Yesterday, I was working with one of my students – a lovely man called Ian – on standing and looking up to the ceiling. To begin with, Ian’s head came forwards to look at the floor quite happily. Looking up to the ceiling, however, was a different matter. It just didn’t happen. His neck wouldn’t extend at all. After some discussion about necks and what they are capable of (in theory, you understand!), a bit of hands-on work and some gentle cajolery, Ian’s neck extended just a little, and he looked in the direction of the ceiling. Wht follows is what happened next, as closely as I can remember it.*
“What do you notice about that?” I asked.
“Someone’s pushed the red button,” Ian said.
“What do you mean?” I asked, puzzled.
“On the electric shower. The shower has a limiter to stop the water getting too hot for children. If you want warmer water, you press a red button and the limiter turns off.”
“Ah,” I replied. “So your neck had a limiter?”
“And it’s just switched off?”
“Yes,” Ian said.
What a great image this is. Ian had a ‘limiter’ that impeded the flexibility of his neck – but it wasn’t hard-wired like the limiter on the electric shower. Ian found that he had a limiter in his thinking. For whatever reason, he had developed a belief that he couldn’t move his neck in such a way that he could look at the ceiling. The belief led to the impeded movement.
FM Alexander talked about exactly this phenomenon in 1910. He said, “the majority of people fall into a mechanical habit of though quite as easily as they fall into the mechanical habit of body which is the immediate consequence.”**
So how do we turn off these ‘limiters’, these “trifling habits of thought” that stop us from moving as freely and flexibly as we’d like? Today I want to give you a couple of warnings of things that DON’T work, and pointers on something that DOES.
Things that DON’T work: Try Harder!
It is really tempting, when faced with a limitation, to just throw more energy at it and hope that it works. This is the strategy I used to use as a musician when faced with a musical phrase that was too tricky for me to play. I’d worry about it all the way up to the troublesome phrase, then just go faster and throw more energy and muscular effort into my fingers and hope that it would work.
Alexander says that this is a little like placing dependence upon a thermometer that we know is defective. It’s human, but it’s not sensible.
Things that DON’T work: Finding out WHY…
When faced with a seemingly random and puzzling limitation – like an inability to turn one’s head towards the ceiling – some students become fascinated with the origin of the limitation. “Why do I do that?” they ask. I don’t know why they do it. More to the point, I don’t really care.
Now, before you accuse me of callousness, let me explain why I say this. You see, knowledge of WHY doesn’t help the behaviour to go away. Stopping the behaviour helps it to go away. My experience as a teacher is that the students who become most obsessed with why they do the things they do, take longest to stop the limiting behaviours and improve. The search for why turns into a “fascinating bypath” (Alexander’s phrase) that leads nowhere useful.
Things that DO work: Using Your Head
Alexander comfortingly says that there isn’t a single habit of mind (or resultant habit of body) which may not be altered. Great! But how? By the inculcation (learning) of the principles concerning the true poise of the body, and using them in co-operation with an understanding of the powers of the objective mind. Put simply, we need to learn just how powerful the mind is, and put it to good use.
Most of us never really think too much about the things that we do as we do them. When, for example, was the last time you thought about how to look up to the ceiling, or get out of a chair, or walk, before you did them? But this is what Alexander asks us to do. He asks us to actually pay attention to what we do and how we do it. He asks us to use the power of our objective minds to analyse and plan our movements, and then to follow the plans we’ve devised. If we use our reasoning powers, we will begin to experience the power of the principles that underly all easy and efficient movement.
Is it hard work? Sometimes. Is it infuriating? Yep, sometimes.
But does it bring rewards? Yes. Definitely yes. And if you don’t believe me, just ask my student Ian.
* A couple of points about this. First, it’s part of the training I received as a teacher in the Interactive Teaching Method for the teaching of the Technique of FM Alexander (ITM AT teacher for short) that accurate recall of a student’s words – or even whole exchanges – is considered essential for good teaching. If you want to know more about this, just email and ask me.
Second, I asked Ian’s permission to quote him and credit it with his name.
** FM Alexander, Man’s Supreme Inheritance in the Irdeat Complete Edition, p.52.
Image by Alex France, stock.xchng