Yoga - Manual

208 Pages·2012·2.12 MB·English

Learner Manual

www.activeiq.co.uk

Level 3 Diploma in Teaching Yoga (QCF)

Contents

Unit 1 Underpinning principles of teaching yoga

Aims and learning outcomes........................... 3

Introduction.................................................. 4

Understanding teaching skills ......................... 4

Role of the yoga teacher............................... 11

The benefits of yoga .................................... 17

The origins of yoga...................................... 18

Relevance of ancient yoga texts..................... 25

Understanding the eight limbs of yoga ........... 32

Understanding the four paths of yoga ............ 36

Key concepts of yoga................................... 38

Understanding Kriyas .................................. 43

Understanding Mudras ................................ 45

Understand Bandhas................................... 47

References ................................................. 49

Unit 2 Anatomy and physiology for yoga

Aims and learning outcomes......................... 50

The skeletal system ..................................... 51

The muscular system................................... 57

The respiratory system................................. 70

The circulatory system................................. 73

The nervous system .................................... 79

The endocrine system.................................. 81

The effect of yoga on the different body

systems ..................................................... 85

References ................................................. 96

Appendix 1 ................................................ 97

Unit 3 Planning a series of yoga sessions

Aims and learning outcomes......................... 98

Introduction................................................ 98

Understanding breath awareness .................. 99

Understanding pranayama ......................... 103

Understanding relaxation techniques ........... 108

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Understanding concentration and

meditation................................................ 111

Understanding how to plan a yoga session... 114

Incorporating teaching aids with a yoga

session .................................................... 120

Planning a series of progressive yoga

sessions................................................... 123

Setting up a private yoga class.................... 125

References ............................................... 128

Appendix 1 .............................................. 129

Appendix 2a............................................. 144

Appendix 2b............................................. 158

Unit 4 Health and safety for yoga

Aims and learning outcomes....................... 168

Understanding different conditions .............. 169

Understanding the importance of screening.. 178

Understanding the health and safety aspects

of teaching yoga........................................ 186

References ............................................... 195

Appendix 1 .............................................. 196

Unit 5 Teaching a yoga session

Aims and learning outcomes....................... 197

Teaching yoga techniques .......................... 198

Improving performance of participants......... 199

Self-evaluation and reflection...................... 203

Personal yoga practice ............................... 204

Personal development plan......................... 205

References ............................................... 206

Appendix 1 .............................................. 207

Unit 1 Underpinning principles of teaching yoga

Aim: the aim of this unit is to provide learners with the underpinning knowledge and skills to become a yoga
teacher. This unit contains the information necessary to gain an understanding of what yoga is, as well as an
opportunity to explore some of the skills and lifestyle changes necessary to become a yoga teacher.

Learning outcomes

By the end of this unit you will:

• understand the teaching skills needed by a yoga teacher

• understand the role of the yoga teacher

• understand the benefits of yoga

• understand the origins of yoga

• understand the relevance of ancient yoga texts

• understand the eight limbs of yoga

• understand the four paths of yoga

• understand the key concepts of yoga

• understand the concept of kriyas

• understand mudra techniques

• understand bandha techniques

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Introduction

In all yoga schools there are different opinions on how to teach and perform elements of yoga, i.e. asana,
breathing practices, pranayama, relaxation, concentration and meditation. Depending on the teaching
tradition, there may be many differences in opinion on all aspects of yoga.

Yoga is far from simply being physical exercise; rather, it is an aid to establishing a new attitude or way
of life. However, this way of life is considered by many experts to be an experience that is outside the
realm of simple thought, and can only be fully understood through direct practice and experience (Swami
Satyananda Saraswati, 1996). The ultimate aim of yoga is to release the mind from the restrictions of the
physical body and allow the ‘spirit’ to explore new levels of consciousness.

Throughout this manual the aim is to provide the knowledge and skills to facilitate an understanding of
yoga, and to ensure the information provided is accessible to new yoga teachers as well as their class
participants. Where physical practice is involved, the aim is to ensure the advice is safe and effective.

Remember that Yoga is not just the physical practice of asana or postures and this is often confusing to
new participants. This manual focuses mainly on the practice of asana in yoga but the other aspects are
equally as important.

Understanding teaching skills

Good teaching skills allow teachers to maximise the safety and effectiveness of a session. This success is
achieved through the teacher’s ability to communicate and interact effectively, and this in turn will depend
on developing a series of verbal and non-verbal skills. These may include a large vocabulary of general
and yoga-specific instructions/demonstrations and teaching cues, that make use of imagery, tone of voice,
hand signals, and facial expressions.

Communication skills

Yoga teachers, who masterfully explain concepts through cueing, voice inflection, demonstration, and
assisting, have taken the time to practice the art of communication.

Yoga teaching is more than just imparting knowledge to participants; it is also about effective
communication. When effective communication is missing, teachers can misunderstand participants’
needs and expectations; furthermore participants may not feel listened to or feel understood.

A skilled yoga teacher must be a good communicator, as not all class participants will learn in the same way.
Some will learn by listening to cues, others will gain more from assistance; and some will be able to learn just by
watching.

Communication is the key to:

• getting participant co-operation
• participant understanding
• building participant self-confidence and self-esteem
• feeling listened to by your participants
• mutual respect
• everyone feeling safe to be themselves
• more fun for everyone in the class

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Reflective listening

One of the most important communication skills is reflective listening. Reflective listening involves reflecting
(or verbally restating using similar words) the feelings and information from what you heard the other
person saying. This can help determine whether a message has been understood. It also conveys the
intention that a teacher understands and accepts what has been said. If done well, it helps the person to
clarify their own thoughts and feelings.

As well as requiring practice in focussing on what the participant is saying, it will also require an element
of trust to find good solutions, rather than wanting to convince them of your own. It is a skill which
effective facilitators, group leaders, counsellors, consultants, sales people, health professionals, teachers
and parents use more than any other skill.

Reflective listening may also be referred to as:

• the empathic ear
• active listening
• the understanding response
• verbal pacing
• paraphrasing

Because communication is a two-way process, it means that it is as important to be a good message sender
as it is to be a good listener. While hearing is an activity that requires little physical effort, to do it properly can
be challenging. Listening properly, however, is not easy. To summarise, use reflective listening to communicate:

• desire to understand how the other person is thinking and feeling
• belief in the person’s ability to understand the situation, identify solutions, select an appropriate
choice, and implement it responsibly
• belief the person is worthwhile
• respect and/or willingness to accept other people’s feelings
• desire to help
• willingness not to judge the person (Communications World, 2011)

Body language

One of the aspects of understanding what people are saying comes from body language or non-verbal
communication. By developing awareness of the signs and signals of body language, it is easier to understand the
needs of class participants, and more effectively communicate with them.

There are sometimes subtle (and sometimes not so subtle) movements, gestures, facial expressions and
even shifts in our whole bodies that reflect what and how people are thinking and feeling at any given point
in time. By becoming more aware of this body language and understanding what it might mean within a
context, teachers can learn to read people more easily, and adjust their communication and instructions
accordingly.

Body language includes body movements and gestures (legs, arms, hands, head and torso), posture,
muscle tension, eye contact, skin colouring (flushed red), even people’s breathing rate and perspiration.
Additionally, the tone of voice, the rate of speech and the pitch of the voice all contribute to the words that
are being used. Additionally, it is important to recognise that body language may vary between individuals,
and between different cultures and nationalities.

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Theory into practice: Confidence

It is important for yoga teachers to convey signs, signals and patterns that communicate feelings of
confidence. Typical things to look for in confident people include:

• posture – standing tall with shoulders back
• eye contact – solid with a ‘smiling’ face
• gestures with hands and arms – purposeful and deliberate
• speech – slow and clear
• tone of voice – moderate to low

If a teacher is about to enter into a situation where they are not as confident as they’d like to be, such as teaching a
new class or covering an existing class, they can adopt these ‘confidence’ signs and signals to project confidence.

All of the above skills cannot be taught and can only come with experience and practice.

The correct use of language

Without the correct use of language, a yoga teacher may struggle to make participants understand many of the
techniques of yoga. Clear, concise language takes participants in a specific direction with minimal distraction or
confusion. Yoga teachers are required to be understood and to inspire the people they work with.

It is important that a yoga teacher’s communication style matches their teaching environment. For example,
not all yoga participants will benefit from chanting mantra, and any yoga teacher should bear this in mind.
Most of the Dharma (Indian term used to explain religion or higher truth) talk that occurs in a class can
easily be translated into lay terms. Teachers can instead use phrases like “let go,” “be in the moment” and
“clear the mind.” Statements like, “surrender to a higher being,” or “aligning your energy with the vibration
of the universe” may be more appropriate for a private yoga studio, than a fitness-based facility.

Further challenges arise for yoga teachers because the yoga postures (asana) are often complicated to
verbalise, and it is down to the skills of the teacher to ensure the participants can safely enter and leave
a posture. The correct use of language can make or break a yoga class; too much technical language, too
much jargon and even too much spiritual talk can confuse and deter participants. Each asana will require
the teacher to know it in detail, so that it can be taught effectively. To help the communication process,
yoga teachers will need to practise the asana many times before teaching them, and to also know the
adaptations and modifications needed if a participant has any difficulties.

When introducing new asana to participants, it is best to demonstrate first (usually with a silent
demonstration) and then to talk through the demonstration while the participants follow. Afterwards, the
teacher can walk around and adjust and refine the participants’ asana either verbally or by assisting them
into position. A good teacher will always explain what the participant should be feeling in a physical sense
and also explain what they should not be feeling (e.g. any pain in the knees, back etc.).

Theory into practice: Non-technical terminology

A good yoga teacher should practice the use of non-technical words rather than technical phrases. For
example, it is wise to avoid the use of terms such as flexion and extension; instead, use phrases such as
‘tip forwards from the hip’ or ‘lengthen the spine’.

It is also best to avoid use of angles such as ‘180 degrees’.

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Voice intonation

The way a teacher says something is just as important than what they say. Voice intonation is the way
information is put across, and may include elements such as volume, pitch, and inflection. For example,
the level of intonation may need to be moderated if working with a complete beginner or the elderly.
This will ensure that the instructor communicates in a way that is appropriate to the individual and their
surrounding environment. A yoga teacher needs to adopt a calm manner of teaching and to be able to
vary the volume accordingly. For example during meditation or breathing practice the teacher may speak
quietly, but when the class need to be wakened from a relaxation, the teacher’s voice needs to be louder so
they can hear the difference. A teacher needs to be aware of any participants who have hearing difficulties.
If this is the case ensure these participants are positioned near the front of the class.

Filler words and phrases

Yoga teachers often fall into the habit of using filler words or phrases, and this is common when teachers
are new. Common words or phrases used include:

• “go ahead”
• “we’re gonna”
• “now”
• “try”
• “uh, um”
• “nice, good, great, beautiful”
• “don’t”

Another word many yoga teachers use is “down”: for example, “Shoulders down the back, put the knee
down, press down into the earth”. The word “down” often has negative associations, and where possible
should be avoided and replaced. The use of the words ‘Downward facing dog’ is fine but ‘Adho mukha
svanasana’ is a stronger way to convey the pose.

Table 1 shows some alternative phrases (containing the word “down”) that can be used in a yoga class.

Usual phrase
Change to.....

Push your hand down into the earth
Stretch your hand into the earth’
Pull your shoulders down the back
Pull your shoulders away from your ears
Put the knee down
Put the knee on the floor
Press your foot down into the earth
Press your foot firmly into the earth

Table 1 Alternative phrases to use in a yoga class

An excellent practice for yoga teachers is to develop a language of yoga, or more appropriately, to use
language that enhances the theme that is being created for the class. In this way, filler words can be
replaced with a list of alternative words and phrases to express body cues and movements.

Teaching points

Teaching points are used to reinforce a visual demonstration. Their application allows teachers to express,
correct and fine-tune participants’ technique. To use teaching points effectively, the yoga teacher must first
be fully versed in the particular yoga technique they are trying to teach.

Teaching points should be precise and succinct; however, some creativity and imagination is beneficial.
For example, consider the following teaching point: “imagine two lights on your hip bones – ensure these
lights are up” (referring to the hip area in bridge pose.).

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This may help participants visualise and focus on the relevant body part by relating it to an object or
possibly an activity, often leading to greater understanding. Teaching points when used appropriately allow
for easier instruction; however, if overused, they may lead to confusion. Teaching points should be kept
positive at all times to build confidence.

Demonstration

A good clear demonstration allows the participant the opportunity to fully observe the technique to be
performed. For effectiveness, ensure participants can see the technique. For example, if the posture
involves lying down, ensure the participants are sitting up so they can see the demonstration clearly.
Encourage participants to ask questions before they perform the movement.

A participant’s version of the posture may not look exactly like the teacher’s demonstration depending on
their individual physical state.

In shoulder stand for example, a teacher would not want the participants to turn their heads and compromise
the safety of their necks.

Observation

The yoga teacher will also need to consider their position of observation in relation to the participants. They
may be able to see most participants from the front of the class in standing postures. In other postures,
such as sitting and lying, it is advisable to walk around the class to check participants from all angles.
This should be done in a non-intrusive manner, especially if the participants are in vulnerable positions.

Using Sanskrit words in yoga

Even though the understanding and use of Sanskrit words in yoga has fallen off, it remains a powerful
force to be rediscovered in yoga. Though participants may not aspire to learn the complete language,
teachers should be mindful of its use and its profound importance in yoga. For those who really care to
know the depth and profoundness of yoga, study of the ancient scriptures and knowledge of the Sanskrit
language is essential, as Sanskrit literature contains a treasure trove of knowledge. Sanskrit is a historical
language (parallel with Latin) and is no longer commonly used in India.

Some yoga teachers feel that the use of Sanskrit names are elitist and may deter certain participants. The
use of Sanskrit terminology suggests there is more to yoga than athletic pursuit and that ancient tradition
underpins the practice of yoga. When you use Sanskrit in class, keep in mind that auditory learners will
benefit from hearing the words, visual learners will benefit from visualising the spelling (some teachers
have a flip chart or white board in their classes), and kinaesthetic learners will benefit from doing the pose.

One of the most important reasons to use the Sanskrit terms is to stir up interest and nurture curiosity. The
use of Sanskrit terminology suggests there’s more to yoga than athletic pursuit. Each of the fifty letters of the
Sanskrit alphabet is thought to have a sound frequency with a specific therapeutic benefit. In Vedic belief,
each word is encoded with consciousness. Put simply, the asana name and the effect of the asana are one.
By simultaneously saying or hearing the Sanskrit name and performing the pose, participants can feel the
unity between sound and body. This universal language creates a deeper, more spiritual connection.

The symbolic aspect of asana or pranayama is in the name. For example, saying the word ‘bhastrika’ (the
Sanskrit name for breath of fire), demonstrates that there is a lot of wind in the sound when spoken - like breath.

All Sanskrit spoken in a yoga class needs to be defined. For example, it is traditional to end a class with the
greeting of ‘Namaste’. This translates to “I honour the light in all beings”. If a teacher says it in front of new
participants, they should always indicate the meaning (Discover yoga, 2011; Yoga flavoured life, 2011).

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Motivational skills

Positive motivational skills help to create enthusiasm and interest for class participants. The trick is not to
motivate participants directly, but to provide optimal learning opportunities that are motivating. Yoga teachers
need to be highly motivated themselves, before they can motivate others. This means motivation must
come from within, something that can be achieved through the teacher portraying confidence, exuding
plenty of enthusiasm, and being passionate about what they do.

Key elements of motivation

Intrinsic motivation

• Involves an interest in the learning of yoga itself and also satisfaction being gained from participating
in the class
• Effective teaching must win the hearts and minds of participants if the class experience is to involve
intrinsic motivation, curiosity, interest and proper engagement
• Participants can find it motivating when teaching creates opportunities for cooperative work with
other participants such as pair work
• Generally, giving participants a degree of choice can be motivating, for example choosing the level
of asana they perform
• Regular feedback is motivating when it shows participants how their skills are developing

Extrinsic motivation

• Praise is a powerful motivator although its effect depends on skilful use
• Praise should be linked to effort and attainment, conveying sincere pleasure on the teacher’s part,
and should be used with credibility
• Participants need autonomy – i.e. they need a sense of control over what they are doing
• Participants need a sense of agency – i.e. interacting with others
• Participants need affiliation – feeling comfortable in the social context of the class and feeling that
they belong
• Participants adopt stances - quietly engaging; harmoniously engaging; energetically engaging;
opposing/threatening; alarming/draining; hiding/upset; and exasperating. Teachers need to recognise
individuals’ stances to enable them to improve motivation.

Four skills of successful motivation

• Engagement – teachers showing that they are interested in their participants and that they value them

• Structure – organising progress through experiences. Strong lesson planning skills are essential so
that the participants know the aims and objectives for each session or series of sessions

• Stimulation – sessions that interest. Each session needs to be interesting and relate to the objectives
of all participants

• Feedback – constructive, supportive information to participants on how they are progressing

Allow questions in class

Yoga participants may have a number of questions about their yoga practice. The teacher should decide
and communicate to students whether questions can be asked during the class or before / after the class.
This will depend on the teacher’s preference and style. If teachers cannot provide an immediate answer,
they should make the effort to find out and share with the participant next time. It may also be something
valuable that can be shared with the whole class.

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Getting to know class participants

Getting to know the participants is a valuable skill every teacher should take the time to do. What are the
interests of the participants? What parts of the lesson plan raise their level of motivation? Do they feel a stir
of excitement or anticipation at certain points in your yoga class?
When participants feel the benefits of a yoga class, it is usually visually apparent on their faces. If teachers
still feel unsure, it is acceptable to ask some tactful questions. A sample question, about one subject,
might be: “Do you feel the benefit of practising Revolved Triangle now?” If participants do not give an
answer, the teacher can list the skeletal benefits to the hips, spine, shoulders and legs. They may also list
the muscles, which are strengthened and stretched, or even mention the particular internal organs which
are massaged and cleansed. Allowing participants to participate completely can increase the proficiency
level of the entire class.

Addressing different learning styles

The visual-auditory-kinaesthetic learning styles (VAK) model provides a very easy and quick way to assess
preferred learning styles, and then most importantly, to design learning methods and experiences that
match people’s preferences.

Visual learning styles involve the use of seen or observed things, including pictures, diagrams,
demonstrations, displays, hand-outs, films, flip-chart, etc.

Auditory learning styles involve the transfer of information through listening to the words of self and
others, as well as general sounds and music

Kinaesthetic learning involves physical and tactile experiences such as touching, feeling, and holding.

Relationship between the yoga teacher and participant

Traditionally, students of yoga would seek out a particular yogi or teacher. They may have been referred
to this specific person by his or her loyal students, or knew of the teacher’s skills by reputation. At such
a point, the teacher would make a decision on whether or not to take in another student on a trial basis.
The trial may have consisted of doing work around the ashram (the retreat where the teacher and their
followers live) before being recognised as a formal student. This would have been the way the yoga
teacher/student relationship operated for thousands of years. In some areas of the world, it still works in
this way, and often teachers were honoured and bestowed the highest status.

However, the traditional model of the teacher/participant relationship, within yoga, has changed immensely.
The traditional model cannot work in modern times, and certainly within Western culture. At the same
time, no responsible yoga teacher would want to prevent their class participants from learning about yoga.
Yet, the reason the traditional model worked was because students studied within a ‘vacuum’. The guru
had all the answers and was respected as an authority.

So what is the role of a teacher in the 21st century? The role has not actually changed; the first step is to establish
a relationship with the participant that is based on trust. A large part of what yoga teachers do is to help class
participants find a tranquil state of mind and a healthy body. Yoga teachers should make safety a priority while,
at the same time, helping participants progress toward development of awareness and transformation.

If a participant does not appreciate honesty, compassion, and the way of moderation, it is likely they will
have a difficult time on the Yogic path. The ancient Yogis were extremely wise to have realised this, and
this is why yoga students were accepted on a trial basis (Jerard, 2008).

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Role of the yoga teacher

Yoga teachers as role models

Yoga teachers come from many different walks of life, yet have traditionally been stereotyped as vegetarian,
non-drinkers, non-smokers and so forth. Judging, stereotyping and believing yoga teachers are all virtuous,
is not always an accurate assumption. They have their own obstacles and challenges. One of the main
intentions of teaching yoga is to have the awareness of Ahimsa (a non-violence attitude), which eventually
leads to finding balance in life resulting in peace and harmony.

The yoga teacher can be a friend, mentor or confidante. More than anything, yoga teachers are thinkers,
philosophers; people who live their lives based on logic, wisdom and rationality. Yoga teachers have been
universally regarded as being spiritual and health role models. In general, they play a key role in passing
on the qualities of respect, kindness and social tolerance. Yoga teachers should walk the talk and practise
what they preach. Society gives a relatively high respect towards yoga teachers, which ultimately gives
yoga teachers a certain responsibility to uphold. Fortunately, as most yoga teachers are true to their beliefs
and passionate about the practice, this is not hard to do.

A yoga teacher can affect the lives of their participants by reminding and teaching them about the profound
aspects of yoga and about understanding the nature of the inner self. The yoga teacher helps participants
discover things about themselves and teaches self-awareness and self-discovery. Yoga teachers also teach the
art of detachment and letting go, which allows freedom from obstacles and predicaments. In yoga practice, the
postures that are to be performed may metaphorically represent challenges that participants face in their lives.
When a teacher points out how relevant yoga practice is to personal life, a participant may discover that they
can improve the quality of their life by including regular yoga practice along with other lifestyle and behavioural
changes. As a guide to living life with a positive attitude, yoga teachers have become the ambassadors for
optimism and positivity (Samdjaga, 2011).

Lifestyle choices of a yoga teacher

Below is a story that illustrates the importance of a yoga teacher’s lifestyle:

A young man wanted to know the meaning of life. He searched high and low; he took courses and
workshops; but still he could not quite grasp it.

One day, he went to hear a Master speak. At the end of the lecture, the young man raised his hand and
asked: “Could you please explain the meaning of life?”

The audience chuckled at the eternal question and started to get up to leave. The Master replied: “That’s a
very good question. I have the answer right here in my bag.” He took out a small mirror, captured a ray of
light with it, and directed the light to the young man’s face.

“Can you all see how I am catching the light and directing it to his face?” he asked. “Yes.” “The meaning
of life,” the Master explained, “is to gather Light and to take it where it’s needed the most. Your purpose is
to capture some Light and take it to some dark place in the world.”

Yoga lifestyle can be thought of as having two purposes: “cleaning the mirror” and “spreading the light”.
The mirror is the mind and body which have to be clean and pure to catch the light. Yoga lifestyle is
therefore about purifying the mind and keeping the body healthy.

Yoga lifestyle also includes certain principles and values, some of which refer to the five rules of social
conduct. These principles form the first limb of yoga (the Yamas) according to Patanjali (see later on in this
unit for more information on the eight limbs of yoga).

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Yamas consist of:

• Ahimsa - non-violence
• Satya - truthfulness
• Asteya - non-stealing
• Brahmacharya - faithfulness
• Aparigraha - non-greed

Seven habits for a healthy lifestyle

The following habits must be in balance for optimal physical, mental and spiritual health:

Positive mental attitude

• Stop negative thinking and negative self-talk
• Practise positive affirmations, e.g. (inhale, and think or softly say) “Every moment as I breathe,”
(exhale) “I feel better and better.”
• Practice Karma yoga (selfless service or helping others).
• Seek humour and laughter
• Surround yourself with positive people.

Environment

• Spend time out in nature.
• Be mindful of the media. Choose the types that are positive, and the ones that add a real value to
your well-being and health
• Create a healthy environment through the use of healing colours wherever you spend the most time:
bedroom, dining room, office. Light blue, green, and beige are calming. Light yellow, and deep
earthy orange are energising. Surround yourself with positive visual images with images of nature
(flowers, plants, art and photos)
• Surround yourself with peace and quiet or healing sounds.
• Experiment with different scents in the form of a candle or a scent diffuser that make you feel good
and relaxed

Clear physical clutter.

• If your physical space is cluttered, your mind will pick up on that.

Stress reduction

• Take a mini-break at least once every two months in a place where you can be timeless
• Spend a few minutes in deep relaxation every day. Deep Relaxation, or yoga Nidra, is one of the
most powerful methods of stress relief.
• Practice yoga outdoors. This restores energy levels
• Chant or hum “Om”. Let the vibration of the sound of the hum reverberate through your whole body. Feel
the resonance in the chest and the head. Chanting Om is incredibly effective as a stress relief method
• Practice slow breathing and keep up a daily meditation practice
• Connect to animals. Animals are natural healers. Having a pet animal contributes greatly to stress relief.

Sufficient sleep and rest

• Make your bedroom a place of rest. No TV. No Internet. No phone. Calming colours, quiet atmosphere,
pleasant scent and soft bedding
• Early to bed, early to rise. Going to bed around 10pm is most natural for our biology
• Get yourself physically tired before bedtime
• Practice abdominal breathing to induce the relaxation response

Exercise

• Cardiovascular, aerobic exercise
• Muscle-strengthening, weight-bearing exercise
• Flexibility
• Balance and coordination

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Healthy diet

• Eat simple meals
• Eat as much organic food as possible
• Eat as much locally-grown food as possible
• Go easy on proteins and fats
• Eat foods rich in amino acids
• Get a daily surplus of antioxidants
• Eat pro-biotic foods a few times a week
• Eat a good daily share of raw foods rich in enzymes

Detoxification

• Drink plenty of fluids
• Go to sleep at 10pm - Between 10pm and 2am is the most healing and detoxifying time to sleep.
• Sweat regularly through exercise or by going to a sauna.
• Breathe through the nose not through the mouth.
• Cleanse the nasal passages with a nasal wash or Jala Neti
• Brush your teeth and cleanse your tongue first thing in the morning
• Drink wheatgrass juice or another green vegetable juice several times a week.

Differences between yoga teachers and fitness instructors

To further understand some of the key skills required by a yoga teacher, it can be useful to take a closer
look at the differences between yoga teachers and fitness instructors, as well as understand why it may be
preferable to use the term ‘teacher’ in favour of ‘instructor’.

The primary difference between a yoga teacher and a fitness instructor is that the yoga teacher will teach
yoga participants more than just the physical aspects of yoga. Traditionally, a fitness instructor will tend
to emphasise physical benefits of exercise. A yoga teacher will not only address the physical aspects of
yoga, but also the emotional and often spiritual aspects with their class participants. Yoga teachers can
give their participants tools to enable them to cope with everyday life, for example, methods of stress relief
and ways to alleviate anxiety.

In addition, an instructor is often thought of as someone who shows participants how to do something.
On the other hand, a teacher is thought of as someone who leads their participants down a ‘path of
understanding’, opening new doors along the way (Wiki Answers, 2011).

The best teachers should employ a combination of mindful instruction and teaching. The teacher should
be able to demonstrate each stage of a posture safely and effectively, teaching correct alignment but also
recognising the limitations of individuals.

Does yoga conflict with participants’ religious beliefs?

Some people often regard yoga as a religion, and as such, are often deterred from practising it. Here are
some points to consider.

• Yoga is not Hinduism
• Yoga is a frequent practice in many Eastern religions and philosophies
• Many Western religions, including Christianity, also practise some form of meditation
• The core values of yoga include: honesty, hard work, not harming others, selfless service and
devotion to ‘God’

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Level 3 Diploma in Teaching Yoga (QCF) - Manual

Professional codes of practice

Codes of practice guide professional people in their work and help them regulate their behaviour towards
customers. Codes of practice can be summarised by the following key principles:

• Professional action shall bring no harm to clients
• Clients have the right to choose their own direction
• Be faithful to clients, the profession, the employing organisations and ultimately to yourself
• Be just and fair to all clients, thereby ensuring non-discriminatory professional actions
• Be of benefit to clients by promoting their welfare
• Treat all clients with dignity and respect
• Be fully accountable to clients
• Maintain clear and unwavering professional boundaries

Professional bodies for yoga

Each style of yoga has its own independent organisation, and there are other associations and bodies that
can be joined. It is not mandatory to join any associations but the Register of Exercise Professionals (REPs)
is recommended for all fitness professionals; however, it is also recommended that a yoga teacher updates
their knowledge and skills regularly and by joining an association, opportunities for training are wider.
Associations also often offer specialised insurance policies for yoga teachers.

Below is a selection of yoga associations:

• Bikram Yoga –www.bikramyoga.com
• The British Wheel of Yoga - www.bwy.org.uk (recognised by Sport England as the governing body
for yoga in Great Britain)
• The Association for Yoga Studies - www.ays.org.uk (formerly Viniyoga Britain)
• British Council for Yoga Therapy –www.britishcouncilforyogatherapy.org.uk
• British Yoga Teachers Association - www.yogauk
• Friends of Yoga Society (FRYOG) International - www.friendsofyoga.co.uk
• Independent Yoga Network - www.independentyoganetwork.org
• Iyengar Yoga Association (UK) - www.iyengaryoga.org.uk
• Yoga Alliance UK - www.yogaalliance.co.uk
• Yoga Biomedical Trust - www.yogatherapy.org
• YogaUK - www.yogauk.com

Register of Exercise Professionals (REPs)

REPs is an independent public register for exercise professionals. It is important to establish, publicise and
maintain standards of ethical behaviour in instructing practice, and to inform and protect members of the
public and customers using the services of exercise professionals.

Physical activity and exercise can contribute positively to the development of individuals. It is a vehicle
for physical, mental, personal, social and emotional development. Such development is enhanced if the
individual is guided by an informed, thinking, aspiring and enlightened exercise professional operating
within an accepted ethical framework. The role of an exercise professional is to:

• identify and meet the needs of individuals
• improve performance or fitness through programmes of safe, effective and enjoyable exercise
• create an environment in which individuals are motivated to maintain participation and improve
performance or fitness
• conform to ethical standards in a number of areas – humanity, relationships, co-operation, integrity,
advertising, confidentiality and personal standards

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Level 3 Diploma in Teaching Yoga (QCF) - Manual
15

This REPs Code of Ethical Practice defines good practice for professionals in the fitness industry by reflecting
on the core values of rights, relationships, responsibilities and standards.

Exercise professionals on REPs accept their responsibility to people who participate in exercise; to other
exercise professionals and colleagues; to their respective fitness associations, professional bodies and
institutes; to their employer; and to society. Where required, members must also hold adequate liability
insurance. There are four principles to the code:

Principle 1 – Rights
‘Exercise professionals will be respectful of their customers and of their rights as individuals’.

Compliance with this principle requires exercise professionals to maintain a standard of professional conduct
appropriate to their dealings with all client groups and to responsibly demonstrate respect for individual
difference and diversity, good practice in challenging discrimination and unfairness and discretion in
dealing with confidential client disclosure.

Principle 2 – Relationships
‘Exercise professionals will nurture healthy relationships with their customers and other health professionals’

Compliance with this principle requires exercise professionals to develop and maintain a relationship
with customers based on openness, honesty, mutual trust and respect and to responsibly demonstrate
awareness of the requirement to place the customer’s needs as a priority and promote their welfare and
best interests first when planning an appropriate programme. Compliance also requires clarity in all forms
of communication with customers, professional colleagues and medical practitioners, ensuring honesty,
accuracy and cooperation when seeking agreements and avoiding misrepresentation or any conflict of
interest arising between customers’ and own professional obligations. Finally, compliance requires integrity
as an exercise professional and recognition of the position of trust dictated by that role, ensuring avoidance
of any inappropriate behaviour in all customer relationships.

Principle 3 – Personal responsibilities
‘Exercise professionals will demonstrate and promote a clean and responsible lifestyle and conduct’

Compliance with this principle requires exercise professionals to conduct proper personal behaviour at all
times and to responsibly demonstrate high standards of professional conduct appropriate to their dealings
with all their client groups and which reflect the particular image and expectations relevant to the role
of the exercise professional working in the fitness industry. Compliance requires an understanding of
their legal responsibilities and accountability when dealing with the public and awareness of the need
for honesty and accuracy in substantiating their claims of authenticity when promoting their services in
the public domain. A responsible attitude to the care and safety of client participants within the training
environment and in planned activities is required ensuring that both are appropriate to the needs of the
clients. Compliance requires an absolute duty of care to be aware of their working environment and to be
able to deal with all reasonably foreseeable accidents and emergencies – and to protect themselves, their
colleagues and clients.

Principle 4 – Professional standards
‘Exercise professionals will seek to adopt the highest level of professional standards in their work and the
development of their career’

Compliance with this principle requires exercise professionals to commit to the attainment of appropriate
qualifications and on-going training to responsibly demonstrate engagement in actively seeking to update
knowledge and improve their professional skills in order to maintain a quality standard of service, reflecting
on their own practice, identifying development needs and undertaking relevant development activities.