LOG AIFTT IV Week 1 – Larry Goldfarb
Segment 11
15 – 26 November 2015
15 – 19 February 2016
Monday 15 February 2016 AIFTT4 1001 Talk Communication and composition Introduction Larry to segment 11. This segment will be about giving FI and bringing different, tools, concepts, and models together. We'll review the FI lessons Alan taught last segment using the tools you have learned, like SPIFFER, floor plan, etc. to understand how lessons are put together. When a client comes to us, we ask what they want to be able to do, which differs from other disciplines. People get in the way of what they want to do w/o realizing it. Awareness is related to how they get in the way. In this segment we'll also look at communication. Larry studied Transactional Analysis, which was developed by Eric Berne. Berne modeled the patterns of dysfunctional communication, basing them on three roles: victim, prosecutor, and rescuer. Non Violent Communication, also discussed during last segment w/Alan, by contrast, suggests how functional communication works.. Larry introduced Nicole Schneider, an NLP trainer who will teach perspectives on learning, language, and communication in this segment. Nikki explained that in the first week she'll teach about making what's unconscious conscious, which helps to formulate what people need/want from a lesson. In the second week she'll teach about the Milton Model, approaching what's conscious through the unconscious. We use this in our language, e.g. when teaching ATM. The ATM series in this segment will be about something you probably won't be able to do. If you want to succeed, you will fail. AIFTT4 1002 Lab Developing an ability – going from sitting to standing In Feldenkrais we concentrate on what a person wants to be able to do, rather than on what they don't want or want to get rid of (e. g. pain). Imagine in the future someone comes to you and wants to be able to go from sitting to standing (is unable to do this, due to a stroke or pain, etc.) What questions, ATM lessons, FI would you ask or use to help this person? In trio talk about this. Coffee AIFTT4 1003 ATM STANDING OSCILLATIONS Scan on back; pay attention to points of pressure. Sit up by way of one of your sides. Now from sitting go straight B to lie on back and come U to sitting again (sagittal plane). Note if you do this by changing shape or orientation, or both. Continue this m/m very slowly and note where it gets difficult. Sit and go B w/straight back (don't fold) w/o holding breath. People use different ways; Larry had half the people in the room observe the other half and vv. Standing: notice how you are standing. Sense contact of feet, pressure on heels, toes, balls of the
feet on L and R. Note where weight of pelvis is falling onto feet; where shoulders are in relation to feet, in relation to hips; where the head is in relation to hips, to feet. Is it the same on R and L side? Standing: place hands on belly and sense belly muscles, then place them on thigh(muscle)s, on buttock(muscle)s. Standing: slide head F/B and note changing pressure in feet (L and R). Repeat w/hands on buttocks and on low back, noticing change in muscle tone. Rest while walking. Explore walking w/head leading (F), then w/head behind heels. Standing: move head in front of and behind heels. Repeat w/shoulders, w/hips. Standing w/one hand on belly and other hand on low back: sense change of tone in belly/back muscles as you take shoulders F/B. Repeat w/one hand on thigh and other on buttock. Imagine being one piece that moves around the ankles and go F/B over balls of feet, over arches, over heels. Repeat w/one hand on belly and other on back, noticing muscle tone changing. In same position sense breathing underneath/between your hands. Move F/B tiny bit, just so you sense F-B m/m on your feet. Find oscillation around the middle, sensing change of tone. Slowly find middle. Then take 3 steps in any direction, change over the hands, and again look to find the middle. Stand and scan. Walk around. Lunch AIFTT4 1004 Talk + Lab Developing an ability and pedagogical reasoning In trio w/different people, share what you discussed and learned in your trio this morning. This entails pedagogical reasoning: how do you facilitate the person's learning? In order to do this, you need a specific action to work towards. How can you to use the tools and strategies you have learned in this task? AIFTT4 1005 Discussion The concepts and models we rely on Larry asked the class what concepts or models they used in their discussion and how. Answers and comments included: - SPIFFER, e.g. weight shifting (foundation), differentiating hips (sequence), looking at what plains are available (path). - Looking for better distribution of m/m and tone - Looking more global; use more global m/m like coordinating flexors and extensors instead of moving pelvis or chest separately. - Use ATM, e.g. sitting back on the heels (on hands, knees and feet), pelvic clock, etc. In comparing the way the person moves to the way they could be moving, the habit shows up: what they can't stop doing. Tea AIFTT4 1006 Hands-On Revisiting Kneeling over the Table FI Duo: set up partner kneeling over the table and review the FI we did w/Alan. - mapping of lower spine, pelvis, hips, - find out m/ms of the pelvis and low back (arching, folding, side bending) by moving from sitting bones, sacrum, lower spine, and ribs. - find out m/m shoulder (girdle) and connection to chest and spine.
Change roles Tuesday 16 February 2016 AIFTT4 1007 Discussion Reflecting on your pedagogical reasoning Larry asked the group what was the worst thought/idea they had on Monday, during the group discussions trying to figure out the assignment. What if you don't know what to do? We have a tactic of finding what is easy, then go with it. When following this all the way through, this has become the strategy for the lesson. Going with what the nervous system is already doing, you are making the uninvited guest the honored guest. In one group there was a debate, whether to look at side bending, rotation, etc or to stay close to the assignment: getting up in the sagittal plane. What is the ideal way of getting up? The description of the sequence, foundation and path give a picture; the head needs to get over the feet first and then will move up. Larry talked about neuromechanics – how the skeleton and the nervous system developed together. Moshe was at intersection of engineering and judo, west and east. In Higher Judo Moshe described judo in mechanical terms. AIFTT4 1008 Lab Observing the transition from sitting to standing Trio: A goes from sitting to standing (from a table), B and C observe, B reports what they observe A is doing, C listens to what SPIFFER dimensions B used and which ones B missed/may be added. AIFTT4 1009 Discussion Defining optimal movement using SPIFFER Larry asked the group: what is optimal m/m? (ideal m/m is a fiction, not real.) Moshe said: “Ideal m/m is a mental auxillary.” As such, it creates a direction, it is not something we impose. Larry defined what is ideal in each SPIFFER dimension: Respiration: Acting w/o interrupting the breathing. Effort: Coordinated action, muscles work proportionally to their thickness and the effort is evenly distributed. (Moshe defined this in Higher Judo) Foundation: Your base of support changes as you're moving and does so in the same direction. (NB: Exceptions exist.) Flow: In learning it is reversibility. M/m is controlled and has same speed, no acceleration or momentum. Everyday life is not reversible. Initiation: Movement starts from the center (w/whole body action) or as close as possible to center. (This is closely related to Effort.) Path: Continuous and in arc or spiral. Sequence: Distributed across the joints with force moving through the skeleton Coffee
AIFTT4 1010 Lab + Discussion Observing the transition from sitting to standing– rounds 2 and 3 Continuation of lab observing and reporting on going from sitting to standing: 2 nd and 3 rd round. Short discussion on the findings in the lab. AIFTT4 1011 ATM CIRCLING THE TOP OF THE HEAD Sitting w/legs crossed, L leg closer than R, back of hands resting on thighs: lean a little F. Move nose and chin F, eyes on horizon, notice what happens to foundation. Move head to look at belly button. Try this w and w/o rounding the back. Repeat w/legs crossed the other way. Sitting w/legs crossed: lean B, imagine back is like a pencil. Explore variations w/head B and w/chest B NB: These are only partial notes (Source: AY 98 – Zen sitting) Lunch AIFTT4 1012 Demo + Hands-On FI questions and SPIFFER categories in Kneeling over the Table (Taught by Caro) Demo w/Louise, kneeling over the table: review of the questions we asked in the FI w/Alan. Trio: A is kneeling over the table, B and C take turns practicing a technique/asking a question. While B is practicing, B reports to C what the question is. C listens, noticing what SPIFFER category or categories B is using and adds to it. Round 1. Tea AIFTT4 1013 Talk FI Questions and how Moshe thought Larry talked about status of audio and video recordings. Larry commented on lab: What SPIFFER categories were in Moshe's filter? As you continue the practice in same trio and changed roles, play w/thinking of foundation. Lab continued: round 2 (not recorded)
Wednesday 17 February 2016 AIFTT4 1014 Lab FI questions and SPIFFER categories in Kneeling over the Table part 2 Questions and comments before starting w/3rd round of lab. In same trio as yesterday, roles were changed for round 3.
Coffee AIFTT4 1015 Discussion How SPIFFER came about as well as considering habit and intuition Larry tells the history of SPIFFER, developed from working w/public, w/physical therapists, and in training programs. Discussion about habits, intuition, and continuation of learning. Some comments: Moshe defined intuition as “the good grace you get from doing something long enough. Larry states that our intuition reflects our habits. Louise brings in that intuition can be broader than our habits. Larry agrees: tacit knowledge is what we know w/o knowing that we know. AIFTT4 1016 ATM FINDING YOUR FEET IN SITTING Sitting on chair, table, or stool w/feet on the floor. Moshe's definition for standing: you're on your feet w/pressure on big toes. His definition for sitting: weight is distributed over 4 places, both sitting bones and both feet. (Larry added the distinction between the front and back of each foot.) These definitions are referring to foundation and organization in gravity. Reference m/m: get up from sitting to standing. Note if pressure on feet changes as you get U/D. Repeat, noticing change in speed and effort, in breathing. Sitting: slowly lift/lower toes of R foot. Lower very slowly. Continue and after lifting toes, lift ball of foot. Lower first ball of foot, then toes. Repeat w/L foot. Repeat w/both feet. Reference m/m. Sitting: lift R heel. Note how R knee comes U, note m/m in hip, in pelvis. Pick U heel, then drop it. Repeat w/L heel. Lift both heels and note m/m pelvis and shoulders. Repeat w/both hands on knees and arms straight. Note if pelvis rolls F/B, if shoulders go F/B. In same position explore rolling pelvis F/B and relation to pressure of the hands on the knees. Notice if L and R are different. Reference m/m. Sitting w/hands on knees: lift/lower heels and roll pelvis F/B. Do opposite. Reference m/m. (Source: Larry Goldfarb) Lunch AIFTT4 1017 Talk Lesson composition and the experience of the student The position the person is in is not the same as the theme of the lesson. E.g kneeling over the table, a lesson can be about side bending or arching or folding. People learn in different ways (by number of repetitions, intensity, etc), this is why it is important to have/use different approaches. At the end of a lesson, something changed, you learned something about yourself, and it feels good.
The sense of well-being/satisfaction is important. The composition of the lesson makes a difference in how the above happens, or not. Larry talked about various aspects of composition. AIFTT4 1018 Lab Finding the acts of an FI 3 groups (of max. 6 participants). Each group reconstructed one of the 3 FI structures, Alan taught in week 2 of segment 10. 1: Skeletal power on the side. 2: Skeletal power on the backhands. 3: Folding more and more. AIFTT4 1019 Discussion Acts and the floor plan of FI In all lessons, the first act consisted of calming down the system. This way you are starting where the person is and you respect the person. Starting w/a test m/m helps to engage the student and it helps the practitioner to see what changes and to know if they are heading in the right direction. Testing (and recursive approximations) is how an engineer works. Each section of the lesson has a certain set of questions. Seeing and understanding how helps to remember the lesson and to apply the sections in different ways: separate the means from the aim. Presenting lessons w/a different floor plan gives a different experience for the student. The floor plan in the above lessons was: 'Two ends to the middle' for 1 and 2 'Play it again, Sam' for 3. Tea AIFTT4 1020 ATM FIVE WINDS KATA 1 Scan on back. Sitting w/legs crossed, L leg closer to you: place hands next to you on the floor and begin to go B towards lying on the back and return. Note if pelvis is tilting or rolling. Notice tone of low back muscles. Continue m/m, keeping eyes on the horizon. Pay attention to where you breathe when you go B. Begin to go B w/o interfering w/breathing. Repeat above steps w/legs crossed over w/R leg closer to you. Continue m/m going B and place one hand, in C shape, just below jaw, fingertips and thumb touching L and R neck muscles in front. Repeat w/other hand on front of neck.
Thursday 17 February 2016 AIFTT4 1021 Talk + Lab Taught by Nicole Schneider Intro to NLP – The Meta Model
The Meta Model, which is the foundation of NLP, is based on how language and experience relate to each other. Nikki also introduced the idea of perceptual positions Coffee AIFTT4 1022 Talk + Lab Taught by Nicole Schneider Intro to NLP – More Meta Model Specifically, compared to what/whom, according to whom. Nicole will make notes available (only for trainee's own use). Lunch AIFTT4 1023 ATM + Lab TAKING THE HIP JOINTS BACKWARDS Standing: slowly begin m/m of sitting D (w/o doing it, no chair). Standing: notice where feet are in relation to width of shoulders. Take hip joints B (test m/m) and note response legs, pressure on feet. Is it different L and R? Repeat w/feet close together. Notice if shoulders go F/B, what head does, how hip joints go F/B, if back is arching/rounding. As hip joints go B, lift toes and ball of L foot and return to floor as hip joint comes back. Keep front of L foot lifted and move hip joints B. Explore lifting big/little toe first. W/hands on thighs, repeat m/m on R: combine taking hip joints B w/lifting R forefoot. Standing w/feet close together: lift both outside edges of feet. Lift both inside edges of feet. Notice m/m in legs, hip joints moving B. Note m/m of head F/B and relation to hip joints going B. Explore opposite combination. Standing w/feet together: take hip joints B, place hands on buttocks to sense change in muscle tone. Place hands on pelvic crest w/thumbs pointing F. Move elbows B and return. Combine this m/m w/hip joints going B at same time. Keep elbows B and take hip joints B. Lab Duo: find out what the equivalent of the m/m of taking the hip joint B, which we have been doing in this ATM, would be in FI? Discussion Larry asked the trainees how they went about finding what to do. Approaches included: - By asking the of/in question: this is a m/m of ... in .... - By remembering what happened w/yourself. Larry remarked that no one observed/accompanied partner doing the m/m. His assignment was to try this and find out what the m/m was like. ATM continued: Standing w/feet close together: take hip joints B and let this move the rest of you. Take L hip joint B, then R. Take easiest hip joint B and this way (askew) move both hip joints B. Note on which leg your weight is. Repeat w/other hip more B. Test m/m. Walk around. Tea
AIFTT4 1024 Talk + Lab Taught by Nicole Schneider Intro to NLP – Meta Model conclusion What would happen if... Nicole will make notes available (only for trainee's own use).
Friday 19 February 2016 AIFTT4 1025 ATM + Lab SITTING TO STANDING SLIDING DOWN THE LEGS 1 Scan in sitting (on chair or table); notice your foundation. Reference m/m: get up from sitting to standing. Sitting: lean F a little and notice articulation, pelvis moving in relation to legs in hip joints. Larry referred to ATM m/m of taking the hip joints B, yesterday, and talked about the location of the hip joints. Repeat this m/m of the pelvis, also lowering the head towards the floor; pelvis rolling F, not B. Again let head go D, rounding back one vertebra at the time, and eventually pelvis coming F as well. Note direction head needs to go in beginning so pelvis will go F in the end. Sitting: take top of pelvis B. Find 3 ways to organize the head: - Looking D as pelvis goes B; head stays over pelvis and spine makes C-shape. - Head, spine, and pelvis go B as one piece in straight line. - Head stays oriented towards horizon as lower part is rounds and spine makes S-shape. Lab Trio: A lies on back, B touches A's pelvis, and C lifts A's head so top of pelvis will go B towards the table. B helps notice how far D m/m is reaching. Discussion The 2 options of lifting the head are moving the head D (folding, creating C-shape) and translating the head F and D (creating S-shape). From judo and engineering (both from kinesthetic and cognitive) perspective, Moshe used these distinctions in his work; this formed his intuition. Demo w/Mai If you lift the head in folding, it takes a long time/way before reaching the top of the pelvis. If you lift the head w/face parallel to the ceiling, you reach pelvis much sooner. When lifting head like this, the upper back arches more and lower back arches less. When you move the head and T-1 together F and D, it is easier to reach further D. To reach D further, you could try to decrease the arch in lower back from bottom end, however this may feel like 'insisting' on this m/m. Work in the low back muscles (back extensors) prevents the head from lifting further and the m/m from reaching D further. By effort substitution (supporting what she is doing) muscles are likely to let go. Different options: - put hand behind low back and match/support the arch. - hold pelvis where it is. - move pelvis into arching a little more and then slowly let go; you are moving top of the arch U /D. Lab continued in trio B and C give FI together: B, sitting at head, is leading, C, at pelvis, is following. Another tool is to ask A to do the m/m and follow/sense what they are doing. After exploring,
conceptualizing, and demo, this may help to understand relationship between the place you're holding (handle) and where m/m is reaching. The FI consists of alternating asking for the m/m with supporting everything that is interfering. Larry told story about Milton Erickson going with the system, as comparison to approach in this FI. Change roles and add the following: Person B, working at the head of the table, will look in how many different ways they can ask A to round upper back from different places (staying at head of the table). Person C, at pelvis, will look in how many different ways they can support arching of the low back. Coffee AIFTT4 1026 ATM + Lab SITTING TO STANDING SLIDING DOWN THE LEGS 2 Sitting w/hands on thighs: slide R hand along R side of R leg towards R ankle. Repeat, w/L hand on L leg. Repeat, w/R palm facing U and w/R hand next to you on table. Slide R hand D inside R leg and note where your head is. Explore looking L and to ceiling, then looking D; note where weight of the head goes. Repeat, sliding L hand D inside of L leg. Sitting w/hands on thighs: turn head to R and move R shoulder to chin. Keep shoulder and chin together and slide L hand D inside of L leg. Repeat w/back of head and L shoulder together. Slide both hands D inside of legs. Notice where you initiate m/m of coming back U, from pelvis, chest, shoulders, head? Try the different ways. When coming back w/head first, what happens w/the pelvis? Slide both hands D on either side of R leg. When hands are D, hold R foot and begin to come U, leaving hands D. Then hold foot and let foot come off the floor as you come U. Repeat on L side. Get up and feel what standing is like. Sitting: slide both hands D front of legs (arm pits towards knees). Note where you look. Slide hands D and place back of hands on the floor; slide them in between feet. Next time, as hands go D and B on the floor, lift pelvis and get U. Leave head hanging. Scan sitting. Get up. Demo w/Annemieke: A sitting on the table, B (Larry) places front leg in between A's feet, B puts hands on back of A's ribs (going in underneath arm pits) w/thumbs pointing U. B then shifts their weight from front to back leg, taking A along. A's head comes F and pelvis becomes light. When head is in front of knees, A gets U easily. Lab Duo: practice above w/partner. ATM continuation Sitting: simultaneously slide both hands D front of legs w/arms crossed. (R hand on L leg and v. v.) Repeat, sliding hands along outside of legs; elbows are in between knees. Sit w/arms long in front of you and get up like this. Sitting w/hands (palms or fists) on the floor in between/in front of legs and lift pelvis a little, slowly balancing like a seesaw. Get hold w/each hand of same side foot and lift one leg, then other. Get up holding feet and walk like this. Reference m/m of getting up. Coffee
AIFTT4 1027 ATM SITTING TO STANDING SLIDING DOWN THE LEGS – THE STORK Sitting: place both hands around R knee and pull yourself closer to knee. Note, when head moves to knee, pelvis rolls B, when moving chest to knee, pelvis rolls F. Repeat on L side and compare. On easiest side, hold hands around the knee and lift leg. Lean B to counterbalance; don't actively lift leg. Shape of arms, back and leg stays the same; the chest is moving away from the leg on the floor. Repeat on other side. Note how foot is lifted: heel, ball, toes, and reverse when returning. Cross R leg over L w/R ankle just L of L knee. Support R lower leg w/distal parts of forearms and gently lift R leg. Do this by leaning B (rocking), then explore lifting the leg w/o rocking. Hold R leg lifted and roll pelvis B/F. Find middle between B/F and move R leg to R and L. Sitting: slide both hands D front of both legs and compare R and L. Repeat above steps w/L leg crossed over. Cross over easiest leg and w/opposite hand slide D outside of standing leg, then along inside, going through the hole of the crossed leg. Slide D inside/outside of standing leg w/other hand. Repeat w/both hands. Then slide D like this w/both hands and hold ankle; lift heel, lift toes, alternate. Repeat these steps on other side. Cross easy leg, lift the leg w/both hands and tilt B/F. Repeat and get up as you lift the leg. Repeat on other side. Reference m/m of getting up. Lab Return to getting partner up and compare to before. AIFTT4 1028 Talk Modulating the level of challenge In lessons you need to find appropriate level of challenge. A teacher is laying out a trail for student, similar to Hansl and Gretl using bread crumbs to find their way back home. The distance between bread crumbs makes the lesson easier/harder. As homework over the weekend, you can: - observe people getting up. - play w/FI lesson we started exploring today. - try out the list of questions (well-formed outcome NLP) Nicole handed out. You can do this w/yourself and/or w/other person in interview simulation. - think about how many FI structures you have learned in the training. AIFTT4 1029 ATM SITTING TO STANDING ADDENDUM Sitting: lift R heel off the floor and get U. Repeat w/L heel, then w/L forefoot, then w/R forefoot. Then get U.
End of week 1 of segment 11
Monday 22 February 2016 - first day of year 4
Week 2 of segment 11
AIFTT4 1030 Talk + Discussion Preview of Year 4 Week 1 Q & A from last week; questions included: - Martina practiced w/someone kneeling over the table. Since she didn't have a table, she had to improvise and now she asked what the conditions are when you're looking to adapt. Larry talked about importance of the pelvis being suspended. If kneeling over the table doesn't work, another option is side-lying in same configuration. - Katheline asked if the position of kneeling over the table can be used to work w/people w/knee pain. Larry replied that you need to find out when knee pain occurs. The knee is a joint, not a place. When kneeling is painful, you don't use this position, but for many people w/knee problems this position is comfortable. Most knee problems have to do w/support system around the knee. Larry talked about Buckminster Fuller and the concept of tensegrity (tensional integrity): a concept of muscular-skeletal relationships based on the work of architect Buckminster Fuller; it refers to the forces of tension (provided by muscles, tendons, ligaments, and fascia) pulling on structure (bones and joints) that help keep the body both stable and efficient in mass and movement. (Wiki definition) Following the tensegrity principle, both pulling and pushing through the skeleton rely on the ligaments. NLP provides tools, similar to SPIFFER or floor plan, which allow you to step out of the abstract. Larry gives example: when a musician plays Chopin, it is not merely a reconstruction, rather a recreation of the music. This doesn't only depend on technique; the musician has to understand the music and the composition to do this. This goes for FI as well. Let cognition and intuition work together. This week you'll take FI structure and think about: - The red thread. - The floor plan. - Strategy and tactics you use. By doing this you get an understanding and you can be creative. Rather than just copying lessons, you can use the method. In response to a question from Ann-Kristin, Larry explained that Pavlov (behaviorist approach) is very different from NLP (perception determines behavior). NLP can be manipulative, as is the case w/communication. It is a tool for better communication and can be used for good and for bad. Coffee AIFTT4 1031 ATM FIVE WINDS KATA 2 Scan on back. Sitting w/legs crossed: place L hand next to pelvis on the floor and place R thumb and index finger in C-shape below chin. Like this begin to go B, small m/m, w/o interfering w/breathing and w/back straight. Continue and begin to use foot, sliding F, to counterbalance. Note if the amount you slide
leg out is in proportion w/amount going B. When coming F again, pulling the foot towards you helps to come to sitting again. Change over hands and repeat. Explore placement both hands right next to pelvis versus more F or B. Resume going B w/L hand on the floor and R hand below chin. Note which leg is in front and straightens as you go B. Explore difference when you have R/L leg in front. Sitting w/legs crossed, L leg in front, and hands loosely interlaced behind head: begin to go B, head and elbows go straight B; a translation F and B, head stays oriented to horizon. Repeat w/L hand next to pelvis and R hand below chin. On back w/legs standing: slowly roll pelvis towards feet/head. Note m/m in chest. Sitting w/legs crossed, hands next to pelvis: roll pelvis F so back arches, then opposite. W/L hand next to pelvis and R hand below chin, roll pelvis B and move head B. Repeat while looking U/D. Go B again w/o rounding back; top of pelvis moves B in relation to legs. Change over arms (and legs) and repeat going B, respecting same constraints. Place both hands next to pelvis: get shorter. Note, if there would be a shelf behind you, what part of the back would touch the shelf first? Stand up, notice how you stand. Lunch AIFTT4 1032 Lab Experience of working with the NLP questions Duo: exchange your experiences working w/list of questions you received from Nicole during her NLP presentation. If you did not work w/them yet, you can do it now. AIFTT4 1033 ATM FIVE WINDS KATA 3 Sitting w/legs crossed, R hand next to pelvis, L hand below chin: begin to go B; note what is going B first. On back w/legs long: begin to bend both knees, very small m/m. Note m/m heels and pelvis. Then slightly increase the arch of the neck, taking chin away from chest. Note m/m further down. Lift both shoulders and note top of chest and top of sternum moving F, as head is tilting B and bottom of sternum and low back are moving B. Lift shoulders, knees, and move chin away from chest. Note what part of the back goes B. Begin to arch lower back and note what happens. Repeat, starting m/m at lower ribs/starting at sacrum/starting at middle of low back. Then start arching by rolling pelvis towards feet. Go back to arching the neck and notice m/m in low back. Alternate arching neck and low back. Lift knees a little; as knees go back to the floor, arch low back. Arch neck and lift knees, then arch low back. Can you use rolling pelvis to make the m/m? Sitting w/legs crossed, hands next to pelvis: make yourself a little shorter/taller. Note pelvis. W/R hand next to pelvis, L hand below chin: begin to go B. Pay attention to quality of the m/m; when the quality changes, return to where it is still easy and there make yourself a little shorter/taller. Then start m/m of going B again and compare. AIFTT4 1034 Lab Guiding vertebrae moving backwards Duo: A observes partner Z, who is sitting and rounding spine. A looks which vertebra goes B first. A places thumb and index finger on either side of this vertebra and asks Z to move/press B. Repeat a few times, until clear, and go down spine repeating this w/each vertebra. If it is difficult to find, A can ask Z to move away from hand first (which may be easier) and then
come back to pressing towards A's hand. The whole group revisited last part of the ATM to compare. Sitting w/legs crossed: Sitting w/legs crossed, R hand next to pelvis, L hand below chin: begin to go B. Repeat w/arms changed over. Go B and when it gets difficult, return a little F and get shorter/taller. Then try going B again and notice if it got easier. Tea AIFTT4 1035 Demo + Lab FI Strategy – Following the pattern Demo w/Inga, lying on back. Larry interviewed Inga and gave her an FI lesson. Leading: lifting the head etc. (as in FI structure practiced earlier) Following: supporting everything that interferes, e. g. work in the low back muscles. Duo: give partner similar lesson as in demo.
Tuesday 23 February 2016 AIFTT4 1036 Demo + Hands-On Review of Following the Pattern strategy Larry reviewed yesterday's FI w/Inga, especially some of the techniques. One can look at the lesson from different perspectives; like flying over a forest looking D from different altitudes, sitting in a big airplane versus in a helicopter. Moshe had an advantage having the perspective of mechanics, of being a surveyor, and of judo (throwing people knowing how to hold them). Demo w/Deniz, supine. - Lifting the head: when holding the head you are looking for free m/m between skull and atlas; hands should be like a tray w/walls on 3 sides (thumbs on L+R sides and heels of hands at top). Holding this way, you can adjust the angle so face stays parallel to the ceiling as you lift the head. Self-use: leaning F, part of weight goes F on pelvis and towards feet, part goes to hands lifting and moving the head of partner. - Picking up the foot: one way to do this, is to place thumb underneath the ball of the foot and, as you meet the weight of the leg and begin to lift, the rest of the hand comes into contact w/sole of the foot. As the leg is lifting, you are turning the foot and leg for standing. Once in this place, you can lean F to push through foot/leg. Or you can pull through the leg (self use: first go B a little, then pull through the leg by pulling yourself F). - Head sled: use 'shwoop dee whoop' w/forearms and pick up the head, place knees underneath elbows, place hands (in backscratcher position) on either side of T-1. Lift head and T-1; head and neck move together (neck has disappeared), highlighting m/m in chest. Translate F/B and L/R. You can do same holding C-7 (instead of T-1). You can let head tilt B and do these m/ms w/arched C spine. Hands-On. Duo: practice steps of demo.
Coffee Hands-On continued: change roles. (Not recorded) AIFTT4 1037 Talk Ending the lesson - The secret of happiness is wanting less We have discussed what is important at beginning of FI lesson; the reference m/m sets up the beginning of a story. In this FI lesson we are practicing now, we are looking for rounding in the middle/low back. When you give a lesson, when do you end? When something begins to get better, you go to another place and this way you work around in all places. The secret of happiness is one thing less. Gauging what is enough for the student. Remember, the aim is to satisfy the needs of the student, not those of the practitioner. If you give someone too much, people get 'foggy'. When people get cold, it may have been too much. “Always leave them wanting more.” You don't want a person to be glad the lesson is over. At end of lesson, things may appear that you didn't see or weren't visible at first. That may be a good starting point for the next lesson. Lunch AIFTT4 1038 ATM IDEAL FOLDING 1 Scan on back. Sitting w/legs crossed, L hand on the floor, R hand below chin: begin to go B. Go B slowly and come home fast. Change over arms and legs and repeat. In this m/m the muscle that is eccentrically contracting is the Psoas (hip flexor muscle). You need to differentiate abdominal muscles from hip flexors. On back w/legs standing: sense breathing, note where m/m occurs. Straighten out one leg and note change in pelvis. Repeat w/other leg. On back w/legs long: begin to bend R knee in the direction it is in, very small. (test m/m) Heel stays in place and as a result of the knee bending, the ankle is bending. Note response in pelvis. Repeat on L side. On back w/legs standing: roll pelvis north. Explore m/m with and w/o using belly muscles, with and w/o pressing on feet. On back w/both knees near chest, hold knees w/hands and pull knees towards you to roll pelvis north, then move knees away to roll south. Note rounding/arching low back. Move knees closer and away as you keep pelvis quiet. Keep knees quiet while rolling pelvis north/south/alternating. Explore these variations. Then move pelvis and knees opposite. Test m/m. Sitting w/legs crossed, L hand on the floor, R hand below chin: begin to go B. Change over; repeat. (Source: Larry Goldfarb) Tea AIFTT4 1039 Talk Larry and Nicky On following and leading – How we create rapport In NLP this is called “pacing and leading”.
When you move into 2nd perspective and copy the other person in m/m, language, etc. this creates report. Meet someone in their map of the world and at a certain point you can take the person into a different map (pace and lead). Larry: In FI, matching what person is doing, you create report. When creating report, it is important to be congruent. Nicky also uses other tools when working w/a group; one is visualization, e.g. a lasso to 'hold' a group or to pull them closer. At end of a session, how do you break the report? Larry and Nicky discussed this. AIFTT4 1040 Lab Analyzing FI structure Lessons have different structures. When looking at the structure, you can determine: the test m/m, reference m/m, acts (how many?), floor plan, read thread. Duo: pick a partner, who may be good at what you're not so good at. Talk about the FI structure you picked. The purpose is to find what is easy for you and what not.
Wednesday 24 February 2016 AIFTT4 1041 ATM PECKING Taught by Caro On back: begin to move chin towards the ceiling, as if pulled by a beard. (Test m/m) Note head tilting B, m/m neck and chest. Repeat w/legs standing. Repeat and take shoulders and upper chest F. Repeat, gently pressing low back towards the floor. On belly, leaning on elbows/forearms: make similar m/m as in supine, like a chicken pecking. Continue and let chin go B in opposite direction. Go F/B and note what happens in back. Note how shoulder blades move together and apart. Leave head and move shoulder blades together and apart; note how head is moved. On back w/legs standing: test m/m. On belly w/arms long overhead: do pecking m/m. Repeat, leaning on one elbow and other arm straight. Note asymmetry in m/m and work. Change over arms and repeat. Repeat, leaning on both elbows and forearms and compare. Sitting w/legs spread and slightly bent, resting on outside, leaning back on hands: let back be rounded and head hang and begin to peck towards floor. Note m/m spine, scapulae. Leave head hanging and only move shoulder blades together and apart; chest moves as well. Then move head, shoulders, and chest together. Notice which combination you choose. Try both combinations: head going F when shoulders go F and v. v. Sitting w/legs spread and slightly bent, leaning back on hands: hang head B and gently peck F, chin towards ceiling. Note shoulder blade(s), sternum, and push on hands. Repeat w/head hanging B, moving only from shoulder blades and spine. On back, resting on forearms: begin to peck, explore different directions, e.g. towards horizon, floor, and ceiling. Repeat, leaving your head, moving shoulder blades and spine, from center. On back: test m/m. Repeat and differentiate m/m head and shoulders. On back w/legs long, arms long overhead: imagine someone drops heavy stone on your belly. How do you respond? Note the middle going B, head tilting B w/chin F, arms and legs coming F. Test m/m. Come up to sitting; for some it is the continuation of the m/m we have been doing. (Source: SIFT II Year 4, segment 1 – 6 January 2000)
AIFTT4 1042 Talk + Discussion Compositional structure of a lesson The 'genetic structure' of the lesson tells you what kind of story it is, etc. Larry asked the group how yesterday's assignment of finding the FI lesson structure went. Responses included: Henk found for the lesson 'Skeletal Power in side-lying' (segment 10) that the red thread was lengthening and the floor plan was 'Play it again Sam'. Larry told about the red thread being the ideal m/m you hold in the back of your mind as you are teaching. The test m/m provides an idea of how close someone is to the red thread. The floor plan describes the order of the acts and scenes. There is a difference in what the lesson is about for the student and for the teacher. The teacher needs to know what happens behind the scenes. Like the difference between reading a story and being a storyteller. When you have the position, the floorplan and the strategy, you can recreate a lesson. Larry discussed floorplan and scenes/acts of FI lesson 'Flipping the leg'. Larry read from blog about “what is worth thinking about” (later he forwarded this blog to trainees by mail). The training is about approaching situations in a Feldenkraisian way; which questions to ask and when. Assignment for hands-on after lunch: give FI lesson to partner from the following compositional structure (or recipe): The read thread is connecting feet to head (pushing). The floorplan is 'Play it again Sam' on each side. The position is supine. Lunch AIFTT4 1043 Hands-On Giving FI from compositional structure Duo: give partner FI, based on the 'recipe' described before lunch: The read thread is connecting feet to head (pushing). The floorplan is 'Play it again Sam' on each side. The position is supine. Change roles and give FI according to the same 'recipe', but in different position (you can choose which position). Tea AIFTT4 1043 Discussion Q and A lesson composition Larry asked the group how the assignment was. Dina remarked it was hard to find a way to push through the leg, when partner was lying on the side. Larry discussed different ways to do this. Louise showed pushing through partner's pulled up leg by rotating from lower leg, while lying on the belly. Martina found that her doubts made the assignment more difficult.
Larry talked about trusting the method. Skill and intuition make up craftsmanship. Larry also talked about the practitioner being in 1st, 2nd, and 3 rd position during FI.
Thursday 25 February 2016 AIFTT4 1044 Talk + Lab Taught by Nicole Schneider The Milton Model Meta Model (discussed last week) is specific. The Milton model is on the other end of the range and is vague. Something conscious can become unconscious (Milton Model). Embedded commands play an important role. Lab Duo: give scan to partner using embedded commands. Pay attention to tonality. Coffee AIFTT4 1045 Talk Taught by Nicole Schneider The Milton Model part 2 - When using 'or', you are giving 2 options and you determined the choices. You are leading the attention. - Using 'but' deletes what was said before, or has this tendency. - Negation is ignored by the brain. - If you talk about 'step 1, 2, 3, etc. this assumes that you mention logical steps. You can use this to introduce steps, even if steps are not necessarily logical. AIFTT4 1045 Class Taught by Nicole Schneider Visualization using NLP tools Visualization exercise with the group using various NLP tools she has discussed. Lunch AIFTT4 1046 Talk + Discussion Status quo of community project and making up for missed classes Community project: Larry talked about action trainees have taken so far and steps trainees can take in the near future to work on community project. Missed days in the training: Larry recommended to check how many days you missed and explained some options to make up for missed class time. AIFTT4 1047 ATM IDEAL FOLDING 2 Scan on back. Begin to lift and fold R knee. The heel 'sticks' to the floor; as knee is folding the R foot is moved.
Let knee go B to floor very slowly and note how ankle, knee, and hip unfold at same time. Note breathing. Note if/how pelvis is part of m/m. Repeat on L. Repeat, lifting both knees; note difference L and R. Place hands above and below navel and arch lower back; note m/m hands. Make upper hand move and note m/m in neck and pelvis. Make lower hand move and note m/m pelvis. Increase middle of arch so hands will move apart. W/hands in same place, begin to lift knees. Roll pelvis so tail will go between knees, small m/m. Add bending knees as back flattens. Repeat in opposite way: bend knees and arch lower back. Alternate these 2 ways. Note which muscles are working. Find inferior anterior aspect of iliac spine and place fingers just inside. Lift one leg and notice which muscle contracts; this is Iliopsoas muscle. Larry showed on skeleton where the Iliac and the Psoas muscle can be found. In the m/ms in this segment we've been using these muscles. Sitting w/legs crossed: go B. We're using Iliopsoas, the big muscles in the center. Change over arms and legs and repeat m/m. Standing: lean F and B as one piece. The m/m takes place around the ankles. Find middle. (Source: Vienna 1 training, Eilat Almagor) Tea AIFTT4 1048? Lab + Discussion What you need to learn next Trio: discuss what you feel you need to learn; the other 2 peers in the group give ideas of how to go about it. Next step: Come up w/assignment that summarizes the assignment(s) you discussed, write it down and give it to Larry. This can be e.g. an activity to do, what questions to ask, what problems to solve, resources. If assignment is for more people, each has to have something to do (e. g. practicing in trio). Comments about the end of the segment: The ATM series we have followed in segment 11, the 5 Winds Kata, was taught by Moshe in the San Francisco training for 9 weeks. We have done a shorter version. The training is a learning process, which comes w/frustration, stress, disappointment, etc. It is good to look at what you did learn, not only at what you didn't learn yet. Book recommendation by Larry: With a soprano on her head by Eloise Ristad.
Friday 26 February 2016 AIFTT4 1049? ATM FINDING TOP OF THE CHEST Standing: begin to lean F, note from what part you lead. Repeat, leading from belly/head/chest. Sitting w/legs crossed, one hand on floor, other hand below chin: begin to go B. Revisit previous m/ms, going B and getting taller/shorter. Change over arms and legs and repeat. Larry posed the question what reasons one could have for doing something impossible like this Kata. On back w/legs standing, hands behind head (w/heels of hands at sides) and elbows pointing F: lift head straight F w/o tilting. Lift pelvis w/o tilting.
Find top of sternum w/index + middle finger; keep fingers there and move this point F. W/other hand on lower chest or belly, note if there is F m/m as well. Repeat, moving top of sternum B. Press tip of R/L shoulder B; note m/m elbow and shoulder blade. Press both shoulders B; note how both shoulder blades move together. Keep them together and note breathing, chest, neck, and belly. Explore lifting L/R/both shoulders F. Move both shoulders F/B and note top of sternum. On back w/arms 90 degrees out to sides, hands in loose fists: roll arms D/U. Note m/m in top of chest. Roll arms from top of chest. Duo: Find partner of same height and stand back to back. A moves shoulder B/F, partner 'is the floor'. Change roles. Do it both at the same time, do opposite m/m as partner. Share experience. Repeat the same m/ms; this time stay in contact w/your partner. In circle holding hands w/entire group: variations rolling fists and letting m/m pass through the circle. Standing: test – reference m/m. Coffee AIFTT4 1050 Talk The only things we get to choose In life we don't have a lot of choice, only in your actions and attitudes. This is what we work with in Feldenkrais. AIFTT4 1051 Demo What to do when you don't know what to do Demo w/Romina FI lesson following the person; find the pattern of least resistance, helping person do what they're already doing. Larry started 'somewhere', in this case at the pelvis, looking for easiest direction to move the pelvis. Then he followed trail from there. Coffee/tea AIFTT4 1052 ATM + Lab FINDING C-7 Scan on back; note the way the head is and its connection to the chest. On hands, knees, and feet: Place top of the head on the floor between the hands. Hands are supporting, so head is touching lightly. Bring chin closer to chest; head rolls so point of contact goes towards back of the head. Note m/m in spine, between scapulae, in low back. Repeat and allow m/m to spread. Initiate m/m from different places. Repeat m/m, leaning on elbows and forearms. As you roll towards back of head, pull belly in. Note if you can feel C7 or T1 and which way they are moving. Roll head in opposite direction, towards forehead. Alternate rolling head F/B. Resting on back, find distance from tailbone to lower ribs to T1 to top of head. On elbows, hands, knees, and feet: roll head F/B as before. Notice top of chest: does it move towards feet or hands? Roll head from T1. On back w/legs standing: place finger at top of sternum and move this place F/B. Repeat from T1. On elbows, hands, knees, and feet: fix head w/hands and arch/round low back, pelvis goes F/B.
Repeat w/o fixing the head; head rolls. Roll head towards forehead/nose, keep it there, and round/arch back. Roll head F/B in combination w/rounding and arching back. Sitting: place both hands on both clavicles w/elbows out to the side and move top of sternum F/B. Revisit Kata m/m (sitting w/legs crossed, going B) and note how the top of the chest goes B, head is supported, everything below changes. Go B and lie D. (Source: The Master Moves) Lab A lies on back. B holds A's head and brings the head over the chest, then over pelvis, over feet and brings A up. “Standing up and helping each other . . . this is what Feldenkrais is about.” Larry Goldfarb
End of segment 11