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Archive for the ‘timing’ Category

My colleagues and I have been discussing how we have acquired an interesting skill as a by-product of having studied Alexander Technique…

Catching a falling knife, it’s a poor practice. On Wall Street it means to buy on the way down. In a word, don’t. In the kitchen, well, that’s pretty obvious. Don’t try it at home kids—no falling knives—especially, if you’re like me, pretty uncoordinated, at least in the past. Today, I catch falling objects in mid air—no knives yet—with speed and accuracy, the top of a carrot, the very top, a sheet of paper caught in the wind and on its way down, a fork, a spoon, the very edge of wet dish. Now, why this new found aplomb? Unlike the rest of you, I am getting older, reflexes should be slowing down. I can only attribute this new reflexive sangfroid to study of the Alexander Technique. It has radically improved my over all coordination as well. When I go into a squat in class some people gasp. I do too. Crap, I think, just how old do these people think I am? So, study the Alexander Technique, and develop your own super-powers. Look, up in the sky, it’s a bird, it’s a plane, it’s Alexander Guy, flying without his pocket protector. Thrilling stuff!
– Alan Bowers, Alexander Technique teacher

I think that I know what has been happening.  Having been the former business owner of a sideline hobby making seed-filled juggling balls from velveteen, I’ve taught over 3500 people to juggle. One of the skills of juggling is judging where the ball is going to land so your hand can be there to catch it. Unbeknownst to most people, you do not have to “keep your eye on the ball” to be able to do this extraordinary skill of being there to catch something… You only need to spot the arc of theATprojectilePath ball in a glance. Otherwise, juggling would not be possible.

It works a bit like this rather scientific-like illustration…

However, there’s more to how this skill ended up in the pocket of those who study Alexander Technique.

Stand up, (you’ve been sitting awhile anyway, haven’t you?) Stick your fingers in your ears. Imagine the top of your spine ending there. Now, look up and feel how your head pivots at the point near where your fingers are pointing to.  Nod forward, as if you’re saying, “Yes.” Then look up again and allow the back of your head to drop down as you face comes up. Really look up, check out the ceiling. Now, nod “Yes” again. Now think about the moment around the tip top of the arc . Can you feel your balance changing in the rest of how your body responds to your head moving across that arc?

Now, isn’t that head nod that changes your balance sort of like the trajectory of an arc that a ball follows?

Like a ball arc, the greatest force that goes forward happens at the top of the arc. With the body’s capacity to move, around the top of the arc is the best time to initiate another action, such as to take a step or move your arms.

My Alexander Technique colleagues and I all agree that the top of the arc as heads are moving at the top of the spine is when it’s easiest for a body to go forward into action. As a group of Alexander Technique teachers, we don’t collectively advise head-nodding every time someone moves! This experiment is a short-cut example that you can try out that may work to illustrate this phenomena that we term, “Primary Control.”

When I teach people to look up and nod their heads, later I am careful to show how it’s practice can become more subtle. Eventually it remains as a “faded signal” of pure imaginative intention, timed at the moment just preceding any action. Faded signaling means in this case that the action of looking up and nodding forward is intentionally faded to the point where the actual movement is only a thought, not any overt action such as looking up and nodding forward as it was for beginners.

You’ll be able to sense this in your own body as your head moves over the point of balance if you’re able to pay attention to subtle changes. If you spot it, your balance will change in a sort of listing movement, (unless you’re so set in your ways that you’re a stalwart against any movement. It’s most obvious to perceive while standing.) The “listing” means you can go into action with a very poised ability to move lightly, as if your capacity to move were the clutch of a car that must be skillfully engaged before the accelerator is applied to “GO.” If you can’t sense this listing, try standing against a wall having your sleeve brushing the wall; perhaps you’ll be able to sense your own body movement as a skin sensation.

So – my theory is that because Alexander Technique teachers are in the business of paying attention to this crucial moment to go into action as a discipline, this is why Alexander Technique teachers have found themselves able to catch falling items without having studied that specific skill.

Their judgment of the arc has become incidentally educated to be able to predict the quality of movement of other items besides the way bodies move, as if by magic.  Good job!!

I was the total klutz when it came to sports involving catching balls. Now, I grab them out of the air. Every time I catch a set of keys, my husband says “How did you do that?” The answer can only be Alexander Technique! – Robbin L. Marcus, Alexander Technique teacher

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Getting Past the Ruts

Getting Past the Ruts

ANOTHER TRUE STORY: BIKE RIDING UPHILL

Pedaling up to the stop sign, with my newly repaired 5-speed bike, I was thinking of walking. My legs were tiring fast, even though low gear was finally working. I couldn’t help but think, “Here’s a great time to apply somebody else’s bright ideas. Whatever I’m doing, there’s room for vast improvements before the top of the hill. I think I’ll use Alexander Technique right now.”

WHAT’S GOING ON: WATCH WITHOUT JUDGING
Resisting my urges to adjust and compensate instantly (I’d already tried that) or lashing out at myself for being obviously “out of shape,” (I hadn’t done any real exercise in much too long, which is why I repaired the bike,) I only heard myself panting. I knew the more articulate I could be about myself, the more useful data I’d have to work with and change around. I paid attention again without changing what I was doing. Twenty strokes later, I noticed I was moving in a series of stroke! stroke! encouragements, timed on each pedal’s downswing. Gasping for breath, I was tipping my head back, locking my neck and back to lever my weight against the unsuspecting pedals. You guessed it, the pedals were winning.

HURTLING HEAD FIRST
Eager to apply Alexander’s bright idea that we begin interfering with our innate effectiveness by moving head first, I wondered: Would it be possible, right now on this here hill, to resist my way of locking my neck and back that I thought I must do to avoid falling over? Possibly to definitely convince myself that this was the culprit, I exaggerated the very motion I didn’t want. Yup, I didn’t want to do that. So far, I felt as if I HAD to brace myself in order to apply what I thought was the ample amount of “strength” I imagined would get me up the hill. Did I really have to?

NEW MAY FEEL STRANGE
To see if it would make any difference, I decided to choose the moment I went to stand up on the pedal as the point where I would move as easily as I could head first. I knew I did something different because something unexpected happened. “AHA!”, I realized, “No wonder the muscles in my legs are just getting tighter and tighter”. My mind, with its crazy encouragement regimen of stroke!, is really telling my legs to tighten!, tighten!, without giving them any chance to spring back into their lengthened range of motion. And – the length of my muscles were rapidly losing my resiliency because of what I was doing. No wonder I was getting tired fast.

PARADOX OF STROKE! VERSUS PAUSE.
This discovery suggested the reversal of my timing techniques. I used a more purposeful, and less predictable sense of determination to really carry out the new accent on my timing. I had to re-decide to not let my habit sneak in…while I continued to move in my new way with my head leading. It took another twenty strokes before I could think and move how I wanted. (That isn’t a whole long time, but I had changed my habits like this before and I knew how insistent habits are.)

HERE’S WHY IT WORKED
Pretty soon the stroke! stroke! I’d thought was the only way up the hill turned into rest ~ rest ~ rest, accented on the leg that should be doing just that. Surprise, surprise, paying attention to the pausing rest let the stroking part take care of itself. Wheeeee! I found myself up the hill in no time, through the worst part of the hill was near the top of the uphill curve. It took much less time to think through and do everything, than it did to read it here. The cars passing me didn’t notice me doing anything weird at all, unless, riding all the way up the hill on a heavy 5-speed, was funny. I was, after all, grinning.

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This post is part of a series called NAMED.  Seeking a way for my students to remember the steps of how to use Alexander Technique, I came up with a simple word they could remember to help jog the steps. The letters of the word stand for each of the steps

N…notice – Started on April 4th, 2012, with points for self-observation

A…ask – Explored the “A” part of the mnemonic – on April 6th, 2013

 M…move  –  Read more about experimental moves on April 11th, 2013

E…evaluate – This post explores how to get results from interpreting our experimenting – in three parts: For What Purposes? Standards and Timing  and this post on evaluating conclusions

D…direct – also a three part explanation: Avoid Mistakes, Interrupting Routines and Clearing Sensory Feedback

Evaluate the Conclusions

Once results are obtained after conclusions are made, it’s tempting to file them away so they can be recalled using familiar retrieval memory skills. We will attempt to “evoke” the results with such techniques as repeating “magic words” or sorting. It makes sense to the brain that content and information that we “know” works in this manner, with producing the “right answer.” After all, schooling groomed this memory retrieval process during our education.

Performance ability is a different animal. Because many unique situational factors and chains of skills that got built must be taken into account as we perform, the process followed will determine our success. It’s not a matter of memory, but a matter of training.
Follow an old process, and you’ll get familiar results. For new results, we must follow the newer processes – and this  takes courage to do what’s unfamiliar and time for training and practice of a new way when the new process is an unfamiliar one. To build a bridge between our old knowledge and our new experience so we can remember it, we need to note similarities – without discounting the uniqueness of the new experience.

It also takes a strange ability for abstraction and paradox.  The “how” seems too abstract to repeat, because the discovery was so…funny. But what makes us laugh at not being able to “get it” when it seems so obvious now –  that is the pathway to new and exciting territory.

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This post is part of a series called NAMED.  Seeking a way for my students to remember the steps of how to use Alexander Technique, I came up with a simple word they could remember to help jog the steps. The letters of the word stand for each of the steps

N…notice  On April 4th, 2012, starting with points about self-observation

A…ask  Explored the “A” part of the mnemonic – on April 6th, 2013

 M…move    Read more about experimental moves on April 11th, 2013

E…evaluate  This post explores how to get results from interpreting our experimenting – in three parts!

D…direct

 

What Standards?

Falling short of meeting our standards means they run ahead of our abilities – isn’t that the way it should be? When applying conclusions, it’s constructive to note incremental progress and to re-determine our “north star” headings. How constructive is it to discount incremental progress merely because collectively, tiny improvements fall short of ascending aspirations of potential excellence? Standards and tastes will tend to accelerate and rise ahead of whatever progress has been currently mastered. Especially, artistic standards apply eternally changing social fashions.

Judgment and offering opinions has become so popular of a social pastime that there is a danger that destructive standards will get applied indiscriminately. Danger and the violation of social mores are actively sought out, because the social media has learned that creating drama and intrigue attracts people’s attention.

Devil’s advocacy has become the social acid test that was originally intended to drive improvement, making it “bullet-proof.” However, the ability to generate improvements can shut down when criticisms are applied, which are designed to attack, not build or develop solutions. This is an important reason to apply criticisms after experimentation. Nascent results need potential solutions applied to them. Fledgling ideas and new experiences and skills need to be developed and shaped by vision and aspirations.

When to Evaluate Determines Results

The timing of when to evaluate results determines the ability to note and sort into certain categories of success or failure. Having results is the important part that needs to precede evaluating. If you do the evaluation before you’ve done the experimenting and gotten some sort of result, you’ll most likely notice habitual factors. This is because habits running the show operate as a default condition.

The secret is doing an evaluation after moving differently to experiment is much more likely to lead to making an unexpected discovery. If you cannot verify that you did indeed make a move in a different way, then you can’t expect different results.

The reverse is also true: different results come from doing things using a different way. Uncovering the differences means the results can be repeated. Being a better observer during experimenting will allow these differences and new skills to come forward in further experiments.

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This post is part of a series called NAMED.  Seeking a way for my students to remember the steps of how to use Alexander Technique, I came up with a simple word they could remember to help jog the steps. The letters of the word stand for each of the steps.

N…notice   This series was started on April 4th. 2013

A…ask    This post explores a bit the “A” part of the mnemonic.”Ask.”

M…move

E…evaluate

D…direct

MOVE!
Once you’ve got some observations and have asked some questions, it’s time to conduct the experiment.

You’ve probably got some ideas what might be a better way to accomplish the goals you have in mind. What we’re talking about here is how you might move to put these goals into action where the rubber meets the road…how you walk your talk, so to speak.

The usual way to accomplish goals is to become urged on to do so. This is a fine strategy when tiredness or overcoming resistance is a factor. But what if those are not the issue? Does urging help when there there is plenty of motivation, (maybe too much of it) – so much desire to succeed that the person is beginning to overdo, to fall over themselves or freeze up? What happens when there is so much value riding out an outcome? For instance, how can that experienced pool shark miss that “easy” shot merely because of the pressure of it meaning winning a tournament award?

Conducting an experiment means you’ve never done it before. You’re not urging yourself on to keep going, you’re urging yourself to dare to metaphorically jump off a cliff while paying attention.

In order to learn any skill reliably, it takes practice. Practice when the pressure is off, and when the pressure is on you’ll have much more of a chance to put it into action at a crucial moment.

So the first ingredient for conducting an experiment is to make it safe for yourself to take chances. Try to put in place various guarantees on personal safety, social consequences, to take responsibility for other people’s possessions and other concerns you might need to minimize risk or loss. Find the smallest chunk that doesn’t make the alarms go off that engages the habit.

Instead of substituting one “better” set of procedures for a “worse” out-dated ones, I’m going to suggest that you merely stop doing the outdated ones and see what happens. Perhaps you do not need the put in place any other substitutions.

Stopping what you had been doing that was leading you where you did not want to go is the first step – and sometimes the only step needed for improvements to arise spontaneously.

Give it a go!

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It’s tricky to perceive what’s going on with thought and actions, because everything happens at once – and fast.

You have done it a million times. The most familiar way to suspend what you do not want is to do something else. Fire off another cue and change the channel. Time to go on to the next thing.  Once people get a cue, their urge to respond to it is very strong – hopefully strong enough to face down continuing to do the previous routine.  Brrrrring, the phone rings. Pooof! Stimulus for new behavior. A person can be SCREAMING; their phone rings and suddenly, this tiny, sweet, polite “Hello” voice comes out. They were trained by the bell to offer a new behavior. This is the mind’s superb recognition system in action.

People know that changing from one action to another works. The thinking strategy here is to install a new habit to take the place of the old one, and fire off the next trigger.

But – what happens when the previous state of mind gets in the way of the next? It acts like a problem with inertia – hard to start the ball rolling, and hard to stop it. The person picks up the phone call and they growl at the caller on the phone instead of being civilized. Even though the person on the phone doesn’t deserve it or they may take the insult personally, the previous mood or attitude of the person who answered runs over into the next activity. The poor caller is guilty by association of their bad timing.

This spill-over also happens quite innocently when training oneself to do a skill.  There is learning the intended skill… Also comes extra, unnecessary things done during the training process. These get accidentally get trained into the skill along with what is intended.

So, self-control would be handy, but too much control can be too heavy-handed. In the tiny moments most people witness themselves doing what they don’t want to do, they immediately change what they’re doing as a reaction to the witnessing. They want to “fix things” immediately – fix whatever is happening that they deem is “Wrong or Bad”.

Policing yourself is firing off the behavior of self-judgment. This is what most people call “to be inhibited.” The act of policing oneself irresistibly pops out as what is unwanted or don’t like is noted. Policing oneself works, but it stops everything indefinitely. The dam is held back until it bursts or pops off like the opening a soft drink that’s been shaken. The issue becomes a vicious circle.

I like tell another story about my own sweet mother – she could not get a photo of herself that really looked like her. Each time the camera came out, she would compose her face into an uncharacteristic expression to “get her picture taken.” Something about looking in the mirror would have the same effect. She would compose her face or her posture in a funny, uncharacteristic way. It was a sort of self-consciousness many people get today when they are filmed or during public speaking. One day I tricked her into thinking I wasn’t ready to snap her picture. Finally there was a photo of herself that she liked.

How to get past the vicious circle of assuming the only choice you have is to train and switch?

F.M. Alexander invented the idea. What he invented is a method of subtraction. Rather than adding a new behavior and firing that off to replace what it is you don’t want, merely subtract what is unnecessary.

This approach is particularly effective when one triggered behavior can’t stop the next – they run together. As in when the person who answers the phone punishes the caller by growling – who has no idea what is in progress.

So, now you’re wondering, how can the habitual routine be merely disengaged or stopped? It turns out, that a little unnoticed action of change can fly “under the radar” of the unwanted, coercive reaction. The trick is finding this something to detour the unwanted habitual reaction. It’s a design problem, finding this something. Alexander teachers specialize in being great observers to find such a thing for you. But you can do a bit of it yourself by being sneaky with your habits. Use a low-stress activity, one that makes little difference. Reassure the old habit that nothing terrible is happening. Then do the steps you imagine will get you where you want to go, bit by bit. As you unlock the skill of suspending a routine and as you practice this ability, that trickery can be used as a training tool for the ability to change routines during more important situations.

When you want to suspend a habitual routine, that’s the time to use all those nasty things you have been told that you must never do. You want to lie, cheat, fake it out, make it wait, slap it down, tickle it, distract it, etc. That’s the time to be devious. Your ability to rebel, veto, buck the system, subvert the dominant paradigm… this is what will work best on re-routing a conditioned set or routine. It’s very difficult to directly fight routines that have crystallized into habits once they get going. But you can tease them into submission by fooling them, lying to them, sneaking around them. It works best if you can catch them the moment before they go into action. The best time to do this is right before the routines get started.

The first practice of learning this skill is something most people can do. It is to refuse to do the act of self-judgment. Can you sense and witness yourself without changing or “trying to fix” what you usually do to fix the problem?

It is possible to both watch yourself do what you are doing AND also allow the event to occur anyway without your interference of self-judgment. With practice, it becomes even more possible. Perhaps it is so difficult to do such a thing because nobody has ever thought of asking people to do it. Asking in a way that worked. They ran into self-consciousness, which is a form of self-judgment, and they give up.

The funny part here is giving up is exactly what works. Giving up the self-judgment works.

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For decades of my life I have specialized in adopting rather unpopular and sometimes “outdated” as well as completely new “cutting edge” ideas about ways of doing things. The value that attracts me has been that well-placed effort has a greater benefit and it is of greater benefit than a massive amount of misdirected effort. Less of doing what a person does not want will creatively provide a person with more of what they do want – as an effortless byproduct. This is especially true when small tendencies add up cumulatively over time.

These ideas of how to carry out my values of “doing less, more selectively brings more benefit” seems to be tricky to present to others for various reasons. Many other topics also posses this same challenge. Of course, this challenge of how “less is more” is at odds with the prevailing values of my American culture.
The value of timing a small effort, rather than offering a huge effort in an untimely way is an extremely interesting topic to explore. The interesting part is how to determine what is the appropriate time? It also has ramifications for the health of the planet, etc. The American ideals of “more and more is better and better” is going to have to undergo a significant change, if environmental concerns are going to be successfully addressed.

There are some factors in tactfully introducing an unpopular subject. It is handy to have foreknowledge of the various debate tactics people tend to use to dismiss the validity of your topic that you’d like people to value and/or take advantage of. With their mistaken assumptions about what something IS, people tend to want to fit what is unfamiliar into something familiar that they already know.

One of these debate tactics of dismissal is to say, “Oh, that old thing. We’ve already considered it. ” (Of course a rebuttal might be, “Perhaps there is a reason why that old thing hasn’t already gone away? Because people find it useful after all this time. So perhaps you mistakenly dismissed it before you learned enough about it to discern it’s value?”) Another categorization tactic: “That idea is exactly like this other thing…”

People when they find something new, they want to familiarize it. Perhaps having names for these debate tactics in a list would help us dispense with having to grapple with them over and over again? The debate model is an overused one. There are so many other thinking skills available than debate argument, such as lateral thinking.

OK, so HOW do you address uncovering problems that people may not want to know they have? How do you delicately and tactfully open “a can of worms” for people? Part of the reason people shrink back from admitting they have a particular problem is that they would not know how to solve it if they did acknowledge it!

When it comes to new processes, new ways of thinking, new ways of considering perception, new ideas, new inventions, these problems are common in presenting nearly everything unique, interesting and novel. These issues are also present in formerly useful practices and/or skills that were historically passed up, ignored and possibly forgotten. People might want to resurrect these “tried and true” solutions when the supposedly “better” improvement turns out to have unforeseen drawbacks.

So, I asked a very successful speaker how to deal with it. She’s Barbara Sher. She is a career counselor and speaker with multiple books under her belt in print for thirty years who now writing another book going into depth about the various reasons why certain unique groups of people do not figure out how to become a success. What she is describing as various ways of dealing with “resistance” sounds quite a bit like “inhibition.”

Her advice to me about presenting unusual topics was simple. The key presenting the solutions to unusual problems is to tell stories about why someone would need what I had to offer. These stories would illustrate why someone would want to bother to learn new ways of dealing with what has been more expediently dismissed or ignored. These stories would be about the often forgotten ways how people answered questions and designed solutions that were somewhat short-sighted at a time when they did not know what else to do.  Now circumstances have changed that encouraged new ways of doing things. Of course, eventually these “improvements” that are being designed now will also need to change.

These funny situations would illustrate universal human quandaries and paradoxes. You tell these stories and everyone laughs or cries or both. They can be self-deprecating stories or about other people who struggled and lost. But the common thread, which you spell out are that people dismissed any possibility of changing these problems because they assumed “there wasn’t a solution anyway.”

Then you offer your solutions that specifically addresses the problem. This creates hope for people that possibly there is a way out (or a return to previously valued ways) for the people listening. Their frustration level is not as great as they imagined at first, because if others have succeeded, so can they.

My story comes from a playground of my distant past when I was raising someone else’s six year old. The kid had done a pretty amazing series of moves on the monkey bar built on the side of a swing, sliding down to twisting into a wonderfully elegant twisting dismount from the swing. I had seen his antics, but he wanted to show his dad, who missed his pretty cool trick. Of course, when his dad was watching, the trick the boy had done the first time didn’t work out the same way. The poor kid was quite confused and embarassed. He had just done the trick once, why could he not do it again?

So – I’m collecting stories now. Little stories. Let me know if you have a good one.

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