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.
Charlotte Woods, Lesley Glover, and Julia Woodman
Hayley E. Christian, Charlotte D. Klinker, Karen Villanueva, Matthew W. Knuiman, Sarah A. Foster, Stephan R. Zubrick, Mark Divitini, Lisa Wood, and Billie Giles-Corti
Relationships between context-specific measures of the physical and social environment and children’s independent mobility to neighborhood destination types were examined.
Parents in RESIDE’s fourth survey reported whether their child (8–15 years; n = 181) was allowed to travel without an adult to school, friend’s house, park and local shop. Objective physical environment measures were matched to each of these destinations. Social environment measures included neighborhood perceptions and items specific to local independent mobility.
Independent mobility to local destinations ranged from 30% to 48%. Independent mobility to a local park was less likely as the distance to the closest park (small and large size) increased and less likely with additional school grounds (P < .05). Independent mobility to school was less likely as the distance to the closest large park increased and if the neighborhood was perceived as unsafe (P < .05). Independent mobility to a park or shops decreased if parenting social norms were unsupportive of children’s local independent movement (P < .05).
Independent mobility appears dependent upon the specific destination being visited and the impact of neighborhood features varies according to the destination examined. Findings highlight the importance of access to different types and sizes of urban green space for children’s independent mobility to parks.