alexander technique at help me live again

"Every man, woman and child holds the possibility of physical perfection. It rests with each of us to attain it by personal understanding and effort."
(FM Alexander)

Alexander Technique

Most of us, when we are undertaking simple tasks, physical or mental, do so with undue levels of tension which limit our performance. The result may be a stiff neck, round shoulders, poor posture, lower back pain or other problems that hamper us in some way. The Alexander Technique gives us the choice to change this. To change the way in which we hold ourselves, walk, sit, stand or operate at work, so that the movement becomes freer and we begin to regain our natural poise and balance. Through a gradual process of re-education we can become more self aware, learn to recognise harmful habits we may have developed over many years and work toward changing our approach.
What is the Alexander Technique ?
The Alexander Technique was developed by FM Alexander, an Australian actor and reciter, who was born in 1869. By inspired observation he discovered that the way in which the head was balanced on the top of the spine and the relationship between the head, neck and back, had a profound effect on the efficient functioning of the whole person.

The Alexander Technique teaches the skilful "use of the self": how we move, how we stay still, how we breathe, how we learn, how we organise our awareness and focus of attention and, above all, how we choose our reactions in increasingly demanding situations.
It is a subtle and thoughtful discipline, but essentially practical and problem-solving. The Alexander Technique works through re-establishing the natural relationship between the head, the neck and the back - the "core" of the body that supports the strength of the limbs and which provides the structural environment for breathing and for the internal organs.
The natural working of the head, neck, back relationship can usually be seen to be working powerfully, beautifully and effortlessly in small children.
At the same time as learning to access the natural relationship between the head, neck and back, conscious and reasoned body awareness, spatial awareness and behavioural awareness are developed so that long-held patterns of movement, posture, breathing and muscular tension, and habits that, for example, affect our learning abilities and psychological stress reactions can be reassessed.
Learning gradually to refine and to utilise an improved relationship between the head, neck and back is powerfully health-giving. Good habits of diet and exercise are well understood in their capacity literally to "change what we are"; the long-term effects of good habits of the "use of the self" are less well known, but no less life-changing. You get stronger, you become both more relaxed and more alert, aches and pains fade, you feel calm, confident and self-reliant, you have more stamina, you think more clearly, you recover from injury more quickly, you cope with stress better.
The Alexander Technique can enhance personal performance across the whole spectrum of human activity, from elite athletic or artistic performance to the management of disability, pain, illness or injury. Although the effortless upright posture of small children is in sharp contrast to that of most adults, it is possible for practically anyone to rediscover freedom and ease in movement by learning to become aware of, and then learning gradually to strip away, the habits of movement, tension and reaction that interfere with, distort or obscure natural and healthy patterns of coordination.

Learning the Alexander Technique is like learning any complex skill, such as playing a musical instrument or sailing a yacht; you need a teacher who has been "playing" or "sailing" for their own pleasure and benefit for years, to teach you new skills, and to help you to incorporate them into your own understanding and your own practice. Similarly, the real value of the Alexander Technique lies in becoming able to apply its principles, by yourself, to your daily activities.

The Society of Teachers of the Alexander Technique is committed to seeking and encouraging relevant scientific research. This section and its associated links are intended to provide information about work undertaken so far and future proposals.
As early as the 1940s, supporters and teachers of the Alexander Technique expressed interest in conducting objective research into both the validity and the effects of the Alexander Technique, and have endeavoured to undertake such research. In spite of the interest shown, research initiatives have progressed only gradually, for two main reasons. Firstly, since the inception of the Alexander Technique in the late 19th century, public recognition has increased only slowly. This is largely due to the requirement for individual instruction for each pupil, as well as the large commitment of time and individual attention required to train new teachers.
For many years, the profession focused on training and teaching, while the bodies that allocate funding for scientific research were unlikely to give priority to a discipline practised by a relatively small population. Secondly, it has taken time to identify appropriate, feasible methods for studying the Alexander Technique. A good deal of progress has been made in this direction, facilitated by the fact that the principles of the Alexander Technique are consistent with conventional physiology.
FM Alexander himself was ambivalent about research into his work. On the one hand, he was keen to establish the credibility of his Alexander Technique. On the other hand, he feared that his work might be misunderstood if analysed according to the scientific knowledge of his own time. Some neurological discoveries made during FM Alexander lifetime appeared highly relevant, but attempts by his supporters to link the Alexander Technique to particular findings tended to limit appreciation of its wider scope.

Only in more recent times has a clearer picture of the total neurophysiological pattern of human movement and balance emerged from academic research - a pattern which echoes many of the empirical observations made by FM Alexander over the course of FM Alexander life's work. The Alexander Technique has also made it easier to identify appropriate areas for targeted research.