Archives For Anula Maiberg

Permission to move

November 10, 2019 — 3 Comments

Ironically, on the verge of writing this I saw some responses to James Crader’s blog about play, including one that concludes: “Haha, as if any of us need permission to move.” Exactly! I believe that many of us in the Pilates teaching community approach the work in a way that means precisely that – we need permission to move!

I don’t remember exactly when Anula Maiberg first appeared on my radar but I know it was in connection with a magazine article that, at the time, did not strike much of a chord with me. It’s an interesting thing for me to reflect on and doubtless reveals some of my biases and even prejudices. Though I may have felt differently in the past these days the most interesting characteristic of a movement teacher, for me, is how they move. I tell myself (and I believe I’m being honest) that size and shape are no more significant than coloured hair and tattoos – demeaning one seems as odd to me as celebrating the other. I recognise that I may be fortunate to have had no worse comments about my appearance than a student once telling me that I had lost “too much” weight, and to be blithely unaware of any trolling or obnoxious behaviour that some teachers may be subject to (white male privilege, anyone?)

Subsequently I watched with interest, and some puzzlement, as Anula appeared to rocket to fame within the Pilates world. And, yes, perhaps some envy – I would be very happy to have found a way to earn the kind of platform that she has earned in order to share my ideas. It seemed bizarre to me that someone who, from my perspective, was famous for how they looked could have such an incredible impact on the Pilates teaching community. What did this say about Pilates teachers?

While there may be an element of Anula carrying the flag for permission to be ‘not the right shape’ that attracts teachers to her, as the years have passed and I’ve seen more of her social media output, and the reactions to it, I’ve come to believe that Anula is offering something much more powerful, and necessary: Permission to move.

This, for me, is far more fascinating than body image. I’ve referred previously to the control freak-ery of Pilates teachers and I’m given to believe that the ‘control’ aspect of the method, oh, and the ‘precision’, and the love of ‘correction’, and ‘proper’ form (feel free to elaborate on this list at will) can create a certain movement constipation. As Anula asks: “Why aren’t we more concerned about how it feels instead of how it looks?”

It’s such a cruel irony, that a movement practice might have this kind of baggage. I appreciate that we need to have some guiding principles, rules if you will, to hang our teaching on, but can they be our undoing sometimes? “Shoulders down”, “feet hip distance apart”, “exhale on the effort”, “proper placement”, “out of alignment”, “she’s a bad breather”, “poor posture”, “uncoordinated”, “he’s a tucker” etc. etc. How much of the language that we use might reinforce the notion that the people we’re teaching aren’t ready to move? I suspect this spills over in to our own self-talk, too, and this is where I think Anula has triumphed – it appears to me that she has given hundreds, maybe thousands of teachers ‘permission’ to move. Weird.

I’m not sure where we derived it from but in the last few years I’ve noticed that my wife and I regularly classify people as a ‘mover’ or ‘not a mover’. It’s a tricky classification that I struggle to define but I’m pretty sure that someone who is bound up in rules about how things ‘should’ be probably isn’t a mover. Curiously there seems to be an association in my mind between movers and teachers who have explored other disciplines or modalities (and between non-movers and teachers for whom Pilates is everything).

Again, I may be wrong about all of this, and to write this feels like the most perilous thinking out loud that I’ve done in a long while.

If I am at all close to the mark then I think Anula deserves to be celebrated much more than she already is. I don’t love every video or picture that she posts, and sometimes I think I’ve got a better solution for a particular problem up my sleeve (and I value ongoing dialogue with her about teaching movement), but that is far from the point. If more of us feel that we have permission to move ourselves it seems likely that we will also feel liberated to pass that permission on to the people that we’re teaching. I don’t believe that constipation and joy go together and if taking the brakes off and letting go of some of the rules allows people to have a movement experience (as opposed to doing an exercise) then I believe more joy is let into the world.

To hijack the great man’s words: Joy happens through movement, and joy heals. How about that?

The Alignment Problem

August 28, 2019 — 2 Comments

I imagine that there’s near universal agreement amongst Pilates teachers across the globe that alignment is important. Perhaps it is even the central tenet of the Pilates Method.

I’m increasingly of the view that the ability to clearly and succinctly define things is crucial to being able to implement, influence or otherwise effect those things. If you believe that ‘alignment’ is indeed central to Pilates, what do you mean by ‘alignment’? Can you define the concept in one sentence? The idea of defining what we do is a topic that features in the illuminating conversation between Anula Maiberg and Raphael Bender that helped spur me on to write this. I encourage you to listen to if you haven’t already.

I had an exchange via Facebook with a teacher recently, around a post about an online course that, as I remember, used the phrase “it’s all about alignment”. I asked for a definition of alignment (I know, I should learn to leave things well alone) and the answer was along the lines of ‘it’s too complicated to explain in brief but the answer would become apparent if you read all our blog posts’. This may have simply been the best way to deal with an antagonistic social media user but, to me, it hinted at something that is endemic in the Pilate teaching world and, again, referred to by Anula & Raphael – that even though we know what we do is important we aren’t always good at defining what that is, teachers and continuing education providers alike.

For what it’s worth, if I have to define alignment I would say something like “the organisation of the 3 main body weight centres (thank you Jozef Frucek) relative to each other, and the optimal centration of the bones at every joint”. This means, to me, that there is no single appearance of ideal alignment. I also believe that the route to optimal alignment lies in practicing varied movement and not in practicing being in ideal fixed positions – I don’t believe in teaching anyone to sit well, for example. I would rather teach them varied and efficient movement so that their system has more options to deploy when they are sitting.

All of that said, I believe that there’s a different kind of alignment that is more important to teaching Pilates than the alignment of bones and body parts. Last year I was fortunate to attend an evening with Dr John Demartini, and Carl Paoli‘s ‘Freestyle Insider’ seminar. Both of these events invited/encouraged me to examine my personal values and my goals and, particularly in the case of Freestyle Insider, to articulate my mission.

I learned from Dr Demartini that when my values and my goals are not aligned I can expect to be dissatisfied, unhappy and unsuccessful. It makes perfect sense, I believe – if my actions aren’t in line with those things that I hold dearest I am engaged in self-sabotage. I learned from Carl that I need to be able to clearly and concisely express my mission in order to have a clear path to follow. So my values help to define my mission and my mission helps to define my goals.

This is ‘the alignment problem’ that Anula and Raphael raise in their conversation and, I suspect, may be plaguing the Pilates teaching community. I have asked enough teachers to define what they do, for a lay audience, in one or two sentences enough times to believe that the inability to do so is a widespread problem. The answer to many questions is often ‘It depends’ but in this case I’m afraid that will not do.

If you are able to clearly define what you do then you will be very clear in what you are offering to the people who might pay you; you will recognise more readily those people whom you may not be able to help; and the choices as to what specifically to do in a session with a specific person will be easier to identify.

To be blunt, “I teach Pilates’ is not a clear definition of what you do. We all know that there are many definitions and interpretations of that statement so it doesn’t represent clarity of purpose, at least to a layperson. What does ‘I teach Pilates’ mean to you? How can you break that down into something more meaningful? As an aside, I’ve found the exercise of asking ‘Why?’ at least 5 times to get the root of things really useful (eg. ‘I teach Pilates.’ Why? ‘Because it’s a really good way to exercise.’ Why? Because it can be adapted to meet the needs of many different people.’ Why do you want to do that? ‘Because I like to be able to reach different types of people.’ Why? etc etc

If we have a less than clear answer to this question, and an indistinct definition of what we teach it is that much easier to fall into generalisations of the ‘That’s what we’re supposed to do’ kind. For example, cueing a breathing pattern for an exercise to a client who may already be overwhelmed with inputs because ‘we’re supposed to cue breathing’; or teaching someone correct TVA engagement (!!!!!!!) before the Hundred ‘because that’s how my teacher does it’. What we’re ‘supposed to do’ rarely has any connection to effective teaching.

Assuming that we all want to be effective teachers, before we concern ourselves with the alignment of the individual on the mat or the Reformer in front of us, we should first be concerned with our own alignment. Is what we teach truly in harmony with the outcomes that we’d like to offer?