Pilates vs. Evolution

April 16, 2014 — 3 Comments
What should I call it?

What should I call it?

I imagine that the great majority of teachers and/or practitioners of Pilates would agree, that it is alive – that Pilates is a living thing. All living organisms must be able to adapt to changes to their environment (or move to a different environment) to avoid extinction. Thus, I would contend that, Pilates has to be capable of adapting to environmental shifts in order to avoid eventual extinction.
Yes, he we are once again, musing on what Pilates really is/should be etc. It’s a subject that seems ‘to have legs’, very long legs perhaps (and how appropriate).

A recent post on a Pilates related forum invited discussion on “innovation in Pilates”, with fairly predictable results. Some comments endorse the idea of everything that one does informing everything else that one does, others decry the lack of respect shown to the originator, or worry that the public may be confused. The latter idea is particularly fascinating for me, in part because I think that ‘the public’ may not be that interested anyway. If I think of my job as teaching people to position and move themselves as well as possible (on another forum thread Sean Gallagher recently wrote: “…Pilates is a way of living in your body” which feels similar, if not better), then I do not see it as my job to teach people about Joseph Pilates, to make sure that ‘they’ know exactly what was devised by him, and what was not. The subject may well come up, but I’m more interested in honouring the marvellous tool that nature has given us (our moving body) than I am in honouring the man, much as I believe he was a genius.

Back to evolution (apologies to anyone who is troubled by this concept – I believe that its acceptance in the US is particularly limited). There’s no doubt that the environment in which Pilates resides, that’s to say our understanding of biomechanics, neuroscience and so on, has changed substantially in the last 46 years. It may be that you believe that Joseph was indeed 50 years ahead of his time, so still ahead of the evolutionary curve. In which case there may be no reason to look elsewhere for inspiration or more thorough understanding. For some of us, exposure to other modalities, or information that helps to refine our understanding of what’s important, may mean that we begin to incorporate into our teaching things that do not look exactly Pilates, as taught by Joseph. As an example, there have been a couple of instances recently when, within the first few classes, I have taught a deadlift pattern to clients (both of whom had young children, and back problems). This is because I believe that understanding this movement pattern is essential to their well-being, so that they do not have to choose between back pain or picking up their children. I may have mentioned that the deadlift is not strictly a Pilates exercise, I don’t remember. I don’t think it really matters, again, because of how I see my professional responsibility, and because I don’t think my clients are helped by making those differentiations.

I can see that this point of view may not sit well with some teachers, those that we might consider to be devoted to authenticity. They may feel that different disciplines should not be mixed together. As I may have mentioned in an earlier post, I have always been most interested in that area in-between. As an art student I was excited by the blurring of boundaries, between sculpture and furniture, say, or sculpture and architecture. At the moment I believe that it’s appropriate to refer to what I teach as Pilates, because the great majority of it is recognisably Pilates, and because I use the equipment a lot. It’s possible that at some point in the future less of what I’m teaching will be recognisably Pilates, and that may lead me to eventually try to find a different name for what I do. When I was training as a Pilates teacher one of my teachers was known for having his own versions of exercises, and we were encouraged to pin him down about which was original, and which was not of what he was teaching us. His mat classes were called Pilates classes, and whilst the original repertoire was in there, there were flavours of yoga, contemporary dance, and other systems too (and, importantly, in relation to the ‘confusing the public’ issue – they were busy classes, people came and moved, breathed, were challenged, and had fun). That was 12 years ago, and at some point it clearly made sense to give his teaching a new name, so that we now have Garuda. If James were still calling his work Pilates it would probably be totally inappropriate, and the creation of Garuda seems like a natural evolution of his teaching.

The person who posted about ‘innovation in Pilates’ is at the point of making his own equipment, that looks significantly different from Pilates equipment. I would agree that you can apply the principles of Pilates to other modalities, but would suggest that once you need to manufacture your own equipment to best express your work, it may be time to practice under a different banner. The question for me is where one draws the line, between teaching something that looks substantially like Pilates (as I write this I can picture the Pilates fundamentalists gnashing their teeth – sorry), and something which has strayed far enough from the original material that it no longer qualifies. I suspect that the answer may be (aside from needing to create your own equipment) that if you need to ask if you should still call what you teach Pilates, then you’ve probably strayed over that line.

(Image courtesy of http://www.dailymail.co.uk)

 

 

Ok, this is not really Pilates, or it didn’t start out that way. This idea started out because I was given a modified Thomas test to do as homework (to improve my shoddy hip flexor/knee extensor flexibility). I’ve done this in the past with an ankle weight on the suspended leg, but these days I cannot bring myself to believe in the efficacy of static/passive stretching. What better way to engineer the possibility of some contract/relax PNF-type stretching into the equation than my trusty jump stretch band? Putting out round the legs of the Cadillac seems to give the magic amount of resistance to both flex my hip and extend my knee against, and also gives me some proprioceptive feedback to help avoid too much abduction.

Then my lovely wife had the idea to add the bar and springs into the mix, making it look a bit more like Pilates. When did adding movement not help? If you’ve got the hamstring length this seems like a great idea to me (Ugg boots optional)…

Jump stretch band 3

The jump stretch band used not for joint distraction this time, but simply added resistance when trying to find ways to emphasise lengthening into a Rollover. This is perhaps similar to the Tower on the Cadillac, but with truly progressive resistance it presents a bit more of a challenge, both concentrically and eccentrically.

Thanks are due (again) to Patrice, for being the model/crash test dummy. Instead of getting her to try it twice, I should have got her to try again with a lighter band. We live and learn….

hack, noun : trick, shortcut, skill, or novelty method to increase productivity and efficiency

 

I learned about using ‘jump stretch bands’, or ‘pull up bands’ from Kelly Starrett, and have found them useful in a range of applications in the Pilates studio. I hope this will be the first of a few video posts around this subject.

Achieving ‘clean’ hip flexion, not involving some pelvic motion, can often be a challenge – and this is, of course, a movement theme that crops up in a lot of Pilates repertoire, on all of the equipment.

The obstacle usually seems to be anterior dominance, leading to a hip joint position that ‘closes’ and restricts that isolated flexion.

More and more, in our studio, we’re using bands to create distraction of the joint, allowing for a better ‘fold’ of the leg into flexion. After a fair amount of experimenting, we finally arrived at a set-up that allows for strong hip distraction without the band slipping off when the athlete is reaching toward hip extension.

Unprincipled Pilates

March 23, 2014 — 3 Comments

previewI’m afraid that I can’t find the original comment, so am unable to quote precisely (even if I had permission) something that I read in the thread of a Pilates related Facebook forum. The comment was written by a teacher, who appears to be considered something of an expert on all things Pilates related (in the particular forum, at least) and was along the lines of ‘Joseph Pilates did not teach principles, he taught exercises, in a specific sequence.’

This is a fascinating idea for me, not because I have a special allegiance to the ‘Whole body health; Whole body commitment; Breathing’ that I believe the PMA refer to as Joseph Pilates’ own guiding principles for Contrology, nor to the 6 principles that Friedman and Eisen presented in their ‘The Pilates Method of Physical and Mental Conditioning’, published in 1980. I think all 8 of these ideas have a valid place in the practice and teaching of Pilates. It is a fascinating idea for me more because the act of teaching almost seems dependent on principles, or is doomed to be rather dull, if not pointless, without them.

Ironically, I attended a class a couple of days ago that reminds me of this. It wasn’t a Pilates class (a more recently developed movement practice) that was distinctly unsatisfying because, it now occurs to me, it appeared to be devoid of principles. It seemed more like nice, but aimless choreographed movement (the teacher led the entire class with her back to the participants – viewing the room in the mirrored wall), and I’d rather save that for when I’m drunk on music and good company, perhaps with a little less choreography.

I’m not suggesting that principles of any sort need to be explicit in anyone’s teaching, but rather that there need to be some fundamentals, something that underpins the exercises/movements being taught. I think of all Pilates exercises fitting into (or straddling a couple of) three basic categories – Stabilising the trunk while moving the extremities; Sequential spinal articulation; Transferring load from the extremities to the centre (which, to me, is part of a circuit with the idea of working from the inside out). These, for me, (because they are invaluable movement skills) form the basis for teaching people to move (or position themselves) well.  And that is what Pilates is, to me, in a nutshell. Of course, this is personal, and I know that the practice of Pilates adds up to more than that for many people. For me, moving well and eating well are the ‘secrets’ to excellent health.

I’m very willing to believe that Pilates did not speak of principles when he was teaching (and perhaps this is what the post on Facebook I referred to was indicating), but I do not accept that they weren’t there. Perhaps that was part of Joseph’s genius – that he didn’t need to be explicit, because the work made it obvious. Whether you’re explicit about some underlying principles of your work or not, I would suggest that they need to be there, if what you teach is to have any meaning for your clients beyond the time they spend in class, or in the studio.

Just Do It

March 11, 2014 — 1 Comment

UnknownI’m currently reading an extraordinary book, called ‘Endgame’, by Derrick Jensen. Jensen paints a very bleak picture of the world, and I’m not sure that I’d recommend it, unless your optimism is of a very robust nature. He’s certainly no fan of multinational corporations, so it’s ironic that a chapter in the book made me think that Nike have the greatest advertising slogan ever. It also made me think that the iconic poster of the first Obama presidential campaign was, unpredictably perhaps, strangely anticipating what seems to have been widely regarded as a disappointing presidency.

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How are the two related to each other? One could argue that the sentiment of the Nike slogan is the exact opposite of hope. Your hope won’t cause a situation to change, but your action might. Whilst ‘Just Do It’ is a call to action, hope is a reason (excuse?) to remain inactive. (It reminds me of a landlord I used to have, back when I had dreams of turning a Brooklyn warehouse building into two wonderful live/work spaces. The roof was leaking and his typical response to our requests for him to get someone to fix it was: “God willing, it will get fixed.”)

As well as seeming to say ‘Stop procrastinating’, or ‘Stop making excuses’, “Just Do It” seems to me to be saying ‘It’s down to you, and you only. (Yes, we can sell you fancy apparel and products to help, but) you’re the one that has to get this done.’

If we hope for a better life/body/world etc. it is as though we pass the mantle of responsibility for that betterment on to someone else, perhaps ‘someone’ supernatural, if we are hoping that God will make things better. In taking action we can claim responsibility for our future, and have a real chance to shape it the way that we would wish it to be. Perhaps President Obama would have done better to borrow Nike’s slogan for his election campaign – maybe that would have given his presidency a little more momentum.

Jensen includes a quote in ‘Endgame’ on this subject, that he attributes to Gringo Stars:

“Hope is the real killer. Hope is harmful. Hope enables us to sit still in the sinking raft instead of doing something about our situation.”

Get out of the raft, and swim. Just Do It.

150px-PET-imageA recent, soon to be published study by the prestigious Centre for the Understanding of Nutritional Technology and Science has found that consumption of more than two servings of tofu (a soybean derived food product) per week may lead to a loss of IQ.

The study, conducted over a number of years, looked at the effect of varying degrees of tofu consumption on subjects’ scores in standardised IQ tests. Even when allowing for other factors that have been previously indicated to negatively effect intelligence, the results were “damning”, according to the study’s conclusion. In an interview, a representative of the Centre declared that he and his team are satisfied that they have achieved a significant breakthrough in our understanding of tofu, and have proven beyond doubt that, when consumed in greater than normal amounts, it does make humans more stupid. He added: “We have yet to prove a link between tofu and obesity, but our research continues.”

I’m sure that you will be aware of a number of stories that have made the news in recent years, linking consumption of certain foods, particularly red meat, to various diseases. If you want to read rebuttals of news stories like Red Meat Causes Cancer, or the more recent High Protein Diet as bad as 20 Cigarettes per Day, or simply to read about the problems inherent in these kinds of studies, you can do so here, here and here. This is the territory of people with degrees in medicine or biochemistry, neither of which I have. Instead here are a couple of questions that we should all be asking ourselves when faced with news stories that make these kind of alarming food related claims.

The first is, what’s the agenda? As the articles I linked to above point out, epidemiological studies (that look for patterns, or associations) almost inevitably start out looking for specific patterns – in other words, researchers don’t set out to see if they can spot any patterns at all, they go looking for a specific one. If you go looking for a specific pattern the chances are that you will lean towards finding evidence to support it. Epidemiology might support a hypothesis, but never proves it. T. Colin Campbell, one of the authors of the “China Study”, is well known as an advocate for a vegan diet, and (to quote Wikipedia): “The authors conclude that people who eat a whole-food, plant-based/vegan diet—avoiding all animal products, including beef, pork, poultry, fish, eggs, cheese and milk, and reducing their intake of processed foods and refined carbohydrates—will escape, reduce or reverse the development of numerous diseases.” 

So, if I write a story about the link between tofu consumption and reduced IQ (let’s be totally honest, and in case you didn’t guess, I made that up), you would need to ask yourself why I went looking for such an association in the first place. Perhaps I’m some kind of omnivorous fundamentalist who thinks that soy products are rooted in evil….

The second, and perhaps more significant question is, (to quote Robb Wolf) “What is the mechanism?” Unless there is a viable explanation for why heavy tofu consumption causes a loss of IQ (I just had a thought – imagine if my made up story turns out to be true!), then it’s simply an association that may be a complete coincidence. A favourite analogy is ‘Fire engines cause fires’ – because studies show that there is a strong association between buildings on fire, and the presence of fire engines. Or even better, if you didn’t follow the link to Dr Briffa’s article above: ‘ice cream causes shark attacks’.

Who can blame researchers who want to catch some headlines? Both of the UK broadsheet newspapers that carried this story had some caveats, if you read to the end, but the headlines and the accompanying pictures are what stay with you (do you think tofu seems more sinister when I include a picture of a brain scan?) It’s too bad that the news media we appear to want is that which scares, rather than informs.

imagesFollowing on from a mention in part 1 of this post, I think that a lot of interesting things happen on the boundaries between disciplines. Kelly Starrett, who has influenced my thinking about Pilates a lot in the last few years, talks about the benefits of sports people from different disciplines talking to, and learning from each other (power lifters talking to gymnasts talking to rowers talking to olympic lifters talking to swimmers/runners etc).

The subject of the first post, and the comments that followed (thank you all for your interest and contribution) made me start to think that there is a problem inherent in classification – in trying to define or draw lines between things. Once again, I find myself a little conflicted – I love simplicity, but…

I’ve found the Classical Pilates Inc DVDs to be an invaluable resource, from the point of view of learning to put the correct name to an exercise, or checking choreography. I’ve learned to assume (who knows how/why) that what is usually referred to as ‘classical’ Pilates, is that which was taught by Romana Kryzanowska and her followers. The “Romana’s Pilates” DVD I have in front of me has the tagline “….the true pilates method as taught by Joseph Pilates”. As an enthusiast of simplicity I am drawn to the ‘this is the way it is supposed to be’ kind of presentation. From watching the DVDs, and taking class with Romana trained teachers, I know that Footwork on the Reformer should be done with all the springs attached, as should the Hundred.

And then again, I was watching part of another DVD the other evening (that is still available from Michelle Larson) of Eve Gentry giving a workshop in 1991. My understanding is that Eve worked alongside Joseph Pilates in New York for close to 30 years – longer than anyone of the other first generation teachers. At the beginning of the workshop she talks about what she learned from Pilates: “I learned about not using too many springs….” This is just one example and I’m sure there are plenty of other instances when the Eve Gentry approach to Pilates differs from the Romana Kryzanowska approach. Ironically, courtesy of this blog I now realise that it’s even more complicated than I thought – the classification ‘Classical Pilates’ requires sub-classification!

I’m not at all interested in entering a discussion about which one is better, or closer to Pilates’ original intentions.  I’m curious as to whether being more definitive about classification does more good than not. This gets back to the original question of what it means to call myself a Pilates teacher. I understand the value of being systematic, and holding true to the principles of rhythm and flow, and, ultimately, I believe (as Eve Gentry says) that I’m trying to teach a concept, not a set of exercises. The exercises are a vehicle for delivering/understanding those principles, and can represent a fantastic challenge for someone who is interested in exploring the limits of their physicality (I can see no need for inventing advanced repertoire). I also believe that Pilates himself would adapt/create exercises for individuals, based on his understanding of their specific needs. Whilst I wouldn’t try to compare myself to Pilates (though I not-so-secretly like to think it may be significant that I was born in the year that he died….), I often use other exercises to teach the principles to certain clients – because I think they will be more effective, or represent a more accessible route to understanding the concepts than a ‘classical’ exercise might. I’m back at the ‘Can I teach Pilates with a kettle bell? question from my previous post – can you teach Pilates with exercises that are not Pilates? According to the blog post that I linked to above, I should be acknowledging to whoever I’m teaching a non-Pilates exercise that I’m not actually teaching them Pilates at that moment. But I think Pilates is a concept, not a set of exercises! Isn’t it perplexing?

Here’s another way that I like to think about this – Can you be good at Pilates? If your answer is ‘Yes’, what does that mean? What does it look like to be good at Pilates? I routinely tell people coming to our studio that there’s no value or point to being ‘good at Pilates’. Who cares if you can perform Pilates repertoire beautifully (or however else we might define ‘good at’)? The point, for me, is to use Pilates to help people be good at, or find easy, everything else that they want or need to do. I think that my job is to teach people to move and position themselves as well as possible, and Pilates is the vehicle that helped me on this journey, and what I feel competent to teach to others.

I do understand the need to honour our heritage, and the original work of Joseph Pilates, and I’m grateful to those teachers and organisations who commit themselves to that. I also agree that a familiarity with the apparatus adds to one’s understanding of Pilates. Somewhat unconsciously, I provoked a bit of a comprehensive vs. mat teachers discussion, with the previous post that I wrote. I have no interest at all in supporting or defending diploma courses in Pilates that require very little actual practice of the method, or that offer certification in a short time. I remain uneasy about attempts to make a strong distinction between mat teachers and comprehensive teachers, because I think our job is to teach people to move well. We will, all of us, bring our unique life experiences to the teaching party and whilst many comprehensive teachers may enjoy an ‘edge’ from their experience of the Reformer’s resistance (and I think you’re a fool if you’re a teacher and you haven’t made an effort to experience the apparatus), I do not believe that we are all inherently better teachers of movement than teachers who are not certified in teaching on the equipment.

As an example, I learned more about working my upper back extensors when trying to squat while holding a weight overhead than I did in years of Pilates repertoire both in the studio and on a mat. That doesn’t mean that I give up on using Pilates to teach people back extension, it means that I’ve got something else up my sleeve AND that someone who has done overhead squats (my CrossFit coach, for example) may be at least as good as me at teaching someone to use their upper back extensors. That may be true of a Pilates teacher ‘only’ trained in the mat work.

So is my claim that my job, as a Pilates teacher, is to teach good movement legitimate?

 

Or, don’t have your feet on the ground

I admit to owning some MBTs once, so I understand the seductive power of shoes that are said to improve your posture (there’s a number of things about my past that I’m not especially proud of…). More recently I’ve used this blog to question the use of technology to ‘fake’ a natural situation in pursuit of a solution, rather than accepting the naturally available solution. Of course, there’s often money to be earned from this kind of virtual reality. In the case of shoes, the rationale seems to be: “There’s a problem with your body – your muscles don’t work like they should, because (unlike a Masai warrior) you’ve been disconnected from the ground. Don’t worry, we’ve come up with a way to make your body work better – by tricking it into action.” (For only X amount of £s/$s)

I think I was more eloquent last time I touched on this, so apologies. I was motivated to revisit the subject by someone that came to one of my classes today. She was wearing some brightly coloured Reebok shoes, that served to highlight the degree to which her feet pointed outwards (“Walking like a duck” in Kelly Starrett-speak). When I spoke to her, as a new participant in the class, she told me that she has knee pain. Unfortunately for her, not surprising at all – we’ve probably all seen similar: thighs rotated in, shins rotated out, and arches collapsed. Easy to imagine that she has lower back pain too. Perhaps that’s why she bought the Reeboks, that I discovered were ‘EasyTone’ (“our EasyTone Essential walking shoe features built-in balance pods that transfer air in response to your stride and create micro-instability with every step.”) There’s a great scenario – someone who is putting excessive rotational force through the soft tissue of her knee joint with every step, because of her leg alignment, wears shoes to increase the instability for her already collapsed feet.

Clearly there are many people wearing MBTs, Fitflops, Shape-Ups and Easytones (there are probably other brands too) who do not have the same structural/alignment challenges, yet the logic still escapes me. Why did I ever think that interfering with the interface between my body and the ground was a good idea? Why did I think that elevating my feet further from the ground would be better for my proprioception and muscle activation?

Just as Michael Jordan asserts in the video clip above, it’s not the shoes! The ‘secret’ is to get your feet on the ground – your hip muscles will work better (and give support to your spine) if your feet work better – It’s not the shoes!

strongfortbellI’ve used this blog previously to write about what I think Pilates is, or is not, so perhaps I shouldn’t need to ask this question. Then again, what I think Pilates is may not sit so well with some of my colleagues. Some of those teachers may have less experience than me, some that disagree (or would if they read this blog) might be ‘master’ teachers – who knows. There are so many of us in the world that it will always be difficult to find a simple, singular explanation of the job/work – if that’s even an appropriate goal.

I love a bit of simplicity, and often feel that we are inclined to complicate things – to hunt for the trees, or even the moss on the trees, and miss the wood that is trying to slap us in the face. I am increasingly embracing the idea of repetition – of exercises, and fundamentals. A few years back I had a conversation with a martial artist, and traditional Chinese medicine practitioner, who struck a chord with me when he opined that yoga is a martial art, and that Pilates is much the same – a bit like a martial art for Westerners. I firmly believe that teachers of Pilates, yoga, and martial arts (spiritual/meditative elements aside) are doing the same thing – teaching ‘good’ (efficient) movement. His argument was that, traditionally, in the East, children would start to learn these movement practices before they were old enough to question the why’s and how’s, and that by the time they were old enough to question, they knew the answers in their bodies – understanding through repetition. Pilates is a little different because it is designed for adults who may want/need to know why they are doing a particular movement. (How many times have you heard: “What’s this (good) for?”)

Whilst I love to talk to the people that I’m teaching about the why’s and how’s, I think that I need to become more at ease with shutting up and allowing people to just ‘do the reps’. I have succumbed, and am certain I’m not alone, to listening to clients niggling complaints, and trying to engineer a variation of an exercise especially for them. I’m sure that Pilates intended his method to be systematic, and sticking to a system is more likely to produce favourable results than regularly deviating from it. Thus, I’m increasingly inclined to side (are there sides?) with the classicists who devote themselves to ‘the work’, and refuse to deviate from the original Pilates repertoire.

The trouble with this is that, however much I’d like to keep thing simple, the ‘original repertoire’ can be hard to pin down. I remember one workshop presenter who would only teach exercises that he had seen archival footage of Pilates teaching, or that he had himself been taught by a first generation teacher (one who had been taught by Joseph). If you’re going to be strict that seems a pretty good start, but what about the repertoire that Pilates taught to a first generation teacher, who did not pass that particular exercise on to the presenter in question? Is it less ‘original’ because one person didn’t think of it, or didn’t feel it was appropriate for this person? So the mat work exercises are the only really reliable record of ‘proper’ Pilates repertoire, because he wrote them down.

And what IS Pilates? There is a growing movement in the UK to create a hierarchy amongst teachers – to set studio trained teachers above mat work teachers. Only last night I read an article suggesting this, because the studio is true Pilates, is ‘the work’ (matwork, as taken from ‘Return to Life’ was, after all, just homework). I suspect, when I hear or read someone talking about ‘the work’ that they’re talking about repertoire – following a system, perhaps. To know Pilates you have to do the work, to become a good teacher you have to do the work. To stay fresh as a teacher you have to do the work.

The repertoire is what separates Pilates from other movement disciplines, yet I don’t know how many times I’ve told potential clients that Pilates is not just a set of exercises – that the exercises are a vehicle for learning principles and fundamentals. In other words Pilates is not Teasers, Hundreds, Footwork, Long Spinals etc. – Pilates is how to move, how to hold/carry yourself. The repertoire is a well thought system for learning those fundamental skills (with a bit of exotica thrown in for those that like/need a challenge). I think the classical repertoire (what I understand it to be, anyway) represents a wonderful mountain to climb. If you reach the peak of executing all the exercises with grace then it’s highly unlikely that you will not be expressing the fundamentals of good movement. I would love to think that everyone who comes through the door of our studio will develop the goal of accomplishing all of those exercises (but I know it won’t happen).

Instead, I will try to teach everyone I work with to move to the best of their capability, and to overcome any challenges they may have in achieving easy, efficient, graceful, powerful motion. Very often the traditional studio equipment will be the ideal vehicle for delivering this, but sometimes I’ll stray. Just yesterday I was teaching a lady for the first time, who has had a history of back problems and is fearful of common daily tasks, not to mention essentials like picking her child up. This wasn’t the first time that I’ve taught a mother who feels scared or unable to pick up their child, and in this circumstance I feel like all other goals take second place. I will try to explain the fundamentals of midline stabilisation, and transmission of load from extremities to centre (I hope we can agree that these are Pilates fundamentals), and I will more than likely use a kettle bell, or weight of some sort to try to teach her how to (in fact, that she can) safely pick her child up. I cannot think of a ‘proper’ Pilates exercise that teaches this fundamental movement as quickly and simply as I can with a weight but that does’t change my belief that I’m teaching Pilates. Am I wrong?

Should I be in existential crisis? I like simplicity, and I want to teach with integrity, AND I think that often the most interesting things occur when edges are blurred, on the boundaries between things/practices/methods. Can I have my cake and eat it? Can I teach Pilates with a kettle bell?