I’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?