The Effects of Posture on Learning: Insights from the Alexander Technique

Abstract

This paper describes a small-scale investigative project undertaken at Leeds Metropolitan University in which primary students commented upon Key Stage 1 pupils' postural behaviours whilst in the classroom. The students received instruction in the Alexander Technique to help inform their judgements and a qualified AlexanderTechnique teacher observed one of them teaching a 'Literacy Hour'. The overall findings indicate that earlier reports of postural deterioration occurring once children begin formal schooling is still in evidence today. A number of factors related to classroom settings are identified as contributing to this situation.