Yoga Poses for Your Health
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Yoga and Pilates: What’S the Difference? by Sherri R
Yoga and Pilates: What’s the difference? By Sherri R. Betz, PT, GCS, PMA®-CPT Have you ever wondered… “What are the differences between Yoga and Pilates?” Someone jokingly said, “The difference between Pilates and Yoga is that in Yoga you close your eyes and think about god and in Pilates you keep your eyes open and think about your abs!” One guru said the purpose of Yoga is to become more flexible so that you could sit comfortably to meditate. Yoga certainly is more than that. I write this in trepidation of offending the beautiful Yoga and Pilates practitioners around the world. I hope to distill some of the information about Yoga and Pilates looking at some of the differences and similarities between them to help practitioners understand these popular forms of movement. My yoga practice began in Louisiana (when no one did yoga there!) at about the age of 15. At the local library, I happened to pick up The Sivananda Companion to Yoga and started trying out some of the poses and breathing. Actually, I skipped the breathing and avoided it for many years until I did my Pilates training and was forced to learn to breathe! Now I am devoted to my Ashtanga/Vinyasa Yoga practice and my Pilates work to keep my body in shape and to add a spiritual component to my life. It has been very interesting to compare a movement practice that has been around for 2000 years with one that has been around for only about 80 years. Yoga: Navasana (Boat Pose) Pilates: Teaser Common Forms of Yoga Practice in the United States: Yoga was brought to us by Hindus practicing in India. -
Rooted Elements a Kinesthetic Approach Connecting Our Children to Their Nnei R and Outer World Alisha Meyer the University of Montana
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Graduate School Professional Papers 2012 Rooted Elements A Kinesthetic Approach Connecting Our Children to Their nneI r and Outer World Alisha Meyer The University of Montana Let us know how access to this document benefits ouy . Follow this and additional works at: https://scholarworks.umt.edu/etd Recommended Citation Meyer, Alisha, "Rooted Elements A Kinesthetic Approach Connecting Our Children to Their nneI r and Outer World" (2012). Graduate Student Theses, Dissertations, & Professional Papers. 1385. https://scholarworks.umt.edu/etd/1385 This Professional Paper is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. ROOTED ELEMENTS A KINESTHETIC APPROACH CONNECTING OUR CHILDREN TO THEIR INNER AND OUTER WORLD By ALISHA BRIANNE MEYER BA Elementary Education, University of Montana, Missoula, Montana, 2003 Professional Paper presented in partial fulfillment of the requirements for the degree of Master of Arts Fine Arts, Integrated Arts and Education The University of Montana Missoula, MT May 2012 Approved by: Sandy Ross, Associate Dean of The Graduate School Graduate School Karen Kaufmann, Chair Fine Arts Jillian Campana, Committee Member Fine Arts Rick Hughes, Committee Member Fine Arts © COPYRIGHT by Alisha Brianne Meyer 2012 All Rights Reserved ii Meyer, Alisha, M.A., May 2012 Integrating Arts into Education Rooted Elements Chairperson: Karen Kaufmann Rooted Elements is a thematic naturalistic guide for classroom teachers to design engaging lessons focused in the earth elements. -
Book Review:" Yoga Body: the Origins of Modern Posture Practice"
Journal of Hindu-Christian Studies Volume 23 Article 17 January 2010 Book Review: "Yoga Body: The Origins of Modern Posture Practice" Harold Coward Follow this and additional works at: https://digitalcommons.butler.edu/jhcs Part of the Religion Commons Recommended Citation Coward, Harold (2010) "Book Review: "Yoga Body: The Origins of Modern Posture Practice"," Journal of Hindu-Christian Studies: Vol. 23, Article 17. Available at: https://doi.org/10.7825/2164-6279.1469 The Journal of Hindu-Christian Studies is a publication of the Society for Hindu-Christian Studies. The digital version is made available by Digital Commons @ Butler University. For questions about the Journal or the Society, please contact [email protected]. For more information about Digital Commons @ Butler University, please contact [email protected]. Coward: Book Review: "Yoga Body: The Origins of Modern Posture Practice" 62 Book Reviews There is much to be learned from and seem to reflect a presumed position of privilege appreciated in Schouten's Jesus as Guru. for Caucasian, WesternlEuropean, Christian However, I was frustrated by phrases such as contexts. "Whoever explores the religion and culture of While dialogue between "East" and "West" India comes fact to face with a different world," sets the context for the book in the introduction, (1) or " ... Since then, it is no longer possible to in the Postscript Schouten acknowledges, " .. .in i imagine Indian society and culture without the past quarter of a century the voice of Hindus i I Christ." (4) Following an informative in the dialogue has grown silent." (260) Perhaps intermezzo on Frank Wesley's depiction of future work can assess why this might be so and Jesus as a blue hued child like Krishna, I wonder work to build a new conversation. -
University of California Riverside
UNIVERSITY OF CALIFORNIA RIVERSIDE Choreographers and Yogis: Untwisting the Politics of Appropriation and Representation in U.S. Concert Dance A Dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Critical Dance Studies by Jennifer F Aubrecht September 2017 Dissertation Committee: Dr. Jacqueline Shea Murphy, Chairperson Dr. Anthea Kraut Dr. Amanda Lucia Copyright by Jennifer F Aubrecht 2017 The Dissertation of Jennifer F Aubrecht is approved: Committee Chairperson University of California, Riverside Acknowledgements I extend my gratitude to many people and organizations for their support throughout this process. First of all, my thanks to my committee: Jacqueline Shea Murphy, Anthea Kraut, and Amanda Lucia. Without your guidance and support, this work would never have matured. I am also deeply indebted to the faculty of the Dance Department at UC Riverside, including Linda Tomko, Priya Srinivasan, Jens Richard Giersdorf, Wendy Rogers, Imani Kai Johnson, visiting professor Ann Carlson, Joel Smith, José Reynoso, Taisha Paggett, and Luis Lara Malvacías. Their teaching and research modeled for me what it means to be a scholar and human of rigorous integrity and generosity. I am also grateful to the professors at my undergraduate institution, who opened my eyes to the exciting world of critical dance studies: Ananya Chatterjea, Diyah Larasati, Carl Flink, Toni Pierce-Sands, Maija Brown, and rest of U of MN dance department, thank you. I thank the faculty (especially Susan Manning, Janice Ross, and Rebekah Kowal) and participants in the 2015 Mellon Summer Seminar Dance Studies in/and the Humanities, who helped me begin to feel at home in our academic community. -
Exploring the Healing Effects of Yoga for Trauma in Children and Youth: the Stories of Yoga Instructors
Exploring the Healing Effects of Yoga for Trauma in Children and Youth: The Stories of Yoga Instructors By: Sarah Bonnell BA, University of Victoria, 2009 A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS in the School of Child and Youth Care © Sarah Bonnell University of Victoria 2016 All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. ii Supervisory Committee Exploring the Healing Effects of Yoga for Trauma in Children and Youth: The Stories of Yoga Instructors By: Sarah Bonnell BA CYC, University of Victoria, 2009 Supervisory Committee Dr. Daniel Scott, School of Child and Youth Care Supervisor Dr. Marie Hoskins, School of Child and Youth Care Department Member iii Abstract Dr. Daniel Scott, School of Child and Youth Care Supervisor Dr. Marie Hoskins, School of Child and Youth Care Department Member Yoga as a therapeutic modality for treating trauma is currently emerging as an important topic of research with several new studies being produced to analyze its effectiveness on varying populations of traumatized individuals. Research is beginning to demonstrate that individuals who suffer the effects of trauma have often experienced several negative events that accumulate over the course of one’s lifetime. It has been displayed that when treated early, the adverse effects of trauma may be much less debilitating. Recent studies indicate traumatic memories are often stored within the body and are difficult to recall through cognition alone. Therefore, somatic therapies such as yoga are proving to be an effective means of working through this unresolved trauma. -
Focus of the Month 2.14
Bobbi Misiti 2201 Market Street Camp HIll, PA 17011 717.443.1119 befityoga.com TOPIC OF THE MONTH February 2014 FROM NOW FORWARD . AND SOME NOTES FROM MAUI Although I am not a “big fan” of the sutras, I do like to study them. Just because something was written as an “ancient text” does not always mean it has merritt . and in just the same way -- because some study proves some scientific “fact”, does not mean it is truth. For example all those years we thought saturated fat was bad for us . it is not! Studies were mis-read, mis-leading, politically adjusted, and “interpretations” seem to benefit some benefactor more than mankind. However I like this little blip from David Life on the very first sutra, in my simple words it basically says: From now on, just allow the yoga to arise naturally in you :) Excerpts from David Life's January 2014 focus of the month -- Jivamukti Yoga Atha yoga-anushasanam (Patanjali’s Yoga Sutra 1:1) Now this is yoga as I have perceived it in the natural world. Atha means “now.” But it’s more than just “now”; it means now in terms of “hereafer,” or “going forward.” The importance of that nuance is that it implies that whatever has been happening will now, hereafer, be different. The word shasanam can be understood as a set of rules, a discipline applied to us from the outside, a set of instructions for what we’re supposed to do next. But when we put the word anu, which literally means “atom,” in front of it, it means the instructions or ways to act that come from the inside. -
Religious, Spiritual, and Secular Identities of Modern Postural Yoga in the Ozarks
BearWorks MSU Graduate Theses Fall 2015 Bodies Bending Boundaries: Religious, Spiritual, and Secular Identities of Modern Postural Yoga in the Ozarks Kimberley J. Pingatore As with any intellectual project, the content and views expressed in this thesis may be considered objectionable by some readers. However, this student-scholar’s work has been judged to have academic value by the student’s thesis committee members trained in the discipline. The content and views expressed in this thesis are those of the student-scholar and are not endorsed by Missouri State University, its Graduate College, or its employees. Follow this and additional works at: https://bearworks.missouristate.edu/theses Part of the Religion Commons Recommended Citation Pingatore, Kimberley J., "Bodies Bending Boundaries: Religious, Spiritual, and Secular Identities of Modern Postural Yoga in the Ozarks" (2015). MSU Graduate Theses. 3010. https://bearworks.missouristate.edu/theses/3010 This article or document was made available through BearWorks, the institutional repository of Missouri State University. The work contained in it may be protected by copyright and require permission of the copyright holder for reuse or redistribution. For more information, please contact [email protected]. BODIES BENDING BOUNDARIES: RELIGIOUS, SPIRITUAL, AND SECULAR IDENTITIES OF MODERN POSTURAL YOGA IN THE OZARKS A Masters Thesis Presented to The Graduate College of Missouri State University In Partial Fulfillment Of the Requirements for the Degree Master of Arts, Religious Studies By Kimberley J. Pingatore December 2015 Copyright 2015 by Kimberley Jaqueline Pingatore ii BODIES BENDING BOUNDARIES: RELIGIOUS, SPIRITUAL, AND SECULAR IDENTITIES OF MODERN POSTURAL YOGA IN THE OZARKS Religious Studies Missouri State University, December 2015 Master of Arts Kimberley J. -
The-Forum-86Th-Edition-March-2016
YOUNG YOGA INSTITUTE 86th Edition MARCH 2016 Winnie Young Winnie & Mr Iyengar at a course in Mauritius A Word from the Principal 4 Is too easy to become a Yoga teacher 6 Kakasana – Crow Pose 8 Don’t overstretch your joints 13 This is your brain on Yoga 15 What Menopause taught me 17 Keep a health neck 20 The Awakening 22 Artwork by Jane Seabrook 26 Recipes 27 Smart Fellow 28 Birthdays 29 Poetry 30 Joburg Zoo wants your garden leave 31 MAILBOX NEWS 32 Tutorial Updates 33 KZN Yoga Dates 2016 44 La Verna Dates 2016 45 National Executive Committee details 46 YYI Bank details on the inside back cover Dear Friends, I trust that, with your family and loved ones, you experienced a blessed Festive Season filled with joy, love, light and peace and the holidays left you relaxed and rejuvenated. I spent three weeks in sunny Mozambique with my family and thoroughly enjoyed their company and especially my 4 year old grandson, Marko. All too soon they will be going back home: my parents to Portugal and my daughter and her beautiful family to Croatia. There is a saying which goes: life is not measured by the breaths you take but by the moments that take your breath away! I have been blessed to experience many of those moments during these holidays. We started the year with the sad news that Deneen (our founder Winnie Young’s daughter) passed away in Spartanburg, South Carolina (USA) on 6thJanuary. She died peacefully without pain or discomfort. Arrangements were made for a funeral in Spartanburg and for some form of Memorial Service in Durban. -
Reduced Size Daily Practice Guide
Daily Practice Pratique Quotidienne Hold each pose for 5 to 10 breaths. Restez dans chaque posture pour une période de 5 à 10 respirations. !1 VIRASANA hero pose/ Pose du héros close your eyes, listen to your breath fermez vos yeux, écoutez votre respiration !2 BALASANA child’s pose/ posture de l’enfant - big toes touching - gros orteils ensemble - knees as wide as your ribcage - genoux écartés à largeur du torse - arms overhead, straight with elbows - bras au dessus de la tête, droits et les o# the ground coudes surélevés !3 TABLE table pose / posture de la table - hands aligned with shoulders - mains alignées avec les épaules - knees aligned with hips - genoux alignés avec les hanches - fingers spread, collarbones wide - doigts séparés, clavicules écartées - lower ribs uplifted - cage thoracique levée !4 ADHO MUKHA SHVANASANA downward dog pose / posture du chien face vers le bas - arms and hands outer shoulder-width - bras et mains écartés à largeur des apart, broad collarbones épaules - inner and outer edges of hands rooted - côtés intérieurs et extérieurs des mains et bouts des doigts ancrés - legs hip-width apart, thighs back - jambes écartées à largeur des hanches, - feet parallel cuisses reculées gentle version: knees on ground - pieds parallèles version douce: genoux au sol !5 UTTANASANA deep forward bend / étirement intense vers l’avant - feet parallel - pieds parallèles - knees straight forward, thighs back - genoux face à l’avant, cuisses reculées - hands on ground or blocks by pinky - mains ou doigts au sol ou sur des blocs toe à côté des petits orteils moderate version: legs hip-width apart version moderée: jambes écartées à largeur des hanches. -
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[FIR 15.1–2 (2020) 208–209] Fieldwork in Religion (print) ISSN 1743–0615 https://doi.org/10.1558/firn.18367 Fieldwork in Religion (online) ISSN 1743–0623 BOOK REVIEW Newcombe, Suzanne. 2019. Yoga in Britain: Stretching Spirituality and Educating Yogis. Shef- field: Equinox. xiv + 309 pp. ISBN: 978-1-7817-9659-7 £75.00 (hbk); ISBN: 978-1-7817-9660-3 £24.95 (pbk); ISBN: 978-1-7817-9661-0 £24.95 (e-book). Reviewed by: Theo Wildcroft, Calne, Wiltshire, UK [email protected] Keywords: British wheel; counterculture; New Age; 1960s; yoga. Yoga in Britain is, first and foremost, a fascinating read for anyone curious about not just the development of modern yoga, but also British twentieth-century counterculture. Without denying the evident scholarship involved, it is rare to have an academic text that is also such fun to read. The author’s stated aim is to set out the cultural developments that led what we now call “yoga” to be an unremarkable activity in the UK. Much of the original research that it describes formed the heart of Suzanne Newcombe’s doctoral thesis, and for this reason, there will be many in the small but growing sub-field of Yoga Studies that, like me, have eagerly awaited its publication. That doctoral material is supplemented with later research, and the book as a whole covers a period from the early twentieth century to the 1980s. This is a significant period in the development of yoga subcultures in Britain, and indeed much of the Anglophone world. Yet, as a lived and vernacular practice, it remains largely under- studied. -
A SURVEY of YOUTH YOGA CURRICULUMS a Dissertation
A SURVEY OF YOUTH YOGA CURRICULUMS A Dissertation Submitted to The Temple University Graduate Board in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY By Robin A. Lowry August, 2011 Examining Committee Members: Ricky Swalm, Advisory Chair, Kinesiology Michael Sachs, Kinesiology Catherine Schifter, Education Jay Segal, Public Health ii © Copyright By Robin A. Lowry 2011 All Rights Reserved iii ABSTRACT A SURVEY OF YOUTH YOGA CURRICULUMS By Robin A. Lowry Doctor of Philosophy Temple University, 2011 Doctoral Advisory Committee Chair: Ricky Swalm, Ph. D. Introduction: Yoga is increasingly recommended for the K-12 population as a health intervention, a Physical Education activity, and for fun. What constitutes Yoga however, what is taught, and how it is taught, is variable. The purpose of this study was to survey Youth Yoga curriculums to identify content, teaching strategies, and assessments; dimensions of wellness addressed; whether national Health and Physical Education (HPE) standards were met; strategies to manage implementation fidelity; and shared constructs between Yoga and educational psychology. Methods: A descriptive qualitative design included a preliminary survey (n = 206) and interview (n = 1), questionnaires for curriculum developers (n = 9) and teachers (n = 5), interviews of developers and teachers (n = 3), lesson observations (n= 3), and a review of curriculum manuals. Results: Yoga content was adapted from elements associated with the Yoga Sutras but mostly from modern texts, interpretations, and personal experiences. Curriculums were not consistently mapped, nor elements defined. Non-Yoga content included games, music, and storytelling, which were used to teach Yoga postures and improve concentration, balance, and meta-cognitive skills. -
Level 1 Flexible Learning Teacher Training (Part B)
Level 1 Flexible Learning Teacher Training (Part B) Arrive Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Time Time 6.00-7.15 Michael Alex 6.00-7.30 Davina John Michael Asanas focusing on Asanas focusing on Asanas focusing on Asanas focusing on Asanas focusing on Sequencing Sequencing Postural Alignment Postural Alignment Sequencing Pranayama Pranayama Pranayama Pranayama Pranayama Meditation Meditation Meditation Meditation Meditation 7.15-7.30 Break Break 7.15-7.30 Break Break Break 7.30-9.00 Michael Stephan 7.30-9.00 Davina John Michael Dandasana AHIMSA Paschimottanāsana Bidalasana Tadasana Astanga Yoga partner prep session Bandhas Upavistha Konasana Balasana Baddha Konāsana 9.00-10.00 Breakfast Breakfast 9.00-10.00 Breakfast Breakfast Breakfast 10.00- Davina Alex 10.00-11.15 Davina Alex Alex 11.15 Recap - SNS Vrksasana Adho Mukha Virasana and Adho Mukha Therapy Yoga Adho Mukha Svanasana Teaching to teach Public Class Practice Vrksasana, Eka Pada OH&S and Savasana Rajakapotasana. 11.15- Break Break 11.15-11.30 Break Break Break 11.30 11.30-1.00 Davina Alex 11.30-1.00 Maria Alex Alex Virabhadrasana_1, Japa Recognise heathly body 4 groups of 6 - Trikonasana, Adjust each other in teach each other asanas systems within a health 1 teaches 5 people for Virabhadrasana_2, asanas Pranayama care context Session 1 10 minutes Padottanasana 1.00-2.00 Lunch Lunch 1.00-2.00 Lunch Lunch Lunch 2.00-2.30 Study or rest Study or rest 2.00-2.30 Study or rest Study or rest 2.30-4.15 Alex Davina 2.30-4.15 Maria Alex Stephan Supta Padangusthasana Recognise heathly body