This post offers links to a translation of the recent kinesiology review article on the mechanisms of Alexander technique.
Editor’s note: This is a lay summary of the new paper, “Potential Mechanisms of the Alexander Technique: Toward a Comprehensive Neurophysiological Model.” See the original paper for a full listing of references. Many of the studies briefly discussed here are described in detail in other posts on this site, linked […]
By Timothy W. Cacciatore, Patrick M. Johnson, and Rajal G. Cohen Editor’s note: This is an excerpt of a new scientific model of the Alexander Technique published in the Kinesiology Review. A pdf of the full paper can be read here. Read a summary of the paper here. Read the […]
Editor’s Note: “A History of Magnus in the Alexander Technique” was originally published in the AmSAT Journal, Vol 15, Summer 2019. pp. 29–35. pdf version The discovery by Rudolf Magnus of a “central control” for some postural mechanisms has been used by F.M. Alexander and others as scientiﬁc support or […]
Contents: Introduction AT Experiences of Inhibition and End-gaining The Science of Executive Function Working Memory Cognitive Flexibility Executive Inhibition Connecting Inhibition and End-gaining with the Science of Executive Function Experiments on Inhibition and End-gaining Dr. Rajal Cohen: End-gaining and Posture Dr. Ian Loram: Proactive Inhibition of Neck Muscle Activity Dr. […]
This post summarizes research by Jason Baer, Anita Vasavada, and Rajal Cohen, “Neck posture is influenced by anticipation of stepping,” published in Human Movement Science in 2019. It was originally published at Alexander &. A common reason people study the Alexander Technique is to improve their posture. Many students are […]
How do Alexander teachers talk about the Alexander Technique? In this essay, Patrick Johnson writes about his experience teaching science workshops to Alexander teachers with Tim Cacciatore and how common ways of talking about the Alexander Technique can reinforce out-of-date scientific ideas and faulty reasoning. By learning to clearly separate […]