What would a responsible yoga teacher observe about you when teaching backbends? - FANS SPORTS

What would a responsible yoga teacher observe about you when teaching backbends?

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Fold point

Yoga teachers need to pay attention to their spines the next time they do backbends like the cat-bitilasana. In figure 1 below, you can see discontinuous breaks in the lower back curve (arrow). And if you look at it again, there's another smaller crimp to the top right of this crimp.

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Figure 1

You may have been taught in the past that the spine should have a smooth curve, with each joint contributing equally. This is an aesthetic concept derived from the anatomical representation of a very uniform space between the ridges of each vertebra. If the anatomical body can exhibit a uniform backcurve, why not the student?

● When students practice backbends and the curves are uneven, you might think that's because they're not trying to be even, or because they're not paying attention to what you're telling them.

But the truth is that only a few people can achieve this aesthetic (see figure 2 below). But if we look at figure 3, the three students in the figure all have significant breakpoints: their lumbar vertebrae extend to the same extent as the students in Figure 2 -- especially figure 3B). The students also hold their feet and lift them up, but each does so in a significantly different way. Is the emergence of the break point safe and correct for these students?

Figure 2: The practitioner's spinal curve is uniform and has no obvious breaking points.

Figure 3: As shown in the arrow, the points of the three exercisers' backbends are in different positions of the lumbar spine. The folding point of (a) falls around T12/L1. The high break point may also occur at T11/T12. (b) falls below, about L5/S1. (c) The shallower break point falls at L2/L3, and the deeper break point occurs at L4/L5.

The folding point of the spine during extension (posterior bending) ▲▲▲

What is the specific concept of "folding point" in this passage? A break point is an action section that bears more than its proportion of the load. The visual representation is the discontinuity of the spinal curve, and this is the clue that we use to find the break point. In general, the spine is quite stiff, but sometimes one joint (or both) can be particularly active, so the movement of the spine tends to be carried by itself in this position.

I. Consideration between the point of folding and the spine

For some students, the tipping point is where chronic or acute pain occurs, or where pain is likely to occur in the future. But that doesn't necessarily mean it's going to happen. When we say that a break point may become a pain point due to overuse, we don't mean that seeing a break point means that the problem is "certain" to occur, but rather that it is "likely" to occur.

Many teachers interpret the break point as a signal to "take action", meaning that the practitioner should enlist the rest of the spine to help with the movement to ensure that the break point does not extend into a problem. Regardless of whether or not the occurrence of a break point is intrinsically dangerous, the use of a full spine in motion is a worthwhile goal.

However, only a relatively small number of students have the ability to move a single spinal joint, just as it is rare to be able to activate a single muscle. It is often difficult to move a particular segment without moving the other segments. Some highly trained dancers or contortionists may be able to do this, but most people can only move their entire spine together. Thus, the intention of a "smooth curve" may occur between several vertebrae, but not at each individual joint.

Breaking points can occur in all types of spinal movements: flexion, extension, lateral bending, and even torsion. For some students, it may be quite normal and safe for the spine to flex. This is not a problem, but rather prevents students from using their natural range of motion, which can cause joints to atrophy due to lack of stress.

There's no doubt that some students should be allowed to fold, but that doesn't mean that every student should be allowed to fold! If a student continues to backbend at the easily maneuverable crease without developing as much range of motion as possible in the rest of the spine, she risks overloading the crease joint.

The condition of overloading usually occurs during dynamic movement or when the spine is heavily loaded. It's not good to put too much pressure on any single joint, and it's not good to put too much pressure on the halfway point either. They may be caused by structural defects or joint diseases, such as spondylolisthesis. If this is the case, it's probably not a good idea to do a full range of activities at the pivot point, even if it's easy to do.

Two, how should yoga teachers consider

As a yoga teacher, what should you do? Should we allow this to happen? If you discourage the student from using her full range of motion, you may also prevent her from fully experiencing backbends. But if you encourage the break (either by deliberately choosing it in the hope of deepening the backbend, or by ignoring it), some students will risk spinal injuries by repeatedly pressing the break.

Again, for some students, preventing them from experiencing a full, natural range of motion can actually shrink their joints. So when no dogmatic simple answer can apply to every student, it helps to get back to your intentions with your students.

What do you want your students to achieve through backbends? Does this really require maximum range of motion to achieve? Or is achieving the maximum range of motion just for aesthetic reasons?

When you see a break in the back bend, you should ask two questions: "What is the purpose of this pose?" "And" How does the student feel? If the student feels pain, no matter what the intent, she goes too far. If she doesn't feel pain when she's practicing, but when she's quitting, or even the next day or two, she's probably going too deep.

● If she were a gymnast or dancer, there might be no problem going deeper and pursuing an aesthetically pleasing look -- but she would have to make her own decision after weighing the risks and rewards. The greater the depth of the action, or the greater the load, the greater the risk.

Either way, it's a good idea for students to see if they can recruit more range of motion from other parts of the spine. It's also a good idea to have enough stability throughout the spine, especially around the crease point. The stability comes from the stiffness of the joints. Increasing the stiffness of the spine will reduce the range of motion during backbending, but it will prevent the spine from bending too far and possibly causing injury.

The break point of spine flexion (anterior curvature) ▲▲▲

In contrast to the extension of the spine, the point at which the spine bends is broken is more obscure and less noticeable. But we can still look at discontinuities in the spinal curve. Figure 4 shows the break that occurs when the standing pose bends forward, but it can occur in any posture where the spine flexes.

Figure 4: The striking point of flexion of the spine.

Since the breaking point of spinal flexion occurs at the point of joint instability, it may be advisable to provide joint support to avoid disability and pain.

If it is at the break point above the thoracic and lumbar vertebrae, we can try to activate the latissimus dorsi muscle, which helps the trunk stretch. For breaks in the lumbar spine, a more effective way to provide support is to stiffen the abdominal muscles. Hardness provides stability, so we activate the muscles around the spine to strengthen and support the break point.

Another cause of the crease is local stiffness of the spine, so another adjustment option is to increase the range of motion of the spine in addition to the crease. Cow/cat Marjaryasana/Bitilasana can be useful exercises that target the whole spine. The teacher can guide the student to place her awareness at the break point, asking her to remain there while trying to increase the amplitude of movement in other sections.

The folding point of torsion and side bending ▲▲▲

It is more difficult to observe the breaking point of torsion, where most of the torsion comes from a single joint rather than all joints contributing to the torsion. The same can be said for side bends. Some students' side bends appear to be very deep, but on closer examination it may be found that a single joint contributes most of the side bends.

If the student's ability to twist or bend on both sides is inconsistent, an asymmetric bend may also occur. This may be due to differences in hardness between the discs, or the shape and orientation of the joints.

Again, for some students, breaking points are not a cause for undue concern, but for others, breaking points can be a source of problems and pain. We have to keep an eye on the fold and try to get each joint to contribute as much motion as it can.

Classroom teaching · Scene representation ▲▲▲

Having a break point is not the same as having a problem. Let's imagine a situation where a student has a distinct break point that allows her to deepen the wheeled Urdhvadhanurasana. Many teachers had never noticed that the break point existed and were happy to see the supple student ease back from mountain pose into wheel pose. But some teachers pay special attention to the spine, note the break point, and offer guidance based on the observed curve:

Student: Did you know that there is a break point when your spine bends? This is it... (feeling the fold). You are using this position to complete the entire back turn. Let's try to get the rest of the spine to do a little bit more, because if you keep using this joint, you're going to break the joint.

All of these reminders are good and informative until the last word. But that last one, it's just an inference. Just because someone has a break point and uses it doesn't mean they're going to destroy their spine. It's not clear that the location of the break point provides any more range of motion. It's possible that you've reached your limit at this point, and the pressure from the backbend is trying to pull the two vertebrae apart, which is not a good situation.

But maybe there's a lot of wiggle room at that point -- and there's nothing dangerous about that. The break point is not good or bad. Similarly, using fear to change behavior is not an appropriate teaching technique, even if it may be bad to overstress the break point. Instead, let the student observe what works for her by invitation and allow her to explore her own unique physical experience.

In the back bend, the teacher can encourage the student to use the whole spine. It's the right thing to do. Keep it up! But don't resort to fear or assume that breaking points equate to problems.

Fortunately, our vertebrae are not hard wood, but living tissue that has the ability to adapt and grow stronger from repeated stress -- provided that sufficient rest is given between stresses (vertebrae require more rest than other joints)

Of course, too much stress isn't good, but how do you know when you have too much? You need to pay attention to how your joints feel -- during asanas, after asanas, and for a few days afterward.