A lot of the people I work with are hypermobile. For some, the hypermobility causes no significant issues but others face substantial challenges, such as joint instability, frequent injuries, pain and fatigue. Hypermobility covers a huge spectrum and for some people it can affect almost every aspect of life.
Whether a client is hypermobile or not, the aim of an Alexander Technique teacher is to facilitate integration and self-management, in order to bring about better coordination, balance, postural support and agency. The process involves hands-on work, combined with teaching the practical Alexander thinking skills that can be used in daily life. People can become stronger and more resilient using the Alexander Technique, not only through the work itself but because it can enable them to exercise more safely and effectively.
It can feel very relaxing to have an Alexander lesson, but it is important to understand that the teacher does not (or should not) aim to directly release muscular tension. For everybody, but particularly for anyone living with hypermobility, it is extremely important that tension release does not happen at the expense of stability. Release of unnecessary muscular tension will tend to occur under the right conditions, as postural muscle tone improves.
Traditionally, Alexander Technique teacher training did not include specific training for working with people living with hypermobility. The rationale was that the technique itself is universal in its application and because no ‘manipulation’ of joints etc is involved in its teaching (the hands-on work is for communication and guidance, not to attempt to directly bring about change). Nowadays, however, working with hypermobility forms part of the curriculum at many Alexander teacher training schools, for example, EATS and LCATT. There is much greater recognition that Alexander teachers need to be informed about areas such as hypermobility but also trauma and advances in the understanding of pain, so that they can better help the people they are working with. A good Alexander Teacher will always tailor their teaching to the individual to the best of their abilities, and an appreciation of the particular challenges being faced by each person is central to this.
In addition to recent changes to teacher training, there have also been significant efforts through continuing professional development initiatives, to better equip Alexander teachers to work safely and effectively with people living with hypermobility.
Julie Barber is an Alexander teacher based in London and has been at the forefront of educating fellow teachers about working with hypermobile people. I recently interviewed Julie for Alexander Studies Online. She began by giving an overview of hypermobility and the role Alexander Technique can play and the second part of the interview (which will be released in a couple of days) focused on the practical aspects of Alexander Technique teaching. Although the interviews are aimed primarily at Alexander teachers, I think that anyone living with hypermobility will find them interesting and helpful.
If you are living with hypermobility and are considering taking some Alexander Technique lessons, my advice is to have a chat with any prospective teachers to find out their experience with, and understanding of, working with hypermobile people.
Resources
- Teaching the Alexander Technique to people living with hypermobility: An interview with Julie Barber. Alexander Studies Online, Edition 68 (Part one).
- Part two coming in the next couple of days.
- Philip Bull, Ann Rodiger, Julia Woodman. Hypermobility and the Alexander Technique. Proceedings of the 12th International Congress of the FM Alexander Technique, Berlin, Germany, 22–28 August 2022; pp32–38. Downloadable from: https://www.atcongress.org/papers.
- Embodying mindfulness through the Alexander Technique. Invited talk by Julia Woodman at Psychological and Emotional Health: Living with EDS/HSD, Ehlers-Danlos Society Conference, Edinburgh, UK, 2 November 2019.
- A previous blog post of mine, recounting the progress through lessons of a client who came for help because of her hypermobility.
- For additional resources, see the list on ASO.