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Image 1 of 1
60 Hours | 30 Hours In-Person | 30 Hours Virtual
February 19 – April 4th
Prerequisite: Completion of Module 2 or the 10-hour online Anatomy + Movement Prep Program.
Students develop the skills to work confidently and responsibly with the real bodies in front of them rather than expecting every student to fit the pose, sequence, or traditional expression of a posture.
This module moves beyond knowing what a pose looks like and into understanding how to support different students within it. Teachers learn to observe more effectively, make thoughtful choices, and offer options that preserve the intention of the practice while meeting students where they are.
Core curriculum: hands-on assists; consent and communication; when to assist and when to step back; verbal vs. tactile cueing; developing stronger observation skills; adapting poses rather than forcing alignment; props and purposeful modifications; creating choice and autonomy within the practice; teaching beginners; working with older adults and changing bodies; prenatal and postnatal considerations; common injuries and physical limitations; adapting sequencing for different populations; teaching in private vs. group settings; professional boundaries and scope of practice.
There will be significant partner work, observation, hands-on application, case-based learning, and practice teaching, giving students the opportunity to move beyond theory and develop the confidence to make thoughtful decisions in real time.
60 Hours | 30 Hours In-Person | 30 Hours Virtual
February 19 – April 4th
Prerequisite: Completion of Module 2 or the 10-hour online Anatomy + Movement Prep Program.
Students develop the skills to work confidently and responsibly with the real bodies in front of them rather than expecting every student to fit the pose, sequence, or traditional expression of a posture.
This module moves beyond knowing what a pose looks like and into understanding how to support different students within it. Teachers learn to observe more effectively, make thoughtful choices, and offer options that preserve the intention of the practice while meeting students where they are.
Core curriculum: hands-on assists; consent and communication; when to assist and when to step back; verbal vs. tactile cueing; developing stronger observation skills; adapting poses rather than forcing alignment; props and purposeful modifications; creating choice and autonomy within the practice; teaching beginners; working with older adults and changing bodies; prenatal and postnatal considerations; common injuries and physical limitations; adapting sequencing for different populations; teaching in private vs. group settings; professional boundaries and scope of practice.
There will be significant partner work, observation, hands-on application, case-based learning, and practice teaching, giving students the opportunity to move beyond theory and develop the confidence to make thoughtful decisions in real time.