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
Amandda de Souza, Cristiano Gomes Sanchotene, Cristiano Moreira da Silva Lopes, Jader Alfredo Beck, Affonso Celso Kulevicz da Silva, Suzana Matheus Pereira, and Caroline Ruschel
different SMR protocols on the ROM of female subjects, and (3) assess the medium-term and long-term effect of SMR on ROM. References 1. Findley TW , Schleip R , eds. Fascia Research: Basic Science and Implications for Conventional and Complementary Health Care . Munich, DE : Elsevier GmbH ; 2007