson. Big picture given at the beginning and takes into curiosity and differentiation. o Hold onto this lightness, cannot hold onto it, but know what it is like and can capture it more often. 2 How did he give you an experience of each of these in this lesson – see above 3 Is it possible to and How might you incorporate or transfer what you learnt to other lessons that you teach o Teach lesson on one side and use imagination to teach the other side. o Use the ground as a reference how far away or sinking into ground-conversation with the floor at beging during movements and end o How feel and sense, do not need to understand. Trust senses. o Guide posts to enable self-directed learning -used to using someone else’s gauge and in this be own boss. o Sensing to remain in comfort - Clear how lesson asked to be taught and different learning strategies in different lessons o Language to create the atmosphere. o Say less to allow space to feel sensation o People’s thinking get in own way o Not having to struggle. Forgotten heros. Getting to know your body parts – can do o Gentle but informative way – strategies to explore the challenges without being lost or struggling o Explain patterns can inhibit or actually realising. Once sense oncs can sense in other lessons and life experience. o Keep head free o Latent tension and able to release There were similarities between this lesson and ATM book lesson 7 carriage of the head. Was he directing us to learn something different about learning in this lesson or giving us another experience of the same things? Aims are the same though language is more refined in Quest and clearer and starts with more strategies for learning.

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Quest AFGWA study group: Week 7 Rolling with legs

Tanya Lyttle

Quest AFGWA study group: Week 7 Rolling with legs over shoulders/Rolling for sitting to lying on the back cont. (41 minutes) 14 participants. Completed the ATM in our own time and then discussed the following question within the Zoom meeting: What is the essential teaching that Moshe is after? • Going slowly, breathing, not forcing, not over-efforting -quality of movement. Protect the nervous system with quality. Trust the process and sensation. • Using the imagination to learn faster - think of the movement 3 times which originally took 1/2 hour to learn • Needing to listen to learn and learn though sensing and neurologically reorganising. Movement happens on a subconscious level though body awareness rather than thinking of how to do the movement • Reversibility • Making the impossible possible. Everyone able to do this movement and to meet ones potential. Learning beyond our habits and understanding/ideas that sets our limits ie we are limited by our ideas and habits. Self-image and limits we set ourselves – movement links into everyday life and the limits we set and the way we learn (academically and beyond our ability and to a set time or within our ability, within our experience and sensing and able to retain). • Constraints holding leg and head – softened chest and spine to allow flexion and lifting foot behind neck and on top of head. • Diagonals to gain softening of the chest and spine to facilitate spinal flexion. Flexibility in the chest and spine -ease to go into flexion efficiency and to give up extension tension • Students may have feelings of frustration that can be overcome by small movement, going back to previous lessons to learn, spread awareness and explore connections and areas of efforting/tensing. • Specific timing of the lifting of the head and dropping of the legs to allow rocking • Arms crossed gives the right distance between shoulders and knees to allow the rocking ie the arm position does not matter, though the distance does for ease of rolling up and down. • This was a cumulation lesson -all the lessons before lead to this session and then it took the flexion to its extreme and attended to all the body parts between that needed to participate -teaching whole body involved in flexing. • Become more curious and ability to help ourselves. Teaching how to ask questions. Curiosity, compulsion and habit. • Look at an aspect that is different. – changing habit. If find it easy, find different options. And discover more of ourselves-surprise yourself and keeping it fresh so can learn. Calling into the early sense of learning. What propels babies to move- curious to see/do something. Teaching this lesson would need the lessons prior to build on (ie students need the prior building blocks) and best as an intensive block so the body is prepared to be able to go into the extreme in this lesson, otherwise would need to do smaller components of the lesson and revisit in future lessons if spacing out ATMs over weeks rather than days. • Learning strategies that could add to the lesson– more time to explore, encouragement to motivate to, spread attention to other places eg shoulder and hip, and how efforting.

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Quest study group – Quest NY Lesson 10: Rolling fr

Tanya Lyttle

Quest study group – Quest NY Lesson 10: Rolling from sitting to side lying (34 mins). Quest NY Lecture: learning, free choice, individuality (74mins) IFF has a video recording of this lesson similar to this. The following was the key points I gained from the discussion around the questions that I ca consider and take into teaching ATM and FI: At one level lesson 12 is a pinnacle – the culmination of 2.5 days of skill building. What were the skills from the preceding lessons that contribute to it? • Forward trunk flexion and elbow toward the ground from the continuing sitting to lying rocking lesson. • Side bending fold and soften ribs and spine from the previous side lying extension lesson and sit to lying and feet on head lesson. • Free head • Permission to bring feet apart when rolling – if do not have the lumbar flexion to go over the hips so then easier to bring feet apart to allow elbow to the ground. Interesting point brought up in the study group- If cannot interlace the toes then cannot widen ribs. (there is a similar lesson to this one with legs extended in Amherst though more time spent lengthening the ham strings). Some people think of flexion by going backwards, therefore directionality of elbow down to the ground helps- need to soften ribs, spine, bring sternum down. • Doing movements slowly, comfortably • Reversibility-come up the same way. If fell couldn’t get up and had to place the elbow on the floor -importance of self-direction. • People laughing so able to enjoy and learn. • Quality-very few had quality in the lesson on the tape. They may have been trying to keep up with the group. • Lesson brought in orientation and broad focus to awareness of others in groups around using all the senses and could find the timing to “dance” pick the timing of the slowest person in the group. • Not an easy lesson for some so opportunity for learning. For me and others in the group one side more difficult – for me the left side more difficult than the right. Can use the strategy of “What can the easy side teach the trickier side?”. Moshe aimed for the students to “Get more than they came for”. What was the “more” and how does this lesson fit with the discussion that preceded it? • Felt energised, excited, ecstatics, engaged at the end and thinking can accomplish more in my life and movement and flexibility, easily and comfortably especially when let go of goal and accomplishment and make learning easy and comfortable. • Moshe nearly always finishes with big movements and connection with broader perspective, all directionality and awareness of others. • How can take the principles in to your everyday life -how can I do things easier and in different ways-not about exercises but learning. • It is your responsibility and within you and something you can explore yourself. • Amazing when get to stage that whole group in sink, all aware of each other. • Surprised able to slow right down and go up and down, rather than with momentum. • Hit home on the talk- • Some would have come with expectations that may not have been met and left with a somatic/different no academic way of learning. What are the key ideas that Moshe imbeds in lesson 13 for people who have joined the workshop to know and those who have already been there “3 days” to hear again? How does he present these ideas to keep them fresh? How can this inform our practice in ATM? Is it applicable to FI? • Looking after yourself- addressing expectations that you are your responsibility – if a disability and need and power to look after them self, weakness, strengths, opportunities. • Learning new, refreshing and interesting. Someone will always come back and find something different in a lesson as a different readiness. Teach in present moment-learning is dependent what learning. People discover for themselves • He is not sequential-nothing is of more importance than others points when talks– keep moving attention. Keeps himself open -inclusive/global awareness through various stories. • Habits -most beneficial, but can learn to get better - • Are individual and unique – everyone can recognise your handwriting as it is unique. What is relevant to you. Analogy of car – have to have options. ie car has to have reverse and forward gears or in previous talk do not get rid of the candle even though you have electricity. • Art is in the science and have passion to get better and bring individuality to something – goo d way to start for people who do have difficulties • Health – what is it • Not taking notes – take notes after when can reflect. Trust self to remember. Faith in yourself. Foreground and background constantly shifting. • Ideas about self and learning – once learnt do not have to relearn • Can’t run before can walk, swim before you can dive. • Do things differently- fresh and review from a different perspective. • Adds quality to work • Culture, bias and link to habit. • At end of day have to live and work with others, even though you focus on yourself and followed yourself. These Zoom study groups enable: Peel the onion to reveal the different layers of the Method, the essence of the work, learning to learn, ongoing discipline, able to do ATM in own time, then coming together to share and gain different perspectives. Some members feel freer to talk and safer maybe as in own environment with equally able to see everyone.

2

NY Quest study group: Lesson 13 Straight leg sitti

Tanya Lyttle

NY Quest study group following completion of doing: Lesson 13 Straight leg sitting to rolling, opening and closing hand 69 minutes Following discussed: Context is important as he is demonstrating so we do not get the visual prompts though this quest is audio. I was unclear with leg position, others with doing bell hand while moving to standing. Needed to be in Long leg sitting to bring leg to Indian sitting by lifting L leg with L leg behind the knee to left leg in front to Indian sitting Themes: • -Getting a little better, even in the imagination-be able to move from where they were to what felt better • Distinguishing differences and constraints – constraints on ourself and by society – if break down – break down little by little and unique to you. • Tension creating in the leg when actively bringing the knee in -need to shift the pelvis – one leg shift across to allow that. – to really let leg go then have to go into sensation. • Need to release the head otherwise difficult to do. This lesson continued to build on previous. These last 3 lessons- bell hand, roll onto R side, come to sitting, and all 4s to arc pelvis to standing, and reversibility to sitting. Moshe’s talking can reduce the misery/act as a distraction -reduces the overthinking as attend to movement process and listen. Explore the best way and doing, sensing and feeling. Quality of movement is a constraint. Less pressure on the ground to lift. Need to use gluts to get off the ground otherwise where does the movement occur to get up/are all parts working together? Know where head and bottom are/orientation? Moshe talked about coming off the ground rather than pushing off the ground- spiral up, trust finding ground, really big claim – get past all your issues – able to hold the position for long time comfortably, finding power house in the pelvis, keep hand moving to keep the /reduce effort tone down & breathing continues, concrete way of determining when tighten up. More you like yourself, the more you ‘ll be liked and useful in the community. Moshe implicitly believed the nervous system will work for them. Do the same movement in different ways. If movements difficult then do in different way, when easy then more likely do in the same way-remind to try different ways. If teaching ATM remember to incorporate– can increase story-telling and humour or seed of thought (will power, slow, reversibility, different side/noticing differences, use of imagination, being comfortable, why need prompt to rest, conversational with floor, idiotic way, non-compulsion, quality & ease of movement, softness, where do the constraints occur, flexibility of thinking is an intelligent being)- all have been repeated in the lessons. 1 hour lesson can limit what you pack into the lesson- time is a constraint-think about the intent of the lesson and the multiple strategies and concepts that can be incorporated –Moshe gives time for repetition and to explore to generalise to multiple ways to do the same movement and goes from focus on the self to often focus on others at the end of the lesson.

2

Zoom meeting by Lesley McLennan and Julie Peck: Le

Tanya Lyttle

Lesley McLennan and Julie Peck -Zoom for questions on their book: Moving from the inside out, and Moshe’s talk on Posture (Amherst yr 1 week 8 and Dallus) – summarised posture. 1.5 hours Discussion helped clarify and consolidate what we had been discussing in the NY quest study group as well as JP and LM perspective of their book. It helps with the big picture themes/principles of the Method when teaching. The book has given me more of the thinking/concrete perspective of the Method to balance my predominantly exploratory and sensory training that gives me more direction and intention with teaching. I am ½ way through the book so will finish it, though will review as well for the areas missed and to consolidate the learning as the principles outlined are in a different language and perspective from my original FM training, though help to bring together my background in FM and neuro OT that I am still working with. How does FM seep into lives of JP and LM? -JP recognise patterns and reverse out of them and respect in myself to offer. Find options out of patterns. Book is what learnt from the method and never imagined self on a book/author. How organise self-doubt- how to get help? Helping to facilitate clients where get stuck and Lesley was her help- gave possibility, options, and comfort and facilitate the process for her-collaborate process and how to deal with own process and how do get stuck and in the way and have potential and concrete ways of applying that. LM- Moshe is blending from the animal and mechanical world that consider and notice a pattern we can learn from. Universal movement he talks about and organising principles. Story tell and use examples eg cheetah for movement, giraffe -draw and write examples of to operate and help others to bring to full potential. Break out rooms- Place where we can be comfortable – somatic learning – emotional, physical, spiritual etc. subtle ideas and make them concrete? How to I acknowledge that I am comfortable and what does it look like? Learning allows to be confused to find comfort. Find the ground, how to bring to verticality? Pleasant, elegant, easy Listen to the 1981 quest NY workshops- Moshe uses every medium when he teaches -stories, images, metaphor, performer when presents -what can bring to own – incredibly simple to get involved in movement to What attend to and have you got good posture? Go to thinking or sensation or feeling or movement to do that? Good posture for what. How do I find it in myself to begin the process? Ability not to reorganise self to put intention into action -cardinal directs-forward/back, up/down/rolling-quality have as ask- aesthetic appreciation and involve more of ourselves in the image. Breathing can remain uninterrupted. If you can bring quality to investigation can work out how to do anything better – a process that if know what doing can do what I want. My question-How to find comfort? Interlace fingers in habitual way without breathing interrupted take a minute at least- how lift hands and put into action. Take quality into an intentional movement- reversibility, self-direction, how organise self, habits? Quality – when need at lot of rests – how am I applying my attention and aesthetic appreciation? Feel how sitting at the moment. How go about exploring your question? More resources to explore it? Can I go for some help to explore more? Transfer to non habitual side? Roll your habitual interlaced hand. Explore the asymmetry. Attend to where focus taken in hands, wrist, forearms, shoulders, shoulder blades, clavicle, chest, spine, pelvis, weight shift, feet? Take to standing. How does the intention change you? Return to sitting and interlace no habitual and notice differences, attend to sitting and take into standing. Notice the cardinal movements and where your attention goes. Strap line to updated book -Awareness 7 principles of ease and mastery of ease and movement. Ebook available. Moshe’s talk on posture – movement that would fix her neck-he said its not your neck, because you did everything to produce that pain. ie need to look with whole self- Moshe said-you can’t change one thing, have to change everything. ATM for neck and shoulders – you so the same thing every time under your radar that you don’t know is there – awaking our attention and awareness – soften our intention that produces the change over time and know how to modify it. Principles of biological, evolutionary and we bring ability of attention as FM practitioners – get have to get their thinking, emotional life, everything in their equation. Content of new book is the same throughout – though changed to American spelling. Can repeat ATMs. Kind of movement is to be new in the place. Can redo things as new person/we have changed therefore can revisit new. Repetition is incredible part of learning as well as novelty. Ability to repeat then doing with own questions in mind is valuable. -directing your own enquiry. Need other with get stuck. Exercises to do not lead to new learning-will need an ongoing teacher. Not aiming for perfection and bring our slant through the movement- patterns are established for a reason and not beneficial anymore but intrinsic to how – need to include more of our self – can’t take something aware unless there is something to replace it.- Don’t know how to move across the ground, secure underneath them, but only get glimpses at the end of the ATM , how transfer what notice- sensing, feeling, thinking and give more relationships/more can carry with me to carry into life.- connections with personal meaning that can explore on own/understand more/use process to understand more. Become unstuck -emotionally, sensory, thinking, physically – every level of our movement and where we can have movement? What is it allowing and teaching us? FM includes Constraints, shifting perspective, new embodiment, -Moshe’s work is about: how do you find comfort in your misery? In moment to moment, feel ground, sense the world around me, easy breathing, cardinal movements and orientation? Easy to accept/work within a constraint if know what the purpose and big picture is? Is the reason big enough to overcome/adapt around constraints.

2

NY Quest pressing and living on the side, Lesson 1

Tanya Lyttle

All the Quest are new to me so in each I am learning the ATMs and unpacking them. Due to sickness I miss the Zoom AFGWA NY quest study group, however listened to the two recordings with my reflections as follows and then joined the discussion for the lesson 15: NY quest: discussion: Imagination Unconsciousness and memory- My understanding is the key points were Feldenkrais Method can unlock/trigger memories so dreams become more vivid and the unconsciousness are memories which he refers to Milton Erikson. It would be useful in the future to follow up on reading some of Milton Erikson’s literature to gain a greater understanding of the references Moshe is making. I feel I need to go back to reinforce the information in the recording however presently needing to catch up on this week’s recordings for this week’s study group. NY Quest Lesson 14. Pressing and lifting on the side. Opening and closing the hand. Ease of transferring weight and lifting the pelvis and other body parts off the ground Raise questions for me and I didn’t fully understand. This ATM for me really clarified finding the ground and applying pressure to be able to lift areas of the body of the ground. This links with Julie Peck’s and Lesley’s book I.e. pressure exerted by body parts on either side of a joint aid in lifting the non-compressed part that is in the middle E.g. pressure on the foot can help lift the knees pressure through the knees and feet and shoulders and hands. With the elbow on the sideline brought into the chest and pressure and pressure through that elbow and forearm lying on the ground can lift the pelvis; pressure through the knees and pelvis can help lift the feet pressure through the feet knees and pelvis can help lift the torso, Pressure through the shoulders and hands can help lift the head. I need to revisit it for greater clarity as the shoulder girdle, spine, ribs, neck and head are areas I feel I can improve my self image of to do this ATM more clearly especially the wave section and understanding the importance of putting the left hand behind and the movements Moshe was directing in this position- I struggled with what the image of the required movement to lift my pelvis off the ground lying on the right side with right knee in front of left lying on the ground, right elbow pulled into the chest on the ground on in front of the body and the left hand behind the body with palm down on the ground. However reverting back to the original position with left knee in front of right on the ground and left arm in front, the pelvis was easier to arch up and towards what used to be my front (left side arching forward to the right side). I feel further revision of this to consolidate would be useful. What gained above however. I can take into ATMs and clients FIs where they are struggling to weight transfer as they need somewhere to press down/be the stable base of contact to enable somewhere else to lift easily against gravity. Lesson 15: Continuation of 14 variations in standing and lying This added to freedom is in the hip joint of the R side on the side the ATM required kneeling on R Knee with L foot standing and nailed to the ground, both hands on the ground. I found this position required my L thigh to work harder with tightness, adductors to stretch and limit my movement forward to place both elbows on the ground. I was not able to put my left elbow on the ground easily. My thorax felt tight and not able to move easily. On standing however my R hip was freer, right side felt longer and R shoulder more relaxed. This ATM then allowed increase awareness and freedom of the R hip to move as the pelvis is lifted off the ground for in lesson 14. Lifting the pelvis off the ground was easier. I felt I put effort into my R arm and shoulder to achieve lifting my pelvis easily off the ground and arc up to the ceiling. This ATM is useful for client who have difficulty rolling from side onto knees to roll over or transition to sit or stand up. Also for those wishing to stand to kneel to the ground to sit on forelegs and stand up. And awareness of the hip joint and differentiating from the pelvis and moving the pelvis is space. Discussion-interesting points: Stretching can become an addiction and part of the culture of sport. Can use wording: Mobilise and get movement through the body. Slowed down and tuned into themselves and lengthened. Feldenkrais more effective as it is a process and allow the patterning to change and gives the body options. Habits/actions can cause tightness/parasitic movement and unnecessary force. Move quickly without rushing without the pushing. After doing knee on the ground, on standing felt longer, wider, lighter and contact on side more. This ATM helped with pressing the knees on the ground and increased awareness of hip joint to foot and what to do with the lifting of the pelvis. Developmental sequence, shortened legs to get to the pelvis. Tonus was less in the R hip but more in L hip. Weight transfer in an asymmetric flexed position. Big over small joint ie Pelvis over hip joint. Stable position. You can grind away all that rubbish. Needed a lot of rotation around the spine. Had to move between the shoulder blades and ribs. Hamstrings are tight possibly because he chest is tight. Stepping backwards was clearer. Is one leg swinging through better as stable leg to stand on as more aligned. Spiral going up with pelvis moving over hip. Integrate something higher. Chronic pain changes/reduces the diaphragm thickness and it which fatigues more. Breath through the nose -diaphragm has to work more than if breath through the mouth. Have to use more of the back and lateral ribs to move and breath when elbows on the ground in the ATM.

2

AFGWA zoom study group: Quest lesson 16 softening

Tanya Lyttle

AFGWA zoom study group: Quest lesson 16 softening the neck affects the whole self. Discussion and following concepts useful for considering when teaching ATM and FI and in myself where this movmenet is not easy as I tend to bring my head forward from C3: Playing with image with this ATM with lift the back of the skull at C1 and head moves fairly free. Need clear connection with chest slide down. If a baby does not get this then swallowing is difficult. Need a soft spine and chest. Can keep a sense of self front and back at the same time from C1 as long and come up in different directions rather than trying to lift head from C3 or lower or pecking. From C1 also get a sense of top down movement rather than bottom up movement. Pecking is a different direction (up and forward so shorten and extend neck). Innate movement lifting from C1.- it is a possibility for someone with CP. Opens a window of possibilities. Links lengthened back of legs/hamstings and calf using C1 to lead the head forward -encourage to lengthen heels when leading with C1 and encourage open mouth and tongue forward as move forward from C1 in forward plane. It is easier for fingers to touch C1 (gap under occiput) with elbow back rather than elbows forward Do not get rid of habit of sucking if you want it eg to lap water – head has to come forward to let head and tongue forward. He took it from lying (gave feedback and constraint of pelvis and back) to sitting (more into own pattern) to standing (lengthening of back). When you stand up and wobble it is because you don’t know where you are in space – freedom of head is essential to know where are in space eg length of legs, what in front, behind/back, length in back and back of legs. Cannot suck if length of back contracted ie lengthen heels and need an awareness of the back. C1 also links to pubic bone and full back. Moshe mentioned muscles of head are for expression. Sucking ATM activated the core -there is an ATM series by David Zu?-and stated Moshe always worked with the spine. Deep routed movements eg vertebra and head and connection with eyes and tongue with the spine. Everyone has potential and everyone can improve beyond what they believe they can. Exploring what can do and the movements are and are not important. Improve on better and more options/lot of ways of being comfortable but not striving for perfect. Think about being comfortable. Explore what is available to them. If head not free then eyes not free so can affect reading. If tighten eyes it restricts the back. How does our head become free? helps with image of head onto of the spine, a free spine and rib cage, long back, hamstrings, calf and heel. Showing the skeleton is useful to help with self-image of skeleton eg Where is the front of the top of the spine eg just under the nose/top of mouth level.

1

Zoom AFGWA discussion on NY Quest: Lesson 17 rolli

Tanya Lyttle

26/08/2020 FIGWA discussion on NY Quest: Lesson 17 rolling from the belly to sit. Bringing in many themes from the 5 days: Big themes: Doing something tiny. Go slowly. Include everything in image ie from head to foot. Can you think of something you can do with ease or remember doing with ease? -can help with doing with ease. To bring quality to the movement, do not think about it and just keep in mind the ease at which it is done. Mixed metaphor – writing but don’t think about it and do in own style. Variation of coming up from sitting. Sensing rather that thinking is the only way to find the easiest way. Do 1/10 of movement. A lot left to own devices and see how you go- how will you utilise what has been learnt in everyday life? Demonstrated how elegant the movement could be. It’s in your head that is stopping you. Go with what is free and comfortable. Everyone will eventually get it- and can do it in different configurations. Directing intention. If thinking then there is a fixing especially around the head (habit of thinking). Do idiotically -don’t think about it, not stuck in middle – little voices and internal critics disappear as get lost in process/curiosity and play rather than the goal/thinking/analysing/should be doing-everything is connected and nothing jammed. The lesson structured: Think of the movement you do so well and you can’t imagine you can’t do well. Started in prone and lie and imaging rolling to back in easiest possible way. How would you roll and where put arms, legs and hands? Roll onto back and roll left right and build up to sitting. Not stop in middle – had to soften and relax breath. Helped get into kinethetic movement and soothing, and took thinking out of the movement. Helps with big picture. L/R helps with direction. Lying on back and lift head with index finger at C1 (base of skull)-explored sweeping head around and organisation of hand/elbow leading the movement, activating the abdominals, soften the neck-tiny movement allowed ease of coming up. Helps take us out of the head thinking as eyes and head usually go up with thinking, yet this was flexion. Sequencing of lifting the head then rolling. Holding under patella of knees to roll Roll to sitting. I was curious as to what movements Moshe was demonstrating to the class as curious if what I felt was efficient was actually in the way Moshe intended with his view of efficiency when he highlighted how people moved in the class. I wandered if I was doing it “correctly” or would have been told off, though I enjoyed the movements There is likely to be multiple trajectories people use to sit up effectively dependent up where their head goes and tendency for flexion or extension with rolling. This is moving towards a conclusion class of bringing elements of what has been learnt and bringing it into a more functional/everyday movement – rolling and sitting up. This lesson is a good example of how less direction is given for more self-exploration and responsibility for learning to learn for oneself ie when teaching a series this element can help with students learning to be

2

Zoom AFGWA study group last lesson 16: On belly ti

Tanya Lyttle

2/9/2020 Zoom AFGWA study group last lesson 16: On belly tilting legs to sitting Useful discussion around the last session and trying the ATM in chunks. Key interesting points can take into lessons: Where you take your head everything follows- a lot of freedom to explore tummy to back. Do not always teach rolling between back and belly. Getting arms out of the way- various ways eg arms out the way, roll over arm/shoulder-depends on lifting head and leading with head. Can take head under, side bend head, extend head. Get weight shift to allow moving from the back. Can use your legs. Lying on back -rolling left and right and not staying in the middle Multiple ways -again can lead with the head and keep it light eg extend, side bend, flex or can lead from feet and bending legs. Can do with long arms over head. Can find the ground to allow legs, pelvis and arms to roll and low back to go to the ground. Making it really small means you have to involve all of self. Asking us to find it in flexion and extension. Moshe nearly always finishes a workshop in a spiral with extension. Need to lengthen your flexors. Lifting head with L hand- finding connection with pelvis with core on-a long arc from moment move head and timing (if peck get smaller to get oscillation and curves but could not use to lift pelvis as no connection with pelvis). Need legs apart. Roll down angle of the ribs. He is looking for lift with absolute skeletal connection from top of head to top of knee in kneeing. Our extensors do antigravity. Hands holding the knees without white knuckles to allow softening in trunk. The last lesson findings the lift, orientation, unison and alertness. Can scissor the legs (sliding the leg forward) with less extension or bring leg behind then need back extension

1

Feldi & technique refresher

Sue Peacock

Refresher for connection between Feldenkrais concepts and current dance technique training

1

Various

Sue Peacock

Mon, 19/04/2021 Feldi & technique workshop 1.5 edit Fri, 18/09/2020 Feldenkrais Lessons 3 edit Mon, 15/06/2020 9 weeks of Feldenkrais integrated dance workshops live & online 48 edit Sun, 08/12/2019 3x Webinars 12 edit Fri, 27/09/2019 Dance/Feldenkrais Workshops 12 edit Sun, 25/08/2019 Advanced Training Workshop Julie Peck/Sara Elderfield 21 edit Fri, 16/11/2018 Integrated Feldenkrais /Dance warm ups 1.5hrs x12 week series 18 edit Fri, 05/10/2018 Anna Yen/Julie Peck Wake Up workshop 9 edit Sun, 01/07/2018 Focus Group /workshop ATM and dance application 6 edit Thu, 10/05/2018 TINAs PhD research presentation 2 edit Thu, 30/11/2017 Focus Groups (PhD research) 10 edit Fri, 20/10/2017 Lecture 4 edit Fri, 20/10/2017 Feldenkrais Workshop Series for Dance Students 12 edit Mon, 31/07/2017 Study Group 4 edit Fri, 16/12/2016 9 x 2 hr PhD Dance/ Feldenkrais workshops 39 edit Mon, 07/11/2016 3 x Webinars with Julie Peck 4 edit Sun, 23/10/2016 IADMS conference Hong Hong 1 edit Thu, 14/07/2016 4 -day workshop in Adelaide 20 edit Fri, 10/06/2016 Teaching 12x 2hr ATM and movement sessions 24 edit Fri, 15/01/2016 Perth 3 Training with Elizabeth Berringer 20 edit Total SUM 270.5

270

Online Amherst study groups for practitioners

Ruth Frommer

Prepared and taught 2 study groups to practitioners. Study groups conducted in guiding through Amherst FI with discussion and ATM. followed by talking through lesson. Each study group 3 hours plus preparation time

15

Walking for wellbeing workshop

Ruth Frommer

Prepared and conducted 3 hour public workshop on walking and wellbeing

6

Amherst study group

Ruth Frommer

Studied and presented 6 Amherst evening FI lessons to colleagues. Each session was 3 hours long and preparation time for each exceeded 3 hours

30

Enough Anantomy

Jenni Evans

Anatomy program for Feldenkrais practitioners run by Candy Conino Certified Assistant Trainer MFGNA

30

Recording ATM Lessons

Susan Cranage

Due to Covid I was unable to deliver my U3a course in person so I decided to record lessons and send the recording out to the students. This was a very valuable excercise for me, as I am a better ATM teacher as a result. Students were grateful for the recording as they could do the lessons at their convenience and repeat them as often as they like.

30

Susan Cranage

Susan Cranage

Continued Education Guidelines. Due to Covid my professional development took on a very different pathway. Unable to deliver my U3a class I began recording lessons for my class to follow in their homes at their convenience. I hate to think of how many hours this took me but I know that I am a much improved ATM teacher as a result.

30

Introduction to The Feldenkrais Method

Roger Bowden

An exploration into our habits and patterns of movement as a way to reduce pain, create more efficient alternatives, increase awareness, and improve general well-being.

4

Dynamic Sitting Workshop

Roger Bowden

Explore how movement and awareness can help reduce pain and discomfort when sitting for long hours at work, home or in the car. Learn how a dynamic posture can influence our breathing and ability to move freely.

6

Five Day Advanced Training

Sandra Mata

Mon, 02/03/2020 Five Day Advanced Training

30

Sun, 01/11/2020 Certificate of Insurance 2019-2020

Sandra Mata

Sun, 01/11/2020 Certificate of Insurance 2019-2020

0

Using Fascial Image in the Feldenkrais Method Pt 1

Tracey Stewart

Public Workshop on sensing the lines of fascia within the body and the relationship to movement. Taught by Katherine Hume-Cook online via Instituto Feldenkrais 13-14 March 2021

-6

The Pelvic Floor Foundation for Vitality

Tracey Stewart

online public workshop taught by Mara Fusero via Instituto Feldenkrais 22-24 January 2021

9

Sat, 22/08/2020 Training Living the Embodied Life:

Gemarja Lomas

Sat, 22/08/2020 Training Living the Embodied Life: The Feldenkrais Method Meditation and Guided Inquiry 12 edi

12