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The Alexander technique is an educational self-development self-management method with therapeutic benefits. The primary focus of the technique is learning about the self, conceptualized as a mind–body unity. Skills in the technique are gained experientially, including through hands-on and spoken guidance from a certified Alexander teacher, often using everyday movement such as walking and standing. In this article the authors summarize key evidence for the effectiveness of learning the Alexander technique and describe how the method was developed. They attempt to convey a sense of the unique all-encompassing and fundamental nature of the technique by exploring the perspectives of those engaged in teaching and learning it and conclude by bringing together elements of this account with relevant strands of qualitative research to view this lived experience in a broader context.
The authors are with the Society of Teachers of the Alexander Technique Research Group, London, United Kingdom. Glover is also with the University of Hull, Hull, United Kingdom.