Yoga teaching

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Learner Manual

www.activeiq.co.uk

Level 3 Diploma in Teaching Yoga (QCF)

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Unit 1 Underpinning principles of

Unit 1 Underpinning principles of teaching yoga

teaching yoga

Aim:

Aim: the aim of this unit is the aim of this unit is to provide learners with the underpinning knowledge and skills to become a yogato provide learners with the underpinning knowledge and skills to become a yoga teacher

teacher. This unit contains the information necessar. This unit contains the information necessary to gain an understanding of y to gain an understanding of what yoga is, as well as what yoga is, as well as anan opportunity to explore some of the skills and lifestyle changes necessary to become a yoga teacher.

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: By the end of this unit you will:

•

• _{understand the teaching skills needed by a yoga teacher}_{understand the teaching skills needed by a yoga teacher} •

• _{understand the role of the yoga teacher}_{understand the role of the yoga teacher} •

• _{understand the beneﬁts of yoga}_{understand the beneﬁts of yoga} •

• _{understand the origins of yoga}_{understand the origins of yoga} •

• _{understand the relevance of ancient yoga texts}_{understand the relevance of ancient yoga texts} •

• _{understand the eight limbs of yoga}_{understand the eight limbs of yoga} •

• _{understand the four paths of yoga}_{understand the four paths of yoga} •

• _{understand the key concepts of yoga}_{understand the key concepts of yoga} •

• _{understand the concept of kriyas}_{understand the concept of kriyas} •

• _{understand mudra techniques}_{understand mudra techniques} •

• _{understand bandha techniques}_{understand bandha techniques}

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Level 3 Diploma in Teaching Yoga (QCF) - Manual

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Introduction

In all yoga schools there are

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

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 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 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

realm of simple thought, and can only be fully understood through direct practice and only be fully understood through direct practice and experience (Swamiexperience (Swami Satyananda Saraswati, 1996). The ultimate aim of yoga is to release the mind

Satyananda Saraswati, 1996). The ultimate aim of yoga is to release the mind from the restrictions of thefrom the restrictions of the physical body and allow the ‘spirit’ to explore new levels of

physical body and allow the ‘spirit’ to explore new levels of consciousness.consciousness.

Throughout this manual the aim is to provide the knowledge and skills to facilitate an understanding of 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 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

participants. Where physical practice is involved, the aim is to ensure the advice is safe and to ensure the advice is safe and effective.effective. Remember that Yoga is not just the physical practice of asana or postures and this is often confusing to Remember that Yoga is not just the physical practice of asana or postures and this is often confusing to new participants.

new participants. This manual focuses This manual focuses mainly on the practicmainly on the practice of asana in yoga but e of asana in yoga but the other aspects arethe other aspects are equally as important.

equally as important.

Understanding teaching skills

Good teaching skills allow teachers to maximise the safety

Good teaching skills allow teachers to maximise the safety and effectiveness of a session. This success isand effectiveness of a session. This success is achieved through the teacher’s

achieved through the teacher’s ability to communicate and interact effectivelyability to communicate and interact effectively, and this in , and this in turn will dependturn will depend on developing a series of verbal and non-verbal skills. These may include a large vocabulary of general on developing a series of verbal and non-verbal skills. These may include a large vocabulary of general and yoga-speciﬁc instructions/demonstrat

and yoga-speciﬁc instructions/demonstrations and teaching cues, that ions and teaching cues, that make use of imagermake use of imager yy, tone of , tone of voice,voice, hand signals, and facial expressions.

hand signals, and facial expressions.

Communication skills

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

assisting, have taken the time to practice the ar t of communication.t of communication.

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

needs and expectations; furthermore participants may not feel listened to or feel understood.or feel understood.

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

watching.

Communication is the key to: Communication is the key to:

•

• _{getting participant co-operation}_{getting participant co-operation} •

• _{participant understanding}_{participant understanding} •

• _{building participant self-conﬁdence and self-esteem}_{building participant self-conﬁdence and self-esteem} •

• _{feeling listened to by your par}_{feeling listened to by your participants}_ticipants •

• _{mutual respect}_{mutual respect} •

• _{everyone feeling safe to be themselves}_{everyone feeling safe to be themselves} •

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Reﬂective listening Reﬂective listening One of the most

One of the most important communication skills is reflective listening. Reflective listening involves reflectingimportant 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 (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 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 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.

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 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 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 effective facilitators, group leaders, counsellors, consultants, sales people, health professionals, teachers and parents use more than any other skill.

and parents use more than any other skill. Reﬂective listening may also be referred to as: Reﬂective listening may also be referred to as:

•

• _{the empathic ear}_{the empathic ear} •

• _{active listening}_{active listening} •

• _{the understanding response}_{the understanding response} •

• _{verbal pacing}_{verbal pacing} •

• _paraphrasing_paraphrasing

Because communication is a two-way process, it means that it is as important to be a good message sender 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 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. Li

be challenging. Listening properly, howeverstening properly, however, is not , is not easyeasy. T. To summarise, use o summarise, use reﬂective listening reﬂective listening to communicate:to communicate:

•

• _{desire to understand how the other person is thinking and}_{desire to understand how the other person is thinking and feeling}_feeling •

• _{belief in the person’s ability to understand the situation, identify solutions, select an appropriate}_{belief in the person’s ability to understand the situation, identify solutions, select an appropriate}

choice, and implement it responsibly choice, and implement it responsibly

•

• _{belief the person is worthwhile}_{belief the person is worthwhile} •

• _{respect and/or willingness to accept other}_{respect and/or willingness to accept other people’s feelings}_{people’s feelings} •

• _{desire to help}_{desire to help} •

• _{willingness not to judge}_{willingness not to judge the person (Communications World, 2011)}_{the person (Communications World, 2011)}

Body language Body language

One of the aspects of understanding what people are saying comes from body language or non-verbal 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 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.

needs of class participants, and more effectively communicate with them.

There are sometimes subtle (and sometimes not so subtle) movements, gestures, facial expressions and 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 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

in time. By becoming more aware of this body language and understanding what it might mean within abody language and understanding what it might mean within a context, teachers can learn to read people more easily, and adjust their communication and instructions context, teachers can learn to read people more easily, and adjust their communication and instructions accordingly.

accordingly.

Body language includes body movements and gestures (legs, arms, hands, head and torso), posture, 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. muscle tension, eye contact, skin colouring (ﬂushed red), even people’s breathing rate and perspiration. Additionally

Additionally, the tone of voice, the , the tone of voice, the rate of speech and the pitch of rate of speech and the pitch of the voice all contribute to the words thatthe voice all contribute to the words that are being used. Additionally

are being used. Additionally, it is impor, it is important to recognise that body language may vartant to recognise that body language may var y between individuals,y between individuals, and between different cultures and

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Theory into practice: Conﬁdence Theory into practice: Conﬁdence

It is important for yoga teachers to convey signs, signals and patterns that communicate feelings of It is important for yoga teachers to convey signs, signals and patterns that communicate feelings of conﬁdence. T

confidence. Typical things to look for ypical things to look for in confident people include:in confident people include:

•

• _{posture – standing tall with shoulders back}_{posture – standing tall with shoulders back} •

• _{eye contact – solid with a ‘smiling’ face}_{eye contact – solid with a ‘smiling’ face} •

• _{gestures with hands and arms – purposeful and deliberate}_{gestures with hands and arms – purposeful and deliberate} •

• _{speech – slow and clear}_{speech – slow and clear} •

• _{tone of voice – moderate to low}_{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 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

new class or covering an existing class, they can adopt these ‘confidence’ signs and signals to project confidence.‘confidence’ signs and signals to project confidence.

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

techniques of yoga. Clear, concise language takes participants in a speciﬁc direction with minimal distraction ordirection with minimal distraction or confusion. Yoga teachers are required to be understood and to inspire the people they work with.

confusion. Yoga teachers are required to be understood and to inspire the people they work with. It is impor

It is important that a yoga teacher’s tant that a yoga teacher’s communication style matches their teaching environment. Focommunication style matches their teaching environment. For example,r example, not all yoga participants will beneﬁt from chanting mantra, and any yoga teacher should bear this in mind. 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 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. T

easily be translated into lay terms. Teachers can instead use phrases like “let go,” “be in eachers can instead use phrases like “let go,” “be in the moment” andthe moment” and “clear the mind.” Statements like, “surrender to a higher being,” or

“clear the mind.” Statements like, “surrender to a higher being,” or “aligning your energy with the vibration“aligning your energy with the vibration of the universe” may

of the universe” may be more appropriate for be more appropriate for a private yoga studio, than a private yoga studio, than a ﬁtness-based facilitya ﬁtness-based facility..

Further challenges arise for yoga teachers because the yoga postures (asana) are often complicated to 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 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

a posture. The correct use of language can make or break a yoga class; too make or break a yoga class; too much technical language, toomuch technical language, too much jargon and even too much

much jargon and even too much spiritual talk can confuse and deter parspiritual talk can confuse and deter participants. Each asana will requireticipants. Each asana will require the teacher to know it in detail, so that it can be taught effectively. To help the communication process, 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 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.

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 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 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

teacher can walk around and adjust and reﬁne the participants’ asana either verbally or by assisting themassisting them into position. A good teacher will always explain what the participant should be

into position. A good teacher will always explain what the participant should be feeling in a physical sensefeeling in a physical sense and also explain what they should not be feeling (e.g. any

and also explain what they should not be feeling (e.g. any pain in the knees, back etc.).pain in the knees, back etc.).

Theory into practice: Non-technical terminology Theory into practice: Non-technical terminology

A good yoga teacher should practice the use of non-technical words rather than technical phrases. For 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 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’.

‘tip forwards from the hip’ or ‘lengthen the spine’.

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

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Voice intonation Voice intonation

The way a teacher says something is just as important than what they say. Voice intonation is the way 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

information is put across, and may include elements such as volume, pitch, and inﬂection. For example,volume, pitch, and inﬂection. For example, the level of intonation may need to be moderated if working with a complete beginner or the elderly. 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 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 surrounding environment. A yoga teacher needs to adopt a calm manner of teaching and to be able to vary the

vary the volume accordinglyvolume accordingly. For example during meditation or breathing practice the . For example during meditation or breathing practice the teacher may speakteacher may speak quietly

quietly, but when the class need to be , but when the class need to be wakened from a relaxation, the teacher’s voice needs to be louder sowakened from a relaxation, the teacher’s voice needs to be louder so they can hear the difference. A teacher needs to be

they can hear the difference. A teacher needs to be aware of any participants who have hearing difﬁculties.aware of any participants who have hearing difﬁculties. If this is the

If this is the case ensure these participants are positioned near the front of case ensure these participants are positioned near the front of the class.the class.

Filler words and phrases Filler words and phrases Y

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

are new. Common words or phrases used include:

•

• _{“go ahead”}_{“go ahead”} •

• _{“we’re gonna”}_{“we’re gonna”} •

• _“now”_“now” •

• _“try”_“try” •

• _{“uh, um”}_{“uh, um”} •

• _{“nice, good, great, beautiful”}_{“nice, good, great, beautiful”} •

• _{“don’t”}_{“don’t”}

Another word many yoga teachers use is “down”: for example, “Shoulders down the back, put the knee 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 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 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.

svanasana’ is a stronger way to convey the pose. T

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

Ussuuaal l pphhrraassee CChhaanngge e ttoo...

P

Puussh h yyoouur r hhaannd d ddoowwn n iinntto o tthhe e eeaarrtthh SSttrreettcch h yyoouur r hhaannd d iinntto o tthhe e eeaarrtthh’’ P

Puulll l yyoouur r sshhoouullddeerrs s ddoowwn n tthhe e bbaacckk PPuulll l yyoouur r sshhoouullddeerrs s aawwaay y ffrroom m yyoouur r eeaarrss P

Puut t tthhe e kknneee e ddoowwnn PPuut t tthhe e kknneee e oon n tthhe e ﬂﬂoooorr P

Prreesss s yyoouur r ffoooot t ddoowwn n iinntto o tthhe e eeaarrtthh PPrreesss s yyoouur r ffoooot t ﬁﬁrrmmlly y iinntto o tthhe e eeaarrtthh

Table 1 Alternative phrases to use in a yoga class 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 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 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

replaced with a list of alternative words and phrases to express body cues and movements.body cues and movements.

Teaching points Teaching points T

Teaching points are used eaching points are used to reinforce a to reinforce a visual demonstration. Their application allows teachers to visual demonstration. Their application allows teachers to express,express, correct and ﬁne-tune participants’

correct and fine-tune participants’ technique. Ttechnique. To use teaching o use teaching points effectivelypoints effectively, the yoga , the yoga teacher must firstteacher must first be fully versed in the particular yoga technique they are trying to teach.

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. 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 For example, consider the following teaching point: “imagine two lights on your hip bones – ensure these lights are up” (referring to the hip

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This may help participants visualise and focus on the relevant body part by relating it to an object or 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

possibly an activity, often leading to greater understanding. Tgreater understanding. Teaching points when used eaching points when used appropriately allowappropriately allow for easier instruction; however, if overused, they may lead to confusion. Teaching points should be kept for easier instruction; however, if overused, they may lead to confusion. Teaching points should be kept positive at all times to build conﬁdence.

positive at all times to build conﬁdence.

Demonstration Demonstration

A good clear demonstration allows the participant the opportunity to fully observe the technique to be 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 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. involves lying down, ensure the participants are sitting up so they can see the demonstration clearly. Encourage participants to ask questions before they per

Encourage participants to ask questions before they per form the movement.form the movement. A participant’s version of the posture may not look exactly like the

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

their individual physical state.

In shoulder stand for example, a teacher would not want the par

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

the safety of their necks.

Observation Observation

The yoga teacher will also need to

The yoga teacher will also need to consider their position of observation in consider their position of observation in relation to the participants. Theyrelation to the participants. They may be able to see most participants from the front of the class in standing postures. In other postures, 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. such as sitting and lying, it is advisable to walk around the class to check participants from all angles. This should be

This should be done in a done in a non-intrusive mannernon-intrusive manner, especially if the , especially if the participants are in participants are in vulnerable positions.vulnerable positions.

Using Sanskrit words in yoga

Even though the understanding an

Even though the understanding and use of Sanskrit words in yoga has falld use of Sanskrit words in yoga has fallen off, en off, it remains a powerfulit remains a powerful force to be rediscovered in yoga. Though participants may not aspire to learn the complete language, 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 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

know the depth and profoundness of yoga, study of the ancient scriptures and knowledge of the SanskritSanskrit language is essential, as Sanskrit literature contains a treasure trove of knowledge. Sanskrit is a historical 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.

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 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 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 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 benefit from hearing the words, visual learners will benefit from visualising the spelling (some teachers have a flip chart

have a flip chart or white board in their classes), and kinaesthetic learners will benefit from doing or white board in their classes), and kinaesthetic learners will benefit from doing the pose.the pose. One of the most important reasons to use the Sanskrit terms is to stir up interest and nurture curiosity. The 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 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, 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. 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 By simultaneously saying or hearing the Sanskrit name and performing the pose, participants can feel the unity between sound and

unity between sound and bodybody. This universal . This universal language creates a deeper, more spiritual connection.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 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. 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

All Sanskrit spoken in a yoga class needs to be deﬁned. For example, it is traditional to end a class with thedeﬁned. For example, it is traditional to end a class with the greeting of ‘Namaste’. This translates to “I honour the light in all beings”.

greeting of ‘Namaste’. This translates to “I honour the light in all beings”. If a teacher says it in If a teacher says it in front of newfront of new participants, they should always

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9 Motivational skills

Motivational skills

Positive motivational

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

plenty of enthusiasm, and being passionate about what they do.

Key elements of motivation Key elements of motivation

Intrinsic motivation Intrinsic motivation

•

• _{Involves an interest in the learning of yoga itself}_{Involves an interest in the learning of yoga itself and also satisfaction being gained from participating}_{and also satisfaction being gained from participating}

in the class in the class

•

• _{Effective teaching must win the hearts}_{Effective teaching must win the hearts and minds of participants if the}_{and minds of participants if the class experience is to involve}_{class experience is to involve}

intrinsic motivation, curiosity

intrinsic motivation, curiosity, interest , interest and proper engagementand proper engagement

•

• _{Participants can ﬁnd it motivating when teaching creates opportunities for cooperative work with}_{Participants can ﬁnd it motivating when teaching creates opportunities for cooperative work with}

other participants such as pair work other participants such as pair work

•

• _{Generally, giving participants a degree of choice can be motivating, for example choosing the level}_{Generally, giving participants a degree of choice can be motivating, for example choosing the level}

of asana they perform of asana they perform

•

• _{Regular feedback is motivating when it shows participants how their skills are}_{Regular feedback is motivating when it shows participants how their skills are developing}_developing

Extrinsic motivation Extrinsic motivation

•

• _{Praise is a powerful motivator although its effect depends on skilful use}_{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,}_{Praise should be linked to effort and attainment, conveying sincere pleasure on the teacher’s part,}

and should be used with credibility and should be used with credibility

•

• _Pa_{Participants need autonomy – i.e. they}_{rticipants need autonomy – i.e. they need a sense of control over what they are}_{need a sense of control over what they are doing}_doing •

• _Pa_{Participants need a sense of}_{rticipants need a sense of agency – i.e. interacting with others}_{agency – i.e. interacting with others} •

• _{Participants need afﬁliation – feeling comfortable in the social context of the class and feeling that}_{Participants need afﬁliation – feeling comfortable in the social context of the class and feeling that}

they belong they belong

•

• _{Participants adopt stances - quietly engaging; harmoniously engaging; energetically engaging;}_{Participants adopt stances - quietly engaging; harmoniously engaging; energetically engaging;}

opposing/threatening; alarming/draining; hiding/upset; and

opposing/threatening; alarming/draining; hiding/upset; and exasperating. Texasperating. Teachers need eachers need to recogniseto recognise individuals’ stances to enable them

individuals’ stances to enable them to improve motivation.to improve motivation.

Four skills of successful motivation Four skills of successful motivation

•

• _Engagement_Engagement_{– teachers showing that they are interested in their participants and that they value them}_{– teachers showing that they are interested in their participants and that they value them} •

• _Structure_Structure_{– organising progress}_{– organising progress through experiences. Strong lesson planning skills are essential}_{through experiences. Strong lesson planning skills are essential so}_so

that the participants know the aims and

that the participants know the aims and objectives for each session or series of sessionsobjectives for each session or series of sessions

•

• _Stimulation_Stimulation_{– sessions that interest. Each session needs to}_{– sessions that interest. Each session needs to be interesting and relate to the objectives}_{be interesting and relate to the objectives}

of all participants of all participants

•

• _Feedback_Feedback_{– constructive, supportive information to par}_{– constructive, supportive information to participants on how they are progressing}_{ticipants on how they are progressing}

Allow questions in class Allow questions in class

Yoga participants may have a number of questions about their yoga practice. The teacher should decide 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

and communicate to students whether questions can be asked during the class or before / after before / after the class.the class. This will depend on the teacher’s preference and style. If teachers cannot provide an immediate answer, This will depend on the teacher’s preference and style. If teachers cannot provide an immediate answer, they should make the effort to

they should make the effort to ﬁnd out and share with the parﬁnd out and share with the participant next time. It may also be somethingticipant 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 class participants Getting to know the participants is a

Getting to know the participants is a valuable skill every teacher should take the time to valuable skill every teacher should take the time to do. What are thedo. What are the interests of the participants? What par

interests of the participants? What parts of the lesson plan raise their level of motivation? Do they ts of the lesson plan raise their level of motivation? Do they feel a stirfeel a stir of excitement or anticipation at certain points in your yoga

of excitement or anticipation at certain points in your yoga class?class? When participants feel the beneﬁts of a

When participants feel the benefits of a yoga class, it is usually visually apparent on their faces. If yoga class, it is usually visually apparent on their faces. If teachersteachers still feel unsure, it is acceptable to ask some tactful questions. A sample question, about one subject, 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 might be: “Do you feel the benefit of practising Revolved Triangle now?” If participants do not give an answer

answer, the teacher can list the skeletal benefits to , the teacher can list the skeletal benefits to the hips, spine, shoulders and legs. They may the hips, spine, shoulders and legs. They may also listalso list the muscles, which are strengthened and stretched, or even mention the particular internal organs which 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 are massaged and cleansed. Allowing participants to participate completely can increase the proficiency level of the entire class.

level of the entire class.

Addressing different

Addressing different learning styleslearning styles

The visual-auditory-kinaesthetic learning styles (VAK) model provides a very

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

match people’s preferences.

Visual learning

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

demonstrations, displays, hand-outs, ﬁlms, ﬂip-chart, etc. Auditory learning

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

others, as well as general sounds and music Kinaesthetic learning

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

Relationship between the yoga teacher and participa

Relationship between the yoga teacher and participant

nt

Traditionally, students of yoga would seek out a particular yogi or teacher. They may have been referred 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 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

a point, the teacher would make a decision on whether or not to take ion whether or not to take in another student on a trial basis.n another student on a trial basis. The trial may have consisted of doing work around the ashram (the retreat where the teacher and their 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 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 teacher/student relationship operated for thousands of years. In some areas of the world, it still works in this way

this way, and of, and often teachers were honoured and ten teachers were honoured and bestowed the highest status.bestowed the highest status. However

However, the , the traditional model of traditional model of the teacher/participant relationship, within the teacher/participant relationship, within yoga, has yoga, has changed immenselychanged immensely.. The traditional model cannot work in modern times, and certainly within Western culture. At the same 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 par

time, no responsible yoga teacher would want to prevent their class par ticipants from learning about yoga.ticipants from learning about yoga. Yet, the reason the traditional model worked was because students studied within a ‘vacuum’. The guru Yet, the reason the traditional model worked was because students studied within a ‘vacuum’. The guru had all the

had all the answers and was respected as answers and was respected as an authorityan authority.. So what is the role of a teacher in the 21st

So what is the role of a teacher in the 21st century? The role has not actually changedcentury? The role has not actually changed; the first step is to establish; 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 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 s

participants ﬁnd a tranquil state of mind and a healthy body. Ytate of mind and a healthy body. Yoga teachers should make safety a priority while,oga teachers should make safety a priority while, at the same time, helping participants progress toward development of awareness and transformation.

at the same time, helping participants progress toward development of awareness and transformation. If a par

If a participant does not appreciate honestyticipant does not appreciate honesty, compassion, and the way of moderation, it is likely they will, 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 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

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11 Role of the yoga teacher

Role of the yoga teacher

Yoga teachers as role models

Y

Yoga teachers come from many different walks of oga teachers come from many different walks of life, yet have traditionally been stereotyped as life, yet have traditionally been stereotyped as vegetarian,vegetarian, non-drinkers, non-smok

non-drinkers, non-smokers and so forth. ers and so forth. Judging, stereotyping and believing yoga teachers are all virtuous,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 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

intentions of teaching yoga is to have the awareness of Ahimsa (a non-violence attitude), which eventuall(a non-violence attitude), which eventuallyy leads to ﬁnding balance in

leads to ﬁnding balance in life resulting in peace life resulting in peace and harmonyand harmony.. The yoga teacher can be

The yoga teacher can be a friend, mentor or conﬁdante. More than a friend, mentor or conﬁdante. More than anything, yoga teachers are thinkers,anything, yoga teachers are thinkers, philosophers; people who live their

philosophers; people who live their lives based on lives based on logic, wisdom and logic, wisdom and rationalityrationality. Yoga teachers have been. Yoga teachers have been universally regarded as being spiritual and health role models. In general, they

universally regarded as being spiritual and health role models. In general, they play a key role in passingplay a key role in passing on the qualities of

on the qualities of respect, kindness and social tolerance. Yoga teachers should walk the talk and practiserespect, 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 what they preach. Society gives a relatively high respect towards yoga teachers, which ultimately gives yoga teachers a certain

yoga teachers a certain responsibility to uphold. Fortunatelyresponsibility to uphold. Fortunately, as most yoga , as most yoga teachers are true to their beliefsteachers are true to their beliefs and passionate about the practice, this is not hard to do.

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 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 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 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 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. 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 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 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 changes. As a guide to living life with a positive attitude, yoga teachers have become the ambassadors for optimism and positivity (Samdjaga, 2011).

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: 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 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.

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 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?”

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 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 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.

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 “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,

of life,” the Master explained, “is to gather Light “is to gather Light and to take it where and to take it where it’s needed the most. Your purpose isit’s needed the most. Your purpose is to capture some Light and take it to some dark place in the world.”

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”. 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 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

therefore about purifying the mind and keeping the mind and keeping the body healthybody healthy..

Yoga lifestyle also includes certain principles and values, some of which refer to the five rules of social Yoga lifestyle also includes certain principles and values, some of which refer to the five rules of social conduct. These principles form the first

conduct. These principles form the ﬁrst limb of yoga (the limb of yoga (the YYamas) according to Patanjali (see later on in thisamas) according to Patanjali (see later on in this unit for more information on the eight limbs of

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Copyright © 2012 Active IQ Ltd. Copyright © 2012 Active IQ Ltd. Manual not for resaleManual not for resale Level 3 Diploma in Teaching Yoga (QCF) - Manual Level 3 Diploma in Teaching Yoga (QCF) - Manual Yamas consist of:

Yamas consist of:

•

• _{Ahimsa - non-violence}_{Ahimsa - non-violence} •

• _{Satya - truthfulness}_{Satya - truthfulness} •

• _{Asteya - non-stealing}_{Asteya - non-stealing} •

• _{Brahmacharya - faithfulness}_{Brahmacharya - faithfulness} •

• _{Aparigraha - non-greed}_{Aparigraha - non-greed}

Seven habits for a healthy lifestyle Seven habits for a healthy lifestyle

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

Positive mental attitude •

• _{Stop negative thinking and}_{Stop negative thinking and negative self-talk}_{negative self-talk} •

• _{Practise positive afﬁrmations, e.g. (inhale, and think or softly say) “Every moment as I breathe,”}_{Practise positive afﬁrmations, e.g. (inhale, and think or softly say) “Every moment as I breathe,”}

(exhale) “I feel better

(exhale) “I feel better and betterand better.”.”

•

• _{Practice Karma yoga (selﬂess service or helping others).}_{Practice Karma yoga (selﬂess service or helping others).} •

• _{Seek humour and laughter}_{Seek humour and laughter} •

• _{Surround yourself with positive people.}_{Surround yourself with positive people.} Environment

Environment •

• _{Spend time out in nature.}_{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}_{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 your well-being and health

•

• _{Create a healthy environment through the use of healing colours wherever you spend the most time:}_{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 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 earthy orange are energising. Surround yourself with positive visual images with images of nature (flowers, plants, art and photos)

(ﬂowers, plants, art and photos)

•

• _{Surround yourself with peace and quiet or healing sounds.}_{Surround yourself with peace and quiet or healing sounds.} •

• _{Experiment with different scents in the form}_{Experiment with different scents in the form of a candle or a scent di}_{of a candle or a scent diffuser that make you feel good}_{ffuser that make you feel good}

and relaxed and relaxed Clear physical

Clear physical clutterclutter.. •

• _{If your physical space is cluttered, your mind will pick}_{If your physical space is cluttered, your mind will pick up on that.}_{up on that.} Stress reduction

Stress reduction •

• _T_{Take a mini-break at least once every}_{ake a mini-break at least once every two months in a place where you can be}_{two months in a place where you can be timeless}_timeless •

• _{Spend a few minutes in deep relaxation every day. Deep Relaxation, or yoga Nidra, is one of the}_{Spend a few minutes in deep relaxation every day. Deep Relaxation, or yoga Nidra, is one of the}

most powerful methods

most powerful methods of stress relief.of stress relief.

•

• _{Practice yoga outdoors. This restores energy levels}_{Practice yoga outdoors. This restores energy levels} •

• _{Chant or hum “Om”. Let the vibration of}_{Chant or hum “Om”. Let the vibration of the sound of the hum reverb}_{the sound of the hum reverberate through your whole body. Feel}_{erate through your whole body. Feel}

the resonance in the chest and the head. Chanting Om is incredibly effective as a stress relief method 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}_{Practice slow breathing and keep up a daily meditation practice}_{daily meditation practice} •

• _{Connect to animals. Animals are natural healers. Having a pet animal contributes greatly to stress relief.}_{Connect to animals. Animals are natural healers. Having a pet animal contributes greatly to stress relief.} Sufﬁcient sleep and rest

Sufﬁcient sleep and rest •

• _{Make your bedroom a place}_{Make your bedroom a place of rest. No TV. No Internet. No phone. Calming colours, quiet atmosphere,}_{of rest. No TV. No Internet. No phone. Calming colours, quiet atmosphere,}

pleasant scent and soft bedding pleasant scent and soft bedding

•

• _{Early to bed, early to rise.}_{Early to bed, early to rise. Going to bed around 10pm is most natural for our}_{Going to bed around 10pm is most natural for our biology}_biology •

• _{Get yourself physically tired before bedtime}_{Get yourself physically tired before bedtime} •

• _{Practice abdominal breathing to induce the relaxation response}_{Practice abdominal breathing to induce the relaxation response} Exercise

Exercise •

• _{Cardiovascular}_{Cardiovascular,}_{, aerobic exercise}_{aerobic exercise} •

• _{Muscle-strengthening, weight-bearing exercise}_{Muscle-strengthening, weight-bearing exercise} •

• _Flexibility_Flexibility •

Yoga teaching

Learner Manual

Learner Manual

www.activeiq.co.uk

www.activeiq.co.uk

Level 3 Diploma in Teaching Yoga (QCF)

Level 3 Diploma in Teaching Yoga (QCF)

Contents

Contents

Unit 1 Underpinning principles of

Unit 1 Underpinning principles of teaching yoga

teaching yoga

3

3

4

4

Introduction

Introduction

Understanding teaching skills

Understanding teaching skills

Communication skills

Communication skills

5

5

6

6

The correct use of language

The correct use of language

7

7

8

8

Using Sanskrit words in yoga

Using Sanskrit words in yoga

9

9

Motivational skills

Motivational skills

10

10

Relationship between the yoga teacher and participa

Relationship between the yoga teacher and participant

nt

11

11

Role of the yoga teacher

Role of the yoga teacher

Yoga teachers as role models

Yoga teachers as role models

Lifestyle choices of a yoga teacher

Lifestyle choices of a yoga teacher

12

12