Yoga in the heart of the city

Ashtanga yoga as a means of managing and strengthening naturally soft and flexible bodies (short version)

By Selina Chan (YA 500 Teacher Training Course Case Study 2009)

Ashtanga yoga is a dynamic style of yoga which develops flexibility, strength and stamina. Strength, in particular, and to a lesser extent stamina, is a trait that is often lacking in individuals with naturally soft and flexible bodies. These individuals are often unaware that their lack of strength can cause joint compression, which is caused by an inability to activate the supporting muscles around the specific joints. These unique physical characteristics mean that these students are particularly susceptible to injury. Therefore, it is important for Ashtanga yoga teachers to adapt their methods when teaching these students.

Students with this body type can be identified in several ways:
1) Initial body observation: Physical signs include poor muscle tone; soft, floppy movements during walking; and feet that turn out.
2) Range of motion (ROM) testing: If they haven't done much sport involving stretching before, e.g. ballet or gymnastics, then they may be hyperflexible if they can do the following movements - palms flat on the floor with straight legs; elbows touch when palms are pushed together with arms extended out in front; fingers hyperextend to 90 degrees.
3) Watching them during the class: It is easy to tell if a student has this type of body within the first few Suryanamaskara by watching for signs such as deep lunges; hyperextension of elbows and/or knees; difficulty holding Chaturanga Dandasana; shoulders collapsing up around the ears and lumbar spine collapses in upward facing dog.

Hypermobility is more common in females, some ethnic groups (e.g. Asian and African), younger and/or overweight individuals. Teachers should be extra cautious with hyperflexible overweight individuals due to the extra weight on the joints.

In general teachers noted that it is important to help these students build up strength and avoid overstretching. Other important factors are to emphasise the bandhas, ujjayi breath and to activate the muscles so that space is created within the joints.

Poses that were deemed to be of particular important for building strength in the legs and core are Suryanamaskara A and B, standing poses (especially Virabhadrasana A and B), Purvottanasana, half backbend and shoulderstand. The vinyasa is also of importance in the build up of strength, and once they have enough stamina, double jump-backs may be given. Some teachers also give their students additional strengthening poses such as split leg and Navasana handstands once they have built up enough strength to do so. Pre-practice strengthening poses may also be appropriate, such as Half or Full handstands, Pilates style abdominal strengtheners and Vasisthasana.

Poses that are particularly dangerous for these students are:

Backbends - especially Urdhva Dhanurasana and dropbacks - the feet and knees should be kept parallel and the tailbone tucked under. A lot of support should be given in dropbacks.

Prasarita Paddottanasana - quadriceps needs to be engaged both prior to entering and during this pose, and adjustments should be very gentle. In the Prasarita Padottanasana C, they can be held above the elbows, or when holding the hands, your forearms can be used to prevent extreme elbow hyperextension.

Baddha Konasana - no adjustment is needed if their chin is on the floor. A gentle turning of the thighs or lifting of the lower back is fine, but lying on top of them is not necessary.

Headstand - this pose should only be given if they have sufficient shoulder strength, otherwise neck compression may occur.

Kurmasana/Supta Kurmasana - need to have strong navasana and bhujapidasana (including jumpback from bakasana) before starting this pose, and progress should be slow.

In poses where the hamstrings are stretched, they must be taught to engage the quadriceps, pull up the kneecap and move from the hips, not the lumbar or thoracic.

All adjustments should be subtle and guiding - realignment and reminders about bandhas/breath/engaging muscles are more appropriate than deepening the stretch. To avoid joint compression, adjustments should not be given if the student has the full posture. However it is a mistake to completely leave these students alone thinking they do not need adjustments or for fear of hurting them. These students commonly crave a tactile style of teaching, and therefore they should be given 'scaffolding' adjustments instead. These adjustments convey a sense of warmth and safety, without the risk of injury to the student and also prevent them from feeling 'left out' when they see everyone else being adjusted into poses.

In terms of physical vs. verbal instructions, note that in contrast to the soft, gentle physical adjustments, verbal instructions need to be quite rajasic (sharp and firm) in order to encourage them to work the postures strongly. This tone of voice is beneficial in backbends and strength poses such as Virabhadrasana and Utkatasana.

In summary, care must be taken when teaching students with this body type, since they are very susceptible to injuries. Extended and attentive observation prior to adjusting a new student is critical to understanding their body. Talking to the student before the class is also important to find out whether any pre-existing injuries/instabilities exist, especially in the spinal and sacroiliac areas. New beginners or driven individuals can be overenthusiastic and pose-driven, and therefore must be encouraged to pull back and focus on their bandhas, dristhi and ujjayi breath.