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Yoga - Manual PDF

208 Pages·2012·2.12 MB·English
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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 Copyright © 2012 Active IQ Ltd. Manual not for resale Level 3 Diploma in Teaching Yoga - Manual All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any other means, electronic, mechanical, photocopying, recording or otherwise without the permission of the copyright holder. 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 3 Copyright © 2012 Active IQ Ltd. Manual not for resale Level 3 Diploma in Teaching Yoga (QCF) - Manual 4 Copyright © 2012 Active IQ Ltd. Manual not for resale Level 3 Diploma in Teaching Yoga (QCF) - Manual 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 Copyright © 2012 Active IQ Ltd. Manual not for resale Level 3 Diploma in Teaching Yoga (QCF) - Manual 5 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. 6 Copyright © 2012 Active IQ Ltd. Manual not for resale Level 3 Diploma in Teaching Yoga (QCF) - Manual 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’. Copyright © 2012 Active IQ Ltd. Manual not for resale Level 3 Diploma in Teaching Yoga (QCF) - Manual 7 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.). 8 Copyright © 2012 Active IQ Ltd. Manual not for resale Level 3 Diploma in Teaching Yoga (QCF) - Manual 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). Copyright © 2012 Active IQ Ltd. Manual not for resale Level 3 Diploma in Teaching Yoga (QCF) - Manual 9 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. 10 Copyright © 2012 Active IQ Ltd. Manual not for resale Level 3 Diploma in Teaching Yoga (QCF) - Manual 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). Copyright © 2012 Active IQ Ltd. Manual not for resale Level 3 Diploma in Teaching Yoga (QCF) - Manual 11 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). 12 Copyright © 2012 Active IQ Ltd. Manual not for resale Level 3 Diploma in Teaching Yoga (QCF) - Manual 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 Copyright © 2012 Active IQ Ltd. Manual not for resale Level 3 Diploma in Teaching Yoga (QCF) - Manual 13 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’ 14 Copyright © 2012 Active IQ Ltd. Manual not for resale 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 Copyright © 2012 Active IQ Ltd. Manual not for resale 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.

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