1. The teacher guides the student to standing by encouraging him to inhibit tension in his head and neck and direct, so that his spine lengthens.  When the teacher gently pivots him forward at the hip joints, and his weight comes over his feet, his feet connect to the ground and he springs upward to standing, in an energetic movement that seems to do itself.

  1. The standing student has replaced gripping and holding with balance and poise.  He is free for movement, or to continue standing without stress.


  1. The teacher may place her hands elsewhere to assist the  integration of the head, neck and back and the student’s coordination as a psycho-physical whole.

Copyrighted by Priscilla Hunt, Amherst MA.

  1. The process of coordinated sitting is the reverse. The teacher encourages freeing of the neck and lengthening of the spine as she asks the student to use inhibition to release his hip, knee and ankle joints. As his knees bend and he comes lower in space, he retains his length while balanced over his feet until he arrives at the chair.

  1. The sitting student is neither slumping nor holding himself upright, but balanced on his sit-bones, breathing easily, and free and mobile in his upper body.