TheFeldenkrais Method®: A Dynamic Approach to Changing Motor Behavior

Abstract

This tutorial describes the Feldenkrais Method and points to parallels with a dynamic systems theory (DST) approach to motor behavior Feldenkrais is an educational system designed to use movement and perception to foster individualized improvement in function. Moshe Feldenkrais, its originator, believed his method enhanced people's ability to discover flexible and adaptable behavior and that behaviors are self-organized. Similarly, DST explains that a human-environment system is continually adapting to changing conditions and assembling behaviors accordingly. Despite little research, Feldenkrais is being used with people of widely ranging ages and abilities in varied settings. We propose that DSTprovides an integrated foundation for research on the Feldenkrais Method, suggest research questions, and encourage researchers to test the fundamental tenets of Feldenkrais.

Bodily movement and facial actions in expressive musical performance by solo and duo instrumentalists: Two distinctive case studies

“…The motor programming required for energy efficient action is the focus of both the Alexander Technique (Tarr, 2008) and the Feldenkrais Method (Buchanan & Ulrich, 2001). The techniques have often been applied as psychological tools to reduce some of the physical problems that can occur when performers become overly tense and anxious (Jain, Janssen & DeCelle, 2004).…”

Interoception, Contemplative Practice, and Health

“…A wealth of other body-oriented healing and psychotherapy methods may also fall into this classification, such as Dialectical-Behavioral Therapy (Linehan et al, 1999), Acceptance and Commitment Therapy (Hayes et al, 1999), and also body-mind approaches such as Feldenkrais (Buchanan and Ulrich, 2001), Alexander method (Woodman and Moore, 2012), Focusing (Gendlin, 2012), Rosen work (Fogel, 2009), Hakomi (Kurtz, 1997), Sensory Awareness (Selver et al, 2007), Somatic Experiencing (Payne et al, 2015), Breath Therapy (Mehling, 2001), Holotropic Breathwork (Grof and Grof, 2010), and Mindful Awareness in Body-oriented Therapy (MABT; Price, 2005). We discuss primarily practices derived from Asian contemplative traditions, as these have undergone the most research and been the focus for the largest effort to translate contemplative concepts into modern scientific terms.…”

The acquisition of pedagogical expertise in dance : a constraints-led approach

“…These somatic approaches are taught from a third person view point perspective, which can then become an authoritarian approach (Dragon, 2015). A key difference between first and third person view point is that importance is given to demonstration in dance classes during third person view point approaches (Fortin, et al, 2002), while in first person view approaches, such as the Feldenkrais method®, demonstration is avoided to allow for learners' sensitive exploration (Buchanan & Ulrich, 2001;Feldenkrais, 1972).…”

“…This type of pedagogy is focused on developing learners' awareness of critical sources of information that might provide solutions to their movement problems (Buchanan & Ulrich, 2001;Feldenkrais, 2005). The utilization of the Feldenkrais' method with its pedagogical focus on the learner (Feldenkrais, 1972), contrasts with traditional methods of teaching ballet, where the pedagogical focus is on the teacher's control (Morris, 2003).…”

“…Valentino's mentor had a first person viewpoint approach using the Feldenkrais method®, because this type of approach promotes an individual's sensitive exploration of movement and self-discovery (Buchanan & Ulrich, 2001;Eddy, 2009). Movement experiences targeting an individual's self-discovery allow for the body to be perceived directly and they promote learning, because there is physical interaction between the individual and the environment (Fortin, et al, 2002).…”