Section Four – Creating a Safe and Effective Practice

Section Four –

Creating a Safe and Effective Practice

As vinyasa tends to move more quickly than other forms of yoga, we must remember the aim of yoga, this can mean many things to many people.

In the Yoga Sutras of Patanjali chapter 1, the first sutra is “Now the exposition of yoga is being made”. In this he explains that mere philosophy will not satisfy us, we cannot reach this goal of yoga by mere words alone – without practice nothing can be achieved.

In the second sutra we have one of the most famous quotations of what yoga is “Yogas Citta Vrtti Nirodah”.

Or “The restraint of the modifications of the mind-stuff is yoga”. This is the goal of yoga. If you have control over your thoughts and change them as you would like, then you have no boundaries.

We should therefore think of vinyasa as a “moving meditation”. As we follow the breath, our mind becomes quieter and we chose to let go of the sense of “me” or “I” which is our attachment to the ego. Reminding students throughout the practice that yes, they should be feeling challenged in the pose, but they should still be able to breathe in a steady and controlled way. Vinyasa should be designed in such a way that the mind can feel calm, as one pose flows into another like a beautiful dance.

“Sthira Sukham Asanam” from book two in The Yoga Sutras means “Asana is a steady, comfortable posture”. This is our aim in all our yoga asana, and this is where yoga has the capacity for selftransformation and healing.

This also helps us to recognise that when we practice, we should be able to feel the challenge in the pose, but also feel the sense of ease that comes from regular practice and a strong breath connection. As teachers, we can use this as a “check in “with our students. “Can you feel it?” “Now find the ease”. “Can you breathe or are you holding the breath?” By adding cues like this we can avoid physical injury as well as mental chatter for our students. If a student is struggling with a posture, they maybe in pain or very unsteady on their feet and feeling foolish. Therefore, they are more likely to go back to their agitated, questioning mind and quickly lose the sense of being in a moving meditation. It is as important therefore that we not only design classes that are interesting and transformational, but also safe and effective.

Here are some things to be aware of when designing safe and effective classes:

 Can the asana you have chosen be modified, and progressed and do you know how?  More importantly, can you teach the asana visually, verbally and kinaesthetically?  Are the transitions between asana safe? Do they flow?  What are the possible contraindications and how do you avoid them?  Have you practiced the sequence yourself, does it work?

 Have you warmed up and mobilised effectively for the class ahead? Does this include all the joints being used? For example, the wrists are used a lot in vinyasa so it’s important they are affectively mobilised.  How have you introduced props such as blocks, bricks, belts, chairs the wall to make the class more accessible for all?  Have you allowed for rest periods in the class, whilst allowing the mind to stay calm and not disrupt the flow?  Have you included regular rest periods in the class or restorative poses such as Utthita Balasana /

Extended child’s pose if students need them?

 Have you steadily built the class up, designed a peak and bought them down safely and effectively?

Activity

What are the contraindications and prohibitions for the poses in your class and how can you modify and progress them?